1.Cognitive principles: relate mainly to mental and intellectual functions.

Automaticity: Efficient L2 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,
thinking too much about its form, and consciously lingering on rules of language all tend to impede
this graduation to automaticity. According to Longman Dictionary of Language Teaching and Applied
Linguistics, it is the ability to use a language using automatic processing.
Automatic processing: Its the performance of a task without conscious or deliberate processing
and is involved when the learner carries out the task without awareness or attention, making more
use of information in long-term memory (like, driving a bicycle).
Controlled processing: It is involved when conscious effort and attention is required to perform a
task and makes more use of short-term memory (e.g. a learner driver).
2. Meaningful Learning: It subsumes new information into existing structures and memory
systems; and the resulting associative links create stronger retention. In other words, it refers to a
learning way where the new knowledge to acquire is related with the previous knowledge.
Rote Learning: Taking in isolated bits and pieces of information (by repeating the materials over and
over again) that are not connected with ones existing cognitive structure which has little chance of
creating long term memory.
Some classroom implication of the principle:
1. Capitalize on the power of meaningful learning by appealing to students interests, academic goals,
and career goals.
2. When a new topic is introduced, help your students to associate this topic with what they already
know.
3. Avoid the pitfalls of rote learning
-Too much grammar explanation
-Too many abstract principles and theories,
- Activities without clear purposes,
- Activities unrelated to the goals of the lesson or course,
-Techniques that are too mechanical or tricky
3. The Anticipation of Reward: Human beings are universally driven to act or behave, by the
anticipation of some sort of reward-tangible or intangible, short term or long term- that will happen as
a result of the behavior.
-According to Douglas Brown, the conversion of declarative knowledge to procedural knowledge is
facilitated by anticipation of reward (not the reward itself), so it functions like a catalyzer.
Constructive classroom implication:
-Provide an optimal degree of immediate verbal praise and encouragement to students as a form of
short-term reward.
-Display enthusiasm and excitement yourself in the classroom. If you are dull, lifeless, bored and
have low energy, you can be almost sure that it will be contagious.
- Encourage students to reward each other with compliments and supportive action.

4. Intrinsic Motivation: The most powerful rewards are those that are intrinsically motivated (those
that come from inside of an individual rather than outside rewards, such as money or grades).
Because the behavior stems from needs, wants, or desires within oneself, the behavior is selfrewarding; therefore, no externally controlled reward is necessary. Learners perform task because it
is fun, useful, or challenging, and not because they anticipate some cognitive or affective rewards
from the teacher.
-Why intrinsic motivation is listed among cognitive principles?
Reward-directed behavior in all organisms is complex to the point that cognitive, physical, and
affective processing are involved but in the case of L2 acquisition, mental functions may occupy a
greater proportion.
5. Strategic Investment: A learners personal investment of time, effort, and attention to the second
language which helps comprehending and producing the language.
Major pedagogical implications of the principle:
a. The importance of recognizing and dealing with the wide variety of styles and strategies that
learners successfully bring to the learning processing,
b. The need for attention to each separate individual in the classroom.

Affective principles: are characterized by a large proportion of emotional involvement.

6. Language ego (the warm and fuzzy principle): As human being learn to use a second language,
they also develop a new mode of thinking, feeling, acting-a second identity. The new language ego,
intertwined with the second language, can easily create within the learner a sense of fragility, a
defensiveness, and a rising of inhibition.
Longman Dictionary of : Language ego is the relation between peoples feelings of personal
identity, individual uniqueness, and value (i.e. their ego) and aspects of their first language.
Guiora: A persons self-identity develops as she or he is learning the first language, that some
aspects of language, especially pronunciation, may be closely linked to ones ego, and that this may
hinder some aspects of second or foreign language learning.

