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

From the Publisher:
"Are you interested in using the Internet in your classroom but don't know where to start? This book introduces teachers to the Internet and provides a collection of activities for classroom use." "The first part of the book discusses different facets of the Internet (software, modes of communication, finding and classifying resources) and gives clear guidance on the practicalities of using the Internet as a resource and classroom tool. The second part provides a range of practical activities grouped by theme and level. The final part of the book looks at how to create simple web pages and offers guidelines on how to set up and run global projects such as email and cultural exchanges."--BOOK JACKET.

Approaches and Methods in Language Teaching

The role of the linguistic environment in second language acquisition

How Languages Are Learned

Critical period effects in second language learning: the influence of maturational state on the acquisition of English as a second language.

Understanding how people learn and fail to learn second and foreign languages is increasingly recognised as a critical social and psycholinguistic issue. Second languages are vitally important to diverse groups of people, ranging from refugees to college students facing foreign language requirements. This book provides a synthesis of empirical findings on second and foreign language learning by children and adults, emphasising the design and execution of appropriate research.

An introduction to second language acquisition research

Focus on Form: A Design Feature in Language Teaching Methodology

List of Contributors. Acknowledgments. Part I: Overview:1. The Scope of Inquiry and Goals of SLA: Catherine J. Doughty and Michael H. Long (University of Hawai'i). Part II: Capacity and Representation:2. On the Nature of Interlanguage Representation: Universal Grammar in the Second Language: Lydia White (McGill University). 3. The Radical Middle: Nativism without Universal Grammar: William O'Grady (University of Hawai'i). 4. Constructions, Chunking, and Connectionism: The Emergence of Second Language Structure: Nick C. Ellis (University of Wales, Bangor). 5. Cognitive Processes in Second Language Learners and Bilinguals: The Development of Lexical and Conceptual Representations: Judith F. Kroll (Pennsylvania State University) and Gretchen Sunderman (University of Illinois, Urbana-Champaign). 6. Near-Nativeness: Antonella Sorace (University of Edinburgh). Part III: Environments for SLA:7. Language Socialization in SLA: Karen Ann Watson-Gegeo (University of California, Davis) and Sarah Nielsen (Las Positas College). 8. Social Context: Jeff Siegel (University of New England, Armadale/University of Hawai'i). 9. Input and Interaction: Susan M. Gass (Michigan State University). 10. Instructed SLA: Constraints, Compensation, and Enhancement: Catherine J. Doughty (University of Hawai'i). Part IV: Processes in SLA:11. Implicit and Explicit Learning: Robert M. DeKeyser (University of Pittsburgh). 12. Incidental and Intentional Learning: Jan H. Hulstijn (University of Amsterdam). 13. Automaticity and Second Languages: Norman Segalowitz (Concordia University). 14. Variation: Suzanne Romaine (Merton College, University of Oxford). 15. Cross-linguistic Influence: Terence Odlin (Ohio State University). 16. Stabilization and Fossilization in Interlanguage Development: Michael H. Long (University of Hawai'i). Part V: Biological and Psychological Constraints:17. Maturational Constraints in SLA: Kenneth Hyltenstam and Niclas Abrahamsson (Stockholm University). 18. Individual Differences in Second Language Learning: Zoltan Dornyei (University of Nottingham) and Peter Skehan (King's College, London). 19. Attention and Memory during SLA: Peter Robinson (Aoyama Gakuin University). 20. Language Processing Capacity: Manfred Pienemann (Paderborn University). Part VI: Research Methods:21. Defining and Measuring SLA: John Norris and Lourdes Ortega (Northern Arizona University). 22. Data Collection in SLA Research: Craig Chaudron (University of Hawai'i). Part VII: The State of SLA:23. SLA Theory: Construction and Assessment: Kevin Gregg (Momoyama Gakuin (St. Andrew's) University). 24. SLA and Cognitive Science: Michael H. Long and Catherine J. Doughty (University of Hawai'i). Index.

Michael H. Long

Papers

The role of the linguistic environment in second language acquisition

An introduction to second language acquisition research

Focus on Form: A Design Feature in Language Teaching Methodology

The handbook of second language acquisition

Native speaker/non-native speaker conversation and the negotiation of comprehensible input