由H.D.Brown编写的《语言学习与语言教学的原则》是当代国外语言学与应用语言学文库中的其中一本。全书共分三部分内容：第一部分综述语言教学领域研究概况，第二部分介绍该书主要内容，第三部分是对该书的简单评介。

Prefaca Halliday

王宗炎序

Preface by Chomsky

沈家煊序

导读

Preface

Acknowledgments

1 Language，Learning，and Teaching

Language，4

Learning and Teaching，7

Trends in Linguistics and Psychology，8

Applied Linguistics，1 2

Theories and Methods，14

In the Classroom：The Grammar Translation Method，16

Suggested Readings，17

Topics and Questionsfor Studr and Discussion，18

2 First Language Acquisition

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

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

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

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

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

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, I89

Topics and Questions for Study and Discussion, 190

8 Contrastive Analysis, Interlanguage, and Error Analysis

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 Discussfon, 223

9 Communicative Competence

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

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

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

FromTheory 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