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Twelve Principles, Student Name: Edgar Sanum - Coggle Diagram
Twelve Principles
- AUTOMATICITY
Efficient second language learning involves a timely movement of the control of a few language forms into the automatic processing of a relatively unlimited number of language forms.
- MEANINGFUL LEARNING
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- THE ANTICIPATION OF REWARD
One of the tasks of the teacher is to create opportunities for those moment-by-moment rewards that can keep classrooms interesting, if not exciting.
- LANGUAGE EGO
As human beings learn to use a second language, they develop a new mode of thinking, feeling, and acting – a second identity.
- INTRINSIC MOTIVATION
When behavior stems from needs, wants, or desires within oneself, the behavior itself has the potential to be self-rewarding.
- STRATEGIC INVESTMENT
Successful mastery of the second language will be, to a large extent, the result of a learner’s own personal “investment” of time, effort, and attention to the second language.
- SELF-CONFIDENCE
The eventual success that learners attain in a task is partially a factor of their belief that they
indeed are fully capable of accomplishing the task.
- 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”
- THE LANGUAGE–CULTURE CONNECTION
Whenever you teach a language, you also teach a complex system of cultural customs, values, and ways of thinking, feeling, and acting.
- THE NATIVE LANGUAGE EFFECT
The native language of learners will be a highly significant system on which learners will rely to predict the target-language system.
- INTERLANGUAGE
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- COMMUNICATIVE COMPETENCE
Given that communicative competence is the goal of a language classroom, instruction
needs to point toward all of its components: organizational, pragmatic, strategic, and psychomotoric.
The twelve principles that I list and define in this section (see Brown, 1994a, for a complete discussion with definitions and examples) are an inexhaustive number of what I would assert to be relatively widely accepted thoretical assumptions about second language acquisition.
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