语言学习与语言教学的原则|当代国外语言学与应用语言学文库|（英）布朗(Brown D.)|外语教学与研究出版社

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语言学习与语言教学的原则

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作者：（英）布朗(Brown D.)	出版社：外语教学与研究出版社
译者：	丛书名：当代国外语言学与应用语言学文库
出版日期：2002-2-1	上架日期：2005-10-8
ISBN：7560025390	页数：版次：1-1
开本：16	装帧：

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| 大封面 | 封底 | 前言 | 内容简介 | 序言 | 目录 | 作者简介 | 译者简介 | 作者序 | 译者序 |

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内容简介
在编辑这个文库时，我们在两方面下了功夫。
一方面，在选书时，我们求全，求新，求有代表性和前瞻性。我们不偏爱一家之言，也不只收一家外国出版社之书。语言学与应用语言学的主干学科固然受到了应有的重视，分支学科可也不忽视。语料语言学、语言统计学是新兴学科，我们收入了专著；句法学、语义学久已有人研究，我们也找到了有关的最新著作。
另一方面，我们邀请了国内知名的博士生导师、硕士生导师为各书撰文导读，为读者铺平道路。语言学和应用语言学专著包罗宏富，初学者读起来可能觉得茫无头绪。为了助他们一臂之力，本文库中每一种书我们都请专家写了一万字左右的导读材料。哪怕书中内容比较陌生，谁只要在读书前看一下导读材料，读书后把材料再看一遍，一定能弄清脉络，掌握要点。

目录
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Preface Halliday  F12
王宗炎序   F13
Preface by Chomsky  F16
沈家煊序  F23
导读  F26
Preface  F38
Acknowledgments   F41
1 Language, Learning, and Teaching
Language, 4
Learning and Teaching, 7
Trends in Linguistics and Psychology, 8
Applied Linguistics, 12
Theories and Methods, 14
In the Classroom: The Grammar Translation Method, 16
Suggested Readings, 17
Topics and Questions for Study and Discussion, 18
2 First Language Acquisition  20
Theories of First Language Acquisition, 21
Behavioristic Approaches, 22
The Nativist Approach, 24
Functional Approaches, 28
Competence and Performance, 31
Comprehension and Production, 33
Nature or Nurture?, 34
Universals, 35
Systematicity and Variability, 36
Language and Thought, 37
Imitation, 38
Practice, 39
Input, 40
Discourse, 41
In the Classroom: Gouin and Berlitz-
The First Reformers, 42
Suggested Readings, 45
Topics and Questions for Study and Discussion, 45
3 Comparing and Contrasting First and
Second Language Acquisition   48
Types of Comparison and Contrast, 51
The Critical Period Hypothesis, 52
Neurological Considerations, 53
Psychomotor Considerations, 56
Cognitive Considerations, 58
Affective Considerations, 61
Linguistic Considerations, 64
Issues in First Language Acquisition Revisited, 66
In the Classroom: The Audiolingual Method, 70
Suggested Readings, 71
Topics and Questions for Study and Discussion, 72
4 Human Learning   74
Of Mice and Men, 74
Classical Behaviorism, 76
Skinner's Operant Conditioning, 77
Ausubel's Meaningful Learning Theory, 79
Systematic Forgetting, 82
Rogers's Humanistic Psychology, 85
Types of Learning, 87
Transfer, Interference, and Overgeneralization, 89
Inductive and Deductive Reasoning, 92
Intelligence and Second Language Learning, 93
In the Classroom: The "Designer" Methods of
the Seventies, 95
Suggested .Readings, 100
Topics and Questions for Study and Discussion, 100
5 Styles and Strategies  103
Process, Style, and Strategy, 103
Learning Styles, 104
Field Independence, 105
Left-and Right-Brain Functioning, 109
Ambiguity Tolerance, 111
Reflectivity and Impulsivity, 112
Visual and Auditory Styles, 113
Strategies, 114
Learning Strategies, 115
Communication Strategies, 118
Learner Strategy Training, 124
In the Classroom: Styles and Strategies in Practice, 128
Suggested Readings, 132
Topics and Questions for Study and Discussion, 132
6 Personality Factors  134
The Affective Domain, 135
Self-Esteem, 136
Inhibition, 138
Risk-Taking, 140
Anxiety, 141
Empathy, 143
Extroversion, 145
Myers-Briggs Character Types, 147
Measuring Affective Factors, 150
Motivation, 152
Instrumental, Integrative, and
Assimilative Motivation, 153
Intrinsic and Extrinsic Motivation, 155
In the Classroom: Putting Methods
into Perspective, 157
Suggested Readings, 160
Topics and Questions for Study and Discussion, 161
7  Sociocultural Factors   163
Cultural Stereotypes, 165
Attitudes, 167
Acculturation, 169
Culture in the Classroom, 173
Social Distance, 176
Pidginization, 178
Perceived and Optimal Social Distance, 179
Sociopolitical Considerations, 181
Language, Thought, and Culture, 183
In the Classroom: Toward a Principled Approach
'to Language Pedagogy. 187
Intrinsically Motivating Techniques: A Check List, 188
Suggested Readings, 189
Topics and Questions for Study and Discussion, 190
8 Contrastive Analysis, Interlanguage, and
Error Analysis  192
The Contrastive Analysis Hypothesis, 193
Hierarchy of Difficulty, 194
Moderating the Contrastive Analysis Hypothesis, 199
Markedness and Universal Grammar, 202
Interlanguage, 203
Error Analysis, 204
Identifying and Describing Errors, 207
Stages of Interlanguage Development, 211
Sources of Error, 213
Fossilization, 217
In the Classroom: Error Correction, 219
Suggested Readings, 222
Topics and Questions for Study and Discussion, 223
9 Communicative Competence   226
On Defining Communicative Competence, 227
Pragmatics, 230
Language Functions, 231
Discourse Analysis, 235
Styles and Registers, 238
Language and Gender, 240
Nonverbal Communication, 241
Communicative Language Teaching, 244
In the Classroom: Notional-Functional Syllabuses, 246
Suggested Readings, 248
Topics and Questions for Study and Discussion, 249
10 Language Testing    251
What is a Test?, 251
Practicality, 253
Reliability, 253
Validity, 254

Kinds of Tests, 257
Historical Perspectives, 261
Discrete Point and Integrative Testing, 262
Language Proficiency: Unitary or Divisible?, 264
Assessing Communicative Language Ability, 265
Oral Proficiency Testing, 267
In the Classroom: Steps to Creating
Intrinsically Motivating Tests, 270
Suggested Readings, 272
Topics and Questions for Study and Discussion, 273
11 Theories of Second Language Acquisition   275
Taxonomies, Hypotheses, and Models, 276
Krashen's Input Hypothesis, 279
McLaughlin's Attention-Processing Model, 282
Bialystok's Analysis/Automaticity Model, 284
Variability Models, 287
The Believing and Doubting Games, 288
From Theory to'Practice, 290
Intuition: The Search for Relevance, 292
Out on a Limb: The Ecology of Language Acquisition, 295
Suggested Readings, 297
Topics and Questions for Study and Discussion, 297
Bibliography 300
Index  335
文库索引  348

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