Education of the republic of uzbekistan samarkand state institute of foreign languages

Chapter II. Principles and practice of a second language
2.1.Different types of principles
What are the 6 principles? Know your learners.
Create conditions for language learning.
Design high-quality lessons for language development.
Adapt lesson delivery as needed.
Monitor and assess student language development.
Engage and collaborate within a community of practice.
Make sure students receive as much meaningful, stimulating target language input as possible. Place a high value, therefore, on interesting listening and reading, including extensive reading. As Lightbown and spada (2013) put it: “Comprehension of meaningful language is the foundation of language acquisition.”
Make sure students have lots of opportunities to practice orally, both in a tightly structured fashion led by the teacher and through communication with other students. Have them repeat and recycle language as much as possible.
Use a balanced mixture of the four skills of listening, speaking, reading and writing.
Promote independent learning outside the classroom. Select and sequence the vocabulary and grammar you expose students to. Do not overload them with too much new language at once. Focus on high frequency language.
Be prepared to explain how the language works, but don’t spend too much time on this. Students need to use the language, not talk about it. Research provides some support for the explicit teaching and practice of rules.
Aim to enhance proficiency - the ability to independently use the language promptly in real situations.
Use listening and reading activities to model good language use rather than test; focus on the process, not the product.
Be prepared to judiciously and sensitively correct students, and get them to respond to feedback. 
Translation (both ways) can play a useful role, but if you do too much you may neglect general language input.
Make sensible and selective use of digital technology to enhance exposure and practice.
Place a significant focus on the target language culture. This is one way of many to increase student motivation and broaden outlooks."
Bilingualism. Definition of Bilingual: person fluent in 2 languages. The ability to use both languages for both communication and academically.
Definition of Acquisition: To obtain or pick up.
L1: First Language or mother tongue.
L2: Second Language or Target Language(TL)
The primary function of language is communication. The important components of teaching are fluency and then accuracy. It is important to remember those steps in order of importance: first to understand and be comprehensible, then to keep the language flowing and then last to worry about dotting the i's and crossing that's.
similarities between acquisition and theories.
Principles of L2 Second Language Development.
Theorists differ but all aim to improve teaching of language.
Models agree that building on preexisting knowledge is vital.
Language is foremost about communication.
Language learning is hierarchical and follows developmental steps.
Language is universal.
Linguistic View.
Language is a code of communication with grammatical rules, socio-linguistic rules, discourse competences and strategic competences. (Spielman, Chomsky, 1986).
Behaviorism
B. F Skinner postulated that language is learned passively by children and as a conditioned response. Strategies for teaching language include mimicry, drills and memorization. Learning is reinforced by rewards and repetition.
Cognitivism
Jean Piaget theory on language learning is that it is linked to distinct cognitive developmental stages. Language acquisition is universal.Language builds on previous knowledge and uses various different thought processes.
Innatism.
Noam Chomsky theory was that humans are born with a pre -equiped black box in the brain which is programmed for communication and language. Language is biologically coded. We learn to speak just as we learn to walk. Language is creative, dynamic and universal.
Ecological Model
Brown ,(1991) language is a like a dynamic ecosystem , interconnected with a complicated web of factors. It is dependent on input and output conditions.The development of language is like a seed that takes time to germinate and produce fruit. Language growth takes a natural course and is both conscious and subconscious.
Gardiner's Multiple Intelligences.
Gardner categorized 9 different types of innate intelligences that children use to interact with each other.
Linguistic Intelligence
Musical Intelligence
Logical-Mathematical Intelligence
Spatial intelligence
Bodily and Kinesthetic Intelligence
Intrapersonal Intelligence
Interpersonal Intelligence
Naturalistic Intelligence
Spiritualistic Intelligence
Gardiners Theory is important as it shows how students are so diverse and use different ways to create meaning.
Constructivism.
Vygotsky,1978) emphasized the role of sociocultural influence on language development.
Literacy is learned in the Zone of Proximal Development (ZPD), with scaffolding and encouragement.
Language is learned through human interaction and connection.Language is therefore both social and cognitive,
He coined the phrases intermental ,the mental connection between people which is then processed internally and becomes intramental.This interaction leads to adjustment of the zone of development.
Halliday stated that meaning making is done through social interaction and language.
Principles of L2 Second Language Development.
Principle 1
Students need to feel good about themselves. (Rigg and Hudelson, 1986, Krashen, 1986)
Teachers encourage good peer relationships,study partners,cultural sharing,collaborative groups and a feeling of comfort and acceptance. They need to keep the affective filter low.
Principle 2
Understanding precedes production.(Krashen and Terrel(1983)
Teachers need to;
Provide comprehensible input within context.
Provide great literature in ZPD that is age appropriate .
Allow students to show comprehension both verbally and non verbally.
Allow students to use their L1 if necessary.
Principle 3
Language Acquisition is accelerated when concentrating on task performance rather than on language.(Rigg and Hudelson,1986 and Krashen and Terrel,1983)
Group assignments working on concrete experiences with purposeful material accelerate learning.
Principle 4
Students learn to read and write while using oral skills(Rigg and Hudelson,1986)
Use language skills to promote oral and written work.
Journal writing.
Meaningful writing assignments.
Note taking assistance.
Make authentic reading material available.
Language Acquisition Theories
Principle 5
Language is learned through trial and error. Mistakes are learning tools not failures.(Rigg and Hudelson,1986)
Focus on the communication content.
Don't over correct.
Use mistakes as indicators of learning.
Language Acquisition
Stephen Krashen,(1983)
For the acquisition of language ,the teachers input must be comprehensible and understandable . Students need to be able to relate the information to their prior knowledge base.Teaching should follow the natural order of language learning.Adequate scaffolding and support need to be provided in a comfortable environment which keeps their affective filter low.
Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency(CALP).
Jim Cummins (1989)(2000) developed these theories.
BICS is the basic social skills we all need for survival, the every day language for social communication.
CALP is the academic use of language, for formal interactions and metacognition.
Lessow and Hurley (2009), Bachman(1990)came up with the rationale for providing academic support in L1 as a pre-existing knowledge base or common underlying proficiency already exists in the native language,( Iceberg theory.)