Principles

Principles

1. Are divided into three groups.

   • Content and Sequencing
     • It is based on choosing the content that is going to be taught in the course.
     • In the order in which this content will be given.
     • The objective of this type of principles is to ensure that the lerners are learning something new and beneficial.
       • Frequency
         • The coverage of a language course.
       • Strategies and autonomy
         • Train learners= become effective and independent learners.
       • Spaced retrieval
         • Increasingly spaced.
       • Language System
         • Need to be based on the general characteristics of a language.
       • Keep moving forward
         • Language items, skills, techniques and strategies.
       • Teachability
         • Take into account favourable sequencing and time.
       • Learning burden
         • The course need to be useful in order to make effective knowledge.
       • Interference
         • Sequenced items= to have positive effects.
   • Format and Presentation
     • Type of activities applied on the course.
     • What happens on the classroom.
     • Infleunce of teachers
       • Motivation
         • The importance and attitude of the learners about the course.
       • Four Strands
         • Meaning-focused input, language-focused, meaning-focused output and fleucny activities.
       • Comprehensible Input
         • Quantities of interesting comprehensible receptive.
       • Fluency
         • Activities that increase fluency.
       • Output
         • Speaking and writing.
       • Deliberate learning
       • Time on tasks
         • Take the time necessary.
       • Depth of processing
         • Learners need to process the items deeply.
       • Integrative motivation
         • Favorable attitudes of learners about the language.
       • Learning Style
         • They decide what material they are going to use according to their learning style.
   • Monitoring and Assessment
     • Degree evalution
       • Ongoing needs and environment analysis
         • Selection, ordening, presentation and assessment of the materials.
       • Feedback
         • A helpful feedback to improve the learners development.

2. This is the third stage of a Curriculum design process.

   • The main objective is to decide how learning can be developed.
     • Are based on research and theory.
       • Allow variety and flexibility at the time of applying them.
         • Pedagogical perspective
           • Curriculum Design
           • Teacher training