Rod Ellis 10 Principles of Instructed Second Language Acquisition Principle 1: Instruction needs to ensure that learners develop both

a rich repertoire of formulaic expressions and a rule-based competence. Formulaic Expressions help second language learners express themselves in the first stages of language acquisition. They provide a base in which they can further develop new vocabulary as they understand that it is possible to substitute the pronouns and verbs in the expressions to make new ones. Grammar should be taught later on.
I dont know. I dont want ___. Whats your name? No thank you. Formulaic Expressions I dont understand. Can I have __? Im very sorry. How much does ___ cost?

Principle 2: Instruction needs to ensure that learners focus predominantly on meaning. When learning a second language naturalistically the focus is on meaning not on form. To maximize this instruction should be focus on message content and a task based approach should be used. Target language should be used as a mean of communication and not as an object to be analyzed. When learners focus on meaning, they develop both the skills needed for fluent communication and the vocabulary and grammar needed to use the language effectively. (Ellis, 2008) Principle 3: Instruction needs to ensure that learners also focus on form. It is also necessary to focus on form. Instruction can be focus on linguistic forms through grammatical lessons or provide attention to form by providing feedback in task based lessons. Principle 4: Instruction needs to focus on developing implicit knowledge of the second language while not neglecting explicit knowledge. Implicit knowledge is unconscious and it is verbalized when it is made explicit. Explicit knowledge is conscious and is verbalized. To communicate effectively implicit knowledge has to be present. To develop implicit knowledge the learner needs to engage in communication activities. Principle 5: Instruction needs to take into account the learners built-in syllabus. According to the naturalistic approach, learners acquire language in a natural order and sequence. Studies have been made to compare the order of acquisition of instructed and naturalistic learners, compare the success of instructed and naturalistic learners and examine if the attempts to teach specific grammatical structures resulted in their acquisition. These studies showed that the order and sequence of acquisition were the same for instructed and naturalistic learners, that instructed learners generally achieved higher levels of grammatical competence than naturalistic learners, and that instruction was no guarantee that learners would acquire what they had been taught. The conclusion was that it is beneficial to teach grammar but that it must be taught in a way that is attuned with the natural process of acquisition . Principle 6: Successful instructed language learning requires extensive second language input. In order to achieve full competence in the target language the learner needs to be exposed to it. To achieve this, teachers need to maximize the use of the second language inside the classroom and also provide contact with it outside the classroom with the use of extensive reading programs. Schools must provide materials for self-instruction that the students can use on their own. Principle 7: Successful instructed language learning also requires opportunities for output. Learners need to also practice the knowledge they have acquired of the second language. Teachers should provide communicative tasks in which the efforts of the students are acknowledged. This tasks helps them pay attention to grammar and helps them gain discourse skills. Principle 8: The opportunity to interact in the second language is central to developing second language proficiency. Interaction help the students asses and use what they already know and to acquire new knowledge about the language. Creating acquisition-rich interaction in the classroom
To create an acquisition-rich classroom, teachers need to: create contexts of language use where students have a reason to attend to language allow students to initiate topics and to control topic development provide opportunities for learners to use the language to express their own personal meanings, help students to participate in language-related activities that are beyond their current level of proficiency, offer a full range of contexts that provide opportunities for students to engage in a full performance in the language. (Ellis, 1999; Johnson 1995)

Principle 9: Instruction needs to take account of individual differences in learners. Integrate different teaching approaches to accommodate the students expectations, motivate them and expand their learning strategies. Principle 10: In assessing learners second language proficiency, it is important to examine free as well as controlled produ ction. To ascertain how much knowledge the students has acquire the teacher should use controlled and free practice. Controlled practice refers to a lesson where learners practice new language in a limited form. Free practice involves learners producing language using the target content freely, they are best bring forth by the use of tasks.