TY  - BOOK
AU  - Brown,H.Douglas
AU  - Lee,Heekyeong
ED  - San Francisco State University
ED  - Monterey Institute of International Studies
TI  - Teaching by Principles: an Interactive Approach to Language Pedagogy 
SN  - 9780133925852 (pbk)
AV  - P51 .B7754 2015
PY  - 2015///
CY  - White Plains, NY
PB  - Pearson Education
KW  - Language and languages
KW  - Study and teaching
N1  - Includes bibliographical references (pages 589-627) and indexes; PART I. FOUNDATIONS FOR CLASSROOM PRACTICE; CHAPTER 1. Getting Started
; A Classroom Observation
; Analyzing the Lesson
; For the Teacher: Activities (A) & Discussion (D); For Your Further Reading; CHAPTER 2. A Century of Language Teaching; What Do We Mean by Method?
; Changing Winds and Shifting Sands
; The "Early" Years
; Classical and Grammar Translation Methods
; Gouin's Series Method
; The Direct Method
; The Audiolingual Method; The "Designer" Methods Era
; Community Language Learning
; Suggestopedia
; The Silent Way
; Total Physical Response and the Natural Approach; The Dawning of a New Era
; Notional-Functional Syllabuses
; Communicative Language Teaching
; For the Teacher: Activities (A) & Discussion (D); For Your Further Reading; CHAPTER 3. Contextualizing Communicative Approaches
; The Postmethod Condition
; The Dysfunction of the Theory-Practice Dichotomy
; An Informed Eclectic Approach
; General Approaches
; Learner-Centered Instruction
; Task-Based Language Teaching
; Theme-Based Instruction
; Experiential and Project-Based Learning
; Strategies-Based Instruction
; Other Collaborative Approaches; Specific Approaches
; Content-Based Language Teaching
; Immersion and Sheltered Models
; Bilingual Education
; Workplace and Vocational L2 Instruction
; Language for Specific Purposes
; Corpus-Based Teaching; For the Teacher: Activities (A) & Discussion (D); For Your Further Reading; CHAPTER 4. Teaching by Principles
; Automaticity
; Reward
; Self-Regulation
; Identity and Investment
; Interaction
; Languaculture
; Agency; For the Teacher: Activities (A) & Discussion (D); For Your Further Reading; CHAPTER 5. Agency in Language Learning; Approaches to Understanding Agency
; Agency and Self-Efficacy
; Agency, Rewards, and Motivation
; Agency and Embodiment
; Cognition, Emotion, and Agency
; Agency in a Sociopolitical Context; Enacting the Principle of Agency in L2 Classrooms
; Encourage Learners to Do Language
; Allow Learners' Voice to Develop; Promote Perceptual Learning and Affordances
; Guide Students to Develop Self-Regulating Strategies; For the Teacher: Activities (A) & Discussion (D); For Your Further Reading; PART II. CONTEXTS OF LEARNING AND TEACHING; CHAPTER 6. Teaching Across Age Levels; Teaching Children: The Younger, the Better?
; Intellectual Development
; Attention Span; Sensory Input
; Affective Factors
; Authentic, Meaningful Language; Teaching Adults: The "Adult Advantage"?; Teaching "In Between"; For the Teacher: Activities (A) & Discussion (D); For Your Further Reading; CHAPTER 7. Teaching Across Proficiency Levels; Defining Proficiency Levels
; FSI/ILR Levels
; IELTS Band Scale
; ACTFL Proficiency Guidelines
; The Common European Framework of Reference (CEFR); Teaching Beginning Levels; Teaching Intermediate Levels: Beyond the "Plateau"; Teaching Advanced Levels; For the Teacher: Activities (A) & Discussion (D); For Your Further Reading; CHAPTER 8. Cultural and Sociopolitical Contexts
; Language and Culture
; Culture, Discourse, and Identity
; Contexts of Language Learning and Teaching; Globalization and Language Education
; English in a Globalizing World
; English as an International Language
; NESTs and NNESTs
; Superdiversity, Transnational, and Translingual Practice
