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TWELVE PRINCIPLES

To suggest that viable current approaches to language teaching are principled, in that there is perhaps a finite number research-based pronciples on which classroom practice is grounded.

AUTOMATICITY

Involves a timely movement of the control of a few language forms into the automatic processing of a relatively unlimited og language forms

Overanalyzing language

Thinking about its forms

Consciously lingering on rules of language

MEANINGFUL LEARNING

Will lead toward better long-term retention than rote learning

Content-centered approaches to language teaching

THE ANTICIPATION OF REWARD

One of the taks of the teacher is to create opportunities for those moment by moment rewards that can keep classrooms interesting, if not exciting.

INTRINSIC MOTIVATION

When behavior stems from needs, wants, or desires within oneself, the behavior itself has the potential to be self rewarding.

STRATEGIC INVESTMENT

Succesful mastery of second language will be, to large extent, the result of a learners own personal investment of time, effort and attention.

Comprehending language

Producing the language

LANGUAGE EGO

Intertwined with the second language, can easily create within the learner a sense of fragility, defensiveness, and a raising of inhibitions.

SELF CONFIDENCE

The eventual success that learners attain in a task is partially a factor of their belief that they indeed are fully capable of accomplishing the task.

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 ,to attempt to produce and interpret language.

THE LANGUAGE - CULTURE CONNECTION​​​​​​

Whenever you teach a language we also teach a complex system of cultural customs, values and ways of thinking, feeling and acting.

THE NATIVE LANGUAGE EFFECT

Although that native system will exercise both facilitating and interfering, positive and negative transfer, effects on the production and cromprehension of new language.

INTERLANGUAGE

Sucessful interlanguage development is partially a factor of utilizing from others. Its important to help learners to generate their own feedback outside of the language classroom.

COMMUNICATIVE COMPETENCE

Is the goal of a language classroom, instruction needs to point toward all of its componets. For contexts in real world.

Organizational

Pragmatic

Strategic

Psychomotoric

Communicative goals are best achieved by giving due attetion to language use and not just usage, to fluency and not just accuracy.