Principles

Principles

1. Content and sequencing

   • What happens in the classroom? What happens during the learning?
   • Frecuency
     • Coverage in language in use
       • The inclusion of language items
         • Low Frecuency
         • High frecuency
   • Strategies and autonomy
     • Learning and coping strategies
       • Effective and independent learners
   • Spaced retrieval
     • • Wanted language 20 items maximum in a variety of contexts
       • Repetition is difficult and time-consuming for one teacher
   • Language system
     • Course' needs are on the generaliable features of the language
       • Cohesive devices, prediction clues, text coping strategies
         • Context and sentence interpretation strategies
   • Keep moving forward
     • SKILLS
     • Useful language items
     • Learning goal of the task
   • Teachability
     • The most favorable sequencing
       • When will Jhon come?
     • When the learners are ready to learn
   • Learning burden
     • The most effective use of previous learning (L1)
       • Formal settings
       • Informal settings
   • Interference
     • Spontaneous occurrence in spoken or written texts determina the order
       • One item is much more frequent than the other

2. Format and presentation

   • How do learners process the course materials? What kinds of activities are used in the course?
   • Motivation
     • Extrinsic
       • Instrumental reward
     • Instrinsic
       • genuine love for learning within the learner
   • Fluency
     • Use the language
   • Output
     • Productive activities
   • Time on tasks
     • L2
   • Four strands
     • • Meaning focused-output
       • Language-focused learning
       • Meaning-focused input
       • Fluency activities
   • Depth on processing
     • A teacher can make up for this lack by making use of teaching techniques and by training learners to apply procesing strategies
     • "The quantity of learning depends on the quality of mental activity at the moment of learning"
   • Integrative motivation
     • Generating initial student motivation
     • Maintaining and promoting motivation
     • Creating basic motivational conditions
     • Encouraging positive retrospective self-evaluation
   • Deliberate learning
     • Learners want to learn some part of the language system
   • Comprehensible input
     • Receptive activities
   • Learning style
     • Learners can choose a style of learning that most suits them
       • Translation
       • Group size
       • pictorial representation
       • Thoughtful or fast pace
       • Aural or written input

3. Monitoring assessment

   • Feedback
     • Use of monitoring scales Provide lists of items for learners to monitor
     • An observer of the communication process
     • Negotiation
   • Ongoing needs and environment analysis
     • Selection
     • Ordering
     • Presentation
     • Assessment
     • learners' needs, teaching conditions, time and resources available
   • How do students monitor and assess themselves?

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