7. Self-Confidence: Learners believe that they are fully capable of accomplishing a task is at least
partially a factor in their eventual success in attaining the task.
8.Risk-Taking: Successful language learner, in their realistic judgment of themselves as vulnerable
beings yet capable of accomplishing tasks, must be willing to become gamblers in the game of
language, to attempt to produce and interpret language that is a bit beyond their absolute certainty.
Longman Dictionary of : a personality factor which concerns the degree to which a person is willing
to undertake actions that involve a significant degree of risk. Risk-taking is said to be an important
characteristic of successful second language learning, since learners have to be willing to try out
hunches about the new language and take the risk of being wrong.
How can your classroom reflect the principle of Risk-Taking?
1. Create an atmosphere in the classroom that encourages students to try out language, to venture a
response, and not to wait for someone else to volunteer language.
2. Provide reasonable challenges in your techniques-make neither easy nor too hard.
3. Help your students to understand what calculated risk-taking is, in case some feel that they might
blurt out any old response.
4. Respond to students risky attempts with positive affirmation, praising them for trying while at the
same time warmly bet firmly attending to their language.
9. The Language-Culture Connection: whenever you teach a language, you also teach a complex
system of cultural customs, values, and ways of thinking, feeling, and acting. Some classroom
applications:
- Discuss cross-cultural differences with your students, emphasizing that no culture is better than
another, but that cross-cultural understanding is an important face of learning a language.
- Teach your students the culture connotations, especially the sociolinguistics, of language.
- Screen your techniques for materials that may be culturally offensive.
The second aspect of the language-culture connection is the extent to which your students will
themselves be affected by the process of acculturation, which will vary with the context and goals of
learning.
Acculturation: a process in which changes in the language, culture, and system of values of a group
happen through interaction with another group with a different language, culture, and system of
values.
In another word: Especially in second language-learning contexts, the success with which learners
adapt to a new cultural milieu will affect their language acquisition success, and vice versa, in some
possibly significant ways.

Linguistic Principles center on language itself and on how learners deal with complex
linguistic system.
10. Native Language Effect: The native language of learners exerts a strong influence on the
acquisition of the target language system. While that native system will exercise both facilitating and
interfering effects in the production and comprehension of the new language, the interfering effects
are likely to be the most salient. The majority of learners errors in producing the second language,
especially in the beginning levels, stem from the learners assumption that the target language
operate like the native language.
Some classroom suggestions:
1. Regard learners errors as important windows to their understanding system and provide
appropriate feedback on them. Errors of native language interference may be repaired by making
students aware of the native language cause of the error.
2. Ideally every successful learner will hold on to the facilitating effects of the native language and
discards the interference.
3. Thinking directly in target language usually helps to minimize interference errors. Try to persuade
students to think in the second language.

11. Interlanguage: Second language learners tend to go through a systematic or quasi-systematic

developmental process as they progress to full competence in the target language. Successful
interlanguage development is partially result of utilizing feedback from others. Classroom implication
that deserve the teachers attention: -Try to distinguish between the students systematic
interlanguage errors and another errors; the former probably has a logical source that the student can
become aware of.
- Teachers need to exercise some tolerance for certain interlanguage forms that may arise out of
students logical development process.
- Dont make a student feel stupid because of an interlanguage error, quietly point out the logic of the
erroneous form.
- Give the students the message that mistakes are not bad but they are often indicators of
developing aspects of the new language.

Longman Dictionary of: the type of language produced by second- and foreign-language learners
who are in the process of learning a language. In language learning, learner language is influenced
by several different processes. These include: a. borrowing patterns from the mother tongue
(language transfer) b. extending patterns from the target language, e.g. by analogy
(overgeneralization) c. expressing meanings using the words and grammar which are already known
(communication strategy). Since the language which the learner produces using these processes
differs from both the mother tongue and the target language, it is called an interlanguage.

12. The Communicative Competence: (the most important principle)

organizational competence (grammatical and discourse)

Pragmatic competence (functional and sociolinguistic)
Strategic competence
psychomotor skills

Principle: Given that communicative competence in the goal of a language classroom, instruction
needs to point toward all its competence: organizational, pragmatic, strategic, and psychomotor.
Communicative goals are best achieved by giving due attention to language use and not just usage,
to fluency and not just accuracy, to authentic language and contexts, and to students eventual need
to apply classroom learning to previously unrehearsed contexts in the real world.

Some classroom teaching rules:

1. Give grammar some attention, but dont neglect the other important components (e.g., functional,
sociolinguistic, psychomotor, and strategic) of CC.
2. Some of pragmatic aspects of language are subtle and very difficult. Make sure to teach such
subtlety.
3. Dont forget that psychomotor skills (pronunciation) are an important component of functional and
sociolinguistic aspects of language.
4. Make sure that your students have opportunity to gain some fluency in English without having to be
constantly wary of little mistakes.
5. Try to keep every teaching technique as authentic as possible and provide genuine, not rote,
techniques for actual conveyance of information.
6. Make sure you are preparing the students to be independent learners and manipulators of
language out there.