TEACHING BY PRINCIPLES

TEACHING BY PRINCIPLES

COGNITIVE PRINCIPLES

PRINCIPLE 1 AUTOMACITY

WE COMMONLY ATTRIBUTE CHILDRENS SUCCESS TO THEPIR WIDELY OBSERVED TENDENCY TO ACQUIRE LANGUAGE SUBCONSCIOUSLY, THAT IS, WITHOUT OVERTLY ANALIZYNG THE FORMS OF LANGUAGES THEMSELVES.

MAY BE STATED AS FOLLOWS:

-INVOLVES A TIMELY MOVEMENT OF THE CONTYROL OF A FEW LANGUAGE FORMS INTO THE AUTOMATIC PROCESSING OF A RELATIVELY UNLIMITED NUMBER OF LANGUAGE FORMS.

-OVERANALIZING LANGUAGE, THINKING TOO MUCH ABOUT ITS FORMS.

THE IMPORTANCE OF THE PRINCIPLE OF AUTOMACITY:

1.SUBCONSCIOUS ABSORPTION OF LANGUAGE TROUGH MEANINFUL USE.

2.EFFICIENT AND RAPID MOVEMENT AWAY FROM A FOCUS ON THE FORMS OF LANGUAGE TO FOCUS ON THE PURPOSES TO WHICH LANGUAGE IS PUT.

3.RESISTANCE TOP THE TEMPTATION TO ANALYZE LANGUAGE FORMS.

PRINCIPLE 2 MEANINFUL LEARNING:

THIS PRINCIPLE SUBMUSES NEW INFORMATION INTO EXISTING STRUCTURES AND MEMORY SYSTEMS, AND THE RESULTING ASSOCIATIVE LINKS CREATE STRONGER RETENTION

CHILDREN ARE GOOD MEANINGFUL ACQUIRERS OF LENGUAGE BECAUSE:

-THEY ASSOCIATE SOUNDS, WORDS, STRUCTURES, AND DISCOURSE ELEMENTS.

-THEY ASSOCIATE SOUNDS, WORDS, STRUCTURES, AND DISCOURSE ELEMENTS.

THE PRINCIPLE OF MEANINGFUL LEARNING TELL US THAT SOME AURAL-ORAL DRILLING IS APPROPIATE SELECTED PHONOLOGICAL ELEMENTS LIKE:

*PHONEMES

*RHYTHM

*STRESS AND INTONATION.

PRINCIPLE 3 THE ANTICIPATION OF REWARD:

IS EVERYTHING WE DO IS INSPIRED AND DRIVEN BY A SENSE OF PURPOSE OR GOAL AND, ACCORDING TO SKINNER, THE ANTICIPATION OF REWARD IS THE MOST POWERFUL FACTOR IN DIRECTING ONE´S BEHAVIOR.

THE IMPLICATION FOR THE CLASSROOM ARE OBVIOUS.YOU CAN:

-PERCEIVE THE IMPORTANCE OF THE IMMEDIATE ADMINISTRATION OF SUCH REWARDS

-SCORES TO INDICATE SUCCESS.

-PUBLIC RECOGNITION.

PRINCIPLE 4 INTRINSIC MOTIVATION

THE MOST POWERFUL REWARS ARE THOSE THAT ARE INTRINSICALLY MOTIVATED WITHIN THE LEARNER, BECAUSE THE BEHAVIOR STEMS FROM NEED, WANTS, OR DESIRES WITHIN ONESELF.

TEACHERS CAN PERMORM A GREAT SERVICE TO LEARNERS TO THE OVERALL LEARNING PROCESS:

-CONSIDERING CAREFULLY THE INTRINSIC MOTIVES OF YOUR STUDENTS

-DESIGNING CLASSROOM TASKS THAT FEED INTO THOSE INTRINSIC DRIVES.

CLASSROOM TECHNIQUES HAVE A MUCH GREATER CHANCE FOR SUCCESS IF:

THEY ARE SELF- REWARDING IN THE PERCEPTION OF THE LEARNER.

THE LEARNERS PERMORM THE TASK BECAUSE:

IT IS FUN, INTERESTING, USEFUL AND NOT BECAUSE THEY ANTICIPATE SOME COGNITIVE OR AFFECTIVE REWARDS FROM THE TEACHER.

PRINCIPLE 5 STRATEGIC INVESTMENT

STRATEGIC INVESTMENT ENTAILS THAT THE LEARNER CAN INVEST TIME, EFFORT AND ATTENTION WHILE BEING ENGAGED INTO THE LEARNING PROCESS.

