CHAPTER 01. Language, Learning and Teaching 7
1.1 Questions about SLA 8
1.2 Language 9
1.3 Learning and Teaching 9
1.4 Three Perspectives on Second Language Acquisition *** 10
1.5 Nineteen Centuries of Language Teaching 13
1.6 Language Teaching in the Twentieth Century 13

CHAPTER 02. First Language Acquisition 15
2.1 Theories of First Language Acquisition 16
2.2 ssues in First Language Acquisition 23
2.3 L1-Acquisition-inspired Methods 28

CHAPTER 03. Age and Acquisition 29
3.1 Dispelling Myths 30
3.2 Types of Comparison and Contrast 31
3.3 The Critical Period Hypothesis: The Younger the Better? 31
3.4 Neurobiological Considerations 32
3.5 The Significance of Accent 34
3.6 Cognitive Considerations 35
3.7 Affective Considerations 37
3.8 Linguistic Considerations 38
3.9 Issues in First Language Acquisition Revisited 41
3.10 Age-and-Acquisition-Inspired Teaching Methods 44

CHAPTER 04. Human Learning 47
4.1 Behavioral Perspectives 48
4.2 Cognitive Perspectives 50
4.3 Social-Constructivist Perspectives 53
4.4 Fundamental Concepts in Human Learning 55
4.5 Language Aptitude 59
4.6 Intelligence and Language Learning 61
4.7 Learning Theories in the Classroom: ALM & CLL 63

CHAPTER 05. Individual Differences 67
5.1 Some Historical Background 68
5.2 Learning Styles 69
5.3 Autonomy and Awareness 75
5.4 elf-Regulation *** 76
5.5 Strategies ***** 77
5.6 Strategies-Based Instruction 84

CHAPTER 06. Affective Factors 89
6.1 The Affective Domain 90
6.2 Affective Factors in SLA 91
6.3 Attribution Theory and Self-Efficacy 92
6.4 Personality Type 97
6.5 Motivation ***** 99
6.6 The Neurobiology of Affect 104
6.7 Measuring Affective Factors 105
6.8 Classroom Applications: Intrinsic Motivation 106

CHAPTER 07. Language, Culture and Identity 107
7.1 Defining Culture 108
7.2 Cultural Parameters 109
7.3 Stereotypes 111
7.4 Language, Thought, and Culture 114
7.5 Communities of Practice 116
7.6 Identity and Language Learning 117
7.7 Historical Landmarks in Cross-Cultural Research 118
7.8 Ideology, Policy, and Politics 121
7.9 Teaching Intercultural Competence 122

CHAPTER 08. Communicative Competence 125
8.1 Defining Communicative Competence 126
8.2 Language Functions 129
8.3 Interactional Competence 133
8.4 Pragmatics 139
8.5 Corpus Analysis 142
8.6 Nonverbal Communication 147
8.7 Classroom Applications: CLT and Task-Based Language Teaching 150

CHAPTER 09. Interlanguage 153
9.1 Learner Language 154
9.2 Learners' Errors: Windows of Opportunity 158
9.3 Sources of Difficulty 161
9.4 Error Treatment: Focus on Form 168
9.5 Effectiveness of FFI 174

CHAPTER 10. Sorting through Perspectives on SLA 181
10.1 Weaving a Tapestry of "Perspectives" on SLA 182
10.2 Principles of Language Learning and Teaching 185
10.3 Some Final Comments 196