《语言学习与语言教学的原则》是2002年2月1日来自外语教学与研究出版社出版的图书，作者是H. Douglas Brown。

本书是一本探讨语言教学理论基础的教科书。全书分三部分，第一部分综述360百科语言学教学领域研究概况，第二部分介绍该书主要内容，第三部分苏议聚地期笔是对该书的简单评介看女念岩。

• 书名 语言学习与语言教学的原则
• 作者 H. Douglas Brown
• 出版社 外语教学与研究出版社
• 出版时间 2002年2月
• 页数 356 页

内容简介

　　《语言学习与语言教学的原则》是《文库》中的一来自本。《当代国外语言学与应用语言学文库》首批54种自2000年9月问世以来，取得很大成功，首印5000套供不应求，10月份开始重印6000套。能在短时间内出版发行如此宏大规模的语言学著作，这在我360百科国学述出版发行史上是不多见的。而且许多单位和个人争相订购，研究生和大学生把《文库》视为良师益友，教师评发至聚办送距妒含跟染无论老中青都把《文库》视为知识更新的源泉。实践证明，外研社推出的《文库》受到了国内语言学界和外语教学界的普遍好评，它将成为推动我国语言学教学与研究和外语教学与研究的一个宝库。

　　在成功出版《文库》首批54种的基础上，外研社又推出《文库》第二律明吗杨约层步概该清低批58种。《文库》第站便二批具有五大特色:一由误情系58部英文原著组成，所覆盖的学科从首批的26个增加到33个，能更广泛地满足读者的需求;二收入了当代语言学大师索绪求、萨丕求、布龙菲求德、韩礼德、乔姆斯基、奥斯汀、格莱斯、利奇等名家的最有影响的作品;三增加了牛津大学出版社、哈佛大学出版社等世界知名出版社出版的语言学经典著作;四依然配有专家导读，专家的队伍比首批更为强大火钢派势最映晚;五、世界著名语言学家乔姆斯基教授和我国著名语言学家沈家煊教授状亲领货针盐作序。

丛书信息

　　当代国外语言学与应用语言学文库 (共130册)，这套丛书还有 《语言教学课程设计原理》轴哥江围,《实用文体学教程》,《语用学》,《儿童语言发展引论》,《语言学理发项是议量试活侵论》 等。

本书目录

　　1 Language,Learning,and Teaching

• Language,
• Learning and Teaching,
• Trends in Linguistics and Psychology,
• Applied Linguistics,
• Theories and Methods,
• In the Classro圆眼换奏社整华司讲om:The Grammar Translation Method,
• Sugg来自ested Rea360百科dings,
• Top远星章出越速在算未沙ics and Questions for Study and Discus露采均固激刚娘延sion,

　　2 First Language Acquistion

• Theori盾es of First Language Acquisi石买谁按钱干内器础tion,
• Behavioristic App科格什仅岩说roaches,
• The Nativist Approach,
• Functional Approaches,
• Comp岩即etence and Performance,
• Comprehensi温山略王磁分今钱on and Pro际伤提止交府常duction,
• Nature or Nurture?,
• Universals,
• Systematicity and Variability,
• Language and Thought,
• Imit两程严目ation,
• Practi引齐养ce,
• Input,
• Discourse,
• In the 只Classroom:Gouin and Berlitz-The First Reformers,
• Suggested Readings,
• Topics and Questions for Study and Discussion,

　　3 Comparing and Contrasting First and Second Language Acquisition

• Types of Comparison and Contrast,
• The Critical Period Hypothesis,
• Neurological Considerations,
• Psychomotor Considerations,
• Cognitive Considerations,
• Affective Considerations,
• Linguistic Considerations,
• Issues in First Language Acquistion Revisited,
• In the Classroom:The Audiolingu素么鸡有测al Method,
• Suggested Readings,
• Topics and Question白言肥三答s for Study and Discussion,

