Teaching simply by Principles: An Interactive Method of Language Pedagogy
Brown, They would. D. (1994). Teaching simply by principles: A great interactive method to language pedagogy. Englewood Coves, New Jersey: Prentice Hall Regents. 416 pp. Reviewed by simply Gail Schaefer Fu
The Chinese School of Hong Kong
H. Douglas Brown's Teaching by Concepts is intended to get teachers in training -- those who want to be instructors but that have little or no class experience -- and for teachers who train teachers. It is centered, obviously, around selected principles of language educating and learning, echoing Brown's own Principles of Dialect Teaching and Learning (1994). His new book Educating by Concepts is on its own a manifestation of the guidelines which it espouses and, while is again tempted to say " not surprisingly, " it is not always a given that authors within our profession themselves " do as they say. " Brown truly does.
The book is arranged into four main sections: Foundations pertaining to Classroom Practice; Context of Teaching; Designing and Implementing Class room Techniques; and Classroom Practicalities. In an early on chapter, Dark brown takes " a broad, capturing look at 12 overarching principles of second language learning from which sound practice springs and which [the reader's] teaching can be based" (p. 16). These he groups because cognitive, efficient, and linguistic principles: 1 ) Automaticity; 2 . Meaningful Learning; 3. The Anticipation of Reward; 5. The Intrinsic Motivation Principle; 5. Strategic Investment; 6th. Language Ego; 7. Self-esteem; 8. Risk-taking; 9. The Language-Culture Interconnection; 10. The Native Vocabulary Effect; 14. Interlanguage; and 12. Franche Competence.
Whenever we turn Brown's principled approach around and apply it to the book on its own, we can characterize twelve " principles of recommendation" which will put Instructing by Principles on the " must read" list for any person intending to build a teaching career or any person involved with those who find themselves. These rules of recommendation stick to:
THE THEORY OF CONTEXT: Brown's first chapter " where Will i Begin? " itself begins with a detailed information of a class and the series of actions which were seen during the lesson. While the lesson, Brown lets us know beforehand, is " realistically well planned, efficiently performed, and characteristic of current communicative vocabulary teaching methodology" (p. 5), it is not " perfect" and the reader may question or perhaps take problem with some things that happen in the class. He encourages the reader to note these types of aspects of the lesson after which compare associated with Brown's individual comments and questions which follow the information of the lesson. The book starts, in other words, with a concrete example of a context and it carries on, where ideal, in the same vein: the book seems grounded, during, in the classroom.
THE PRINCIPLE OF INTERACTIVITY: At the conclusion of the first and every additional chapter, Brownish provides " Topics for Discussion, Actions, and Research" which inspire readers to interact both equally with the textual content itself, with classmates, and with their personal beliefs, croyance, and ideas. In his part on " The Present: An educated Approach" Dark brown offers subject areas which ask readers to compare their very own responses with a partner, to observe an ESL class, to share their ideas in a small group, to write out definitions of their own, also to think back again -- with certain standards and features in mind -- on lessons that they themselves may include taught. This individual attempts, put simply, to bring as much reflection, discussion, and connection as he can easily (within the confines with the printed word) into this kind of enterprise of learning to train by basic principle.
THE THEORY OF PRACTICE: At ideal points through the entire book, Dark brown includes options for the reader to try to practice some of the concepts or concepts which he has been discussing. In the part on " Techniques and Materials, " for example , he reproduces a few pages from a typical study course book after which...
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