Paul Middlemas

      Which of the six principles reviewed above do you find the most difficult to interpret? And why?

      Echoing what’s been said above, none of the principles seemed particularly troublesome to interpret. As factors to consider they are all relevant, but there will be a certain amount of subjectivity e.g. Coherence – what one teacher/student considers non-essential information may vary slightly…the Modality principle (as Rob A mentions), seems quite rigid and surely may differ from one individual to another.

      Which ONE principle do you think might not work so well with 2nd language learners?

      Contiguity principle; does this account for strategies such as the sequencing or recalling of information… I’m not sure whether it would be oversimplified to suggest that putting information together both physically and in time,  would lead to more successful learning, greater retention of information… In language learning there may be benefits to providing more space between information so as to strengthen ability to recall, or make connections…

      Redundancy principle; this text is based on L1 engineering students so this principle might well differ with L2 speakers, perhaps more so if they use a different alphabet. Maybe if identical information was delivered aurally and in writing simultaneously, it could be beneficial to some learners. (In the same way that if you watch a film in a language you’re learning with subtitles, it could be easier to follow. So if a student sees instructions as well as hearing the identical information, may be beneficial for some…).