technique vs approach vs method (2)

7/25/2019 Technique vs Approach vs Method (2)

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CHAPTER 4

TEACHING BY PRINCIPLES

A. Cognitive Principles

B. Affective Principles

C. Linguistic Principles


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Cognitive Principles

1. Automaticity

2. Meaningful learning

3. The anticipation of rewar

!. "ntrinsic motivation

#. $trategic investment


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Affective Principles

%. Language ego

&. $elf'confience

(. )is*'ta*ing

+. Language'culture


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Linguistic Principles

1,. The native language effect

11. "nterlanguage

12. Communicative competence
http://../BAHAN%20PLPG%202008/Discourse%20Competence.ppthttp://../BAHAN%20PLPG%202008/Discourse%20Competence.ppt


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A. Cognitive Principles

Principle 1- Automaticity This principle inclues- $u/conscious a/sorption of language through meaningful use0 fficient an rapi movement away from a focus on the forms of

language to a focus on the purpose to which language is use0 fficient an rapi movement away from a capacity'limite

control of a few /its an places to a relatively unlimite automaticmoe of processing language forms0

)esistance to the temptation to analye language forms.

The principle of automaticity may /e state as follows-fficient secon language learning involves a timely movement of

the control of a few language forms into the automatic processingof a relatively unlimite num/er of language forms.veranalying language0 thin*ing too much a/out its forms0 anconsciously lingering on rules of language all ten to impee thisgrauation to automaticity.


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$ome possi/le application of the principle to aultinstruction-

1. Because classroom learning normally /egins with controlle0 focal

processing0 there is no manate to entirely avoi overt attentionto language systems 4grammar0 phonology0 iscourse0 etc5.6owever it shoul stop well short of /loc*ing stuents fromachieving a more automatic0 fluent group of language. Thereforegrammatical e7planation or e7ercises ealing with what issometimes calle 8usage9 have a place in the ault classroom0/ut stuents coul /e overwhelme with grammar. "f they/ecome to heavily centere on formal aspects of language 0 suchprocess can /loc* pathways to fluency.

2. Ma*e sure that a large proportion of your lessons are focuse onthe 8use9 of language for purposes that are as genuine as

classroom conte7t will permit. $tuents will gain more languagecompetence in the long run if the functional purposes of languageare the focal point.

3. Automaticity isn:t gaine overnight- therefore0 you nee toe7ercise patience with stuents as you slowly help them toachieve fluency.


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Principle 2- Meaningful Learning

Meaningful learning will lea towar /etter long'term retention thanrote learning 4memoriation5.

$ome classroom implications of the Principle-

1. Capitalie on the power of meaningful learning /y appealing tostuents: interests0 acaemic goals0 an career goals0

2. ;henever a new topic or concept is introuce0 attempt to anchor itin stuents: e7isting *nowlege an /ac*grounso that it /ecomes

associate with something they alreay *now03. Avoi the pitfalls of rote learning-

a. Too much grammar e7planation

/. Too many a/stract principles an theories0

c. Too much rilling an


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Principle 3- The Anticipation of )ewar

6uman /eings are universally riven to act0 or 8/ehave09 /y

the anticipation of some sort of rewar>tangi/le or

intangi/le0 short term or long term? that will ensue as a result

of the /ehavior. Constructive classroom implications of )ewar Principle

1. Provie an optimal egree of immeiate ver/al praise anencouragement to stuents as a form of short'term rewar

4@ust enough to *eep them confient in their a/ility /ut not somuch that your praise simply /ecomes ver/al gush5.

2. ncourage stuents to rewar each other with complimentsan supportive action0

3. "n classes with very low motivation0 short'term reminers of

progress help stuents to perceive their evelopment. olstars an stic*ers 4especially for young learners50 issuingcertain 8privileges9 for goo wor*0 an progress charts0 angraphs may spar* some interest0

!. isplay enthusiasm an e7citement yourself in the classroom."f you are ull0 lifeless0 /ore0 an have low energy0 you can

/e almost sure that it will /e contagious.


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#. Try to get learners to see the long'term rewars in learningnglish /y pointing out what they can o with nglish wherethey live an aroun the worl0 the prestige in /eing a/le to usenglish0 the acaemic /enefits of *nowing nglish0 @o/s that

re=uire nglish0 an so on.Principle !- "ntrinsic Motivation

The most powerful rewars are those that are intrinsicallymotivate within the learners. Because the /ehavior stems fromnees0 wants0 or esires within oneself0 the /ehavior itself isself'rewaring- therefore0 no e7ternal aministere rewar is

necessary.Principle #- $trategic "nvestment

$uccessful mastery of the secon language will /e ue to a largee7tent to a learner:s own personal 8investment9 of time0 effort0an attention to the secon language in the form of aniniviualie /attery of strategies for comprehening anproucing the language.

