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Preface to the Fifth Edition | |
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Language, Learning, and Teaching | |
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Questions about Second Language Acquisition | |
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Learner Characteristics | |
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Linguistic Factors | |
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Learning Processes | |
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Age and Acquisition | |
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Instructional Variables | |
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Context | |
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Purpose | |
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Rejoicing in Our Defeats | |
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Language | |
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Learning and Teaching | |
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Schools of Thought in Second Language Acquisition | |
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Structural Linguistics and Behavioral Psychology | |
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Generative Linguistics and Cognitive Psychology | |
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Constructivism: A Multidisciplinary Approach | |
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Nineteen Centuries of Language Teaching | |
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Language Teaching in the Twentieth Century | |
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Topics and Questions for Study and Discussion | |
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Suggested Readings | |
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Language Learning Experience: Journal Entry | |
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Guidelines for Entry 1 | |
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Age Factors | |
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First Language Acquisition | |
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Theories of First Language Acquisition | |
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Behavioral Approaches | |
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Challenges to Behavioral Approaches | |
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The Nativist Approach | |
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Challenges to Nativist Approach | |
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Functional Approaches | |
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Issues in First Language Acquisition | |
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Competence and Performance | |
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Comprehension and Production | |
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Nature or Nurture? | |
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Universals | |
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Systematicity and Variability | |
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Language and Thought | |
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Imitation | |
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Practice and Frequency | |
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Input | |
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Discourse | |
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First Language Acquisition Insights Applied to Language Teaching | |
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Topics and Questions for Study and Discussion | |
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Suggested Readings | |
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Language Learning Experience: Journal Entry 2 | |
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Age and Acquisition | |
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Dispelling Myths | |
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Types of Comparison and Contrast | |
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The Critical Period Hypothesis | |
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Neurobiological Considerations | |
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Hemispheric Lateralization | |
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Biological Timetables | |
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Right-Hemispheric Participation | |
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Anthropological Evidence | |
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The Significance of Accent | |
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Cognitive Considerations | |
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Affective Considerations | |
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Linguistics Considerations | |
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Bilingualism | |
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Interference Between First and Second Languages | |
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Order of Acquisition | |
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Issues in First Language Acquisition Revisited | |
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Competence and Performance | |
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Comprehension and Production | |
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Nature or Nurture? | |
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Universals | |
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Systematicity and Variability | |
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Language and Thought | |
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Imitation | |
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Practice and Frequency | |
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Input | |
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Discourse | |
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Some "Age-and-Acquisition-Inspired" Language Teaching Methods | |
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Total Physical Response | |
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The Natural Approach, 79 | |
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Topics and Questions for Study and Discussion | |
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Suggested Readings | |
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Language Learning Experience: Journal Entry 3 | |
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Psychological Factors | |
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Human Learning | |
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Learning and Training | |
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Pavlov's Classical Behaviorism | |
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Skinner's Operant Conditioning | |
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Ausubel's Subsumption Theory | |
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Rote vs. Meaningful Learning | |
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Systematic Forgetting | |
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Rogers's Humanistic Psychology | |
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Types of Learning | |
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Transfer, Interference, and Overgeneralization | |
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Inductive and Deductive Reasoning | |
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Language Aptitude | |
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Intelligence and Language Learning | |
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Learning Theories in Action: Two Language Teaching Methods in Contrast | |
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The Audiolingual Method | |
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Community Language Learning | |
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Topics and Questions for Study and Discussion | |
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Suggested Readings | |
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Language Learning Experience: Journal Entry 4 | |
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Styles and Strategies | |
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Process, Style, and Strategy | |
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Learning Styles | |
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Field Independence | |
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Left- and Right-Brain Dominance | |
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Ambigu | |