GROUP 1

TEACHING BY PRINCIPLES
(COGNITIVE, AFFECTIVE, LINGUISTICS)

 ARDIAN MAJID
 DINA ANGGRAINI
 DEA GEMVITA
 DWI SEPTIANA PUTRI
 RAMADHAN
 COGNITIVE AFFECTIVE

1. Language ego
1. Automaticity
2. Self-confidence
2. Meaningful learning
3. Risk-taking
3. The anticipation of reward
4. Language-culture
4. Intrinsic motivation
connection
5. Strategic investment

LINGUISTICS

1. The native language effect

2. Interlanguage
3. Communicative competence
 C0GNITIVE
PRINCIPLES

AUTOMATICIT
Y
Efficient foreign language learning a timely
movement of control a few language forms into the
automatic processing of relatively unlimited number
Relate mainly to mental
of language forms.
and intellectual function
Overanalyzing thinking too much about its forms,
and consciously lingering on rules of language all tend
to impede this graduation to automaticity.
 MEANINGFUL
LEARNING
It subsumes new information
In other words, it refers
to a learning way where
into existing structures and
the new knowledge to memory systems, resulting
acquire is related with associative links create
previous knowledge stronger retention.
 MEANINGFUL
LEARNING
Some Classroom Implication Of The Principle:
1. Capitalize on the power of meaningful learning by appealing to
students' interests academic goals and career goals
2. When a new topic is introduced help your students to associate this
topic with what they already know.
3. Avoid the pitfalls of rote learning
• Too much grammar explanation.
• Too many abstract principles and theories.
• Activities without clear purposes.
• Activities unrelated to the goals of the lesson or course.
• Techniques that are too mochanical or tricky
THE ANTICIPATION OF
REWARD
H umans 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 happen as a result of the behavior.

According to Douglas Brown, the conversion of declarative knowledge

to procedural knowledge is facilitated by anticipation of reward (not the
reward itself), so it function like catalyzer.
 The Anticipation
Constructive classroom implications :
Of Reward

01
Provide an optimal degree of immediate
verbal praise and encouragement to
student as a form of short-term reward.

Display enthusiasm and excitement

02 yourself in the classroom.

dull, lifeless, bored and
If you are
have low
energy, you can be almost sure that if
will be contagious.

03 Encourage students to reward

each other with compliments and
supportive action.
The most powerful rewards are those that are
intrinsically motivated ( those that come from
Intrinsic
inside of an individual rather than outside
rewards, such as money or grades). Motivation
Because the behavior stems from needs, wants,
or desires within oneself, the behavior is self-
rewarding; therefore, no externally controlled
reward is necessary.
Learners perform task because it is fun, useful, or
challenging, and not because they anticipate some
cognitive or affective rewards from the teacher.
 Intrinsic
Why intrinsic motivation is listed among
“cognitive” principles?
Motivation
Reward-directed behavior in all organisms is

complex to the point that cognitive , physical, and

affective processing are involved but in the case of

foreign language acquisition, mental function may

occupy a greater proportion.

Strategic investment
A learner’s personal investment of time,
effort and attention to second language
which helps comprehending and producing
the language.
Strategic investment
Major pedagogical implications of the principle:
1. The importance of recognizing and dealing
with the wide variety of styles and
strategies that learners successfully bring
to the learning proccessing
2. The need for attention to each separate
individual in the classroom
AFFECTIVE PRINCIPLES
 AFFECTIVE PRINCIPLES
These principles are characterized by a large proportion of
emotional involvement. How we look at feelings about self,
about relationship in a community of learners and bout the
emotional ties between language and culture.
 LANGUAGE EGO
As human being learn to use a second language, they also develop a new mode of thinking,
feeling and acting—a second identity. The new “language ego”, intertwined with the
second language, can easily create within the learner a sense of fragility, a
defensiveness and raising of inhibitions. The language ago Principle might also be
affectionately called the “warm and fuzzy” principle, because all second language
learners need to be treated with affective tender loving care.
 LANGUAGE EGO
How can you bring some relief to this situation and provide affective support? Here are some
possibilities :
1. Overtly displayed a supportive attitude to your students.
2. One a more mechanical, lesson-planning level, your choice of techniques and sequences
of techniques need to be cognitively challenging but not over-whelming at an affective
level.
3. Considering learners’ language ego states will probably help you to determine : Who to
call on, When to ask to volunteer information, When to correct a student’s speech error,
How much to explain something, How structured and planned activity should be, Who to
place in small groups or pairs, How “tough” you can be with a student.
4. If your students are learning as a second language, they are likely to experience a
moderate identity crisis as they develop a “second self.” Help them to understand that
the confusion of developing that second self in the second culture is a normal and natural
Self-Confidence

Learner’s belief that they indeed are

fully capable of accomplishing a task is
at least partially a factor in their
eventual success in attaining the task.
Self-Confidence

Some immediate classroom applications of this principles emerge:

- Give sample verbal and nonverbal assurances to

students

- Sequence techniques from easier to more difficult.

