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ReflectiononTeachingbyPrinciplesTOPICSFORDISCUSSION,ACTION,ANDRESEARCHAgoodactivityforthebeginningofacourseonteachingmethodologyistoaskthemembersofsmallgroupsofthreeorfourtotalkaboutwhowasthebestteachertheyeverhad.Intheprocess,eachshouldspecifywhythatteacherwasthebest.Aseachgroupreportsbacktothewholeclass,makeachalkboardlistofsuchreasons,whichshouldrevealsomeattributesforalltoemulate.(ThisactivityalsoservestheplJrposeof(a)gettingstudentstotalkearlyonand(b)givingstudentsintheclassachancetogettoknoweachother.Tothatend,groupreportscouldincludebriefintroductionsofgroupmembers.)Assoonaspossible,arrangetoobserveanESL(orEFL)classsomewherenearyou.Atthisstage,don'tgoinwithachecklistoragenda.Justtrytositbackanclgetafeelforthedynamicsoftheclassroom.Asyouobserve,if,jotdownanyquestionsthatoccurtoyouaboutwhytheteachermadecertainchoices,anddiscussthemlaterinasmallgrouporasawholeclass.APPROACH,METHOD,ANDTECHNIQUEMethodology:Pedagogicalpracticesingeneral(includingtheoreticalunderpinningsandrelatedresearch).Whateverconsiderationsareinvolvedinhowtoteacharemethodological.Approach:Theoreticallywell-informedpositionsandbeliefsaboutthenatureoflanguage,thenatureoflanguagelearning,andtheapplicabilityofbothtopedagogicalsettings.Method:Ageneralizedsetofclassroomspecificationsforaccomplishinglinguisticobjectives.Methodstendtobeconcernedprimarilywithteacherandstudentrolesandbehaviorsandsecondarilywithsuchfeaturesaslinguisticandsuhject-tnatterobjectives,sequencing,andmaterials.Theyaresometimes-butnotalways-thoughtofasbeingbroadlyapplicabletoavarietyofaudiencesinavarietyofcontexts.Curriculmn/syllabus:Specifications-orinRichardsandRodgers'sterminology,designs-forcarryingoutaparticularlanguageprogram.Featuresincludeaprimaryconcernwiththespecificationoflinguisticandsubject-matterobjectives,sequencing,andmaterialstomeettheneedsofadesignatedgroupoflearnersinadefmedcome:x.'1.(ThetermsyllabusisusedmorecustomarilyinrheUnitedKingdomtorefertowhatiscommonlycalledacurriculumintheUnitedStates.)Technique(alsocommonlyreferredtobyotherterms):Anyofawidevarietyofexercises,activities,ortasksusedinthelanguageclassroomforrealizinglessonobjectives.1．AutomaticityWewillcallourfirstprincipleoflanguagelearningandteachingthePrincipleofAutomaticityandincludeunderthisrubrictheimportanceof:SubconsciousabsorptionoflanguagethroughmeaningfuluseEfficientandrapidmovementawayfromafocusontheformsoflanguagetoafocusonthepurposestowhichlanguageisputEfficientandrapidmovementawayfromacapacity-limited-controlofafewbitsandpiecestoarelativelyunlimitedautomaticmodeofprocessinglanguageformsResistancetothetemptationtoanalyzelanguageforms.appliestoadultinstruction1)Becauseclassroomlearningnormallybeginswithcontrolled,focalprocessing,thereisnomandatetoentirelyavoidovertattentiontolanguagesystems.However,thatattentionshouldstopwellshortofblockingstudentsfromachievingamoreautomatic,fluentgraspofthelanguage.Therefore,grammaticalexplanationsorexercisesdealingwithwhatissometimescalledusagehaveaplaceintheadultclassroom,butyoucouldoverwhelmyourstudentswithgrammar.Iftheygettooheavilycenteredontheformalaspectsoflanguage,suchprocessescanblockpathwaystofluency.2)Makesurethatalargeproportionofyourlessonsarefocusedontheuseoflanguageforpurposesthatareasgenuineasaclassroomcontextwillpermit.Studentswillgainmorelanguagecompetenceinthelongrunifthefunctionalpurposesoflanguagearethefocalpoint.3)Automaticityisn’tgainedovernight;therefore,youneedtoexercisepatiencewithstudentsasyouslowlyhelpthemtoachievefluency.2.TheIntrinsicMotivationPrincipleDefinition:Themostpowerfulrewardsarethosethatareintrinsicallymotivatedwithinthelearner.Becausethebehaviorstemsfromneeds,wants,ordesireswithinoneself,thebehavioritselfisself-rewarding;therefore,noexternallyadministeredrewardisnecessaryatall.3.StrategicInvestmentDefinition:Successfulmasteryofthesecondlanguagewillbeduetoalargeextenttoalearner’sownpersonal“investment”oftime,effort,andattentiontothesecondlanguageintheformofanindividualizedbatteryofstrategiesforcomprehendingandproducingthelanguage.4.LanguageEgoThelanguageegoprinciplecanbesummarizedinawell-recognizedclaim:Ashumanbeingslearntouseasecondlanguage,theyalsodevelopanewmodeofthinking,feeling,andacting---asecondidentity.Thenew“languageego,”intertwinedwiththesecondlanguage,caneasilycreatewithinthelearnerasenseoffragility,adefensiveness,andaraisingofinhibitions.5.TheLanguage-CultureConnectionClassroomapplicationsincludecarryingoutthefollowing:1)Discusscross-culturaldifferenceswithyourstudents,emphasizingthatnocultureis“better”thananother,butthatcross-culturalunderstandingisanimportantfacetoflearningalanguage.2)Includeamongyourtechniquescertainactivitiesormaterialsthatillustratetheconnectionbetweenlanguageandculture.3)Teachyourstudentstheculturalconnotationsespeciallyofsociolinguisticaspectsoflanguage.4)Screenyourtechniquesformaterialthatmaybeculturallyoffensive.5)Makeexplicittoyourstudentswhatyoumaytakeforgrantedinyourownculture.6.InterlanguageSecondlanguagelearnerstendtogothroughasystematicorquasi-systematicdevelopment