Principled Pedagogy was the term coined by Brown to indicate teaching and learning activities that are governed by the principles of L2 learning. Under this term there are three principles of learning viz: Cognitive Principles, Affective Principles and Linguistic Principles. Cognitive principles advocates that language learning is a cognitive process. There are different L2 learning theories such as IP model, connectionism, meaningful learning, processibility hypothesis, the lateralization hypothesis and critical hypothesis that have direct/in direct linkage to processing and acquisition of language, especially L2. Both mental and intellectual function are in the cognitive principles of language learning. The cognitive principles are comprised of principle of automaticity, principle of meaningful learning, principle of anticipation of reward, principle of intrinsic motivation and principle of strategic investment. The principle of automaticity considers the language to be an automatic activity. Controlled processing of the language becomes automatic processing through a rigorous mental efforts ie repeated activation. The language items are to be automatised to learn them. The principle of meaningful learning seeks that the language learning should be meaningful activity. It can be meaningful only when the learners’interest, academic goals, careers and the knowledge is to be assimilated with the previous (existing knowledge) and there should be lack of rote learning through drills, repetition etc. The principle of intrinsic motivation ie inner motivation (inside the classroom environment) to be based on internal realisation or driving force and internally felt needs to learn the language. The principle of strategic investment refers to the use of money and efforts as investment by the learners to learn the language. Affective principles are concerned to the emotional factors of learning ie psychological theory of learning, stimulus-response bond/connectionism. The operant conditioning theory advocates that language learning is a kind of habit formation and the learners are to be immediately reinforced for the correct response as animals like rats, cats, dogs, pigeons are stimulated for learning. Affective principles are comprised of the principle of language ego, the principle of self-confidence, the principle of risk-taking and principles of language-culture bond. The principle of language ego asserts that the learners learn the language because of the impact of his/her ego. It may be known as ‘positive attitude’ and ‘negative attitude’ towards the target language. If the learners have positive attitudes /she can learn the language and the negative attitude prevents the learners from learning the language with the close relation with the identity of second language learners. The principle of self-confidence supports that the high self confidence cause the language learners learn the language than the learners with the low self confidence. Brown suggests that there are two ways of the use of this principle in the classroom context. The teacher has to give ample verbal and non verbal assurance to the students or the teacher may sequence the teaching/learning items from simple to complex categories. The principle of risk-taking advocates that the language theory is similar to gambling in which there is equal chance of win or loss. The L2 learners have to take risk while learning the language. The risks are related to the academic risks ie the possibility of positive transfer as well as negative transfer. Positive transfer cause to produce erroneous utterances and negative transfer cause the production of errors. The principle of language-culture connection advocates for the role of the culture of the target language. The language teacher should be able to develop positive attitude to the culture of target language so that the learners tend to respect the culture of other language and they can learn the language fast and well.
Posted on: Sun, 25 Aug 2013 03:15:54 +0000
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