TEACHING BY PRINCIPLES


It is important to focus in the foundational principles that help to reach collective approach to language teaching

 According to Brown we have discovered a great deal about how to best teach a second language in the classroom so the teacher will decide the best technique to teach. These principles form the core of an approach to language teaching.

COGNITIVE PRINCIPLES


PRINCIPLE 1: AUTOMATICITY

Children learn language without thinking about them, the ability to do things without occupying the mind with the low-level details required, allowing it to become an automatic response pattern or habit. 

PRINCIPLE 2: MEANINGFUL LEARNING

It refers to a learning way where the new knowledge to acquire is related with previous knowledge. Meaningful learning “subsumes” new information into existing structures and memory systems, and the resulting associative links create stronger retention.

PRINCIPLE 3: THE ANTICIPATION OF REWARD

It’s the most powerful factor, human beings are universally driven to act or behave by the anticipation of some sort of reward. Learners are driven to perform by the promise of positive reinforcement longo r short time.

PRINCIPLE 4: INTRINSIC MOTIVATION

Is 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-rewarding; therefore, no externally administered reward is necessary.
The development of intrinsic motivation does indeed involve affective processing as most of these first five principles do, and so the argument is appropriate.

PRINCIPLE 5: STRATEGIC INVESTMENT

The methods that the learner employs to internalize and to perform in the language are as important as the teacher’s methods.

Investment of time, effort, and attention to the second language to help you to comprehend and produce the language.

EFFECTIVE PRINCIPLES


PRINCIPLE 6: LANGUAGE EGO

Successful mastery of the foreign language will depend to a great extent on learner’s autonomous ability both to take the lead in the classroom and to continue their journey to success beyond the classroom and the teacher.
As human beings learn to use a second language, they also develop a new mode of thinking, feeling, and acting a second identify. The new “language ego” intertwined with the second language, can easily create within the learner a sense of fragility, a defensiveness and a raising of inhibitions.

Some classroom implications of the principle:
  •          Using pair and group Word as interactive activities in your classroom.
  •         In oral and written production in the classroom, encourage creativity and praise students for trying language that’s a bit beyond on their present capacity.
  •         Suggest opportunities for students to use their language outside the class

PRINCIPLE 7: SELF-CONFIDENCES

It is about the students’ self-esteem, the student’s belief in his or her ability to accomplish the task but no in a 100%, for this reason teachers have to help them by encouraging them and telling them to trust them.

PRINCIPLE 8: RISK-TAKING 

It about the importance of that students take risk in the language, but all depend of the motivation.
How can your classrooms reflect the principle of risk-taking?
  1. Create an atmosphere in the classroom that encourages students to try out language, to venture a response, and not to wait for someone else to volunteer language.
  2. Provide reasonable challenges in your techniques
  3. Help your students to understand what calculated risk-taking.
  4. Respond to students’ risky attempts with positive affirmation, phaising them for trying while at the same time warmly but affirmation.

PRINCIPLE 9: THE LANGUAGE –CULTURE CONNECTION

It talk about the language and the culture have a connection, when the teacher tech other language, automatically teach the customs and traditions of other country.

Because un the book and the exercises teach all about the other country, also prepared for travel this country.
Classroom applications include the following:
  • Discuss about the cultural differences with the students.
  • Teach your student the cultural connotations, especially the sociolinguistic aspects, of language.

LINGUISTIC PRINCIPLE

This category centers on language itself and the complex linguistic systems that learners deal.



PRINCIPLE 10: THE NATIVE LANGUAGE EFFECT

Most of time learners think on their native language at the moment to exercising in the target language. That means it’s exist an interfering effect does appear in it. Learners’ errors in producing the second language it is because they assume target language operates like the native language.

Some classroom suggestions for dismiss the native language effect are: 
  • Consider students' mistakes as opportunities to provide a better feedback in them
  • Help students understand that not everything in their native language system will cause errors in their second language learning
  • Support to students think more about the second language instead of translating.

PRINCIPLE 11: INTERLANGUAGE

Students develop a process as they progress to full competence in target language. Interlanguage is a result of utilizing feedback from others. 
This varies between systematic and unsystematic linguistics forms.  It is important to give the students the feedback in the classroom. In addition to highlighting the importance of the teacher, because many times teacher is the only contact they have with an English speaker.

How do we know what kind of feedback to offer students? These are some implication that help us in this question:
  • Try to distinguish a between a student’s systematic interlanguage errors.  
  • Exercise tolerance for certain interlanguage forms
  • Don’t make a student feel bad because of an interlanguage error
  • Remind to students that a mistake is not bad
  • Try to get students to self-correct selected errors.

PRINCIPLE 12: COMMUNICATIVE COMPETENCE

Communicative competence is the goal of a language classroom. It is a combination of the following components:
  • Organizational competence
  • Pragmatic competence
  • Psychomotor skills
  • Strategic competence
This competence reach the attention to language use, fluency and focus in authentic language and context. The following classroom teaching rules might emerge:
  • Grammatical explanations are a part of lesson, don’t neglect the oter important components.
  • Make sure the lesson aim to teach the pragmatic aspects of language
  • Don’t forget the psychomotor skills
  • Develop opportunities to gain fluency without to be constantly wary of mistakes.
  • Keep every technique as authentic as possible
  • Prepare students to be independent learner

MEMBERS
  • Rodriguez Carhuancho, Fiorela
  • Salvatierra Paredes, Fiorella
  • Uscata Villa, Mariluz
  • Vargas Quispe, Rosa
HF - ENGLISH - FRENCH - 2016

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