Language Curriculum and Design
Running head: LEARNING PRINCIPLES
Principles of learning
Date of submission
Principles of learning
Principles of learning refer to guidelines that formulate how individuals learn effectively. Fluency in one of these principles that play a very significant role in making sure that the instructional goals and objectives have been achieved (Macalister and Nation, 2010). For any learning to take place effectively, fluency in a language is very important.
Basically, fluency is an important principle when learning especially in a language course. The learners should be provided with activities that are aimed at increasing their level of fluency. Learners, in this case, must be able to make use of the language that they know both productively and receptively (Wolf & Katzir-Cohen, 2001). In productive usage of language, the learner should be able to communicate fluently with the help of language. By communication, the learner should be able to articulate the phonological aspects of the language in question. He or she should also understand the basic role of phonological, morphological syntax and semantics of the specific language. Fluency also plays a very significant role in making the learner receptive to language (Macalister and Nation, 2010). By being receptive, the learner will be in a position to accept new ideas and suggestions in the language that will make him or her understand making use of the language and at the same give valid feedback. Learning and language practice is very pivotal in increasing the efficiency of any learning process. Language practice improves the fluency when making use of a specific language when communicating in the learning process for the instructional goals and objectives to be realized.
In conclusion, fluency is a very significant principle in the learning process. It is the property of a system of a person that is aimed at delivering information with expertise and quickly when using a specific language. Due to fluency the learner and the teacher will be able to facilitate the teaching-learning process effectively and efficiently.
Learning style refers to the process through which learners will be able to sift through, gather, interpret and organize the learned information for use in the future. It is, therefore, a very significant principle in the learning process (Macalister and Nation, 2010). Learners should, therefore, be given a chance to work with the provided materials to suit his or her learning style.
Every learner has a unique learning style. Not all of them will be comfortable with a specific style of learning. For effective learning to be realized, the learners should be an opportunity to come up with a style that will suit most of them and this will facilitate the achievement of the instructional goals and objectives (Macalister and Nation, 2010). A course that is designed effectively will incorporate the individual differences of the learner for them to be in a position to understand the concepts that are being taught. Most learning styles are categorized with the help of sensory approaches. These may be visual, verbal or even audiovisual (Harold, Mark, Doung and Robert, 2008). Some learners will understand when they hear, others will understand better when they see and others will get the content better when they see and hear. This means that different learning styles will affect the outcome of the learning process (Macalister and Nation, 2010). The teacher should, therefore, interact well with the learners for them to choose the best learning style together and this will facilitate the effective and efficient realization of instructional goals and objectives.
In conclusion, leaners have different styles of learning. It is, therefore, necessary to incorporate them in coming up with the best method to be used in the teaching-learning process. A course that is designed effectively will incorporate the individual differences of the learner for them to be in a position to understand the concepts that are being taught
Harold, P., Mark, M., Doung, R. and Robert, B. (2008). Learning Styles: Concepts and Evidence,
psychological science in the public interest, 9 (3): 105-119.
Macalister, J. and Nation, I. S. P. (2010). Language Curriculum Development, ESL and Applied
Linguistics professional series, New York, Routledge.
Wolf, M., & Katzir-Cohen, T. (2001). Reading Fluency and Its Intervention. The Role of Fluency
in Reading Competence, Assessment, and Instruction, 211-238. DOI: 10.4324/9781410608246-2