This text explores the relationship between second language teaching practice and what is known about the process of second language acquisition and summarizes the current state of second language acquisition theory.-- Draws general conclusions about the application of theory to methods and materials and describes the characteristics that effective materials should include.-- Concludes that language acquisition occurs best when language is used for the purpose for which it was designed: communication.

http://www.sdkrashen.com/content/books/principles_and_practice.pdf

Principles and Practice in Second Language Acquisition

Preface to the Fifth Edition Chapter 1 Language, Learning, and Teaching Questions about Second Language Acquisition Learner Characteristics Linguistic Factors Learning Processes Age and Acquisition Instructional Variables Context Purpose Rejoicing in Our Defeats Language Learning and Teaching Schools of Thought in Second Language Acquisition Structural Linguistics and Behavioral Psychology Generative Linguistics and Cognitive Psychology Constructivism: A Multidisciplinary Approach Nineteen Centuries of Language Teaching Language Teaching in the Twentieth Century Topics and Questions for Study and Discussion Suggested Readings Language Learning Experience: Journal Entry Guidelines for Entry 1 PART I. AGE FACTORS Chapter 2 First Language Acquisition Theories of First Language Acquisition Behavioral Approaches Challenges to Behavioral Approaches The Nativist Approach Challenges to Nativist Approach Functional Approaches Issues in First Language Acquisition Competence and Performance Comprehension and Production Nature or Nurture? Universals Systematicity and Variability Language and Thought Imitation Practice and Frequency Input Discourse First Language Acquisition Insights Applied to Language Teaching Topics and Questions for Study and Discussion Suggested Readings Language Learning Experience: Journal Entry 2 Chapter 3 Age and Acquisition Dispelling Myths Types of Comparison and Contrast The Critical Period Hypothesis Neurobiological Considerations Hemispheric Lateralization Biological Timetables Right-Hemispheric Participation Anthropological Evidence The Significance of Accent Cognitive Considerations Affective Considerations Linguistics Considerations Bilingualism Interference Between First and Second Languages Order of Acquisition Issues in First Language Acquisition Revisited Competence and Performance Comprehension and Production Nature or Nurture? Universals Systematicity and Variability Language and Thought Imitation Practice and Frequency Input Discourse Some "Age-and-Acquisition-Inspired" Language Teaching Methods Total Physical Response The Natural Approach, 79 Topics and Questions for Study and Discussion Suggested Readings Language Learning Experience: Journal Entry 3 PART II. PSYCHOLOGICAL FACTORS Chapter 4 Human Learning Learning and Training Pavlov's Classical Behaviorism Skinner's Operant Conditioning Ausubel's Subsumption Theory Rote vs. Meaningful Learning Systematic Forgetting Rogers's Humanistic Psychology Types of Learning Transfer, Interference, and Overgeneralization Inductive and Deductive Reasoning Language Aptitude Intelligence and Language Learning Learning Theories in Action: Two Language Teaching Methods in Contrast The Audiolingual Method Community Language Learning Topics and Questions for Study and Discussion Suggested Readings Language Learning Experience: Journal Entry 4 Chapter 5 Styles and Strategies Process, Style, and Strategy Learning Styles Field Independence Left- and Right-Brain Dominance Ambiguity Tolerance Reflectivity and Impulsivity Visual, Auditory and Kinesthetic Styles Autonomy, Awareness and Action Strategies Learning Strategies Communication Strategies Avoidance Strategies Compensatory Strategies Strategies-Based Instruction Identifying Learners' Styles and Strategies Incorporating SBI into the Language Classroom Stimulating Strategic Action Beyond the Classroom Topics and Questions for Study and Discussion Suggested Readings Language Learning Experience: Journal Entry 5 Chapter 6 Personality Factors The Affective Domain Affective Factors in Second Language Acquisition Self-Esteem Attribution Theory and Self-Efficacy Willingness to Communicate Inhibition Risk-Taking Anxiety Empathy Extroversion Motivation Theories of Motivation Instrumental and Integrative Orientations Intrinsic and Extrinsic Motivation The Neurobiology of Affect Personality Types and Language Acquisition Measuring Affective Factors Intrinsic Motivation in the Classroom Topics and Questions for Study and Discussion Suggested Readings Language Learning Experience: Journal Entry PART III. SOCIOCULTURAL FACTORS Chapter 7 Sociocultural Factors Culture Definitions and Theories Stereotypes or Generalizations? Attitudes Second Culture Acquisition Social Distance Teaching Intercultural Competance Language Policy and Politics World Englishes ESL and EFL Linguistic Imperialism and Language Rights Language Policy and the "English Only" Debate Language, Thought, and Culture Framing Our Conceptual Universe The Whorfian Hypothesis Culture in the Language Classroom Topics and Questions for Study and Discussion Suggested Readings Language Learning Experience: Journal Entry 7 Chapter 8 Communicative Competence Defining Communicative Competence Language Functions Halliday's Seven Functions of Language Functional Approaches to Language Teaching Discourse Analysis Conversation Analysis Corpus Linguistics Contrastive Rhetoric Pragmatics Sociopragmatics and Pragmalinguistics Language and Gender Discourse Styles Nonverbal Communication Kinesics Eye Contact Proxemics Artifacts Kinesthetics Olfactory Dimensions CC in the Classroom: CLT and Task-Based Teaching Communicative Language Teaching Task-Based Instruction Topics and Questions for Study and Discussion Suggested Readings Language Learning Experience: Journal Entry 8 PART IV. LINGUISTIC FACTORS Chapter 9 Cross-Linguistic Influential and Learner Language The Contrastive Analysis Hypothesis From the CAH to CLI Markedness and Universal Grammar Learner Language Error Analysis Mistakes and Errors Errors in Error Analysis Identifying and Describing Errors Sources of Error Interlingual Transfer Intralingual Transfer Context of Learning Communication Strategies Stages of Learner Language Development Variation in Learner Language Fossilization or Stabilization? Errors in the Classroom: A Brief History Form-Focused Instruction Categories of Error Treatment Effectiveness of FFI Topics and Questions for Study and Discussion Suggested Readings Language Learning Experience: Journal Entry 9 Chapter 10 Toward a Theory of Second Language Acquisition Building a Theory of SLA Domains and Generalizations Hypotheses and Claims Criteria for a Viable Theory Hot Topics in SLA Research Explicit and Implicit Learning Awareness Input and Output Frequency An Innatist Model: Krashen's Input Hypothesis Five Hypotheses Evaluations of the Five Hypotheses The Output Hypothesis Cognitive Models McLaughlin's Attention-Processing Model Implicit and Explicit Models A Social Constructivist Model: Long's Interactive Hypothesis Out on a Limb: A Light-Hearted "Horticultural" Theory of SLA From Theory to Practice A Reciprocal Relationship, Not a Dichotomy Suggestions for Theory Building The Believing Game and the Doubting Game The Art and Science of SLA The Role of Intuition Topics and Questions for Study and Discussion Suggested Readings Language Learning Experience: Final Journal Entry Bibliography Glossary Index