IS -

A TEACHING PRINCIPLE THAT CAN BE APPLIED TO THE CLASSROOM ENVIRONMENT AND IT IS VERY CONDUCTIVE TO QUICK AND FAST LEARNING.

AFFECTIVE PRINCIPLES

PRINCIPLE 6 LANGUAGE EGO

THIS NEW "LANGUAGE EGO" INTERTWINED WITH THE SECOND LANGUAGE AND CREATE SENSE OF FRAGILITY, A DEFENSIVENESS, AND A RAISING OF INHIBITIONS.

SOMETIMES IS MIGHT ALSO CALLED: WARM AND FUZZY

ALL SECOND LANGUAGE LEARNERS NEED TO BE TREATED WITH AFFECTIVE TENDER LOVING CARE BECAUSE:

SOMETIMES THEY FEEL SILLY, IF NOT HUMILLATED

LEARNERS FEEL THIS FRAGILITY BECAUSE:

THE STRATEGIC ARSENALS OF THEIR NATIVE LANGUAGE BASED EGOS, WHICH ARE NORMALLY WELL DEVELOP AND RESISTANT TO ATTACK ARE SUDDENLY.

PRINCIPLE 7 SELF CONFIDENCE

AT THE HEART OF ALL LEARNING IS A PERSON´S BELIEF IN HIS OR HER ABILITY TO ACCOMPLISH THE TASK

SOME IMMEDIATE CLASSROOM APPLICATIONS OF THIS PRINCIPLE:

2.SEQUENCE TECHNIQUES FROM EASIER TO MORE DIFFICULT.

1. GIVE AMPLE VERBAL AND NONVERBAL ASSURANCES TO STUDENTS.

AS A TEACHER YOU

ARE CALLED ON TO SUSTAIN SELF CONFIDENCE OF THE STUDENTS WHERE IT ALREADY EXISTS AND TO BUILD IT WHERE IT DOESN´T.

PRINCIPLE 8 RISK TAKING

IF LEARNERS RECOGNIZE THEIR OWN EGO FRAGILITY AND DEVELOP THE FIRM BELIEF, THEYCAN INDEED DO IT, THEN THEY ARE READY TO TAKE THOSE NECCESSARY RISKS. THE STUDENTS ARE READY TO:

-TO TRY OUT THEIR NEWLY ACQUIRED LANGUAGE

-TO USE IT FOR MEANINGFUL PURPOSES.

-TO ASK QUESTIONS

-TO ASSERT THEMSELVES

PRINCIPLE 9 LANGUAGE-CULTURE CONNECTION.

IS THE EXTENT TO WHICH YOUR STUDENTS WILLTHEMSELVES BE AFFECTED BY THE PROCESS OF ACCULTURATION, WHICH WILL VARY WITH THE CONTEXT AND THE GOALS OF LEARNING.

LINGUISTIC PRINCIPLES

PRINCIPLE 10 NATIVE LANGUAGE EFFECT

THE MAJORITY OF A LEARNER´S ERRORS IN PRODUCING THE SECOND LANGUAGE, ESPECIALLY IN THE BEGGINING LEVELS, STEM FROM THE LEARNER´S ASSUMPTION THAT THE TARGET LANGUAGE OPERATES LIKE THE NATIVE LANGUAGE.

PRINCIPLE 11 INTERLANGUAGE

IS AN IDIOLECT THAT HAS BEEN DEVELOPED BY A LEARNER OF A SECOND LANGUAGE (OR L2) WHICH PRESERVES SOME FEATURES OF THEIR FIRST LANGUAGE (OR L1), AND CAN ALSO OVERGENERALIZE SOME L2 WRITING AND SPEAKING RULES.

PRINCIPLE 12 COMMUNICATIVE COMPETENCE

HAVE A BIT OF REACCIONIST FLAVOR:

-REACTING TO OTHER PARADIGMS THAT EMPHASIZED ATTENTION TO GRAMMATICAL FORMS. -TO CORRECT LANGUAGE ABOVE ALL

-TO ARTIFICIAL CONTRIVED LANGUAGE AND TECHNIQUES IN THE CLASSROOM

-TO A FINITE REPERTOIRE OF LANGUAGE FORMS AND FUCTIONS.

MILENA DANIELA ESCOBAR GARCIA EG19008