2020-06-08

Teaching
by Principles
Chapter 3
Teaching by
Principles

Teaching by Principles Teaching by Principles

Cognitive Affective Linguistic Cognitive Linguistic

Affective
Principles Principles Principles Principles Principles
Principles
Relate mainly Automaticity
Emotional Centres of The Native
to mental and involvement, language itself Meaningful Language Ego
Learning Language Effect
intellectual either with and how
The Anticipation of Self-Confidence Interlanguage
functions one’s own self learners deal Reward
of a learner with complex Risk-Taking Communicative
Intrinsic Motivation
relates socially linguistics Competence
Strategic Language-Culture
to others systems
Investment

Principle 1: Automaticity
Cognitive Principles that relate mainly
to mental and intellectual
principles function 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. Overanalyzin
g language, thinking too much about its forms,
and consciously lingering on rules of language all
Subconscious Efficient and rapid Resistance to the
absorption of movement away from
Efficient and rapid
movement from a temptation to tend to impede this graduation to automaticity.
language through language forms to the capacity-limited analyze language
meaningful use, purpose to which control to unlimited form
language is used, automatic mode of
processing language
forms

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Principles applies to adult: Principles applies to adult:

There is no mandate to entirely avoid There is no mandate to entirely avoid
There is notomandate
attention language to avoid overt
system attention to language system
attention to language systems (grammar
, phonology, discourse, etc), however it A large proportion of the lesson
should not stop learners from achieving are focus on the “use” of langu-
1 a more automatic, fluent
language.
grasp of 2 age—students gain more langu-
If the grammar explanation become age competence in the long run
heavily centered on the formal aspects, if the functional process.
such process can block pathways of
fluency

Principles applies to adult: Principles applies to adult:

There is no mandate to entirely avoid There is no mandate to entirely avoid
Automaticity isn’t gained
attention to language system attention to language system

overnight, therefore, you

3 need to exercise patience
with students as you
Simple PowerPoint
You can simply impress your audience and add a
unique zing and appeal to your Presentations.

slowly help them achieve Simple PowerPoint

fluency You can simply impress your audience and add a
unique zing and appeal to your Presentations.

Principle 2: Meaningful Learning Principle 2: Meaningful Learning

Some classroom implications of the Principle:
1.Capitalize on the power of meaningful
learning by appealing to students’ interest,
academic goals, and career goals,
Meaningful learning will lead toward
2.Whenever a new topic or concept is introd
better long-term retention than rote uced, attempt to anchor it in students’
learning. existing knowledge and background so
that it becomes associated with something
they already know,

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Principle 2: Meaningful Learning Principle 3: Anticipation of Reward

Some classroom implications of the Principle: Human beings are universally driven to act, or “behave,” by the a
nticipation of some sort of reward—tangible or intangible, short t
3. Avoid pitfalls of rote learning erm or long term– that will ensue as a result of the behavior.
a. too much grammar
b. too many abstract principles and theories 1
Reward principles
2
Reward principles
3
Reward principles
4
Reward principles
5
Reward principles

c. too much drills and memorization

d. activities whose purpose is not clear Provide Encourage Short –term Display Pointing
immediate students to reminders of enthusiasm students the
e. activities that don’t contribute to the goal of lesson verbal praise reward each progress may and prestige of
other with helps students
and excitement being able to
f. techniques that are too mechanical and tricky encourageme
compliments to see their
yourself in the use English
and supportive development
nt as a form action. (Gold start, classroom (academic
of short-term sticher) benefit, job,
reward. etch)

Principle 4. Intrinsic Motivation Principle 5. Strategic Investment

The most powerful rewards are those Successful mastery of the second
that are intrinsically motivated within lanuage will be due to a large extent
the learners. Because the behavior to a learner’s own personal “investm
ent” of time, effort, and attention to
stems from needs, wants, or desires the second language in the form of
within oneself, the behavior itself is self and individualized battery of stra-
-rewarding: therefore, no external tegies for comprehending and produc
administered reward is necessary. ing the language.

How to provide affective support:

Socioaffective 1. Overtly display a supportive attitude to your

students.

