PRINCIPLES

PRINCIPLES

1. show that a sensible basis to guide teaching and to help in the design of courses rests on following principles. These principles must be based on research and theory, and must be general Chapter 4 enough to allow variety and flexibility in their application to suit the wide range of conditions in which language is taught.

2. Content and Sequencing,with what goes into a language course and the order in which language items appear in the course.

   • 1.Frequency,provide the best possible coverage of language in use through the inclusion of items that occur frequently in the language,
   • 2.Strategies and autonomy:Should train learners in how to learn a language and how to monitor and be aware of their learning, so that they can become effective and independent language learners.
   • 3.Spaced retrieval:increasingly spaced, repeated opportunities to retrieve
   • 4.Language system:The language focus of a course needs to be on the generalisable features of the language.
   • 5.Keep moving forward:progressively cover useful language items, skills and strategies.
   • 6.Teachability: The teaching of language items should take account of the most favourable sequencing of these items and should take account of when the learners are most ready to learn them.
   • 7.Learning burden:help learners make the most effective use of previous knowledge.
   • 8.Interference:should be sequenced so that items

3. Format and Presentation,with what actually happens in the classroom and during the learning.kinds of activities used in the course and the ways in which learners process the course material.

   • Motivation:interested and excited about learning the language
   • Four strands:meaning-focused input, language-focused learning, meaning-focused output and fluency activities.
   • Comprehensible input:listening and reading.
   • Fluency:provide activities aimed at increasing the fluency,both receptively and productively.
   • Output:produce the language in both speaking and writing
   • Deliberate learning:language-focused learning on the sound system, spelling, vocabulary, grammar and discourse areas.
   • Time on task:using and focusing on the second language.
   • Depth of processing:
   • Integrative motivation:
   • Learning style:to work with the learning material in ways that most suit their individual learning style.

4. Monitoring and Assessment

   • Ongoing needs and environment analysis:needs, the teaching conditions, and the time and resources available.
   • Feedback:helpful feedback which will allow them to improve the quality of their language use.