See discussions, stats, and author profiles for this publication at: [Link]
net/publication/366157809
BROWN'S FRAMEWORK OF EFL TEACHING PRINCIPLES AND HOW TO
IMPLEMENT IT IN EFL CLASSES
Article · December 2022
CITATIONS READS
0 4,120
3 authors, including:
Yaqoub Al Qutaiti Mohaida Mohin
Ministry of Education Oman International Islamic University Malaysia
21 PUBLICATIONS 9 CITATIONS 14 PUBLICATIONS 50 CITATIONS
SEE PROFILE SEE PROFILE
All content following this page was uploaded by Yaqoub Al Qutaiti on 09 December 2022.
The user has requested enhancement of the downloaded file.
IMPACT: International Journal of Research in
Humanities, Arts and Literature (IMPACT: IJRHAL)
ISSN (P): 2347–4564; ISSN (E): 2321–8878
Vol. 10, Issue 12, Dec 2022, 1–6
© Impact Journals
BROWN’S FRAMEWORK OF EFL TEACHING PRINCIPLES AND HOW TO
IMPLEMENT IT IN EFL CLASSES
Yaqoub Al-Qutaiti1, Ismail Sheikh Ahmad2 & Mohaida Mohin3
1
Research Scholar, Department of English Unit, Ministry of Education, Oman, Supervisory, Muscat, Oman
2,3
Research Scholar, International Islamic University Malaysia, College of Education, Selangor, Malaysia
Received: 23 Nov 2022 Accepted: 25 Nov 2022 Published: 09 Dec 2022
ABSTRACT
Brown’s (2007) framework of EFL teaching consists of twelve principles of CLT and motivation, as well as Krashen’s
ideas of acquisition and learning, and Schumann’s notion of acculturation. This framework is designed for understanding
and working with the complexity and multidimensionality of second language teaching. Brown’s book “Principles of
language learning and teaching”, (2007) conveys contemporary pedagogical thinking into the EFL context and ESL
thinking. Brown offers one of the best-known current accounts of pedagogical principles and methods of second language
learning and acquisition. Brown (2007) classified the twelve principles into three sets of principles: Cognitive Principles,
Socio-affective Principles and Linguistic Principles. They have permeable boundaries which mean it is difficult to keep
each category in complete isolation. These principles form an interactive approach to language teaching
KEYWORDS: Anticipation, Automaticity, Cognitive, Intrinsic Motivation, Principles, Socio-Affective
INTRODUCTION
Principle of Automaticity
Automaticity’ is the natural and subconscious acquisition of any language to which a child or an adult is exposed. It occurs
in a communication rich environment with low levels of anxiety. Most children usually acquire the new language
inductively and effortlessly, especially in SL/FL cultural and linguistic environments. Whereas adults tend to analyze parts
of the language trying to understand how the new language works and how it is different from their mother tongue
(Krashen, 1982). They often need to focus on language forms. This, however, may reduce the speed of language learning.
This principle implies a learning-rich environment for automatic language acquisition.
According to this principle, students will use English when they are ready because it is very critical that students
feel successful as it reduces anxiety and facilitates learning (Borg, 2018; Krashen, 1982). It is believed that a cheerful
environment facilitates learning (Colliander & Fejes, 2020). Moreover, peripheral learning can aid learners to learn from
what is shown in the classroom environment, even if their attention is not directed to it (Richards & Rodgers, 2014). In
addition, a calm state is perfect to cope with psychological barriers and make the most of learning potential (Richards, 2013).
Principle of Meaningful Learning
‘Meaningful Learning’ accentuates that EFL teaching and learning should have meaning and relevance to learners’
interests and lives. This principle closely pertains to the automaticity principle. Based on Brown’s ideas, adopting this
principle causes better long-term retention than rote learning.
Impact Factor(JCC): 6.5423 – This article can be downloaded from [Link]
2 Yaqoub Al-Qutaiti ,Ismail Sheikh Ahmad & Mohaida Mohin
Based on this principle, teachers should not make students memorize fixed routines (Al-Khamisi, 2019). They
should be creative as creativity is highly motivated; and teachers should use various techniques (Richards & Rodgers,
2014). In addition, it is believed that language is learned most meaningfully when used as a medium to convey
informational content of learners’ interests (Larsen-Freeman, 2012; Richards, 2013).
