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Principles in Language Teaching
Principles in Language Teaching
Principles in Language Teaching
a fundamental truth or
proposition that serves as the
foundation for a system of
belief or behavior or for a chain
of reasoning.
Principles
A. Cognitive Principles
B. Affective Principles
C. Linguistic Principles
Cognitive Principles
1. Automaticity
2. Meaningful learning
3. The anticipation of reward
4. Intrinsic motivation
5. Strategic investment
Affective Principles
6. Language ego
7. Self-confidence
8. Risk-taking
9. Language-culture
Linguistic Principles
Principle 1: Automaticity
This principle includes:
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
used,
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 forms,
Resistance to the temptation to analyze
language forms.
• The principle of automaticity may
be stated as follows:
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. Overanalyzing
language, thinking too much about its
forms, and consciously lingering on
rules of language all tend to impede
this graduation to automaticity.
• Some possible application of the principle to adult
instruction:
1. Because classroom learning normally begins with controlled, focal
processing, there is no mandate to entirely avoid overt attention
to language systems (grammar, phonology, discourse, etc).
However it should stop well short of blocking students from
achieving a more automatic, fluent group of language. Therefore
grammatical explanation or exercises dealing with what is
sometimes called “usage” have a place in the adult classroom,
but students could be overwhelmed with grammar. If they
become to heavily centered on formal aspects of language , such
process can block pathways to fluency.
2. Make sure that a large proportion of your lessons are focused on
the “use” of language for purposes that are as genuine as
classroom context will permit. Students will gain more language
competence in the long run if the functional purposes of language
are the focal point.
3. Automaticity isn’t gained overnight: therefore, you need to
exercise patience with students as you slowly help them to
achieve fluency.
Principle 2: Meaningful Learning
Meaningful learning will lead toward better long-term retention than
rote learning (memorization).
2. AFFECTIVE PRINCIPLES
Principle 7: Self-Confidence
Learners’ belief that they indeed are fully capable of accomplishing a
task is at least partially a factor in their eventual success in attaining
the task.
Principle 8: 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” in the game of language, to
attempt to produce and interpret language that is a bit beyond their
absolute certainty.
3. LINGUISTIC PRINCIPLES