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)

"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)