Principle of Anticipation of Reward
‘Anticipation of Reward’ is about person’s expectation of an incentive or some sort of praise after fulfilling a particular
task. This indicates Skinner’s argument (1957, cited in Brown, 2007) that the anticipation of reward is the most powerful
reason for directing one’s behavior. The implications of this principle in the classroom are clear through the immediate
praise to students’ proper behavior or correct response. It is considered as the teachers’ acknowledgement of students’
good achievement and it can be verbal or non-verbal such as correcting homework or gifts. The Reward Principle is
essential for both outstanding learners and low-motivated classes to help them recognize their language development.
The principle of anticipation of reward emphasizes that teachers should know the students’ learning needs (Al-
Issa, 2015; Richards & Rodgers, 2014). In addition, they should consider individual differences; and use various teaching
principles and techniques (Al-Mahooqi& Denman, 2018; Harmer, 2007, 2015; Hill, 2000). Additionally, numerous types
of motivation should be given to the learners consistently (Brown & Lee, 2015; Larsen-Freeman, 2012).
PRINCIPLE OF INTRINSIC MOTIVATION
‘Intrinsic motivation’ is about the inner incentives to achieve certain objectives and goals. If the teacher’s techniques are
designed to touch the students’ intrinsic motivation, then students will perform the task better since they are intrinsically
entertained and excited. The design of intrinsic motivation requires affective processing, which comes from students’
desires and needs. EFL teachers, therefore, should fathom what makes their students be interested and enthusiastic; and
then adopt and modify the syllabus accordingly.
The principle of intrinsic motivation is more important than the principle of anticipation of reward (Al-Harthi,
2020; Al-Mahrooqi & Denman, 2018; Richards, 2013). This motivation lasts longer as language learners find their reasons
for studying the language (Harmer, 2007; Brown & Lee, 2015). It is closely allied to the principle of meaningful learning
since both stress on the topics that interest students. The more the teacher does for the learners what they can do for
themselves, the less they will perform by themselves and the more dependent they become (Harmer, 2015; Nunan, 2003).
Principle of Strategic Investment
‘Strategic Investment’ is about the students’ role in the teaching and learning process. In recent years, the focus has shifted
from language teachers to the role of the learner and the strategies that they employ to internalize and perform the language
tasks and functions (Brown & Lee, 2015). For teachers, the pedagogical implications of this principle lie in the significance
of identifying and working with a range of strategies that learners bring to the learning situations. Also, the teacher ought
to be aware of every individual’s needs and abilities; and deal with them accordingly.
Based on this principle, the teacher should encourage all students to participate as much as possible and use their
own learning strategies (Harmer, 2015; Saville-Troike, 2006). Moreover, students’ previous knowledge and learning
experiences are valued and constructed upon. Also, studying particular learning strategies can be a key to academic success
(Evangelin, 2016). In addition, transferring a learnt strategy to be worked out in a different context is a key idea to
NAAS Rating: 3.10 – Articles can be sent to editor@[Link]
Brown’s Framework of EFL Teaching Principles and How to Implement it in EFL Classes 3
successful language learning (Walker Tileston, 2016). Teachers should help learners find their strategies that facilitate their
language learning (Richards, 2013; Richards & Rodgers, 2014). Therefore, they should teach students how to learn; not
only teach them language (Brown, 2007; Richards & Rodgers, 2014).
Principle of Language Ego
‘Language Ego’ is about EFL teacher’s awareness of how the student’s ego is nurtured and expressed in L2. According to
this principle, language learners in the early stages of learning are fragile and need scaffolding from their teachers to
nurture the sense of who they are while developing in this new language (Richards & Rodgers, 2014). The pedagogical
implications of this principle lie in that the teacher should exercise patience and empathy to maximize the development of
their language ego; their developing sense of identity as users of the target language (Nunan, 2003)
The principle of language ego was changed into the principle of autonomy (Brown & Lee, 2015).Thismight
happen due to the essence of the idea that language learners should be autonomous (Harmer, 2007, 2015; Larsen-Freeman,
2012). This means that students can choose what and how to say something related to the learnt themes (Olaya Mesa,
2018). It is significant that learners become self-reliant, self-regulated and self-assessed as these characteristics result in
being autonomous (Larsen-Freeman, 2012; Richards & Rodgers, 2014).
Principle of Self-Confidence
‘Self-Confidence’ pertains to ‘language ego’ and can be defined as the learner’s self-belief in his or her ability to attain
what she or he wants and it is the power inside anyone to achieve his objectives and be a successful language learner. This
principle is derived from the fact that self-esteem is one of the main keys to successful learning experience. If a student
believes in his/ herability to perform a task, then he or she will successfully achieve this objective (Harmer, 2015).
