“Principles of language learning and teaching” by H. Douglas Brown.

1. By H. Douglas Brown.

2. Language, Learning, and Teaching
The definition of mastery learning or gaining
knowledge about a subject or a skill to learn,
experience, and instruction. While teaching is to
show something or assist in the assessment,
prepared knowledge, make out or understand.
In this chapter are answered these questions: the
learners what to learn, how learning takes place,
when learning a second language takes place, an
influential variable in second language acquisition,
context of the mother tongue , and the latter is
the goal of mastering a second language.
Actually we use
audio-lingual
method and the
principle of the
approach.

3. Behaviorostik researchers assume that the language
acquired in accordance with the habit of learning by
operant conditioning
The nativist approach which assumes that humans have
a language acquisition device, the child already has a
natural-language provision in him since birth
First Language Acquisition
There are two theories
Behavioristic and nativist
There are various problems in acquiring a first
language, including competence and performance,
understanding and production, Congenital or
parenting, Universal, systematic and variability,
Exercise and Frequency, Input, and Discourse

4. Age and Acquisition
Second language acquisition by children and
adults are also different, there are several
considerations
There is a critical period hypothesis (The Critical Period
Hypothesis) which states that there is a biological
timetable in language acquisition. In addition to this theory
there is also a neurobiologist balance of influence, affect
brain development also with language acquisition
Consideration of regional accents of origin, consideration
of cognitive, affective considerations, and linguistic
considerations should also be considered. The problems
that arise in a second language with language problems at
first.

5. Human Learning (Phsichological factors)
Language learning involves all kinds of learning,
according to Gagne (1965) there are eight types of
learning: learning cues, stimulus-response learning,
coupling, verbal association, discrimination,
double, learning concepts, learning principles, and
the last is problem solving. Such learning will be
applied according to the method Behavioristic and
cognitive methods.
In the process of generalization there are two processes
namely inductive and deductive reasoning. Moreover
intelligence is also influential in language learning.
Human cognitive areas is essential for human
language acquisition

6. The process is characteristic of all human beings.
The style is a term that refers to the biases or
preferences that are consistent and somewhat
durable in within one. The force on each person is
different, there are more oriented to visual,
audio, etc. The strategy is a special method to
solve a problem or to convey something
Styles and Strategies
The style of learning is when cognitive styles
are specifically linked to the educational
context. Learning styles are divided into two
styles of reflective and impulsive style.

7. Left-right brain dominance.
The left and right brains work differently but
the left and right brain operate as a team.
There are differences in second language
learners are predominantly right brain or left
brain.
The two hemispheres communicate
information, such as sensory
observations, to each other through
the thick corpus callosum that
connects them

8. Each individual is different from one
person to another person. learning
strategy is divided into 3 categories:
meta-cognitive, cognitive, and socio-
affective.
Learning strategies
Socio-affectiveCognitiveMeta-cognitive

9. Personality Factors
Personality or affective factors also
affect second language acquisition.

10. Social and Cultural
factors
Second language teachers and learners
need to understand cultural differences
in order to change the perception
becomes appreciation

11. Language Policy and
Politics
Language will prevent social and
economic progress in the future. EIL
provides positive and negative impacts
therefore we must be able to react
properly.

12. Communicative
Competence
Some investigators defined cc as the
functional aspects of communication:
grammatical competence, discourse
competence, sociolinguistic
competence and strategic competence.

13. Discourse analysis
Discourse is the language beyond the
sentence. Production and
comprehension of language is a factor
in our ability to observe and process
the barrage of discourse, to bring
meaning not only of one sentence but
the sentence of a referral before or
since.

14. Contrastive Analysis
Hypothesis
Which basically suggests that we
should not forget the past experience of
action learning, and the influence of
language originated from previous
experience.

15. Error Analysis
Mistakes are made a reasonable start to
begin a lesson. mistakes made when
learning the language will bring up a
feedback for how it should be a benar

16. By Manuel Bassante