RISK TASKING

Successful language learners, in their realistic appraisal of

themselves as vulnerable beings yet capable of
accomplishing tasks, 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.
RISK TASKING
How can your classrooms reflect the Principle of Risk-Taking?

- Create an atmosphere in the classroom that encourage students to try out

language, to venture a response and not to wait for someone else to volunteer
language.

- Provide reasonable challenges in your techniques—make them neither too easy

nor too hard.

- Help your students to understand that calculated risk-taking is, lest some
feel that they must blurt out any old response.

- Respond to students’ risky attempts with positive affirmation, praising

them for trying while at the same time warmly but firmly attending to their language.
 The Language-
Language and culture are intricately intertwined.
Any time you successfully learn a language, you will
also learn something of the culture of the speakers of Culture Connection
that language. This principle focuses on the complex
interconnection of language and culture

Whenever you teach a language, you also teach a

complex system of cultural customs, values and ways

of thinking, feeling and acting.

 The Language
From the perspective of the classroom teacher, this
principle is similar to the Language Ego and Self- Culture Connection
Esteem Principles and all the concomitant classroom
implications apply here as well. An added dimension,
however, lies in the interaction between culture
learning and language learning. In the classroom,
you can:

- Help students to be aware of acculturation and its stages.

- Stress the importance of the second language as a powerful tool

for adjustment in the new culture.

- Be especially sensitive to any students who appear to be

discouraged, then do what you can assist them.

Communication Skills

Written Level Spoken Level Certificate

Language 1 B2

Language 2 C1

Language 3 A2
01
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LINGUISTIC PRINCIPLES
Linguistic Principles center on language
itself and on how learners deal with
complex linguistic system.
 10. Native Language Effect
The native language of learners exerts a strong
influence on the acquisition of the target language
system. While that native system will exercise both
facilitating and interfering effects in the production
and comprehension of the new language, the
interfering effects are likely to be the most salient.
The majority of learner's errors in producing the
second language. especially in the beginning levels,
stem from the learner's assumption that the target
language
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Some classroom suggestions

● Regard learners' errors as important windows to their

understanding system and provide appropriate feedback
on them. Errors of native language interference may be
repaired by making students aware of the native
language cause of the error.
● Ideally every successful learner will hold on to the
facilitating effects of the native language and discards the
interference.
● Thinking directly in target language usually helps to
minimize interference errors. Try to persuade students to
think in the second language.
11. INTERLANGUAGE

Second language learners tend to go through a

systematic or quasi-systematic developmental process
as they progress to full competence in the target
language. Successful interlanguage development is
partially result of utilizing feedback from others.
 Classroom implication that
● Try to distinguish between the students' systematic interlanguage
descrve the teachers'
errors and another errors; the former probably has a logical source
attention
that the student can become aware of
● Teachers need to exercise some tolerance for certain interlanguage
forms that may arise out of students' logical development process.
● Don't make a student feel stupid because of an interlanguage error,
quietly point oul the logic of the erroneous form. - Give the students the
message that mistakes are not bad" but they are often indicators of
developing aspects of the new language.
12 The Communicative
Compefence the most important principle) organizational
competence (grammatical and discourse) V
Pragmatic competence (functional and
sociolinguistic) V Strategic competence
psychomotor skills Principle. Given that
communicative competence in the goal of a
language classroom, instruction needs to point
toward all its competence. organizational,
pragmatic, strategic, and psychomotor.
Communicative goals are best achieved by giving
due attention to language use and not just usage,
to fluency and not just accuracy, to authentic
language and contexts, and to students' eventual
need to apply classroom learning to previously
unrehearsed contexts in the real world.
Some classroom teaching rules.
● Give grammar some attention, but don't neglect the other
important components (e g, functional, sociolinguistic,
psychomotor, and strategic) of CC.
● Some of pragmatic aspects of language are subtle and very
difficult. Make sure to teach such subtlety.
● Don't forget that psychomotor skills (pronunciation) are an
important component of functional and sociolinguistic aspects of
language.
● Make sure that your students have opportunity to gain some
luency in English without having to be constantly wary of little
mistakes.
● Try to keep every teaching technique as authentic as possible and
provide genuine, not rote, techniques for actual conveyance of
information.
● Make sure you are preparing the students to be independent
learners and manipulators of language "out there."
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