; Intercultural Competence; Language Policy; Institutional Contexts
; Elementary and Secondary Schools
; Post-Secondary and Adult Education
; Institutions of Higher Education; For the Teacher: Activities (A) & Discussion (D); For Your Further Reading; PART III. PRACTICAL CLASSROOM CONSIDERATIONS
; CHAPTER 9. Curriculum and Course Design; Defining Terms
; Overview of the Course Design Process
; A Personal Experience in Course Design
; Situation Analysis
; Needs Analysis
; Problematizing
; Specifying Goals
; Conceptualizing a Course Syllabus
; Selecting Textbooks, Materials, and Resources; Assessment
; Course Revision
; A Personal Experience: The Rest of the Story; For the Teacher: Activities (A) & Discussion (D); For Your Further Reading; CHAPTER 10. Lesson Planning; "Beneath" the Lesson Plan
; Format of a Lesson Plan
; Guidelines for Lesson Planning
; A Sample Lesson Plan; For the Teacher: Activities (A) & Discussion (D); For Your Further Reading; CHAPTER 11. Techniques, Textbooks, and Materials; Techniques Redefined; Categorizing Techniques
; The Manipulation-Communication Continuum
; Controlled versus Open-Ended Techniques
; Mechanical, Meaningful, and Communicative Techniques; A Taxonomy of Techniques; Textbooks; Textbook Adaptation
; Textbook Selection; Other Classroom Aids and Materials; For the Teacher: Activities (A) & Discussion (D); For Your Further Reading; CHAPTER 12. Technology in Language Learning and Teaching; Historical Developments
; Computer-Assisted Language Learning (CALL)
; Mobile-Assisted Language Learning (MALL); Benefits of Technology Integration
; TESOL Technology Standards
; Opportunities for Interaction
; Access to Authentic Linguistic Data and Use
; Enacting Agency and Identity
; Opportunities for Cross-Cultural Learning; Principles for Using Technology in Language Teaching; Classroom Applications
; Reading and Writing
; Listening and Speaking; Grammar and Vocabulary Practice; For the Teacher: Activities (A) & Discussion (D); For Your Further Reading; CHAPTER 13. Creating an Interactive Classroom; Exploring Interaction
; Interactive Principles
; Interactive Teachers
; Interactive Students; Initiating Interaction: Questioning Strategies
; Functions and Advantages of Teacher Questions
; Display and Referential Questions
; Categories of Referential Questions; Other Means of Stimulating Interaction; Group Work: The Standard Bearer of CLT; Myths about Group Work
; Myth #1: The Teacher Is No Longer in Control of the Class
; Myth #2: Students Will Use Their Native Language
; Myth #3: Students' Errors Will Be Reinforced in Small Groups
; Myth #4: Teachers Cannot Monitor All Groups at Once; Myth $5: Some Learners Prefer to Work Alone
; Myth #6: Diverse Student Learning Styles Complicate Group Work; Advantages of Group Work
; Group Work Generates Interactive Language
; Group Work Offers an Embracing Affective Climate
; Group Work Promotes Learner Responsibility and Autonomy
; Group Work Is a Step Toward Individualizing Instruction; Implementing Group Work in Your Classroom
; Classroom Language
; Pair Work versus Group Work
; Group Work Techniques
; Planning and Initiating Group Work Tasks
; Monitoring the Task; Debriefing (Processing) the Task; For the Teacher: Activities (A) & Discussion (D); For Your Further Reading; CHAPTER 14. Classroom Management; General Principles of Classroom Management; The Physical Environment of the Classroom
; Sight, Sound, and Comfort
; Seating Arrangements
; Chalkboard (Whiteboard) Use; Equipment; Your Voice and Body Language; Unplanned Teaching: Midstream Lesson Changes; Teaching Under Adverse Circumstances
; Teaching Large Classes
; Teaching Multiple Proficiency Levels in the Same Class
; "Target Language Only" in the Classroom?