Therefore, the teacher’s role is to ascertain that students are able to accomplish the tasks assigned to them successfully
(Larsen-Freeman, 2012; Nunan, 2002). The teacher should commence with easy tasks to those which are more difficult in
order to sustain self-confidence (Brown, 2007; Richards & Rodgers, 2014).
Principle of Risk-Taking
“Risk-Taking” is about the notion that language learners are encouraged to take risks in their learning. This principle is
interwoven with the two principles: language-ego- and self-confidence. They lay the ground for risk-taking. As an EFL
teacher, it is essential to urge students to take risks in their endeavours to use the new language both productively and
receptively. He or she can create an atmosphere that encourages students to try the new language, provide reasonable
challenges in the classroom techniques and use various kinds of exercises such as reading aloud, giving presentations and
having role plays.
The principle of taking risk was replaced by the principle of willingness to communicate (Brown & Lee, 2015). It
is believed that language is learned for communication (Harmer, 2015; Hedge, 2014; Larsen-Freeman & Anderson, 2011;
Richards & Rodgers, 2014). They should learn the language to use it in their society. Hence, it is supposed that the students
should have a voice to fit in social and political life as the content is experience-centered (Richards, 2013; Wu, 2020).
Impact Factor(JCC): 6.5423 – This article can be downloaded from [Link]
4 Yaqoub Al-Qutaiti ,Ismail Sheikh Ahmad & Mohaida Mohin
Principle of the Language-Culture Connection
The ‘Language–Culture Connection’ is about the interconnectedness between the language and its culture. It stresses on the
importance of the connotations that the language carries within its cultural system. One facet of this principle is that
whenever a teacher teaches a language, he or she should also introduce its cultural customs, values and ways of thinking.
The other concern of the language-culture connection is the process of acculturation that may impact the students’ learning
the new language (Schumann, 1978). In addition, the teacher should enhance interaction between learning about culture
and language learning itself, and how students deal with the complexities of the linguistic system.
This principle sees that culture of the target language contains more than fine arts (Han, 2009; Harmer, 2007,
2015). Therefore, learning another language involves learning how the speakers of that language live, act and dress
(Larsen-Freeman & Anderson, 2011; Larsen-Freeman, 2012). Language cannot be disconnected from the culture, which is
the everyday behaviour of the people who use the target language (Han, 2009). Therefore, EFL teachers should focus on
the culture of the target language and learn about it (Richards, 2004; Richards & Rodgers, 2014).
Principle of the Native Language Effect
‘The Native Language Effect’ is about the notion of the interference of the mother tongue in the second or foreign
language, causing errors of the internalized language. Thinking in the mother tongue causes the majority of learners’ errors
in L2 or FL, especially in the beginning levels. EFL teachers should consider learners’ errors as important signals of
language development. Therefore, they treat these errors as part of students’ learning process and give feedback when
necessary. Moreover, the teachers should encourage learners to think in the L2 language as well as to pay attention to its
functional and socio-linguistic parts. According to this principle, teachers should make sure that every student obtains an
opportunity to gain fluency in English without worrying too much about their mistakes (Harmer, 2015; Hedge, 2014). They
should attempt to gear up fluency, not accuracy only. Regarding using translation, new meaning is made clear by focusing
learners’ perceptions not through translation (Hill, 2000; Richards 2013).
PRINCIPLE OF INTER-LANGUAGE
‘Inter-language’ is the gradual developmental system in FL learners’ minds as they internalize its rules and lexical items.
The teacher should give error feedback as it is a necessary part of inter-language development (Brown & Lee, 2015). Based
on this principle, learners develop the progression of acquisition of the parts of the language gradually and systematically.
They improve their inter-language by hearing and comprehending what they are exposed to, as well as learning from the
teacher’s feedback. Also, correction should be done tactfully and not obtrusively since errors are tolerated and expected
(Freeman, 2016). Also, students can learn by observing other students’ errors and help in language correction (Al-
Mahrooqi & Denman, 2018; Harmer, 2007; Larsen-Freeman & Anderson, 2011; Richards, 2013).
Principle of Communicative Competence
‘Communicative Competence’ refers to the language use, fluency, authentic language in context and the learners’ needs to
apply language learning in classrooms to the real world. It embraces organizational competence, pragmatic competence,
strategic competence and psychomotor skills (Richards, 2013, Canale& Swain, 1980, cited in Brown, 2007). It combines a
number of linguistic principles of learning and teaching (Brown & Lee, 2015). Teachers should use authentic materials as
much as possible, by exposing students to real-life situations and genuine language use and by aiding them to meet their L2
NAAS Rating: 3.10 – Articles can be sent to editor@[Link]
Brown’s Framework of EFL Teaching Principles and How to Implement it in EFL Classes 5
language needs outside the classroom. Also, the focus is on the process of communication rather than just mastering the
linguistic forms (Harmer, 2007; Richards, 2004, 2013). Moreover, teachers can enhance various aspects of their learners’
communicative competence (Larsen-Freeman, 2012).