Principles Emotional involvement 2. On mechanical, lesson planning, the choice of

techniques and sequence need to be cognitively
challenging but not overwhelming at an affective
level.
3. Considering the learner’s language ego, help you
Principle 6. Language Ego determined:
a. who to call on
30%
b. who to ask volunteer information
As human beings learns to use a second language, the students c. when to correct student’s error
15%
also develop a new mode of thinking, feeling, and acting—a d. how much to explain something
second identity. The new “language ego,” intertwined with the e. how to place in which small group or pairs
second language, can easily create within the learners a sense 4. Help students to understand that confusion of
developing self in L2 is a normal and natural process.
of fragility, a defensiveness, and a raising of inhibitions.

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Principle 7. SELF-CONFIDENCE
Principle 8. Risk-taking
Successful language learners, in
Learners’ belief that they their realistic appraisal of
indeed are fully capable of themselves as vulnerable beings
accomplishing a task is yet capable of accomplishing tasks,
at least partially a factor in 30% must be willing to become
their eventual success in “gamblers” in the game of
attaining the task.
15%
language, to attempt to produce
and interpret language that is a bit
beyond their absolute certainty.

Principle 9. The Language-Culture Connection

How to reflect the principles of risk taking:

1 Whenever you teach

2 language, you also teach a
complex system of culture
Create atmosphere that encourage Language and culture
students to try out the language
customs, values and ways
3 Provide reasonable challenges in the
are intricately
intertwined of thinking, feeling and
techniques—neither too easy nor too hard

Help students to understand what calculated risk-taking they

acting.
4 must blurt out any old response

Response to students’ risky attempts with positive affirmation, praising

them for trying at the same time warmly and firmly attending their language.

Principle 9. The Language-Culture Connection Principle 10.

The Native The native language
Classroom application:
Discuss cross-culture difference—no culture is
Language learners exerts a
strong influence on
better than another—cross culture
understanding is important Effect the acquisition of
the target language
Include in techniques activities and material
Native language system. Native
that illustrate connection between language and
culture system will exercise
of every learner is both facilitating and
Teach students sociolinguistic aspect of an extremely interfering effects on
language
significant factor in the production and
Screen the techniques or material that culturally the acquisition of comprehension of a
offensive
new language.
a new language.

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Principle 11. Interlanguage

Classroom suggestion for Native
language effect:
Interlanguage principle:
Regard learners’ errors as important windows
to their underlying system and provide
“Second language learners tend to go
appropriate feed back on them. through a systematic or quasi-
systematic developmental process as
Help students to understand that not everything
about native language system will cause error.
they progress to full competence in
the target language. Successful
Thinking directly in the target language usually interlanguage development is
helps to minimize interference errors.
partially a results of utilizing
feedback from others.

Principle 12. Communicative Competence

Classroom implication: CC consist of some combination of the following:
Try to distinguish between The message: mistakes are not “bad”
but most mistakes are good indicators
student’s systematic interlanguage 01 02 03 04
that innate language acquisition ability
errors and other error are alive and well

Teacher exercise some Try to get students get self-

corrected errors
tolerance for certain
interlanguage forms that may
raise out of student’s logical Provide ample affective
development process. feedback—verbal or
nonverbal—to encourage
them to speak
Organizational Pragmatic Strategic Psychomotor
Competence competence Competence skills
Don’t make students feel
(grammar and (functional and
stupid because of an Correct error with kindness and
interlanguage error; quietly empathy so that students will not feel discourse sociolinguistic)
point out erroneous form. thwarted in future attempts to speak.

Communicative competence is Remember grammar explanation Make sure students have

opportunities to gain some fluency in
or exercises are only part of lesson,
the goal of a language don’t neglect other components
English without wary of little mistakes

classroom, instruction needs Use authentic language—

to point toward all its Some of the pragmatic language that students will
encounter in the real world and
aspects of language are very
components: organizational, subtle and therefore very Classroom provide genuine, not rote

pragmatic, strategic and difficult—lesson should aim

for that. implication:
psychomotor. Some day students will no longer in
the class, make sure preparing them
Don’t forget psychomotor skill to be independent learners and
(pronunciation) are important manipulator language “out there”
components

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