TSL5371 8 Principles of Language Learning&Teaching by Ozge

Automaticity

2024-09-25 20:48:30 UTC

1) Create meaningful communicative classroom activities that encourage fluency, requiring students to use language that they have learned in the past in tasks that have real-world applications.

2) If possible, allow student to utilize the same language forms in various different contexts and with different applications, prompting them to create more mental connections to the material.

3) Require use of past forms in future units so that students continue to strengthen and build confidence in their skills even as they acquire new ones.

Languaculture

2024-10-03 03:59:41 UTC

(1) Instructors should acknowledge the importance of culture in relation to language instruction. This entails discussing cross-cultural differences with students (as suggested by Brown & Lee, 2015) and facilitating the adaptation of the L2 culture for students.

(2) Instructors should provide opportunities for students to enact scenarios that involve using L2 speech acts in specific scenarios (e.g. making an order at a restaurant, conversing with colleagues and superiors at work, etc.). They should also incorporate cultural elements that familiarize students with the L2 culture (e.g. popular cuisine, music, movies, etc.) within their lessons.

Agency

2024-10-03 13:40:40 UTC

1) The teacher can encourage a more student-centered and inquiry-based classroom. Let students share their opinions, ask questions, and give them the ability to choose the topics of discussion or texts to read.

2) Create opportunities for ample self-reflection and goal setting for the students. Students could perhaps use a journal to help them visualize their strengths and weaknesses better.

3) Give students opportunities to lead their own discussions or mini-lessons as well on topics they care about. Doing this in small groups at first and then building up the audience could be beneficial to increasing confidence in the language, and therefore build greater self-efficacy.

Transfer

nganha0303 — 2024-10-03 15:35:31 UTC

1) When introducing new knowledge, teachers can first have students review related prior knowledge through brainstorming or clustering activities (e.g., mind maps, diagrams). The new knowledge can be built upon these graphic organizers to help students see the relevance.

2) Teaching one skill area can link to other skills. For example, a post-reading activity can include a writing task; or students can watch a video for (schema activation and) listening practice before working on speaking.

3) The first day of class is often spent helping students get to know each other and allowing teachers to get to know their students. Teachers should take notes of students' personalities, occupations and hobbies as they can build upon those individual characteristics to design activities throughout the course.

Interaction

2024-10-03 20:57:32 UTC

1 The teacher can create a classroom environment which can encourage students' participation in different speaking activities. Students always have willingness to communicate (WTC) in L2 but the fear of making mistakes, anxiety, lack of motivation may cause to unwillingness to communicate. So, provide enough scaffolding according to the student's level and try to give constant constructive feedback about effective ways of improving speaking skills.

2) Always encourage collaborative learning including more peer work and group work activities in the lesson plan such as group storytelling, role-plays, debate teams, etc. so students will have more opportunity to socialize with the other students and reduce their shyness or anxiety.

3) Focus on practical use of language and real-life based scenarios that is related to students' own experience in order to encourage them speak in L2 in the classroom. Also, provide some verbal and non-verbal assurance and motivation, demonstrating your belief in students' ability in L2.