n-Brown3-indx.htm
H. Douglas Brown, 1994
Notes by U Kyaw Tun (UKT) (M.S., I.P.S.T., USA) and staff of Tun Institute of Learning (TIL) . Not for sale. No copyright. Free for everyone. Prepared for students and staff of TIL Research Station, Yangon, MYANMAR : http://www.tuninst.net , www.romabama.blogspot.com
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lang-acqui-indx.htm
Contents of this page (Note: everything
below this line is from 4th ed.)
€ Table of Contents, detail - on this page
00. Preface to 4th ed. - ch00.htm
01. Language, Learning, and Teaching - ch01.htm
02. First Language Acquisition - n-ch02-3.htm
(this link will take you to chapter 2 of 3rd ed.)
03. Age and Acquisition - ch03.htm
04. Human Learning - ch04.htm
05. Styles and Strategies - ch05.htm
06. Personality Factors - ch06.htm
07. Sociocultural Factors - ch07.htm
08. Cross-linguistic Influence and Learner language - ch08.htm
09. Communicative Competence - ch09.htm
10. Theories of Second Language Acquisition - ch10.htm
11.
Bibliography 301 - ch11.htm
12. Index 343 - not included
00. Preface to 4th ed. - ch00.htm
01. Purpose and Audience x
02. Changes in the Fourth Edition xi
03. Acknowledgements xii
01. Language, Learning, and Teaching - ch01.htm
01. Current Issues in Second Language Acquisition 002
02.
Language 004
03.
Learning and Teaching 007
04.
Schools of Thought in Second Language Acquisition 008
04.01.
Structuralism/Behaviorism 008
04.02.
Rationalism and Cognitive Psychology 009
04.03.
Constructivism 011
05.
Language Teaching Methodology 013
06. In the Classroom: The Grammar Translation Method 015
07. Topics and Questions for Study and Discussion 016
08. Suggested Readings 017
09. Language Learning Experience: Journal Entry 1 018
02. First Language Acquisition - ch02.htm
01.
Theories of First Language Acquisition 021
01.01.
Behavioristic Approaches 022
01.02.
The Nativist Approach 024
01.03.
Functional Approaches 027
01.03.1.
Cognition and Language Development 028
01.03.2.
Social Interaction and Language Development 029
02.
Issues in First Language Acquisition 030
02.01.
Competence and Performance 030
02.02.
Comprehension and Production 033
02.03.
Nature or Nurture? 034
02.04.
Universals 035
02.05.
Systematicity and Variability 037
02.06.
Language and Thought 037
02.07. Imitation 038
02.08.
Practice 040
02.09.
Input 041
02.10.
Discourse 042
03. In the Classroom: Gouin and Berlitz -- The First Reformers 043
04. Topics and Questions for Study and Discussion 046
05. Suggested Readings 047
06. Language Learning Experience: Journal Entry 2 048
03. Age and Acquisition - ch03
01. Dispelling Myths 050
02. Types of Comparison and Contrast 052
03. The Critical Period Hypothesis 053
04. Neurological Considerations 054
04.01.
Hemispheric Lateralization 054
04.02. Biological Timetables 055
04.03. Right-Hemispheric Participation 056
04.04. Anthropological Evidence 057
05. The Significance of Accent 058
06. Cognitive Considerations 061
07. Affective Considerations 063
08.
Linguisitic Considerations, 066
08.01. Bilingualism 067
08.02. Interference Between First and Second Languages 067
08.03. Interference in Adults 068
08.04. Order of Acquisition 068
09. Issues in First Language Acquisition Revisited 070
10. In the Classroom: The Audiolingual Method 073
11. Topics and Questions for Study and Discussion 075
12. Suggested Readings 076
13. Language Learning Experience: Journal Entry 3 077
04. Human Learning - ch04.htm
01. Learning and Training 078
02. Pavlov's Classical Behaviorism 080
03. Skinner's Operant Conditioning 080
04.
