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TEACHING BY PRINCIPLES
A.
B.
C.
Cognitive Principles
Affective Principles
Linguistic Principles
Cognitive Principles
1.
2.
3.
4.
5.
Automaticity
Meaningful learning
The anticipation of reward
Intrinsic motivation
Strategic investment
Affective Principles
Language ego
7. Self-confidence
8. Risk-taking
9. Language-culture
6.
Linguistic Principles
10. The native language effect
11. Interlanguage
12. Communicative competence
A. Cognitive Principles
Principle 1: Automaticity
1.
2.
3.
a.
b.
c.
d.
e.
f.
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2.
3.
4.
2. AFFECTIVE PRINCIPLES
Principle 6: Language Ego
As human beings learns to use a second language, the students
also develop a new mode of thinking, feeling, and actinga
second identity. The new language ego, intertwined with the
second language, can easily create within the learners a sense of
fragility, a defensiveness, and a raising of inhibitions.
situations:
learners may feel quite stupid in this new language, remember that
they are capable adults struggling with the acquisition of the most
complex set of skills that any classroom has ever attempted to
teach. Your warm and fuzzy patient and empathy need to be
openly and clearly communicated, for fragile language egos have a
way of misinterpreting intended input;
2. On a more mechanical, lesson-planning level, your choice of
techniques and sequences of techniques needs to be cognitively
challenging but not overwhelming at an affective level;
3. Considering learners language ego states will probably help you to
determine:
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4. If your students are learning English as a second language (in the cultural
Principle 7: Self-Confidence
Learners belief that they indeed are fully capable of accomplishing a task
is at least partially a factor in their eventual success in attaining the task.
Some immediate classroom applications of this principle:
1. Give verbal and nonverbal assurance to students.
2. Sequence techniques from easier to more difficult.
Principle 8: Risk-Taking
Successful language learners, in their realistic appraisal of themselves as
vulnerable beings yet capable of accomplishing tasks, must be willing to
become gamblers in the game of language, to attempt to produce and
interpret language that is a bit beyond their absolute certainty.
3. LINGUISTIC PRINCIPLES
Principle 10: The Native Language Effect
The native language of learners exerts a strong influence on the
acquisition of the target language system. While that native system
will exercise both facilitating and interfering effects on the production
and comprehension of the new language, the interfering effects are
likely to be the most salient.
Some classroom suggestions stemming from the Native
Second language learners tend to go through a systematic or quasysystematic developmental process as they progress to full
competence in the target language. Successful interlinguage
development is partially a result of utilizing feedback from others.
4.
5.
6.
7.
follow:
3.
4.
5.
6.
language are very subtle and therefore very difficult. Make sure your
lessons aim to teach such subtlety;
In your enthusiasm for teaching functional and sociolinguistic
aspects of language, dont forget that the psychomotor skills
(pronunciation) are an important component of both. Intonation
alone conveys a great deal of pragmatic information;
Make sure that your students have opportunities to gain some
fluency in English without having to be constantly wary of little
mistakes. Hey can work on errors some other time;
Try to keep every technique that you use as authentic as possible;
use language that students will actually encounter in the real world
and provide genuine, not rote, techniques for for the actual
conveyance of information of interest;
Some day your students will no longer be in your classroom. Make
sure you are preparing them to be independent learners and
manipulators of language out there
END OF CHAPTER 4
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