Principles of language learning and teaching

A social psychological construct of self-monitoring (self-observation and self-control guided by situational cues to social appropriateness) of expressive behavior and self-presentation was proposed. An internally consistent, temporally stable self-report measure of individual differences in self-monitoring was constructed. Four converging laboratory and field studies of peer perception ratings, criterion group membership, self-control of facial and vocal emotional expressive behavior, and attention to normative social comparison information were conducted to demonstrate the convergent and discriminant validity of the Self-Monitoring Scale (SM). The use of SM to investigate hypotheses concerning consistency in expression across situations and between channels of expressive behavior was discussed.

Self-monitoring of expressive behavior.

A number of emerging technologies including virtual reality, simulation rides, video conferencing, home theater, and high definition television are designed to provide media users with an illusion that a mediated experience is not mediated, a perception defined here as presence. Traditional media such as the telephone, radio, television, film, and many others offer a lesser degree of presence as well. This article examines the key concept of presence. It begins by noting practical and theoretical reasons for studying this concept. Six conceptualizations of presence found in a diverse set of literatures are identified and a detailed explication of the concept that incorporates these conceptualizations is presented. Existing research and speculation about the factors that encourage or discourage a sense of presence in media users as well as the physiological and psychological effects of presence are then outlined. Finally, suggestions concerning future systematic research about presence are presented.

At the Heart of It All: The Concept of Presence

For several years the study of social behavior has been undergoing a revolution with far-reaching consequences for the social and biological sciences. Partly responsible are three recent changes in the attitudes of evolutionary biologists. First was growing acceptance of the evidence that the potency of natural selection is overwhelmingly concentrated at levels no higher than that of the individual. Second was revival of the comparative method, especially as applied to behavior and life histories. Third was spread of the realization that not only are all aspects of structure and function of organisms to be understood solely as products of selection, but because of their peculiarly direct relationship to the forces of selection, behavior and life history phenomena, long neglected by the evolutionists, may be among the most predictable of all phenotypic attributes. These ideas have been appreciated by a few biologists for a long time, but they have only recently begun to characterize the science as a whole. Darwin’s discussion of sterility between species as an incidental effect of evolutionary adaptation (41, p. 260) and his refusal to deal with sex ratio selection (42, p. 399) suggest awareness of the difficult problem of determining the levels at which selection is most powerful. Yet significant clarification of this basic issue did not really commence until publication of Wynne-Edwards’ massive volume (179) championing group selection and inadvertently exposing its unlikelihood. As late as 1958, Fisher felt constrained to add to the revised edition of his 1929 classic, The Genetical Theory of Natural Selection, the admonishment (53, p. 49) that his fundamental theorem and its associated considerations, already misused then by decades of population geneticists dealing (as they saw it) with the fitness of populations, refer strictly to "the progressive modification of structure or function only in so far as variations in these are ofadvantage to the individual... [and afford] no corresponding explanation for any properties of animals and plants.., supposed to be of service to the species to which they belong." Williams’ critique (171) provided a significant turning point. Nevertheless, one has only to pick up any biological journal or attend any biological meeting to realize that this question has not yet been settled for all

https://faculty.washington.edu/ccab/Alexander1974.pdf

The evolution of social behavior

However, this era also allow you to get the book from many sources. The off line book store may be a common place to visit to get the book. But now, you can also find it in the on-line library. This site is one of the on-line library in which you can find your chosen one to read. Now, the presented the hidden dimension is a book that you can find here. This book tends to be the book that will give you new inspirations.

The Hidden Dimension

The hidden dimension

Leading anthropologist Edward Hall analyzes the many aspects of non-verbal communication amd considers the concepts of space and time as tools for transmission of messages in this fascinating study. The Silent Language is a work of interest to both the intelligent general reader and the sophisticated social scientist.

The Silent Language

Based on interviews with German, French and American executives and on extensive research into intercultural relations, this book provides insights and practical advice on day-to-day transactions in international business. It is designed to help Americans, Germans and the French better understand one another's psychology and behaviour. The authors emphasize the behaviour one can expect in the business culture of each and offer advice for avoiding the misunderstandings and miscommunications that can occur.

Edward Twitchell Hall

Papers

The Hidden Dimension

The hidden dimension

The Silent Language

Understanding cultural differences

The dance of life : the other dimension of time