Teaching by Principles: An Interactive Approach to Language Pedagogy / Edition 3

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Overview

Teaching by Principles: An Interactive Approach to Language Pedagogy, Third Edition, by H. Douglas Brown, is a widely acclaimed methodology text used in teacher education programs around the world. This user-friendly textbook offers a comprehensive survey of practical language teaching options, all firmly anchored in accepted principles of language learning and teaching. End-of-chapter exercises give readers opportunities to process material interactively. Suggested readings direct readers to important books and articles in the field.

This third edition of Teaching by Principles features:

  • new chapters on course design, technology, and critical pedagogy to reflect current trends and advances in methodology
  • prereading organizers at the beginning of each chapter
  • updated, expanded references
  • treatment of other recent "hot topics" of interest:
    • corpus linguistics
    • form-focused instruction
    • multiple intelligences
    • nonnative English-speaking teachers
    • autonomy
    • willingness to communicate
    • alternatives in assessment
    • reflective teaching

Also by H. Douglas Brown:

  • Principles of Language Learning and Teaching, Fifth Edition
  • Language Assessment: Principles and Classroom Practices
  • Strategies for Success: A PRactical Guide to Learning English
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Product Details

  • ISBN-13: 9780136127116
  • Publisher: Pearson Education ESL
  • Publication date: 5/10/2007
  • Edition description: New Edition
  • Edition number: 3
  • Pages: 569
  • Sales rank: 196,028
  • Product dimensions: 7.00 (w) x 9.12 (h) x 0.74 (d)

Meet the Author

Dr. H. Douglas Brown, a professor in the MA-TESOL program at San Francisco State University, has written many articles, teacher training books, and textbooks on language pedagogy. A past president of TESOL and recipient of the James A. Alatis Award for Distinguished Service, Dr. Brown has lectured to English language teaching audiences around the world.
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Table of Contents

PART I. FOUNDATIONS FOR CLASSROOM PRACTICE

Chapter 1 Getting Started

A Classroom Observation

Beneath the Lesson

Topics for Discussion, Action, and Research

For Your Further Reading

Chapter 2 A "Methodical" History of Language Teaching

Approach, Method, and Technique

Changing Winds and Shifting Sands

The Grammar Translation Method

Gouin and the Series Method

The Direct Method

The Audiolingual Method

Cognitive Code Learning

“Designer” Methods of the Spirited 1970s

Community Language Learning

Suggestopedia

The Silent Way

Total Physical Response

The Natural Approach

Functional Syllabuses

Topics for Discussion, Action, and Research

For Your Further Reading

Chapter 3 The Post-Method Era: Toward Informed Approaches

The Dysfunction of the Theory-Practice Dichotomy

An Enlightened, Eclectic Approach

Communicative Language Teaching

Task-Based Language Teaching

Learner-Centered Instruction

Cooperative Learning

Interactive Learning

Whole Language Education

Content-Based Instruction

Other Candidates for CLT Approaches

Topics for Discussion, Action, and Research

For Your Further Reading

Chapter 4 Teaching by Principles

Cognitive Principles

Automaticity

Meaningful Learning

The Anticipation of Reward

Intrinsic Motivation

Strategic Investment

Autonomy

Socioaffective Principles

Language Ego

Willingness to Communicate

The Language-Culture Connection

Linguistic Principles

The Native Language Effect

Interlanguage

Communicative Competence

Topics for Discussion, Action, and Research

For Your Further Reading

Chapter 5 Intrinsic Motivation in the Classroom

Defining Motivation

A Behavioral Definition

Cognitive Definitions

Intrinsic and Extrinsic Motivation

Intrinsic Motivation in Education

Intrinsic Motivation in the Second Language Classroom

Topics for Discussion, Action, and Research

For Your Further Reading

PART II. CONTEXTS OF LEARNING AND TEACHING

Chapter 6 Teaching Across Age Levels

Teaching Children

Intellectual Development

Attention Span

Sensory Input

Affective Factors

Authentic, Meaningful Language

Teaching Adults

Teaching Teens

Topics for Discussion, Action, and Research

For Your Further Reading

Chapter 7 Teaching Across Proficiency Levels

Defining Proficiency Levels

Teaching Beginning Levels

Teaching Intermediate Levels

Teaching Advanced Levels

Topics for Discussion, Action, and Research

For Your Further Reading

Chapter 8 Sociocultural, Political, and Institutional Contexts

Cultural Contexts

Second and Foreign Language Contexts

English as an International Language

Non-native English-speaking Teachers

Language Policy Issues

Institutional Contexts

Elementary and Secondary Schools

Post-Secondary and Adult Education

Topics for Discussion, Action, and Research

For Your Further Reading

PART III. DESIGNING AND IMPLEMENTING CLASSROOM LESSONS

Chapter 9 Curriculum Design

An Overview of the Curriculum Design Process

Situation Analysis

Needs Analysis

Problematizing

Specifying Goals

Conceptualizing a Course Syllabus

Selecting Textbooks, Materials, and Resources

Assessment

Program Evaluation

Topics for Discussion, Action, and Research

For Your Further Reading

Chapter 10 Lesson Planning

Format of a Lesson Plan

Guidelines for Lesson Planning

Sample Lesson Plan

Topics for Discussion, Action, and Research

For Your Further Reading

Chapter 11 Techniques and Materials

Techniques Redefined

Categorizing Techniques: A Bit of History

A Taxonomy of Techniques

Textbooks

Other Texts and Visual Aids

Topics for Discussion, Action, and Research

For Your Further Reading

Chapter 12 Technology in the Classroom

Non-Computer-Based Technology

Computer Assisted Language Learning (CALL)

CALL, CMC, TMLL, or What?

