Ch.4 TEACHING BY PRINCIPLES H.D. Brown

Ch.4 TEACHING BY PRINCIPLES Sort of quick-fix approach or Mix-and-Match will not work Importance of enhancing ability to comprehend when to use a technique, with whom it will work, how to adapt it and judge its effectiveness

COGNITIVE PRINCIPLES Principle 1: Automaticity Overanalyzing language & excessive focus on forms impede automaticity-detrimental to Fluency!!

COGNITIVE PRINCIPLES Principle 2: Meaningful Learning “subsumes” new information into existing structures & memory systems (Ausbel-Subsumption theory)- better long-term retention than rote learning

COGNITIVE PRINCIPLES Principle 3: The Anticipation of Reward (=Extrinsic motivation) -The most powerful factor in direct one’ behavior -To see clearly why they are doing something and its relevance to their long-term goals in learning English

COGNITIVE PRINCIPLES Principle 4: Intrinsic Motivation -behavior stems from needs, wants, or desires within oneself -the behavior itself-rewarding without external reward

COGNITIVE PRINCIPLES Principle 5: Strategic Investment -Individual Styles, Strategies Beware of variety at the expense of techniques that you know are essential for learners SBI (Strategies Based Instruction)

COGNITIVE PRINCIPLES Principle 6. Autonomy:Controlling one’s own learning (Benson, 2001): Ownership of learning -Encourage FL students to take initiative in and outside the classroom -Consider cultural contexts or backdrops & impacts (Riley, 1988; Schmenk, 2005)

COGNITIVE PRINCIPLES Principle 6. Autonomy: Implications 1. from guided practices to autonomy based on St’s levels: Creative innovation within limited forms 2. Allow creativity within Zone of Proximal Development(ZPD, Vygotsky) 3. Pair/group work or interactive activities: “do” language on their own

COGNITIVE PRINCIPLES Principle 6. Autonomy: Implications 4.Praise students in for trying language (oral or written) beyond their current ability 5. Provide feedback for sustain Sts’ creativity 6. Encourage use of language outside of class-movies, TV, the Internet, books, magazines, self-access center, etc.

SOCIOAFFECTIVE PRINCIPLES Principle 7: Language Ego -Warm and fuzzy principle -Learner has to rely on a limited paltry linguistic battery-become egoistic

AFFECTIVE PRINCIPLES Principle 8: Willingness to communicate - Enhance sts’ self-confidence by giving ample verbal & nonverbal assurances -Sequence techniques from easier to more difficult

AFFECTIVE PRINCIPLES Principle 8: Willingness to communicate -Risk-Taking: To attempt to produce and interpret language that is a bit beyond their absolute certainty -relates closely to goals of teaching, classroom atmosphere, error treatment, etc.

AFFECTIVE PRINCIPLES Principle 9: The Language-Culture Connection -Crosscultural/Intercultural understanding -Activities &materials that illustrate the connection -Cultural connotations -Acculturation

LINGUISTIC PRINCIPLES Principle 10: The Native Language Effect -Interfering?? -Facilitating: Interlanguage

LINGUISTIC PRINCIPLES Principle 11: Interlanguage -Interlanguage errors -Tolerance -Don’t make a student feel stupid -Mistakes are not “bad” -Try to get students to self-correct selected errors -Ample affective feedback

LINGUISTIC PRINCIPLES Principle 12: Communicative Competence -Attention to language use and not usage -Fluency and not accuracy -Authentic language and contexts -Students’ eventual needs in unrehearsed contexts in the real world