Principles of language learning and teaching:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
White Plains, NY
Pearson Education, Longman
2000
|
| Ausgabe: | 4. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XII, 352 S. graph. Darst. |
| ISBN: | 0130178160 |
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Datensatz im Suchindex
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|---|---|
| adam_text | PRTNCTPI
LANGUAGE 1FARNTNG
AND TFACHTNG
FOURTH EDITION
H DOUGLAS BROWN
San Francisco State University
CONTENTS
Preface to the Fourth Edition, ix
1 Language, Learning, and Teaching 1
Current Issues in Second Language Acquisition, 2
Language, 4
Learning and Teaching, 7
Schools of Thought in Second Language Acquisition, 8
Structuralism/Behaviorism, 8
Rationalism and Cognitive Psychology, 9
Constructivism, 11
Language Teaching Methodology, 13
In the Classroom: The Grammar Translation Method, 15
Topics and Questions for Study and Discussion, 16
Suggested Readings, 17
Language Learning Experience:Journal Entry 1, 18
2 First Language Acquisition 20
Theories of First Language Acquisition, 21
Behavioristic Approaches, 22
The Nativist Approach, 24
Functional Approaches, 27
Cognition and Language Development, 28
Social Interaction and Language Development, 29
Issues in First Language Acquisition, 30
Competence and Performance, 30
Comprehension and Production, 33
Nature or Nurture?, 34
Universals, 35
Systematicity and Variability, 37
Language and Thought, 37
Imitation, 38
Practice, 40
in
IV Contents
Input, 41
Discourse, 42
In the Classrom: Gouin and Berlitz—The First Reformers, 43
Topics and Questions for Study and Discussion, 46
Suggested Readings, 47
Language Learning Experience:Journal Entry 2,48
3 Age and Acquisition 49
Dispelling Myths, 50
Types of Comparison and Contrast, 52
The Critical Period Hypothesis, 53
Neurological Considerations, 54
Hemispheric Lateralization, 54
Biological Timetables, 55
Right-Hemispheric Participation, 56
Anthropological Evidence, 57
The Significance of Accent, 58
Cognitive Considerations, 61
Affective Considerations, 63
Iinguisitic Considerations, 66
Bilingualism, 67
Interference Between First and Second Languages, 67
Interference in Adults, 68
Order of Acquisition, 68
Issues in First Language Acquisition Revisited, 70
In the Classroom: The Audiolingual Method, 73
Topics and Questions for Study and Discussion, 75
Suggested Readings, 16
Language Learning Experience:Journal Entry 3,77
4 Human Learning 78
Learning and Training, 78
Pavlov s Classical Behaviorism, 80
Skinner s Operant Conditioning, 80
Ausubel s Meaningful Learning Theory, 83
Systematic Forgetting, 86
Rogers s Humanistic Psychology, 89
Types of Learning, 91
Transfer, Interference, and Overgeneralization, 94
Inductive and Deductive Reasoning, 97
Aptitude and Intelligence, 98
In the Classroom: The DesignerMethods of the 1970s, 103
Contents
Topics and Questions for Study and Discussion, 109
Suggested Readings, 110
Language Learning Experience: Journal Entry 4,111
5 Styles and Strategies 112
Process, Style, and Strategy, 112
Learning Styles, 113
Field Independence, 114
Left- and Right-Brain Functioning, 118
Ambiguity Tolerance, 119
Reflectivity and Impulsivity, 121
Visual and Auditory Styles, 122
Strategies, 122
Learning Strategies, 124
Communication Strategies, 127
Avoidance Strategies, 129
Compensatory Strategies, 129
Strategies-Based Instruction, 130
In the Classroom: Styles and Strategies in Practice, 135
Topics and Questions for Study and Discussion, 139
Suggested Readings, 140
Language Learning Experience:Journal Entry 5,141
6 Personality Factors 142
The Affective Domain, 143
Self-Esteem, 145
Inhibition, 147
Risk-Taking, 149
Anxiety, 150
Empathy, 152
Extroversion, 154
Myers-Briggs Character Types, 156
Motivation, 160
Instrumental and Integrative Orientations, 162
Intrinsic and Extrinsic Motivation, 164
The Neurobiology of Affect, 166
Measuring Affective Factors, 167
In the Classroom: Putting Methods into Perspective, 169
Topics and Questions for Study and Discussion, 172
Suggested Readings, 174
