The objective of this blog is to distinguish among of 12 principles that form the theoretical basis of teaching a language.
lunes, 11 de mayo de 2015
Teaching by Principles
We have discovered a great deal about how to best teach a second language in the classroom. And, while many mysteries still remain about why and how learners succesfully acquire second languages, it is appropiate for you to focus on what we do know: what we have learned and what we can say with some certainly about second language acquisition.
Cognitive Principles
They relate mainly to mental and intellectual functions. It should be made clear, however, that all 12 of the principles spill across somewhat arbitray cognitive, affective, and linguistic boundaries.
Principle 1: Automaticity
Efficient second language learning involves a timely movement of the control of a few language forms into the automatic, fluent processing of a relatively unlimited number of language forms.
Overanalyzing language, thinking too much about its forms, and consciously lingering on rules of language all tend to impede this graduation to automaticity.
Principle 2: Meaningful Learning
The process of making meaningful associations between existing knowledge/experience and new material will lead toward better long-term retention.
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.
Principle 1: Automaticity
Efficient second language learning involves a timely movement of the control of a few language forms into the automatic, fluent processing of a relatively unlimited number of language forms.
Overanalyzing language, thinking too much about its forms, and consciously lingering on rules of language all tend to impede this graduation to automaticity.
The process of making meaningful associations between existing knowledge/experience and new material will lead toward better long-term retention.
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.
Cognitive Principles II
They relate mainly to mental and intellectual functions. It should be made clear, however, that all 12 of the principles spill across somewhat arbitray cognitive, affective, and linguistic boundaries.
Principle 4: Intrinsic Motivation
The most powerful rewards are those that are intrinsically motivated within the learner. Because the behavior stems from needs, wants, or desires within oneself, the behavior itself is self-rewarding; therefore, no externally administered reward is necessary.
Principle 5: Strategic Investment
Successful mastery of the second language will be due to a large extent to a learner´s own personal "investment" of time, effort, and attention to the second language in the form of an individualized battery of strategies for comprehending and producing the language.
Principle 6: Autonomy
Successful mastery of a foreign language will depend to a great extent on learners´autonomous ability both to take the initiative in the classroom and to continue their journey to success beyond the classroom and the teacher.
Principle 4: Intrinsic Motivation
The most powerful rewards are those that are intrinsically motivated within the learner. Because the behavior stems from needs, wants, or desires within oneself, the behavior itself is self-rewarding; therefore, no externally administered reward is necessary.
Successful mastery of the second language will be due to a large extent to a learner´s own personal "investment" of time, effort, and attention to the second language in the form of an individualized battery of strategies for comprehending and producing the language.
Principle 6: Autonomy
Successful mastery of a foreign language will depend to a great extent on learners´autonomous ability both to take the initiative in the classroom and to continue their journey to success beyond the classroom and the teacher.
Socioaffective Principles
This kind of principles are characterized by more marked degree of emotional involvement. They have to do more with how important is the envronment within the students learn, more specifically with the social environment.
Principle 7: Language Ego
As humans beings learn to use a second language, they also develop a new mode of thinking, feeling, and acting- a second identity. The new "language ego" intertwined with the second language, can easily create within the learner a sense of fragibility, a defensesiveness, and a raising of inhibitions.
Principle 8: Willingness to communicate
Succesful language learners generally believe in themselves and in their capacity to accomplish communicative tasks, and therefore willing rish takers in their attemts to produce and interpret language that is a bit beyond thier absolute certainty. Their willingness to communicate results in the generation of both output (from the learner) and input (to the learner).
Principle 9: 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.
Principle 7: Language Ego
As humans beings learn to use a second language, they also develop a new mode of thinking, feeling, and acting- a second identity. The new "language ego" intertwined with the second language, can easily create within the learner a sense of fragibility, a defensesiveness, and a raising of inhibitions.
Principle 8: Willingness to communicate
Succesful language learners generally believe in themselves and in their capacity to accomplish communicative tasks, and therefore willing rish takers in their attemts to produce and interpret language that is a bit beyond thier absolute certainty. Their willingness to communicate results in the generation of both output (from the learner) and input (to the learner).
Principle 9: 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.
Linguistic Principles
The last category of principles of language learning and teaching centers on language itself and on how learners deal with complex linguistic systems.
Principle 10: The native language effect
The native language of learners exerts a strong influece on the acquisition of the target language system. While that native system will exercise both facilitating and interfering effects on the production and comprehension of the new language, the interfering effects are likely to be the most salient.
Principle 11: Interlanguage
Second language learners tend to go through a systematic or quasi-systematic developmental process as they progress to full competence in the target langauge. Successful interlanguage development is partially a result of utilizing feedback from others.
Principle 12: Communicative competence
Given that communicative competence is the goal of a language classroom, instruction needs to point toward all its components: organizational, pragmatic, strategic, ad psychomotor. Communicatve goals are best achieved by giving due attention to language use and not just usage, to fluecy and not just accuracy, to authentic langauge and contexts, and to students' eventual need to apply classroom learning to previouly unrehearsed contexts in the real world.
Principle 10: The native language effect
The native language of learners exerts a strong influece on the acquisition of the target language system. While that native system will exercise both facilitating and interfering effects on the production and comprehension of the new language, the interfering effects are likely to be the most salient.
Second language learners tend to go through a systematic or quasi-systematic developmental process as they progress to full competence in the target langauge. Successful interlanguage development is partially a result of utilizing feedback from others.
Principle 12: Communicative competence
Given that communicative competence is the goal of a language classroom, instruction needs to point toward all its components: organizational, pragmatic, strategic, ad psychomotor. Communicatve goals are best achieved by giving due attention to language use and not just usage, to fluecy and not just accuracy, to authentic langauge and contexts, and to students' eventual need to apply classroom learning to previouly unrehearsed contexts in the real world.
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