12 principles of Teaching and Learning by H. Douglas Brown 1.

Automaticity Efficient 2nd 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. Automaticity the road to fluency Meaningful Learning Meaningful learning will lead toward better long-term retention than rote learning. Appeals to student interests Connects new info to old info (good schemata building) Meaningful Learning Donts Too much grammar explanation Abstract principles and theories Too many drills and memories Activities with unclear purposes Extraneous activities Distractions that take the focus off of meaning The Anticipation of Reward Human beings are universally driven to act, or behave, by the anticipation of some sort of reward tangible or intangible, short term or long term that will ensue as a result of the behavior Anticipation of Reward Encourage for confidence, not an Oscar Encourage students to encourage students Be excited and enthusiastic!! Its a long and winding road keep an eye on the end rewards get your students to look there, too Intrinsic Motivation Principle The most powerful rewards are those that are intrinsically motivated within the learner. What is motivation? o It is the extent to which you make choices about (a) goals to pursue and (b) the effort you will devote to that pursuit Intrinsic vs. Extrinsic o Intrinsic brings feeling of competence and self-determination o Extrinsic is all about gaining an award or avoiding punishment Strategic Investment Successful mastery of the 2nd language will be due to a large extent to a learners own personal investment of time, effort, and attention to the 2nd language. Strategic Investment Strategic Investment Multiplicity of learning styles and strategies = multiplicity of techniques Group and individual; oral, written, bubbles, maps, graphics, etc Not everyone has to comfortable at every single moment of every lesson, so push people! Language Ego

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As human beings learn to use a 2nd language, they also develop a new mode of thinking, feeling, and acting a 2 nd identity. Language Ego Student TLC Be supportive because adult learners often feel stupid! Be challenging but kind in activities Think about LEs in planning class logistics (who to call on, correct, volunteer, how to pair or group etc) 7. Self-Confidence The eventual success that learners attain in a task is at least partially a factor of their belief that they indeed are fully capable of accomplishing the task. Self- Confidence Build/sequence activities to build confidence. Encourage students let them know that you know they can do the work You should have it, too! 8. Risk-Taking Successful language learners, in their realistic appraisal of themselves as vulnerable beings yet capable of accomplishing tasks, must be willing to gamble. o Ashima in The Namesake! Create an atmosphere in the classroom that encourages students to try out language, venture a response Provide reasonable challenges Return students risky attempts with positive affirmation 9. The Language-Culture Connection Whenever you teach a language, you also teach a complex system of cultural customs, values, and ways of thinking, feeling, and acting. Discuss cultural differences without being judgmental Consciously connect culture and language Dont be culturally offensive in the class thats so easy! Be ready to discuss your cultural blind spots and assumptions Pay attention to possible culture shock 10. The Native Language Effect The NL of learners will be a highly significant system on which learners will rely to predict the target language system. Errors are windows to interlanguage; is it the native language?!?! Help students to hold onto the helpful aspects of their NL Stop translation in its tracks! Think in the target language!!! 11. Interlanguage 2nd language learners tend to go through a systematic or quasi-systematic developmental process as they progress to full competence in the TL. Distinguish between interlanguage errors and all others Tolerate interlanguage forms that make sense and show learning Dont make the Ss feel stupid Treat mistakes like an oil dipstick Encourage self-correction Dont let your corrections make students afraid of speaking

12. Communicative Competence o Since CC is the goal of a language class, instruction needs to point toward all of its components: organizational, pragmatic, and psychomotor. o Communicative goals are best achieved by giving due attention to: language use and not just usage fluency and not just accuracy authentic language and contexts students eventual need to apply classroom learning to unrehearsed contexts in the real world o Communicative Competence is: o A combo plate of: Organizational competence = grammatical and discourse Pragmatic competence = functional and sociolinguistic Psychomotor skills (pronunciation, intonation Grammar is just one part of a lesson Functional & sociolinguistic aspects of language are fun, but dont forget the psychomotor skills Allow students to become fluent Be real in your materials Help students become independent learners and users of language