twelve principles of second language learning
Teaching by Principles
There are twelve overarching principles of second language learning from which sound
practice springs and on which your teaching can be based.
Cognitive Principles
We will call the first set of principles ‘’cognitive’’ because they relate mainly to mental
and intellectual functions.
1.Automaticity
The Principle of Automaticity may be stated as follows:
Efficient second 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. Overanalyzing language, thinking too much about its forms, and consciously lingering on rules of language all tend to impede this graduation to automaticity.
What does this principle, which ordinarily applies to adult instruction, say to you as a
teacher? Here are some possibilities:
(1) Because classroom learning normally begins with controlled, focal processing, there is no mandate to entirely avoid overt attention to language systems (of grammar, phonology, discourse). However, that attention should stop well short of blocking students from achieving a more automatic, fluent grasp of the language. Therefore, grammatical explanations or exercises dealing with what is sometimes called usage have a place in the adult classroom (see Principle #12), but you could overwhelm your students with grammar. If they get too heavily centered on the formal aspects of language, such processes can block pathways to fluency.
(2) Make sure that a large proportion of your lessons are focused on the use of language for purposes that are as genuine as a classroom context will permit. Students will gain more language competence in the long run if the functional purposes of language are the focal point.
(3) Automaticity isn't gained overnight: therefore, you need to exercise patience with
students as you slowly help them to achieve fluency.
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