语言学习与语言教学的原则abouttheauthorofprinciplesoflanguagelearningandteachingprinciplesoflanguagelearningandteaching，publishedin1994，isatextbookinquiringintothetheoreticalfoundationoflanguageteaching.theauthorofthebookisprofessorbrownwhohavestudiedsecondlanguageacquisitionandsecondlanguageteachingformanyyears.heisoneoftheacdemicleadersinthisfield.abouttheaimofprinciplesoflanguagelearningandteachingtheaimofthistextbookistomakesecondlanguageteachingmoreproperarrangedandeasyforthereaderstounderstand.what’smore，basedonthegiventheorytheauthorexpectsthereaderstoformulatetheirownrealizationortheoryofthequestion“howtolearnsecondlanguage”.aboutthecontentofprinciplesoflanguagelearningandteachingactually，whenfinishedreadingthisbook，youwillseethatthisbookhavemostlyfulfilledit’saim.thisbookiswellorganized，itwasdividedinto11chapters，amongthemeightareaboutlanguagelearning.fromgeneraltodetail，fromsurfacetodeepinside，ithavewellshownusthetheorythatthemainmissionofteachersaretoleadandhelpthestudentstolearnsecondlanguage，therewouldbenowaytoidentifyteachingwithoutknowingaboutlearning.themoreteachersknowabouttherulesoflanguagelearningprocess，thebettertheywilldoinleadinglanguagelearners.aboutthearrangementofprinciplesoflanguagelearningandteachingthisbookwasarrangedaccordingtothestudytopics.asfortheconceptions，ithaveexpoundedanddiscussedtheminaauger-type.atfirst，theyjustleadintheconceptwithoutexplainitindetail，butasthebookgoes，alltheconceptswillbedescribedfully.forexample，inthefirstchapter，theconceptbehavio第1页共13页rismhasbeenleadinwithoutdetailedexplain.thisconceptalsobementionedinchaptertwo.butthechapterthatgivesoutacademicevaluationofbehaviorismwaschapterfour.thesamewastomanyotherconceptsandtopicsinthisbook.themostpartiappreciatedisthe“intheclassroom”part.it’sjustlikealifeliketeacherwhotellstheteacher-to-behowtodoinclassaswellasputsthetheoriesintopractice.thisparthaswellshowntheaimofthisbook，helpthereaderstopractice.bytheway，thebestparttohelpfulfilltheaimisthe“topicsandquestionsforstudyanddiscussion”part.thispartputsupafewtopicstoleadthereaderstothinkdeeply.aslongasthereadersthinkoverbythemselves，theywillformulatetheirownopinionaboutprinciplesoflanguagelearningandteachingtheories.conclusionallinall，usedasaguider，thisbookhasfulfilledit’sdestiny.ithasalmostlyintroducedtheprinciplesaboutlanguagelearningandteachingtoit’sreaders.forfurtherstudy，onecanjustchoseatopicfromthisbookandsearchfordetailedinformationashe/sheinterestedin.第二篇：幼儿语言发展与语言教学幼儿语言发展与语言教学一、幼儿期言语发展的特点言语可根据不同的标准作不同的分类，最普通的分为口头言语和书面言语两种。口头言语是指说出的和听到的言语。书面言语是指写出的和看到的言语。书面言语是在口头言语的基础上发展起来的，儿童入学之前，言语的发展主要是口头言语的发展。儿童在出生后的三年中，由于受到成人的言语教育，以及言语器官、神经组织的成熟，他们的言语在不断发展，到了幼儿期，儿童言语的发展进入了一个新的时期。他们从“掌握本族语言的准备期”或“前言语期”、“最初正式掌握本族语言期”进入了“言语丰富化期”。（一）语音的发展随着发音器官的成熟、言语知觉（言语听觉、言语动觉）第2页共13页的精确化，幼儿的发音能力迅速发展，特别是三至四岁期间发展最为迅速。由于他们已能分辨外界差别微小的语音，已能支配自己的发音器官，一般来说，他们已能初步掌握本民族、本地区语言的全部语音，甚至可以掌握任何民族语言的语音。但在实际说话时，幼...