"t may /e ifficult to anticipate iniviual variation anthe nee for iniviualiation. This0 however0 can /esolve through specific strategic'/ase instruction. Thefollowing are some =uestions that might /e consiere-


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1. Am " seiing whatever opportunity " can to let learners in on the8secrets9 to evelop an use strategies for learning ancommunication0

2. o my lessons an impromptu fee/ac* ae=uately sensitiestuents to the wisom of their ta*ing responsi/ility for their ownlearning0

3. 6ow can " ensure that my stuents will want to put forth the effortof trying out some strategies

2. ADDCT"E P)"FC"PL$

Principle %- Language go

As human /eings learns to use a secon language0 the stuentsalso evelop a new moe of thin*ing0 feeling0 an acting>asecon ientity. The new 8language ego09 intertwine with thesecon language0 can easily create within the learners a sense offragility0 a efensiveness0 an a raising of inhi/itions.


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The following are some effective supports to relief thesituations-

1. vertly isplay a supportive attitue to your stuents. ;hile some

learners may feel =uite stupi in this new language0 remem/er thatthey are capa/le aults struggling with the ac=uisition of the mostcomple7 set of s*ills that any classroom has ever attempte toteach. Gour 8warm an fuy9 patient an empathy nee to /eopenly an clearly communicate0 for fragile language egos have away of misinterpreting intene inputH

2. n a more mechanical0 lesson'planning level0 your choice oftechni=ues an se=uences of techni=ues nees to /e cognitivelychallenging /ut not overwhelming at an affective levelH

3. Consiering learners: language ego states will pro/a/ly help you toetermine-

I ;ho to call onH

I ;ho to as* to volunteer informationH

I ;hen to correct a stuent:s speech errorH

I 6ow much to e7plain somethingH

I 6ow structure an planne an activity shoul /eH

I ;ho to place in which groups or pairsH

I 6ow 8tough9 you can /e with a stuent.


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!. "f your stuents are learning nglish as a secon language 4in the culturalmilieu of an nglish spea*ing country50 they are li*ely to e7perience amoerate ientity crisis as they evelop a 8secon self in the seconculture is a normal an natural process. Patient an unerstaning on

your part will also ease the process.

Principle &- $elf'ConfienceLearners: /elief that they inee are fully capa/le of accomplishing a tas*is at least partially a factor in their eventual success in attaining the tas*.

$ome immeiate classroom applications of this principle-

1. ive ver/al an nonver/al assurance to stuents.

2. $e=uence techni=ues from easier to more ifficult.

Principle (- )is*'Ta*ing

$uccessful language learners0 in their realistic appraisal of themselves asvulnera/le /eings yet capa/le of accomplishing tas*s0 must /e willing to/ecome 8gam/lers9 in the game of language0 to attempt to prouce aninterpret language that is a /it /eyon their a/solute certainty.

6ow can a classroom reflect the Principle of )is*'Ta*ing


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1. Create an atmosphere in the classroom that encourages stuents totry out languages0 to venture a response0 an not to wait forsomeone else to volunteer languageH

2. Provie reasona/le challenges in your techni=ues>ma*e themneither too easy nor too ifficultH

3. 6elp your stuents to unerstan what calculate ris*'ta*ing is lestsome feel that they must feel /lurt out any ol responseH

!. )espon to stuents: ris*y attempts with positive affirmation0praising them for trying while at the same time warmly attening to

their language.

Principle +- The Language'Culture Connection;henever you teach a language0 you also teach a comple7 system ofcultural customs0 values0 an ways of thin*ing.

Class application of this principle inclues the following-

1. iscuss cross'cultural ifferences with your stuents0 emphasiingthat no culture is 8/etter9 than another0 /ut that cross'culturalunerstaning is an important facet of learning a languageH


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2. "nclue among your techni=ues certain activities an materials thatillustrate the connection /etween language an cultureH

3. Teach your stuents the culture connotations0 especially thesociolinguistic aspects0 of languageH

!. $creen your techni=ues for material that may /e culturally offensiveH

#. Ma*e e7plicit to your stuents what you may ta*e for grante in yourown culture.

The secon aspect of the Language'Culture Connection is thee7tent to which your stuents will themselves /e affecte /ythe process of acculturation. This aspect of the principle may/e summe up as follows-

specially in 8secon9 language learning conte7ts0 the success withwhich learners aapt to a new cultural milieu will affect theirlanguage ac=uisition success0 an vice versa0 in some possi/ly

significant ways.

"n the classroom0 the teacher can-

1. 6elp stuents to /e aware of acculturation an its stagesH

2. $tress the importance of the secon language as a powerful tool fora@ustment in the new cultureH


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3. Be especially sensitive to any stuents who appear to /e iscourage0then o what you can to assist them.

