1. Cognitive Principles of Language Teaching
Foundational Cognitive Rules (H. Douglas Brown)
Language teaching principles serve as theoretical anchors for effective classroom instruction:
- Automaticity: Moving processing from conscious, rule-bound control to subconscious, fluent execution without over-thinking grammar forms.
- Meaningful Learning: Subsuming new knowledge into existing cognitive structures (building on prior schema) rather than using isolated rote memorization.
- Anticipation of Reward: Learners are motivated by tangible or intangible rewards (feedback, grade, praise), driving learner behavior.
- Intrinsic Motivation: Long-term retention occurs best when activities satisfy internal desires, curiosity, and personal goals.
- Strategic Investment: Student success depends on their personal investment of time, effort, and personalized learning strategies.
2. Major Language Teaching Methodologies
| Method / Approach | Primary Focus | Key Classroom Characteristics |
|---|---|---|
| Grammar-Translation Method (GTM) | Literary analysis & rule mastery | Direct translation, memorizing vocabulary lists, explicit grammar rules, minimal L2 speaking. |
| Direct Method | Spoken interaction in target language | No L1 allowed, inductive grammar teaching, visual demonstrations, oral question-answer patterns. |
| Audio-Lingual Method (ALM) | Habit formation & structural precision | Repetitive pattern drills, dialogue memorization, immediate error correction, structural linguistics basis. |
| Communicative Language Teaching (CLT) | Communicative Competence | Task completion, pair work, realia, authentic materials, prioritizing fluency over initial perfection. |
| Task-Based Language Teaching (TBLT) | Real-world task execution | Pre-task planning, task performance, post-task focus on language forms that emerged during execution. |
3. Affective & Socio-Cultural Principles
Linguistic & Personal Dimensions
- Language Ego: As learners acquire a new language, they develop a distinct L2 identity. Teachers must support fragile learner self-esteem.
- Communicative Competence: Consists of Grammatical, Sociolinguistic, Discourse, and Strategic Competences (Canale & Swain).
- Native Language Effect: L1 knowledge can facilitate (positive transfer) or impede (interference) L2 production depending on structural alignment.
- Interlanguage Principles: Systemic, dynamic errors indicate natural developmental stages rather than pure learner failure.
Set 0 - Study Summary
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Pedagogy