1. Ch.4 TEACHING BY PRINCIPLES
H.D. Brown

2. 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

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

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

5. 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

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

7. 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)

8. 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)

9. 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

10. 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.

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

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

13. 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.

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

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

16. 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

17. 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