　　4 Human Learning

• Of Mice and Men,
• Classical Behaviorism,
• Skinner's 临白药Operant Conditioning,
• Ausubel's Meaningful Learning Theory,
• Systematic Forgetting,
• Roger's Humanistic Psychology,
• Types of Learning,
• T教息知附ransfer,Interference,and Overgeneralization,
• In把非美唱饭ductive and Deductive Reasoning,
• Intelligence and Second Language Learning,
• In the Classroom:The"Designer"Methods of the Seventies,
• Suggested Readings,
• Topics and Questions for Study and Discussion,

　　5 Styles and Strategies

• Process,St传yle,and Strategy,
• Learning Styles,
• Field Independence,
• Left-and Right-Brain Functioning,
• Ambiguity Tolerance,
• Reflectivity and Impulsivity,
• Visual and Auditory Styles,
• Strategies,
• Learning Strategies,
• Communication Strategies,
• Learner Strategy Training,
• In the Classroom:Styles and Strategies in Practice,
• Suggested Readings,
• Topics and Questions for Study and Discussion,

　　6 Personality Factors

• The Affective Domain,
• Self-Esteem,
• Inhibition,
• Risk-Taking,
• Anxiety,
• Empathy,
• Extroversion,
• Myers-Briggs Character Types,
• Measuring Affective Factors,
• Motivation,
• Instrumental,Integrative,and Assimilative Motivation,
• Intrinsic and Extrinsic Motivation,
• In the Classroom:Putting Methods into Perspective,
• Suggested Readings,
• Topics and Questions for Study and Discussion,

　　7 Sociocultural Factors

• Cultural Stereotypes,
• Attitudes,
• Acculturation,
• Culture in the Classroom,
• Social Distance,
• Pidginization,
• Perceived and Optimal Social Distance,
• Sociopolitical Considerations,
• Language,Thought,and Culture,
• In the Classroom:Toward a Principled Approach to Language Pedagogy,
• Intrinsically Motivating Techniques:A Check List,
• Suggested Readings,
• Topics and Questions for Study and Discussion,

　　8 Contrastive Analysis,Interlanguage,and Error Analysis

• The Contrastive Analysis Hypothesis,
• Hierarchy of Difficulty,
• Moderating the Contrastive Analysis Hypothesis,
• Markedness and Universal Grammar,
• Interlanguage,
• Error Analysis,
• Identifying and Describing Errors,
• Stages of Interlanguage Development,
• Sources of Error,
• Fossilization,
• In the Classroom:Error Correction,
• Suggested Readings,
• Topics and Questions for Study and Discussion,

　　9 Communicative Competence

• On Defining Communicative Competence,
• Pragmatics,
• Language Functions,
• Discourse Analysis,
• Styles and Registers,
• Language and Gender,
• Nonverbal Communication,
• Communicative Language Teaching,
• In the Classroom:Notional-Functional Syllabuses,
• Suggested Readings,
• Topics and Questions for Study and Discussion,

　　10 Language Testing

• What is a Test?,
• Practicality,
• Reliability,
• Validity,
• Kinds of Tests,
• Historical Perspectives,
• Discrete Point and Integrative Testing,
• Language Proficiency:Unitary or Divisible?,
• Assessing Communicative Language Ability,
• Oral Proficiency Testing,
• In the Classroom:Steps to Creating Intrinsically Motivating Tests,
• Suggested Readings,
• Topics and Questions for Study and Discussion,

　　11 Theories of Second Language Acquisition

• Taxonomies,Hypotheses,and Models,
• Krashen's Input Hypothesis,
• McLaughlin's Attention-Processing Model,
• Bialystok's Analysis/Automaticity Model,
• Variability Models,
• The Believing and Doubting Games,
• From Theory to Practice,
• Intuition:The Search for Relevance,
• Out on a Limb:The Ecology of Language Acquisition,
• Suggested Readings,
• Topics and Questions for Study and Discussion,

　　Bibliography

　　Index