Core Principles of Second Language Acquisition and Learning

Cognitive Principles: Mental and Intellectual Functions

1. Automaticity: Achieving Efficient Second Language Control

Automaticity refers to moving from controlled, conscious processing to efficient, automatic control in second language learning, minimizing the need to overthink.

Importance of Automaticity

• Subconscious absorption of language.
• Rapid movement from focusing on the forms of language to focusing on its purpose.
• Shifting from limited control of a few bits to a relatively automatic mode of processing.
• Reduced resistance to analyzing language forms.

2. Meaningful Learning vs. Rote Learning

Meaningful learning, opposed to rote learning, ensures that associative links create stronger retention.

Classroom Implications

• Appeal to students' interests, academic, and career goals.
• Associate new topics with existing knowledge.
• Avoid rote learning (e.g., excessive grammar explanation, abstract theories, simple memorization).

3. The Anticipation of Reward

This principle highlights the strength of rewards in influencing human behavior.

Implications for Educators

• Provide an optimal degree of immediate verbal praise and encouragement.
• Encourage students to reward each other.
• Help students to perceive their development and progress.
• Display enthusiasm and excitement yourself in the class.
• Point out what your students can do with English.

4. Intrinsic Motivation

The behavior stems from needs, wants, or desires within oneself. The behavior itself is self-rewarding, requiring no external reinforcement.

5. Strategic Investment

This involves the learner's personal investment of time, effort, and attention toward the second language.

Aspects surrounding variation and the need for individualization can often be addressed through specific strategies-based instruction.

Affective Principles: Emotional Involvement in Language Learning

6. Language Ego: Developing a Second Identity

The Language Ego represents a second identity, a new mode of thinking, feeling, and acting.

Relieving Language Ego Stress

• Maintain a supportive attitude toward your students.
• Techniques need to be challenging but not overwhelming at an affective level.
• Consider the learner's language ego states (e.g., when to correct, whom to ask).
• Help students understand the confusion inherent in developing that second self.

7. Self-Confidence

Self-confidence is central to all learning, reflecting a person's belief in their ability to accomplish the task.

8. Risk-Taking in Language Use

Emphasizes the importance of encouraging learners to take calculated risks when attempting to use the language.

Encouraging Calculated Risk-Taking

• Create an atmosphere that encourages students.
• Provide reasonable challenges in your techniques.
• Help them understand what calculated risk-taking entails.
• Respond to students' risky attempts with positive affirmation.