The document outlines principles and implications of language learning, focusing on cognitive, linguistic, and socioaffective domains. Key concepts include the importance of meaningful learning, intrinsic motivation, communicative competence, and the relationship between language and culture. It emphasizes methods to enhance language acquisition, such as engaging students' interests, fostering self-confidence, and supporting risk-taking in language use.

1. The Principlesof
Language Learning

2. Domains
Cognitive
Linguistic
Socioaffective

3. COGNITIVE PRINCIPLES

4. Anticipation of Reward
Meaningful
Learning
Intrinsic Motivation
Strategic
Investment
Automaticity
1
2 3
5 4

5. Cognitive
Anticipation of Reward
Meaningful Learning
Automaticity
Strategic Investment
Intrinsic Motivation

6. LINGUISTICPRINCIPLES

7. Nature
Language
Effect
Interlanguage
Communicative
Competence
1 2
3

8. Linguistic
Native
Language
Effect
Communicative
Competence
Interlanguage

9. SOCIOAFFECTIVE PRINCIPLES

10. Language-Culture Connection
Self-Confidence
Language Ego
Risk-Taking
2
1
4
3

11. Socioaffective
Language-Culture
Connection
Self-Confidence
Risk-Taking
Language Ego

12. 1
2
3

13. If you talk to a man in a
language he understands,
that goes to his head.
If you talk to him in his
language, that goes to his
heart.
- Nelson Mandela

15. Anticipation of Reward
• Learners are motivated to perform by the
thought of a reward, tangible or intangible,
long or short-term.

16. Anticipation of Reward
• Implications to teaching:
– Provide genuine praise, encouragement and
compliments.
– Remind students of long-term rewards in
learning the target language.
– Encourage students to compliment and
support each other.
– External rewards may spark interest for
poorly motivated students.

17. Anticipation of Reward
• Implications to teaching:
– Infect them with your enthusiasm for
language learning

19. Meaningful learning
• Providing a realistic context to use
language is thought to lead to better long
term retention, as opposed to rote
learning.

20. Meaningful learning
• Implications to teaching:
– Appeal to students’ interests, academic and
career goals.
– Link new topic to something the students
know.
– Avoid the pitfalls of rote learning.
• Too much grammar explanation
• Abstract principles and theories
• Too much drilling or memorization

21. Meaningful learning
• Implications to teaching:
• Activities with unclear purposes
• Extraneous activities
• Distractions that take the focus off of meaning

23. Automaticity
• This is subconscious processing of
language for fluency.

24. Automaticity
• Implications to teaching:
– Be patient with your students as you slowly
help them achieve fluency.
– Don’t overwhelm your students with
grammar.
– A large proportion of your lessons are
focused on the use of language in genuine
and natural context.

26. Strategic investment
• Success in learning is dependent on the
time and effort learners spend in
mastering the language.

27. Strategic investment
• Implication to teaching:
– Employ a variety of strategies that cater to
students’ multiple intelligences and learning
styles.

29. Intrinsic Motivation
• “Rewards” that stem from the needs,
wants and desires within the learner

31. Native Language Effect
• A learner’s native language creates both
facilitating and interfering effects on
learning.

32. Native Language Effect
• Ways to counteract the interfering
language effects:
– Acquaint the learner with the native language
cause of the error.
– Help your students understand that not
everything about their native language will
cause error.
– Coax students into thinking directly in the
target language and not to translation.

34. Communicative Competence
• Fluency and use are just as important as
accuracy and usage.
• Communicative goals are best achieved
by giving due attention to:
– Language use and not just usage
– Fluency and not just accuracy
– Authentic language and contexts
– Students’ eventual need to apply learning to
the real world

35. Communicative Competence
• Implications to teaching:
– Give grammar attention but don’t neglect the
other components of communicative
competence.
– Use language that students will actually
encounter in the real world.
– Provide genuine techniques for the actual
conveyance of information.

37. Interlanguage
• In second language learning, learners
manifest a systematic progression of
acquisition of sounds and words and
structures and discourse features.

38. Interlanguage
• Implication to teaching:
– Strike a balance between positive and
negative feedback.

40. Language-culture connection
• Learning a language involves learning
cultural customs, values and ways of
thinking, feeling or acting.
• Implications to teaching:
– Discuss cultural differences emphasizing that
no culture is better that another.
– Consciously connect culture and language.

41. Language-culture connection
• Implications to teaching:
– Include among your techniques certain
activities/materials that illustrate language-
culture connection.
– Don’t be culturally offensive in the class.
– Use appropriate language.

42. Language-culture connection
• Language appropriateness depends on:
– Setting of the communication
– Topic
– Relationship among the people
communicating
– Knowing what the taboos are
– What politeness indeces are used

43. Language-culture connection
• Language appropriateness depends on:
– What the politically correct term would be for
something
– How a specific attitude is expressed

45. Self-confidence
• Success in learning a language requires
that the learners believe that they can
learn it.

46. Self-confidence
• Implications to teaching:
– Give ample verbal and non-verbal assurances
to students.
– Sequence techniques from easier to difficult
to build confidence.

48. Risk-Taking
• Experimenting with language slightly
“beyond” what is certain or known
promotes language development and
growth.

49. Risk-Taking
• Implications to teaching:
– Carefully sequence techniques to ensure
learner success.
– 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.

51. Language ego
• The identity a person develops in
reference to the language he or she
speaks
• “Oneself-identity is inextricably bound up
with one’s language, for it is in the
communicative process... that such
identities are confirmed, shaped, and
reshaped.”

52. Language ego
• Implications to teaching:
– Display supportive attitude to students.
– Considering learners’ language ego states.