Principles and Benefits of CALL

Uses of CALL in the Language Classroom

Topics for Discussion, Action, and Research

Some Useful Web Resources

For Your Further Reading

Chapter 13 Initiating Interaction in the Classroom

What is Interaction?

Interactive Principles

Roles of the Interactive Teacher

Foreign Language Interaction Analysis

Questioning Strategies for Interactive Learning

Topics for Discussion, Action, and Research

For Your Further Reading

Chapter 14 Sustaining Interaction through Group Work

Advantages of Group Work

Excuses for Avoiding Group Work

Implementing Group Work in Your Classroom

Classroom Language

Selecting Appropriate Group Techniques

Planning Group Work

Monitoring the Task

Debriefing

Topics for Discussion, Action, and Research

For Your Further Reading

Chapter 15 Classroom Management

The Physical Environment of the Classroom

Your Voice and Body Language

Unplanned Teaching: Midstream Lesson Changes

Teaching Under Adverse Circumstances

Teachers’ Roles and Styles

Creating a Positive Classroom Climate

Topics for Discussion, Action, and Research

For Your Further Reading

Chapter 16 Strategies-Based Instruction

Strategic Investment

Good Language Learners

Styles of Successful Language Learning

Awareness and Action

Developing Student Self-awareness of Styles

How to Teach Strategies in the Classroom

“Packaged” Models of SBI

Topics for Discussion, Action, and Research

For Your Further Reading

PART IV. TEACHING LANGUAGE SKILLS

Chapter 17 Integrating the Four Skills

Why Integrated Skills?

Models of Skills Integration

Content-Based Instruction

Task-Based Language Teaching

Theme-Based Instruction

Experiential Learning

The Episode Hypothesis

An Integrated Lesson

Topics for Discussion, Action, and Research

For Your Further Reading

Chapter 18 Teaching Listening

Listening Comprehension in Pedagogical Research

An Interactive Model of Listening Comprehension

Types of Spoken Language

What Makes Listening Difficult?

Microskills and Macroskills of Listening

Types of Classroom Listening Performance

Principles for Teaching Listening Skills

Listening Techniques from Beginning to Advanced

Assessing Listening in the Classroom

On Understanding the terms Assessment and Test

Assessing Types of Listening and Micro- and Macroskills

Topics for Discussion, Action, and Research

For Your Further Reading

Chapter 19 Teaching Speaking

Oral Communication Skills in Pedagogical Research

Types of Spoken Language

What Makes Speaking Difficult?

Micro- and Macroskills of Oral Communication

Types of Classroom Speaking Performance

Principles for Teaching Speaking Skills

Teaching Conversation

Teaching Pronunciation

Focus on Form and Error Treatment

Assessing Speaking in the Classroom

Item Types and Tasks for Assessing Speaking

Topics for Discussion, Action, and Research

For Your Further Reading

Chapter 20 Teaching Reading

Research on Reading a Second Language

Genres of Written Language

Characteristics of Written Language

Micro- and Macroskills for Reading Comprehension

Strategies for Reading Comprehension

Types of Classroom Reading Performance

Principles for Teaching Reading Skills

Two Reading Lessons

Assessing Reading

Topics for Discussion, Action, and Research

For Your Further Reading

Chapter 21 Teaching Writing

Research on Second Language Writing

Types of Written Language

Characteristics of Written Language: A Writer’s View

Micro- and Macroskills for Writing

Types of Classroom Writing Performance

Principles for Teaching Writing Skills

Assessing Writing

Evaluation Checklists

Writing Assessment Tasks

Topics for Discussion, Action, and Research

For Your Further Reading

Chapter 22 Form-Focused Instruction

The Place of Grammar

To Teach or Not to Teach Grammar

Issues About How to Teach Grammar

Grammar Techniques

Grammar Sequencing in Textbooks and Curricula

Current Issues in Vocabulary Teaching

Principles for Teaching Vocabulary

Topics for Discussion, Action, and Research

For Your Further Reading

PART V. ASSESSING LANGUAGE SKILLS

Chapter 23 Language Assessment: Principles and Issues

Testing, Assessing, and Teaching

Principles of Language Assessment

Practicality

Reliability

Validity

Content Validity

Face Validity

Construct Validity

Authenticity

Washback

Kinds of Tests

Historical Developments in Language Assessment

Current Issues in Language Assessment

Topics for Discussion, Action, and Research

For Your Further Reading

Chapter 24 Classroom-Based Assessment

Norm-Referenced and Criterion-Referenced Tests

Some Practical Steps to Test Construction

Turning Existing Tests into more Effective Procedures

Alternatives in Assessment

Scrutinizing the Alternatives

Topics for Discussion, Action, and Research

For Your Further Reading

PART VI. LIFELONG LEARNING

Chapter 25 Teacher Development

Peak Performers

The “Good” Language Teacher

Classroom Observation

Classroom-Based “Action” Research

Teacher Collaboration: Learning from each other

Journals, Teaching Portfolios, Reading, and Writing

Topics for Discussion, Action, and Research

For Your Further Reading

Chapter 26 Teachers for Social Responsibility

Critical Pedagogy

Hot Topics in the Language Classroom

Moral Dilemmas and Moral Imperatives

Agents for Change

Topics for Discussion, Action, and Research

For Your Further Reading

Bibliography

Name Index

Subject Index

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