Teaching by Principles

Cognitive Principle

Affective Principle

Linguistics Principles

Principle 1: Automaticity

Description

-is the subconscious learning and processing

-without occupying the minds with details of the subject (no/ resistance to analyse language forms)

  • efficient and rapid to move away from focus on language forms to language purpose

Classroom implication

Aim is on fluency (not much on aspects of language)

Patience with slow learners

Focus on uses of language in meaningful purposes/contexts

Principle 2: Meaningful Learning

Description

-a learning way : new knowledge is related to previous knowledge

-Opposite of rote learning

-long-term, stronger, better retention of knowledge

Classroom implication

Know and understand students’ interest and academic goals as well as career goals

Relate the subject to students’ existing knowledge and their background

Avoid memorisation and drilling

Avoid too mechanical/confusing teaching techniques

Principle 3: The Anticipation of Reward Human

beings are universally driven to act, or behave by the anticipation of some sort of reward—tangible or intangible, short term or long term– that will ensue as a result of the behavior.

-verbal praise and encouragement to students as a form of short-term reward.

-Display enthusiasm and excitement. If teachers are dull, lifeless, bored, and have low energy,it will be contagious.

-Encourage students to reward each other with compliments and supportive action.

Classroom Implementation

Description

Principle 1: Language Ego

Description

Principle 4.Intrinsic motivation

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Description

It refers to motivation that comes from inside an individual rather than from any external or outside rewards, such as money or grades. Learners perform task because it is fun, interesting, useful, or challenging

Classroom Implementation

warm, fuzzy principle

Learners need to be treated with affective TLC

Implication in classroom

know who will be able to voluntarily answer when teachers ask questions

Principle 2: Self confidence

how much or little to explain certain item

Principle 5. Strategic investment

Learner’s investment of time, effort, and attention to the second language to help you to comprehend and produce the language.

Apply different styles of learning

Description:

The native language of learners are learners that has a strong command on the acquisition of the target language. Native language uses both facilitating and interfering effects on production and comprehension of the new language.

Description

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Classroom Implementation

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Principle 3: Risk Taking

Description

using English both productively & receptively

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  • study /observe and understand what motivates students

Design classroom based on the observation

if learners are able to identify their ego fragility, then they’ll be able to take risk

Principle 2: Interlanguage

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Principle 1:The native language effect

Classroom Implication

Teacher notices learners errors as an important aspects of learning process and give good feedback.

Thinking directly in the target language can help reduce the errors of interference. Teachers should ask learners to think, comprehend and produce directly in the target language without doing the translation.

Implication in classroom:

give enough verbal&non-verbal assurance to students

"I can do it" principle

Second language learners will go through systematic and quasi-systematic developmental process as they succeed in the target language. A successful interlanguage development is partially a result of using feedbacks.

Classroom implication

Teachers must understand the difference between affective and cognitive feedback and indicate an understanding of the message.

Identify the use of errors

Try to encourage learners to self-correct by this they will be more independant

plan teaching sequence from simple to complex

Principle 3: communicative competence (CC)

Implications in classroom

Communicative competence is the goal of language classroom, instruction and psychomotor.
Communicative competence goals are achieved when giving due attention to language use and nit just usage.

Classroom implication

Teachers must drill and give exercise as part of the lesson and attention should be given to the component of cc.

Some pragmatic aspects of language are very difficult thus teachers must plan the lesson well.

Use as much authentic techniques that reflects the real world.

  • ensuring activity or task given to students aren’t too difficult or easy
  • respond to students by giving them positive responses or praises when they attempt by using risky attempts

Principle 4: The Language-Culture Connection

  • language & culture both go hand in hand
  • when we learn a new language, we indirectly learn a new culture

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Implications in class

  • ensure that students are aware to what is acculturation & it’s stages
  • keep an eye out to identify students that give different responses or reactions while in class & assist them