The following diagram delineates Brown’s language teaching principles.
Figure1: Brown’s Language Teaching Principles.
REFERENCES
1. Al-Harthi, S. (2020). Investigating Omani parental involvement in their children’s English language learning,
Ph.D dissertation, Indiana University of Pennsylvani.
2. Al-Issa, A. (2015). Making a Case for New Directions in English Language Teaching Research at an Omani
University: A critical Qualitative Content Analysis Report, the Qualitative Report, 20(5), 560-595.
3. Al-Khamisi, K. (2019). Exploring teachers’ and students’ perspectives on using Arabic language in EFL 11-12
classrooms in Oman: An in-depth investigation of pedagogy, Ph.D dissertation, University of Southern
Queensland Australia.
4. Al-Mahrooqi, R, & Denman, C. (2018). Introduction. In: Al-Mahrooqi R., Denman C. (eds) English Education in
Oman. English Language Education, Vol. l15. Springer, Singapore.
5. Borg, S. (2018). Teachers’ Beliefs and Classroom Practices, The Routledge Handbook of language Awareness, P.
Garrett & J. M. Cots.
6. Brown, H. (2007). Principles of languagelearning and teaching, San Francisco State University.
7. Brown, H & Lee, H. (2015). Teaching by Principles, San Francisco State University.
8. Colliander, H &Fejes, A. (2020). The re-emergence of Suggestopedia: teaching a second language to adult
migrants in Sweden, Language Culture and Curriculum, 34(2), 51-64.
Impact Factor(JCC): 6.5423 – This article can be downloaded from [Link]
6 Yaqoub Al-Qutaiti ,Ismail Sheikh Ahmad & Mohaida Mohin
9. Freeman, D. (2016). Educating second language teachers. Oxford, UK: Oxford University Press.
10. Larsen-Freeman, D. (2012). Techniques and principles in language teaching, (3rd edition), Oxford University
Press.
11. Han, H. (2009). An Investigation of Teachers’ Perceptions of Teaching Culture in Secondary Schools in Xinjiang,
China . PHD. Thesis, Durham University, UK.
12. Harmer, J. (2007). How to Teach English, Pearson Longman.
13. Harmer, J. (2015). The Practice of English Language Teaching, 5th edition, Pearson Longman.
14. Hedge, T.(2014). Teaching and Learning in the Language Classroom, Oxford: Oxford University Press.
15. Krashen, S. D. (1982). Principles and Practice in second language acquisition. New York: Pergamon Press.
16. Larsen-Freeman, D., & Anderson, M. (2011). Techniques & Principles in Language Teaching, third edition,
Oxford University Press.
17. Nunan, D. (2003). The impact of English as global language on educational policies and practices in Asian-
Pacific Region. TESOL Quarterly, 37(4), 6-10.
18. Olaya Mesa, M., L. (2018). Reflective Teaching: An Approach to Enrich the English Teaching Professional
Practice, HOW, 25(2), 149-170.
19. Richards, J. C. (2004). Towards Reflective Teaching, the Teacher Trainer, 1(2), 1-5.
20. Richards, J. C. (2013). Creativity in language teaching, Iranian Journal of Language Teaching Research, 1(3),
19-43.
21. Richards, J. C.,& Rodgers, T. S. (2014). Approaches and methods in language teaching, Cambridge University
Press.
22. Savage, J. (2000). One voice, different tunes: Issues raised by dual analysis of a segment of qualitative data.
Journal of Advanced Nursing, 31, 1493-1500.
23. Saville-Troike, M. (2006). Introducing second language acquisition, UK: Cambridge University Press.
24. Schumann, J. (1978). The acculturation model for second language acquisition: In R.C. Gingras (ed.), Second
Language Acquisition and a Foreign Language Teaching :Center for Applied Linguistics.
25. Walker Tileston, D. (2016). What every teacher should know about student motivation., Corwin Press.
26. Wu, K,. (2020). The relationship between language learners’ anxiety & learning, International Educational
Studies, 3(1), 174-191
NAAS Rating: 3.10 – Articles can be sent to editor@[Link]
View publication stats