Language Learning Experience:Journal Entry 6,175
VI Contents
7 Sociocultural Factors 176
From Stereotypes to Generalizations, 178
Attitudes, 180
Second Culture Acquisition, 182
Social Distance, 185
Culture in the Classroom, 189
Language Policy and Politics, 191
World Englishes, 192
ESL and EFL, 193
Linguistic Imperialism and Language Rights, 194
Language Policy and the English Only Debate, 195
Language, Thought, and Culture, 196
In the Classroom: Toward a Principled Approach to Language Pedagogy, 201
Topics and Questions for Study and Discussion, 203
Suggested Readings, 204
Language Learning Experience:Journal Entry 7,206
8 Cross-linguistic Influence and Learner Language 207
The Contrastive Analysis Hypothesis, 207
From the CAH to CLI (Cross-linguistic Influence), 211
Markedness and Universal Grammar, 213
Learner Language, 215
Error Analysis, 216
Mistakes and Errors, 217
Errors in Error Analysis, 218
Identifying and Describing Errors, 220
Sources of Error, 223
Interlingual Transfer, 224
Intralingual Transfer, 224
Context of Learning, 226
Communication Strategies, 227
Stages of Learner Language Development, 227
Variability in Learner Language, 229
Fossilization,231
Form-Focused Instruction, 233
Error Treatment, 235
In the Classroom: A Model for Error Treatment, 239
Topics and Questions for Study and Discussion, 242
Suggested Readings, 243
Language Learning Experience:Journal Entry 8,244
Contents VII
9 Communicative Competence 245
Defining Communicative Competence, 246
Language Functions, 248
Functional Syllabuses, 252
Discourse Analysis, 253
Conversation Analysis, 255
Pragmatics, 257
Language and Gender, 259
Styles and Registers, 260
Nonverbal Communication, 262
Kinesics, 262
Eye Contact, 263
Proxemics, 264
Artifacts, 264
Kinesthetics, 264
Olfactory Dimensions, 265
In the Classroom: Communicative Language Teaching, 266
Topics and Questions for Study and Discussion, 267
Suggested Readings, 269
Language Learning Experience: Journal Entry 9,270
10 Theories of Second Language Acquisition 271
Building a Theory of SLA, 272
Domains and Generalizations, 272
Hypotheses and Claims, 274
Criteria for a Viable Theory, 276
An Innatist Model: Krashen s Input Hypothesis, 277
Cognitive Models, 281
McLaughlin s Attention-Processing Model, 282
Implicit and Explicit Models, 285
A Social-Constructivist Model: Long s Interaction Hypothesis, 286
From Theory to Practice, 288
Out on a Limb: The Ecology of Language Acquisition, 294
Topics and Questions for Study and Discussion, 296
Suggested Readings, 298
Language Learning Experience: Final Journal Entry, 299
Bibliography, 301
Index, 343
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| spellingShingle | Brown, H. Douglas 1941- Principles of language learning and teaching Langage - Acquisition Langage et langues - Étude et enseignement Taalonderwijs gtt Taalverwerving gtt Fremdsprachenunterricht Sprache Language acquisition Language and languages Study and teaching Fremdsprachenlernen (DE-588)4071461-5 gnd Englischunterricht (DE-588)4014801-4 gnd Fremdsprachenunterricht (DE-588)4018428-6 gnd |
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| title | Principles of language learning and teaching |
| title_auth | Principles of language learning and teaching |
| title_exact_search | Principles of language learning and teaching |
| title_full | Principles of language learning and teaching H. Douglas Brown |
| title_fullStr | Principles of language learning and teaching H. Douglas Brown |
| title_full_unstemmed | Principles of language learning and teaching H. Douglas Brown |
| title_short | Principles of language learning and teaching |
| title_sort | principles of language learning and teaching |
| topic | Langage - Acquisition Langage et langues - Étude et enseignement Taalonderwijs gtt Taalverwerving gtt Fremdsprachenunterricht Sprache Language acquisition Language and languages Study and teaching Fremdsprachenlernen (DE-588)4071461-5 gnd Englischunterricht (DE-588)4014801-4 gnd Fremdsprachenunterricht (DE-588)4018428-6 gnd |
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