Teaching by principles: cognitive, affective and linguistic

Teaching by principles: cognitive, affective and linguistic

1. classroom
implications
involves
learners'
emotions
and
the
emotional
ties
between
language
and
culture.
implications classroom
aplications
classroom
aplications
classroom
aplications
TEACHING
BY
PRINCIPLES
AFFECTIVECOGNITIVE LINGUISTIC
features
Automaticity
classroom
implications
Meaningful
Learning
implications
The
Anticipation
of
Reward
implication
Intrinsic
Motivation
It
is
related
to
mental
and
intellectual
functions
implications
Estrategic
Investment
classroom
suggestions
The
Native
Language
Effect
Interlanguage
focuses
on
the
language
itself
and
how
learners
deal
with
these
linguistic
complexes
classroom
teaching
rules
Communicative
Competence
Language
Ego
Self-Confidence Risk-Taking
The
Language
Culture
Connection
Twelve
principles
that
form
the
core
of
our
collective
approach
to
language
teaching
Language
acquisition
is
subconscious,
so
students
learn
a
foreign
language
best
when
they
experience
the
cultural
and
linguistic
environment
of
the
language.
is
a
long-term
learning
process
that
incorporates
new
information
into
existing
structures
and
memory
to
create
stronger
information.
It
is
based
on
the
anticipation
of
a
tangible
or
intangible
reward,
in
the
short
or
long
term,
to
drive
the
learner's
behavior,
such
as
praise,
appraisals
or
public
recognition.
The
behavior
is
derived
from
internal
desires,
wants
and
needs
of
the
students,
so
they
do
not
need
external
rewards
from
the
teacher.
focuses
on
methods
of
language
internalization,
learner
engagement
in
the
process
and
the
teacher's
method.
The
learner's
native
language
influences
the
acquisition
of
the
target
language
system
in
such
a
way
that
it
will
exert
facilitating
and
interfering
effects
on
the
comprehension
of
the
new
language.
learners
follow
a
systematic
process
as
they
move
toward
full
proficiency
in
the
target
language,
using
feedback
from
others
to
achieve
success.
It
consists
of
developing
organizational,
pragmatic,
strategic
and
psychomotor
skills
and
should
be
the
focus
of
the
language
class.
the
objectives
are
achieved
by
paying
attention
to
language
use
and
not
just
fluency.
Learning
a
second
language
is
to
develop
a
new
way
of
thinking,
feeling
and
acting,
it
is
to
create
a
new
identity,
which
can
develop
fragility,
defensiveness
and
greater
inhibitions.
is
based
on
the
learner's
belief
in
his
or
her
ability
to
perform
a
task
and
thus
achieve
success.
Language
is
a
game
in
which
you
have
to
take
risks
in
order
to
produce
and
interpret
language
with
confidence.
is
based
on
the
teaching
not
only
of
language,
but
of
a
complex
system
of
cultural
customs,
values,
ways
of
thinking,
feeling
and
acting,
as
they
are
interconnected.
-
encourage
students
to
reward
each
other.
-
show
enthusiasm
and
excitement
in
the
classroom.
-
use
verbal
praise
as
a
short-term
reward.
-
give
gold
stars
or
stickers
for
a
job
well
done,
etc.
-
providing
verbal
and
non-verbal
reassurance
to
students
to
avoid
emotional
walls
of
defense.
-
sequencing
techniques
from
easiest
to
most
difficult.
-
discuss
cultural
differences
among
students
without
claiming
that
one
is
better
than
another.
-
include
in
the
technique
activities
that
relate
language
and
culture.
-
teach
cultural
connotations
-
Subconscious
absorption
of
language
through
meaningful
use.
-
Focuses
on
the
purposes
for
which
the
language
is
intended.
-
resistance
the
temptation
to
analyze
languages
forms.
-
take
into
account
the
learner's
academic
and
career
interests
and
goals.
-
when
introducing
a
new
concept,
associate
it
with
what
they
already
know.
-
overcoming
the
traps
of
rote
learning.
-
design
tasks
that
foster
students'
intrinsic
motives
because
students
perform
tasks
because
they
are
useful,
fun,
interesting,
and
challenging.
-
address
a
variety
of
learning
styles
and
strategies
that
contribute
to
student
success.
-
pay
attention
to
each
individual
separately
in
the
classroom.
-
Show
a
supportive
and
caring
attitude
to
students.
-
Plan
lessons
and
apply
techniques
that
challenge,
but
do
not
overdo
it.
-
Help
students
understand
that
the
"second
self"
is
a
normal
and
natural
process.
-
create
a
classroom
environment
that
helps
students
try
out
the
language.
-
provides
reasonable
challenges
in
the
techniques
-
responds
to
learners'
attempts
with
positive
affirmations.
-
consider
learner
errors
as
important
windows
-
help
learners
understand
that
not
everything
in
their
native
system
will
cause
errors
-
think
directly
in
the
target
language
to
help
minimize
error
interference
-
distinguish
between
students'
interlinguistic
errors
and
other
errors.
-
respectfully
point
out
the
cross-linguistic
error
-
try
to
get
learners
to
self-correct
selected
errors
-
give
affective
verbal
and
non-verbal
feedback
to
encourage
them
to
speak.
-
pay
attention
to
grammar,
but
do
not
neglect
other
components
-
classes
should
teach
pragmatics
-
not
forget
psychomotor
skills
-
help
students
to
acquire
fluency
without
being
wary
of
mistakes
-
make
each
technique
as
authentic
as
possible
-
prepare
them
to
use
English
in
the
real
world.