Ausubel's Meaningful Learning Theory 083
04.01. Systematic Forgetting 086
05. Rogers's Humanistic Psychology 089
06. Types of Learning 091
07. Transfer, Interference, and Overgeneralization 094
08. Inductive and Deductive Reasoning 097
09. Aptitude and Intelligence 098
10. In the Classroom: The "Designer" Methods of the 1970s 103
11. Topics and Questions for Study and Discussion 109
12. Suggested Readings 110
13. Language Learning Experience; Journal Entry 4 111
05. Styles and Strategies - ch05
01. Process, Style, and Strategy 112
02. Learning Styles 113
02.01. Field Independence 114
02.02. Left- and Right-Brain Functioning 118
02.03. Ambiguity Tolerance 119
02.04. Reflectivity and Impulsivity 121
02.05. Visual and Auditory Styles 122
03. Strategies 122
03.01. Learning Strategies 124
03.02. Communication Strategies 127
03.02.1. Avoidance Strategies 129
03.02.2. Compensatory Strategies 129
04. Strategies-Based Instruction 130
05. In the Classroom; Styles and Strategies in Practice 135
06. Topics and Questions
for Study and Discussion 139
07. Suggested Readings 140
08. Language Learning Experience; Journal Entry 5 141
06. Personality Factors - ch06.htm
01. The Affective Domain 143
01.01. Self-Esteem 145
01.02. Inhibition 147
01.03. Risk-Taking 149
01.04. Anxiety 150
01.05. Empathy 152
01.06. Extroversion 154
02. Myers-Briggs Character Types 156
03. Motivation 160
03.01. Instrumental and Integrative Orientations 162
03.02. Intrinsic and Extrinsic Motivation 164
04. The Neurobiology of Affect 166
05. Measuring Affective Factors 167
06. In the Classroom; Putting Methods into Perspective 169
07. Topics and Questions for Study and Discussion 172
08. Suggested Readings 174
09. Language Learning Experience; Journal Entry 6 175
07. Sociocultural Factors - ch07.htm
01. From Stereotypes to Generalizations 178
02. Attitudes 180
03. Second Culture Acquisition 182
04. Social Distance 185
05. Culture in the Classroom 189
06. Language Policy and Politics 191
06.01.
World Englishes 192
06.02.
ESL and EFL 193
06.03. Linguistic Imperialism and Language Rights 194
06.04. Language Policy and the "English Only" Debate 195
07. Language, Thought, and Culture 196
08. In the Classroom: Toward a Principled Approach to Language Pedagogy 201
09. Topics and Questions for Study and Discussion 203
10. Suggested Readings 204
11. Language Learning Experience: Journal Entry 7 206
08. Cross-linguistic Influence and Learner language - ch08.htm
01. The Contrastive Analysis Hypothesis 207
02.
From the CAH to CLI (Cross-Linguistic Influence) 211
03.
Markedness and Universal Grammar 213
04. Learner Language 215
05. Error Analysis 216
05.01. Mistakes and Errors 217
05.02. Errors in Error Analysis 218
05.03. Identifying and Describing Errors 220
05.04. Sources of Error 223
05.04.1.
Interlingual Transfer 224
05.04.2.
Intralingual Transfer 224
05.04.3. Context of Learning 226
05.04.4. Communication Strategies 227
06. Stages of Learner Language Development 227
07. Variability in Learner Language 229
08. Fossilization 231
09. Form-Focused Instruction 233
10. Error Treatment 235
11. In the Classroom: A Model for Error Treatment 239
12. Topics and Questions for Study and Discussion 242
13. Suggested Readings 243
14. Language Learning Experience: Journal Entry 8 244
09. Communicative Competence - ch09.htm
01. Defining Communicative Competence 246
02. Language Functions 248
03. Functional Syllabuses 252
04. Discourse Analysis 253
04.01. Conversation Analysis 255
05. Pragmatics 257
05.01. Language and Gender 259
06. Styles and Registers 260
07. Nonverbal Communication 262
07.01. Kinesics 262
07.02. Eye Contact 263
07.03.
Proxemics 264
07.04. Artifacts 264
07.05.
Kinesthetics 264
07.06. Olfactory Dimensions 265
08. In the Classroom: Communicative Language Teaching 266
09. Topics and Questions for Study and Discussion 267
10. Suggested Readings 269
11.
Language Learning Experience: Journal Entry 9 270
10. Theories of Second Language Acquisition - ch10.htm
01.