; Compromising with the "Institution"
; Discipline
; Cheating; Teachers' Roles and Styles
; Roles
; Teaching Styles
; Cultural Expectations; Creating a Positive Classroom Climate
; Establish Rapport
; Balance Praise and Criticism
; Generate Energy; For the Teacher: Activities (A) & Discussion (D); For Your Further Reading; PART IV. TEACHING LANGUAGE SKILLS; CHAPTER 15. Teaching Listening; Integrating the Four Skills; Listening Comprehension in Pedagogical Research
; A Historical Sketch
; Myths and Pedagogical Objectives; 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; A Sample Listening Lesson; Assessing Listening in the Classroom
; Disambiguating the Terms Assessment and Test
; Assessing Types of Listening and Micro- and Macroskills; For the Teacher: Activities (A) & Discussion (D); For Your Further Reading; CHAPTER 16. Teaching Speaking; Oral Communication Skills in Pedagogical Research
; Conversational Discourse
; Teaching Pronunciation
; Accuracy and Fluency
; Complexity
; Affective Factors
; The Interaction Effect
; Intelligibility
; Corpus-Based Data on Spoken Language
; Genres of Spoken Language; 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; Oral Communication for Academic Purposes
; Discussions
; Presentations; Teaching Pronunciation
; Meaningful Minimal Pairs; Other Oral Communication Techniques; Focus on Form and Error Treatment
; The Role of Feedback
; How to Treat Errors; Assessing Speaking in the Classroom
; Item Types and Tasks for Assessing Speaking
; Evaluating and Scoring Speaking Tests; For the Teacher: Activities (A) & Discussion (D); For Your Further Reading; CHAPTER 17. Teaching Reading; Research on Reading in 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; For the Teacher: Activities (A) & Discussion (D); For Your Further Reading; CHAPTER 18. 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
; Imitative or Mechanical Writing
; Intensive or Controlled Writing
; Self-Writing
; Display Writing
; Real Writing; Principles for Teaching Writing Skills; Two Writing Lessons; Assessing Writing in the Classroom; Evaluation Checklists
; Writing Assessment Tasks; For the Teacher: Activities (A) & Discussion (D); For Your Further Reading; CHAPTER 19. Teaching Grammar and Vocabulary; Grammar
; Three Dimensions of Grammar
; Grammar and Discourse
; Emergent Grammar; Approaches to Form-Focused Instruction
; Explicit Presentation of Forms
; Implicit Presentation of Forms
; Focus on Form
; Feedback on Errors
; A Lexicogrammatical Approach; Principles for Teaching Grammar; Grammar Techniques; Grammar Vocabulary
; Historical Perspectives
; Strategies for Teaching Vocabulary; For the Teacher: Activities (A) & Discussion (D); For Your Further Reading; PART V. ASSESSING LANGUAGE SKILLS; CHAPTER 20. Language Assessment Principles and Issues; Defining Test and Assessment; Principles of Language Assessment
; Practicality
; Reliability
; Validity
; Authenticity
; Washback; Kinds of Tests
; Proficiency Tests
; Diagnostic Tests
; Placement Tests
; Achievement Tests
; Aptitude Tests; Issues in Language Assessment
; Large-Scale Tests of Language Ability
; Authenticity
; Performance-Based Assessment
; Expanding the "IQ" Concept of Intelligence
; Alternatives in Classroom-Based Assessment
; The "Social Turn" and Language Assessment
; Critical Language Assessment; For the Teacher: Activities (A) & Discussion (D); For Your Further Reading; CHAPTER 21. Classroom-Based Assessment; Norm-Referenced and Criterion-Referenced Tests; Some Practical Steps to Test Construction; Transforming and Adapting Existing Tests; Alternatives in Assessment
; Portfolios
; Journals
; Conferences
; Observations
; Self- and Peer-Assessments; Scrutinizing the Alternatives
; Maximizing Practicality and Reliability
; Performance-Based Assessment; For the Teacher: Activities (A) & Discussion (D); For Your Further Reading; PART VI. LIFELONG LEARNING; CHAPTER 22. Teacher Development; Peak Performers; Effective Language Teachers; Classroom Observation; Classroom-Based "Action" Research; Teacher Collaboration: Learning from Each Other; Further Avenues of Professional Development; The Multiple Roles of a Language Teacher; For the Teacher: Activities (A) & Discussion (D); For Your Further Reading; CHAPTER 23. Teachers for Social Responsibility; Critical Pedagogy
; Teaching as a Subversive Activity
; Some Cautionary Observations; Controversial Issues in the Language Classroom; Moral Dilemmas and Moral Imperatives; Agents for Change; For the Teacher: Activities (A) & Discussion (D)
N2  - "Teaching by Principles is a widely acclaimed methodology text used in language teacher education programs around the world. In this fourth edition, Dr. H. Douglas Brown and  Dr. Heekyeong Lee offer a comprehensive survey of practical language teaching options firmly anchored in current research on second language acquisition and pedagogy. Features of the Fourth Edition: a comprehensive update on current issues, new research findings, and innovative classroom teaching techniques, with additional and reworked chapters to reflect this information; a description and analysis of new foundational principles, including: agency, identity, languaculture, communities of practice, embodied cognition and self-regulation; pre-reading organizers at the beginning of each chapter Frequent strategies and pedagogical "tips" in each chapter; numerous "classroom connections" to stimulate practical applications of concepts and principles; end-of-chapter group activities, discussion topics, and suggested additional readings, and a glossary of technical terminology." (Back Cover)
UR  - https://www.pearson.com/english/catalogue/professional-development/teaching-by-principles.html
UR  - https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/s28b5q/alma991002160269705161
ER  -