BROWN: 12 PRINCIPLES.

COGNITIVE / AFFECTVE / LINGUISTIC PRINCIPLES

COGNITIVE:
1. AUTOMATACITY: Meaningful use of the language for communication. Its the movement
of the control of a few language forms into the automatic processing of a relatively
unlimited number of language forms (similar to McLaughlin: automatic processing with
peripheral attention to language forms).
2. THE ANTICIPATION OF REWARD: Human beings are universally driven to act or behave
by the anticipation of reward: tangible or intangible- short term reward or long term.
3. INTRNSIC MOTIVATION: Inner drive. When a particular behavior occurs as a result of a
desire within oneself.
4. STRATEGIC INVESTMENT: Successful mastery of the second language will be the result of
a learners own personal investment of TIME, EFFORT and ATTENTION.
5. MEANINGFUL LEARNING: SUBSUMES new information (AUSUBEL) into existing
structures and memory system. And the resulting associative links create stronger retention.
ROTE LEARNING: Taking in isolated bits of information that are not connected with ones
existing cognitive structures. It has little chance of creating long-term retention.

AFFECTIVE:
1. LANGUAGE EGO: To develop a new mode of thinking, feeling and acting; a second
identity.
2. LANGUAGE CULTURE CONNECTION: Not only language is taught but also culture,
customs, values, ways of thinking and acting.
3. RISK-TAKING: Successful language learners must be willing to become gamblers in the
game of language, to attempt to produce and to interpret language that is a bit beyond
their absolute certainty.
4. SELF-CONFIDENCE: success depends partially in the learners belief that they are fully
capable of accomplishing the task. Self-esteem.

LINGUISTIC:

1. NATIVE LANGUAGE EFFECT: The learners native language is a significant system in which
learners rely to predict the system of the target language. The Native Language can facilitate
or interfere ( + or transfer. Only negative transfer is observable).
2. INTERLANGUAGE: The Students try to make sense of everything. Students have elements
from L1 and L2 and also they creates his own elements. Interlanguage is not static, it is
dynamic because it is moving from L1 to L2. It is divided into 4 different stages:
1.Random- Students experiment Language They are not so aware that there is a system.
2. Emergent- IL more consistent. Students can NOT correct themselves.
3. Systematic- Students can correct themselves if error is pointed out.
4. Stabilization- Self correction. Lang more stable. FOSSILAZZATION.
3. COMMUNICATIVE COMPETENCE: The goal of the classroom language, and to get the
students to communicate using the target language.