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Brown 12 Principles

Brown's Principles of Language Learning identifies 14 principles that are categorized as cognitive, affective, or linguistic. The cognitive principles relate to how language is processed and learned, including that automaticity is best achieved without overanalysis, meaningful learning occurs through real-world contexts rather than memorization, and intrinsic and extrinsic motivation drive performance. The affective principles concern the emotional aspects of learning, such as how language ego, self-confidence, risk-taking, and cultural understanding impact success. The linguistic principles pertain to the language itself, including how the native language influences acquisition, interlanguage develops systematically, and communicative competence incorporates fluency alongside accuracy.

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182 views2 pages

Brown 12 Principles

Brown's Principles of Language Learning identifies 14 principles that are categorized as cognitive, affective, or linguistic. The cognitive principles relate to how language is processed and learned, including that automaticity is best achieved without overanalysis, meaningful learning occurs through real-world contexts rather than memorization, and intrinsic and extrinsic motivation drive performance. The affective principles concern the emotional aspects of learning, such as how language ego, self-confidence, risk-taking, and cultural understanding impact success. The linguistic principles pertain to the language itself, including how the native language influences acquisition, interlanguage develops systematically, and communicative competence incorporates fluency alongside accuracy.

Uploaded by

Nguyễn Tuấn Anh
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
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Brown's Principles of Language Learning

Match the principle labels here with the descriptions. Then decide in which category the principles fall:
cognitive, affective or linguistic.

Communicative
Competence

Fluency and use are just as important as accuracy and usage.


Instruction must aim at organizational, pragmatic and strategic
competence as well as pronunciation, intonation and stress.

Anticipation of
Rewards

Learners are driven to perform by the promise of positive


reinforcement, tangible or intangible; long or short-term.

Language-Culture
Connection

Learning a language also involves learning about cultural


values and ways of thinking, feeling or acting.

Language Ego
Meaningful Learning
Interlanguage

Second language learners generally follow a systematic


process, during which they need feedback (teacher, peer and
self) to eliminate logic errors and achieve competence.

Automaticity

Subconscious processing of language for fluency can only be


achieved without overanalyzing or too much attention to
language forms.

Self-Confidence

Success in learning a language requires that the learners


believe that they can learn it.

Strategic Investment

Success in learning is dependent on the time and effort


learners spend in mastering the language learning process
according to their ability.

Risk-Taking

Taking a gamble and experimenting with language slightly


"beyond" what is certain or known promotes language
development and growth.

Intrinsic Motivation

Learning a new language involves developing a second


identity with a new mode of thinking. This new identity can
be fragile and defensive.
Providing a realistic context to use language is thought to lead
to better long term retention, as opposed to rote learning.

The most potent learning "rewards" to enhance performance


are those that come from the needs, wants and desires within
the learner.

LINGUISTIC

Description
A learner's native language creates both facilitating and
interfering effects on learning.

AFFECTIVE

Principle
Native Language
Effect

COGNITIVE

Anticipation of Rewards | Language-Culture Connection | Communicative Competence |


Interlanguage | Automaticity | Intrinsic Motivation | Language Ego | Meaningful Learning
Native Language Effect | Risk-Taking | Self-Confidence | Strategic Investment

COGNITIVE Principles
Brown, D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy

Brown's Principles of Language Learning


- Automaticity: Subconscious processing of language for fluency can only be achieved without
overanalyzing or too much attention to language forms;
- Meaningful Learning: Providing a realistic context to use language is thought to lead to better long
term retention, as opposed to rote learning;
- Anticipation of Rewards: Learners are driven to perform by the promise of positive reinforcement,
tangible or intangible; long- or short-term
- Intrinsic Motivation: The most potent learning "rewards" to enhance performance are those that come
from the needs, wants and desires within the learner;
- Strategic Investment: Success in learning is dependent on the time and effort learners spend in
mastering the language learning process according to their ability.

AFFECTIVE Principles
- Language Ego: Learning a new language involves developing a second identity with a new mode of
thinking. This new identity can be fragile and defensive;
- Self-Confidence: Success in learning a language requires that the learners believe that they can learn it;
- Risk-Taking: Taking a gamble and experimenting with language slightly "beyond" what is certain or
known promotes language development and growth;
- Language-Culture Connection: Learning a language also involves learning about cultural values and
ways of thinking, feeling or acting.

LINGUISTIC Principles
- Native Language Effect: A learner's native language creates both facilitating and interfering effects on
learning;
- Interlanguage: Second language learners generally follow a systematic process, during which they need
feedback (teacher, peer and self) to eliminate logic errors and achieve competence;
- Communicative Competence: Fluency and use are just as important as accuracy and usage - instruction
needs to be aimed at organizational, pragmatic and strategic competence as well as pronunciation,
intonation and stress.

Brown, D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy

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