Principled Approach

Our approach of learning and teaching language affects everything that goes on in the classes. It is the cumulative body of knowledge and principles that enable teachers, as “technicians” in the classroom, to diagnose the needs of students, to treat students with successful pedagogical techniques, and to assess the outcome of those treatments. I’ll list some of the most accepted principles which should shape your approach to teaching.

1. AUTOMATICITY

Efficient second language learning involves a timely movement of the control of a few language forms into the automatic processing of a relatively unlimited number of language forms.

2. MEANINGFUL LEARNING

Meaningful learning will lead toward better long-term retention than rote learning.

3. THE ANTICIPATION OF REWARD

Human beings are universally driven to act, or “behave,” by the anticipation of some sort of reward. For example, I use Super Improvers Scoreboard for my 5th graders. Although, intrinsic motivation is more beneficial in a long term, immediate rewards are really effective.

4. INTRINSIC MOTIVATION

5.STRATEGIC INVESTMENT

Language learners have to spend quite much time to understand and produce the language. It requires long time and much effort.

6. LANGUAGE EGO

With the second language, learners create another identity. They develop  a new mode of thinking, feeling and acting. However, they can be defenssive , shy and fragile. Teachers have to be really careful while communicating with learners.

7. SELF-CONFIDENCE

When students feel confidence in themselves, they feel they can complete the tasks.

8. RISK TAKING

9. THE LANGUAGE–CULTURE CONNECTION

Don’t forget! If you teach a language, you also teach a complex system of a new culture with clothes, food, celebrations etc.

10. THE NATIVE LANGUAGE EFFECT

The native language of learners will be a highly significant system on which learners will rely to predict the target-language system.

11. INTERLANGUAGE

Second language learners tend to go through a systematic developmental process as they progress to full competence in the target language.

12. COMMUNICATIVE COMPETENCE

Communicative competence is the goal of a language classroom, instruction needs to point toward all of its components.

If teachers take all these principles into consideration while planning, during the classes, Ss-T interaction etc. , they will have better language teaching and learning atmophere.

 

 

 

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