Teaching by principles :) (h
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This document discusses several principles of second language acquisition including: 1. Automaticity which involves subconscious absorption of language through meaningful use and rapid movement from focusing on forms to focusing on purpose. 2. Meaningful learning which involves making associations between new material and existing knowledge for better long-term retention compared to rote learning. 3. The anticipation of reward where learners are driven to act based on expecting tangible or intangible, short or long-term rewards from their behavior.
Teaching by principles :) (h
- 2. THREE TYPES OF PRINCIPLES • Automaticity • Meaningful Learning • The Anticipation of Reward • Intrinsic motivation • Strategic Investment • Autonomy • Language Ego • Willingness to communicate • The Language-Culture Connection • The Native Language Effect • Interlanguage • Communicative Competence
- 4. Subconscious absorption of language through meaningful use, Efficient and rapid movement away from a focus on the forms of language to a focus on the purpose to which language is put Efficient and rapid movement away from a capacity- limited control of a few bits and pieces to a relatively unlimited automatic mode of processing language form(often referred to as fluency) Resistance to the temptation to analyze language forms. Automaticity includes
- 5. MEANINGFUL LEARNING The process of making meaningful association between existing knowledge experience and new material will lead toward better long- term retention than rote learning of material in isolated pieces. COGNITIVE PRINCIPLES
- 6. A. Capitalize on the power of meaningful learning by appealing to students’ interests, academic goals, and career goals. B. Whenever a new topic is introduced, attempt to anchor it in students’ existing knowledge and background so that it becomes associated with something they already know. C. Avoid the pitfalls of rote learning: Too much grammar explanation, Too many abstract principles and theories, Too much drilling and/or memorization Activities without clear purposes, Activities unrelated to the goals of the lesson or course, Techniques that are too mechanical or tricky
- 7. 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 happen as a result of the behavior COGNITIVE PRINCIPLES
- 8. Provide an optimal degree of immediate verbal praise and encouragement to students as a form of short-term reward In classes with vey low motivation, short-term reminders of progress may help students to perceive their development Try to get learners to see the long-term rewards in learning English by pointing out what they can do with English Encourage students to reward each other with compliments and supportive action Display enthusiasm and excitement yourself in the classroom. 1 2 3 4 5
- 9. The most powerful rewards are those that are intrinsically motivated within he learner. Because the behavior stems from needs, wants, or desires within oneself, the behavior is self-rewarding; therefore, no externally controlled reward is necessary. COGNITIVE PRINCIPLES
- 10. STRATEGIC INVESTMENT A learner’s personal investment of time, effort, and attention to the second language which helps comprehending and producing the language. COGNITIVE PRINCIPLES
- 11. AUTONOMY • Successful learners take control of their own language learning with the teacher as a facilitator or guide. • A learners’ autonomous ability both to take initiative( oral production, solve problems in small groups, and practice language with peers ) in the classroom and to continue their journey to success beyond the classroom and the teacher. COGNITIVE PRINCIPLES
- 12. LANGUAGE EGO As human being learn to use a second language, they also develop a new mode of thinking, feeling, acting- a second identity. The new “language ego,” intertwined with the second language, can easily create within the learner a sense of fragility, a defensiveness, and a rising of inhibition.
- 13. Self-Confidence Risk-Taking Anxiety Self-efficacy SOCIOAFFECTIVE PRINCIPLES
- 14. THE LANGUAGE-CULTURE CONNECTION Be especially sensitive to any students who appear to be discouraged, then do what you can to assist them Help student to be aware of acculturation and its stages Stress the importance of the second language as a powerful tool for adjustment in the new culture 1 3 2 SOCIOAFFECTIVE PRINCIPLES
- 15. 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 in the production and comprehension of the new language, the interfering effects are likely to be the most salient. A classroom suggestions stemming from the native language effect( such as regard learners’ errors, ideally, and thinking directly in the TL).
- 16. INTERLANGUAGE • Second language learners tend to go through a systematic or quasi-systematic developmental process as they progress to full competence in the target language. Successful interlanguage development is partially result of utilizing feedback from others. LINGUISTIC PRINCIPLES
- 17. THE COMMUNICATIVE COMPETENCE Being competent in the language means: Organizational Competence Strategic Competence Pragmatic Competence Psychomotor Skills Competence LINGUISTIC PRINCIPLES