Building a Theory of SLA 272
01.01. Domains and Generalizations 272
01.02. Hypotheses and Claims 274
01.03. Criteria for a Viable Theory 276
02.
An Innatist Model: Krashen's Input Hypothesis 277
03. Cognitive Models 281
03.01. McLaughlin's Attention-Processing Model 282
03.02. Implicit and Explicit Models 285
04.
A Social-Constructivist Model: Long's Interaction Hypothesis 286
05. From Theory to Practice 288
06. Out on a Limb: The Ecology of Language Acquisition 294
07. Topics and Questions for Study and Discussion 296
08. Suggested Readings 298
09. Language Learning Experience: Final Journal Entry 299
11. Bibliography 301 - ch11.htm
12. Index 343 - ch12
Contents of this page
xii Preface
From: www.sfsu.edu
Professor, San Francisco State University. Director, American Language Institute. 415.338.7384. 415.338.3095. hdbrown@sfsu.edu
H. Douglas Brown received his M.A. in Linguistics and Ph.D. in Educational Psychology at the University of California, Los Angeles. Previously, he was Professor of English as a Second Language and Linguistics at the University of Illinois in Champaign-Urbana, where he also served as Director of the Division of ESL. Before that, he was on the faculty of the Department of Linguistics and the English Language Institute (ELI) at the University of Michigan; he was Acting Director of the ELI for three years.
Professor Brown was the 1980-81 President of International TESOL. For nine years, he served as the Editor of Language Learning. He has given lectures, seminars and workshops across the USA and in many other countries. In 2001, Professor Brown was the recipient of TESOL's prestigious James E. Alatis Award for Distinguished Service.
Professor Brown has published a large number of articles and books on second language acquisition and pedagogy. Professional reference books include Principles of Language Learning and Teaching (4th ed., 2000), Teaching by Principles: An Interactive Approach to Language Pedagogy (2nd ed., 2001), and Readings on Second Language Acquisition (co-edited with Susan Gonzo, 1995). Two books written for lay language-learning audiences are Breaking the Language Barrier (1991) and A Practical Guide to Language Learning (1989). Among ESL textbooks to his credit are Challenges (1991), a book on academic reading and writing (co-authored with Deborah Cohen and Jennifer O'Day), and Vistas (1992), a multiple-level ESL basal series, now extensively revised (1999-2001) as New Vistas (domestic) and Voyages (international). A strategies-based guide for ES/FL students, Strategies for Success, was published in July 2001.
His current research interests center on strategies-based instruction, classroom language assessment, and relating second language acquisition research to classroom methodology.
U Kyaw Tun first became an educator as an assistant lecturer
in Chemistry in the Department of Chemistry, University of Rangoon in 1955. In
that capacity he lectured to the first year Science students at Yankin College
campus. The following year saw him lecturing the third year Science students
(those taking Chemistry) at the main campus in addition to the first year
Science students at Yankin College campus. He served for 33 years in various
universities and colleges throughout Myanmar: Rangoon University, Rangoon
Institute of Technology, Mandalay University, Bassein College, Workers College
and Taunggyi College. His last posting from which he retired was Associate
Professor and Head of Department of Chemistry, Taunggyi Degree College.
Though trained as a scientist and engineer, U Kyaw Tun has a keen interest
in the culture, history, religion and mythology of various peoples of the world.
His knowledge of several languages: Myanmar, English, French, Pali, Swedish and
German has helped him in his cultural studies. He has an extensive knowledge of
Hindu astrology, specializing the Ashtakavarga system.
U Kyaw Tun was a part-time columnist writing for the Working Peoples Daily
in Myanmar and was a member on the editorial board of the North Renfrew Times
in Canada. He has given several public lectures in Canada on Buddhism
particularly to scientists and engineers, and to non-Buddhists.
AHTD. American Heritage Talking Dictionary.
