Beruflich Dokumente
Kultur Dokumente
H. Douglas Brown
The 12 Principles
• Part of every language lesson
• Foundation for good, strong pedagogy
• Preliminary guides to inform your observations
#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
#2 – 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)
#6 – Language Ego
• As human beings learn to use a 2nd language, they also develop a new mode of thinking,
feeling, and acting – a 2nd 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
#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
• Don’t make the Ss feel stupid
• Treat mistakes like an oil dipstick
• Encourage self-correction
• Don’t let your corrections make students afraid of speaking