Principles in language skills

    Language must be viewed in its relationship to human behavior. It is not just a method of communication but also a tool for doing things. Learning a second or a foreign language is more than learning a description of it. It is developing the ability to use the language on habit level.  All language learning involves the processes of listening, speaking, reading and writing. These processes involve both linguistic and psychological aspects. This leads us to understand that all language learning is based on certain well-defined principles derived from linguistic science as well as psychological science. All language learning and teaching is the scientific one and is based on sound linguistic principles.

   One of the best ways to get into a language is to analyze it. Studies in phonetics, phonology, and grammar are necessary for this. Knowing about a language, however, is no substitute for knowing the language. The ability to use the language comes only with much practice and memorization. The language must be attacked as a whole; while the student is analyzing the language he must also be learning it.  The principles  below in no way claim finality : they are subject to change in the light of new facts exposed by linguists and language users. These principles are general principles and are applicable to English language.

    Principle1 Motivation : The person must be motivated to learn something . Motivation is an important factor in language learning, particularly in learning a second language. It creates interest as well as the need to learn the language in hand. If the need for the language we use is felt, it is learnt easily. Learners  interest can be aroused in a number of ways, and language learning can be made increasingly interesting and attractive. It can be done with the help of pictures, charts, models, flash cards, black board  sketches and similar other visual devices. The use of  tape-recorder can be most effective in the teaching of pronunciation. The aim is to have the students maximally exposed to the target language in variety of contexts and situations, not in isolation. The teacher should prompt connections, feedback and correct errors. The teacher should make continual and significant use of language material in class-room situations .  Palmer suggests the following six factors which lead to motivate and create interest among children:

(i)   The limitation of bewilderment, that is, minimum of confusion

(ii)  The sense of progress achieved

(iii) Competitions

(iv) Game-like exercises

(v)  The right relation between teacher and student

(vi) Variety.

     principle 2 . Reinforcement : It has  been experimentally proved that reinforcement of correct responses helps in better learning. The student should be told his response is correct immediately after it is given by him. The principle of effect is that learning is strengthened when accompanied by a pleasant or satisfying feeling (positive reinforcement), and that learning is weakened when associated with an unpleasant feeling (negative reinforcement). Learners  are more likely to continue learning when they experienced positive reinforcement. Learners  gain the necessary self-confidence through repetition. They need to confirm the meaning of the message in the foreign language. It is necessary to realize that the process of absorbing a language before the child is capable of producing the language may be a lengthy one. The possible stress resulting from vocalization of new language can be eliminated by repeating through songs and rhymes in groups or various fun forms of drills.

     Principle 3. Give Priority to Sounds: The sounds of English should receive priority. Sounds should be given their due place in the scheme of teaching. Sounds should not be presented in isolation. They should appear in proper expressions and sentences spoken with the intonation and rhythm which would be used by a native speaker. No leaner by himself ever invented language. Good speech is the result of imitating good models. The model should be intelligible. Imitation followed by intensive practice helps in the mastery of the language system.

At first, the student should simply listen: listen to the intonation patterns, listen to the most of the syllables end in a vowel or in a consonant, listen for sounds which are similar to English sounds, but are slightly different. He should try to make these strange sounds and use all of what he learns. He should mimic the sounds and speech patterns of the people. This will not be offensive as one might think.

The student should  be careful that his speech does not end in the rising intonation that is characteristic of English questions. It is worth noting that not all languages have the same intonation patterns as English, especially with regard to the rising intonation of questions. A word should also be said regarding word order. The general word order for English is subject, predicate, and object. This is not universal by any means. It is usually a drastic mistake to put foreign words into English word order.

    Principle 4 . Use Mother-tongue Sparingly: The mother-tongue should be sparingly and judiciously used during teaching English. Of course, at the early stage, some explanations will have to be given in pupil’s mother tongue. It is important that students do not use their mother-tongue in the classroom. Cognitive development of children is based on engaging all senses. The mother tongue is acquired by the child via multi-sense motivational factors, which is the same way that we have to approach teaching young learners foreign language skills. In addition, when children are learning a language they practice manipulation activities, constructive and graphic activities, sense and psychomotor games .

          Principle 5. Present Language in Basic Sentence Patterns: Present, and have the students memorize, basic sentence patterns used in day to day conversation. From small utterances the students can easily pass on to longer sentences. In case of learning mother-tongue, the student’s memory span can retain much longer sentences than those of a foreign language. The facility thus gained in a foreign language enables the learners expand the grasp of the language material in respect of sounds and vocabulary items. Selection of the language material to be taught is the first requisite of good teaching. Selection should be done in respect of grammatical items and vocabulary and structures. Selection of language items should involve:

frequency     (how often  certain item or word is used)

range           (in what different contexts  word or  item can be used)

coverage      (how many different meanings  word or  item can convey)

availability   (how far  item is convenient to teach)

learnability  (how far  item is easy to learn)

teachability  (how far and item is easy to teach - in the social context)

     Principle 6. Language Patterns as Habits:  Real language ability is at the habit level. It does not just mean knowing about the language. Make language patterns as habit through intensive pattern practice in variety of situations. The students must be taught to use language patterns and sentence constructions with appropriate vocabulary at normal speed for communication. In fact the habitual use of the most frequently used patterns and items of language, should take precedence over the mere accumulation of words. A language is best learnt through use in different contexts and situations. Prof. Eugene A. Nida rightly observes, “Language learning means plunging headlong into a series of completely different experiences. It means exposing oneself to situations where the use of language is required.” Another expert expresses a similar opinion by saying: “Learning a language means forming new habits through intensive practice in tearing and speaking. The emphasis should always be on language in actual use”.

     Principle 7 . The use of games and movement : Methods of experiential and cooperative learning via games and such activities, which are based on the direct experience of learners, support learners curiosity and desire to discover. The greatest motivation to communicate is often created while playing games. We create suitable conditions for teaching when the games are fun and exciting and are created so that they enable all learners to participate. Movement is an important tool of non-verbal communication and creating a relaxed learning environment. Learners concentrate for short periods at a time, which is why learning has to be lively and a mix of games and movement. It is recommended to alternate activities every five to ten minutes, and to organize games, and stimulating or relaxing activities according to need. It is a good idea to use games often, which are familiar to learners  as it increases their self-confidence.