ANTIM: www.antimoon.com
Childers, R.C. Dictionary of Pali Language, R. C. Childers,
1909. Reprint for Research Purposes only by U Hla Maung, Buddha Sasana Council,
Myanmar, 1974
DJPD16 (Daniel Jones Pronouncing Dictionary, 16 ed. -- Scanned from
printed book
Please also note that I have to identify every phonemic or phonetic symbol including the diacritical marks given in the original book. The task is not easy since the print was quite small. The symbols you are finding in this digitized version are in Unicode font, and the reader should note that I could have made mistakes in the reproduction. I have included the Unicode number for future checking and editing.
As an example: the entry for the word <cradle> is given as /kreɪ.dl/ in DJPD16. The lower case "l" has a diacritical mark below. In the small print it looks like a "combining vertical line below" (U0329). It certainly is not a "combining cedilla" (U0327). However, when I reproduced it using Arial Unicode MS font, the diacritical mark became shifted with U0329 but not with U0327: [ l̩ ] and [ ļ ]. Suspecting that what DJPD16 has given might be a cedilla, I searched the Internet using Google with the search string "cedilla in pronunciation". One of the results was http://www.chlewey.org/cs/as-en.html . The website gave the example of <cradle> where it was stated that "l" was "l cedilla" with Unicode x13C. Looking into the XP character map shows that x13C is U013C which gives [ ļ ]. Though I haven't yet made up my mind, as a temporary measure I will take what DJPD16 has given as U013C.
One remark must be made about brackets:
Angle brackets < >.In the printed book a word being referred to is generally within inverted commas. However, in this digitized version, the inverted commas have been replaced with angle brackets < >.
Square brackets [ ]. In the original printed version square brackets [ ] were used to indicate the phonetic transcription. In this digitized version I have retained the original square brackets, but had introduced more square brackets to highlight single letters and digraphs. Though this practice has been discontinued, you might still find left-overs [ ] around letters and digraphs. Since these are all of English origin, I am now (080215) using < >.
You might find some « », which are being introduced but not in any well defined manner. I am thinking of using them to highlight letters in some places of < >.
Element-Pali, An Elementary Pali Course, by Ven.
Narada Thera, Buddha Dhamma Association, Inc. (Sri Lanka)
www.buddhanet.net
PTK (Phonemic Transcription Key)
www.xibalba.demon.co.uk/jbr/index.html
PTS Pali Text Soc. Pali-English Dictionary, ed. Rhys Davids and
W. Stede, Pali Text Soc., reprint 1999 (1st publ. 1921-1925)
SAMPA (Speech Assessment Methods Phonetic Alphabet)
www.phon.ucl.ac.uk/home/sampa/home.htm
Unicode Standard, Version 4.0, Unicode Consortium,
Chapter 9,
http://www.unicode.org/versions/Unicode4.0.0/ch9.pdf
Chapter 10,
http://www.unicode.org/versions/Unicode4.0.0/ch10.pdf
Wikipedia,
http://en.wikipedia.org/wiki/Wikipedia
01.
Myanmar Orthography (MOrtho),
U Tun Tint editor,
Myanmar Language Commission (MLC), 1986, pp292
(Note: MLC has been renamed several times.)
02. Myanmar English Dictionary (MEDict)
by MLC, 1993, pp 635
03.
Travelling Pocket Myanmar Dictionary (MMDict )
Burmese-Myanmar to Burmese-Myanmar) by MLC, 1999, pp 401.
04.
{pa-Li. a.Bi.Daan-hkyoap} (PMDict - Compendium Pali Dictionary),
by
{lθύ-ti-paN~Πi.ta.} U Maung Gyi, Rangoon, 1966, pp.524 - in Burmese-Myanmar
05. U Tun Tint - editor (retd.), MLC - personal communication.
06. Myanmar Thudda, volumes 1 to 5 (in Burmese), Text-book Committee,
Basic Education, Ministry of Education, Myanmar, ca. 1986
07. "Pali Lessons" Module {a.ra.}-111{ka.}, (in Burmese) Univ. of
Distance Education, 1999.
08. "Pali Lessons" Module {a.ra.}-1001 Pali grammar, (in Burmese)
Yangon Univ. of Distance Education, 2003
09. The Glass Palace Chronicles, written in 1819 to 1837), republished by
Ministry of Information, Myanmar Government, 4th reprint in Burmese-Myanmar, in
3 volumes.
Contents of this page
End of TIL file