BROWN H.D.1994.PRINCIPLES OF LANGUAGE LEARNING AND TEACHING PDF

Principles of Language Learning and Teaching, 3rd edition Vol. The second edition was good; the third edition is better. There are substantive changes, but the important parts of such a book—currency, clarity, readability—are still intact. The extra width makes several cosmetic changes possible. The print is larger, there are fifty more pages by word count, because of the different size of print , and there is more space between sections, bolder headers of the sections, and overall a cleaner, much more attractive appearance.

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Principles of Language Learning and Teaching, 3rd edition Vol. The second edition was good; the third edition is better. There are substantive changes, but the important parts of such a book—currency, clarity, readability—are still intact. The extra width makes several cosmetic changes possible. The print is larger, there are fifty more pages by word count, because of the different size of print , and there is more space between sections, bolder headers of the sections, and overall a cleaner, much more attractive appearance.

The index is arranged in three columns rather than the usual two. But the changes are more than cosmetic. Like its predecessor, the third edition is a very readable, comprehensive review of current and relevant research on the psychological, sociological and pedagogical factors which affect the learning and teaching of languages. The content has undergone some major revisions, however, in terms of organization and expansion.

As can be noted below, in the chapters themselves, many sections have been moved and entire chapters restructured, providing a more unified text. A few brief comments on visual and auditory learning in the second edition are now an entire section, based largely on Reid In chapter 7 three paragraphs on acculturation have been expanded to three pages, apparently because Brown sees them as increasingly important, since none of the cited scholarship is more recent than , the publication date of the second edition.

The third edition offers the language teacher trainer and her students a readable, comprehensive text on language learning issues. Chapter 1, a good review of the relationship between the nature of language and teaching language, as well as a discussion regarding current trends in linguistics and psychology, provides the reader with a firm introduction to the field of language teaching.

This chapter now includes the section on applied linguistics as it relates to language teaching, moved from chapter 8 in edition 2. Chapter 2 surveys theories of first language acquisition. The content has been reworked and updated from the second edition, but the basic concepts are intact. Chapter 3, using the theories presented in chapter 2, compares and contrasts relevant research on first and second language acquisition. In chapters 4 and 5, those who are familiar with edition 2 will recognize significant changes.

Moving these sections also enables Brown to focus, in chapter 5, on individual approaches to language learning. One of the insights Brown includes in the anxiety section is the concept that a certain amount of anxiety actually enhances learning.

Chapter 7 addresses more global social factors, such as classroom culture and acculturation. The greatest changes in the third edition are in chapters 8 and 9. For those who are unfamiliar with issues of test design, chapter 10, dealing with the practicality, reliability and validity of testing, is a good introduction. For those who have forgotten, it provides a good review.

As is the case with all texts, Principles of Language Learning and Teaching has some shortcomings. The first one may be seen as a superficial one—until you have been reading the text for a while.

The seven-inch page format, fourteen when open, makes handling this text awkward. The book flips and flops around; it is tiring to hold if you are a book-holding reader, and it curves too much for easy reading if you are a lap reader. Apart from that, the wider book means a wider reading line, which may be difficult for both lap and book-holding readers to process efficiently. Who sits at a desk and places a book flat before herself, if she is going to read for one or more hours at a sitting?

In terms of content, although the expanded explanation of B. Perhaps this notion was not included because the text neither contains material regarding writing or reading theory, nor refers to the very interesting research in learning vocabulary. It may be that Brown considers these topics too close to the methodology area, yet these topics have all developed some very useful hypotheses which need to have a place in a text such as this.

It is hoped that these oversights will be addressed in edition 4. Finally, sometimes the text seems full of endless charts and lists. At these points, there seem to be so many concepts that are somewhat but not quite similar, that it becomes difficult to keep them mentally organized and arranged. Brown sends a clear message.

We [] have come a very long way in the past thirty years, in terms of seeking a theoretical base for our field.

If a person wants to have all the answers in a conveniently reliable package, then ESL is not the field to be in. On the other hand, because there are so many unknowns, this is an exciting, challenging, vibrant field of inquiry. I am looking forward to teaching out of this text next spring. Brown says in his introduction that he assumes no prior linguistic knowledge; he succeeds in reaching that goal.

My students who used the second edition generally praised its accessibility. They were especially appreciative of the fact that the style and tone made most of the many new concepts comprehensible. The scaffolding of the new edition, with its rearrangement of many sections, is improved, and the content, overall, provides a sound foundation for those entering the language teaching field.

As for those unresolved issues, they will become points from which we can generate thought-provoking discussions and perhaps some useful research.

Reference Reid, J. The learning style preferences of ESL students. Shirley E.

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Principles of language learning and teaching

Your list has reached the maximum number of items. There seems to be something wrong with academics in Linguistics and I think this book might exhibit some of what it is. Principles of language learning and teaching Amazon Restaurants Food delivery from local restaurants. Please enter your name. Essential Linguistics, Second Edition: There was a problem filtering reviews right now. Amazon Inspire Digital Educational Resources. Every aspects, factors that influence SLA are discussed.

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Principles of Language Learning and Teaching

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