3. L"FJ"$T"C P)"FC"PL$

Principle 1,- The Fative Language ffectThe native language of learners e7erts a strong influence on theac=uisition of the target language system. ;hile that native system

will e7ercise /oth facilitating an interfering effects on the prouctionan comprehension of the new language0 the interfering effects areli*ely to /e the most salient.

$ome classroom suggestions stemming from the FativeLanguage ffect are as follows-

1. )egar learners: errors as important winows to their unerlyingsystem an provie appropriate fee/ac* on them. rrors of nativelanguage interference may /e repaire /y ac=uainting the learner withthe native language cause of the errorH

2. "eally every successful learner will hol on to the facilitating effectsof the native language an iscar the interference. 6elp your K..


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stuents to unerstan that not everything a/out their nativelanguage system will cause error.

3. Thin*ing irectly in the target language usually help to minimieinterference errors. Try to coa7 stuents into thin*ing in the seconlanguage instea of resorting to translation as the comprehen an

prouce language. An occasional translation of a wor or phrases canactually /e helpful0 especially for aults0 /ut irect use of the seconlanguage will help to avoi the first language 8crutch9 synrome.

Principle 11- "nterlanguage$econ language learners ten to go through a systematic or =uasy'

systematic evelopmental process as they progress to fullcompetence in the target language. $uccessful interlinguageevelopment is partially a result of utiliing fee/ac* from others.

The following are a num/er of classroom implications thateserve the teachers: attention-

1. Try to istinguish /etween the stuent:s systematic interlanguageerrors 4stemming from the native language or target language5 another errorsH the former will pro/a/ly have a logical source that thestuent can /ecome aware ofH

2. Teachers nee to e7ercise some tolerance for certain interlanguageforms that may arise out of stuent:s logical evelopment processH


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3. on:t ma*e a stuent feel stupi /ecause of an interlanguage error0=uietly point out the logic of an erroneous form 48" can unerstanwhy you sai 8" go to the octor yesteray09 /ut try to remem/er thatin nglish we have to say the ver/ in a past tense0 *ay95H

!. Gour classroom fee/ac* to stuents shoul give them the messagethat mista*es are not 8/a9 /ut that most mista*es are gooinicators that innate language ac=uisition a/ilities are alive an well.Mista*es are often inicators of aspects of the new language that arestill evelopingH

#. Try to get stuents to self'correct selecte errorsH the a/ility to self'correct may inicate reainess to use that form correctly anregularlyH

%. "n your fee/ac* on stuents: linguistic output0 ma*e sure that youprovie ample affective fee/ac*>ver/al or nonver/al>to encouragethem to spea*H

&. As you ma*e @uicious selection of which errors to treat0 o so with*inness an empathy so that the stuent will feel thwarte in futureattempts to spea*.


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Principle 12- Communicative Competence$ome components of Communicative Competence-I rganiational competence 4grammatical an iscourse5I Pragmatic competence 4functional an sociolinguistic5I $trategic competenceI Psychomotor s*ills

The Principle of Communicative Competence is formulate asfollow-iven that communicative competence is the goal of a languageclassroom0 instruction nees to point towar all its components-organiational0 pragmatic0 strategic0 an psychomotor. Communicativegoals are /est achieve /y giving ue attention to language use annot @ust usage0 to fluency an not @ust accuracy0 to authentic languagean conte7ts0 an to stuents: eventual nee to apply classroomlearning to previously unrehearse conte7ts in the real worl.

The classroom teaching 8rules9 that may emerge incommunicative competence class.1. )emem/er that grammatical e7planations or rills or e7ercises are

only part of a lesson or curriculum- give grammar some attention0 /uton:t neglect the other important components 4e.g. functional0sociolinguistic0 psychomotor0


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an strategic5 of communicative competence.2. $ome of the pragmatic 4functional an sociolinguistic5 aspects of

language are very su/tle an therefore very ifficult. Ma*e sure your

lessons aim to teach such su/tletyH3. "n your enthusiasm for teaching functional an sociolinguistic

aspects of language0 on:t forget that the psychomotor s*ills4pronunciation5 are an important component of /oth. "ntonationalone conveys a great eal of pragmatic informationH

!. Ma*e sure that your stuents have opportunities to gain some

fluency in nglish without having to /e constantly wary of littlemista*es. 6ey can wor* on errors some other timeH

#. Try to *eep every techni=ue that you use as authentic as possi/leHuse language that stuents will actually encounter in the real worlan provie genuine0 not rote0 techni=ues for for the actual

conveyance of information of interestH%. $ome ay your stuents will no longer /e in your classroom. Ma*e

sure you are preparing them to /e inepenent learners anmanipulators of language 8out there9


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END OF CHAPTER 4

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technique vs approach vs method (2)

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