WORKSHOP

Principles of Instructed Second Language Acquisition

(Ellis, Erlam, Sakui 2004)
- Introduce the TEN principles of Instructed Second Language Acquisition

- Exemplifying the ten principles – Mix and Match Activity (Te Reo Māori)

 Think, Pair, Share

 “Answers” – contrary to Principle 10!

- In-depth focus on Principles 1, 6, 7and 8

 Provoking thought regarding the application of Principle 1, 6, 7, 8 in our classrooms

 Discussion / Sharing session
o Principle 1
o Principle 6
o Principle 7
o Principle 8

- Instructed Second Language Acquisition CASE STUDIES

 Dewey Number 407

 ISBN 0 7903 1374 X
 Item Number 31374
 Learning Media 0800 800 565
 orders@learningmedia.co.nz

Dee Reid – Secondary Adviser - Māori

 Principles of Instructed Second Language Acquisition
(Ellis Erlam Sakui 2004)
Instruction needs to ensure that learners develop both a rich repertoire of formulaic expressions
Principle 1 and a rule-based competence.
Formulaic expressions are expressions that do not necessarily follow grammatical rules. They are essentially
‘complete phrases’. In the long term, both formulaic expressions and the ability to apply grammatical rules is
essential.
Principle Instruction needs to ensure that learners focus predominantly on meaning.

2 There are two types of meaning – semantic meaning (meaning of words and grammatical structures) and
pragmatic meaning (meaningful language that is used for real communication). Creating meaning for an
authentic purpose enables the acquisition of the language.
Principle Instruction needs to ensure that learners also focus on form.

3
Principle
Learners need to pay attention to the specific forms in the language they are learning, and they need to notice
forms such as verbs indicating the action was completed in the past, or will be completed in the future.
Instruction needs to be predominantly directed at developing implicit knowledge of the target

4 language while not neglecting explicit knowledge.

Explicit – meaning consciously held knowledge. The teacher gives explicit instruction and the learner
consciously learns.
Implicit – meaning knowledge the learner holds unconsciously, they can access such knowledge quickly and
easily to use in fluent communication,
Principle Instruction needs to take into account the learner’s “built-in syllabus”.

5 Research shows that learners follow a ‘natural’ order and sequence of learning which may not be in line with
the teacher’s curriculum statement / plan. Be aware of this reason for inadvertent error making. Teachers could
provide authentic communicative tasks without planning the grammatical content of the lesson.
Principle Successful instructed language learning requires extensive target language input.

6
Principle
This means providing learners with opportunities to listen, view and read the language.

Successful instructed language learning also requires opportunities for output.

7 This means providing learners with opportunities to produce sustained output in the target language. Teachers
can ask learners to perform oral, visual and written tasks that require them to communicate clearly and
explicitly for many authentic purposes.
Principle The opportunity to interact in the target language is central to developing proficiency.
Dee Reid – Secondary Adviser - Māori
8
Social interaction is the context in which language acquisition takes place. Teachers can incorporate interactive
tasks into their programme and have their students work on these together in small groups.
Principle Instruction needs to take account of individual differences in learners.

9
Principle
Teachers can help address variation in their students’ language learning by teaching in a flexible way and by
developing learners’ awareness and use of language-learning strategies.
In assessing learners’ target language proficiency it is important to examine free as well as

10 controlled production.
Assessment should measure how proficiently learners can communicate. A communicative task that calls for a
constructed response (with no single “right answer”) is more like authentic communication and is therefore the
best measure of learners’ target language proficiency.

Dee Reid – Secondary Adviser - Māori

 Principles of Instructed Second
Language Acquisition
(Ellis Erlam Sakui 2004)
Principle Instruction needs to ensure that learners
1 develop both a rich repertoire of formulaic
expressions and a rule-based competence.
Principle Instruction needs to ensure that learners
2 focus predominantly on meaning.
Principle Instruction needs to ensure that learners
3 also focus on form.
Principle Instruction needs to be predominantly
4 directed at developing implicit knowledge of necessarily total understanding-knowing that something is
the target language while not neglecting
explicit knowledge.
Principle Instruction needs to take into account the
5 learner’s “built-in syllabus”.
Principle Successful instructed language learning
6 requires extensive target language input.
Principle Successful instructed language learning also Make a video in the target language about different aspects of
7 requires opportunities for output.
Principle The opportunity to interact in the target
Dee Reid – Secondary Adviser - Māori
Te Reo Māori Examples
How’s things? Pehea ana?
That’s neat. He rawe tēna.
Boring? Hōhā nē?
Choice. Tūmeke!
What is your name? Ko wai tō ingoa?
Who is that? Ko wai tēra?
Why does it look different? Because it is asking about
different people
My name Tōku ingoa
Her name Tōna ingoa
Singing songs / watching videos for enjoyment and not
right because you have heard it, sung it etc
“Haere mai e ngā iwi haere mai”
Waiatatia tō waiata! (not ‘waiata tō waiata’)
Tikina te mīraka! (not ‘tiki te mīraka’)
LL kit and teacher, TV ads, supermarket products / packaging,
interactive games sites, school library, Māori magazines,
Websites, Songs / Waiata CDs, Māori Television, video tapes,
native speakers, kaumātua, marae visits, classroom signage,
Māori radio / TV3 etc
the school, power point, Blogs / websites, wikis, Whaikōrero,
mōteatea, haka, waiata, karakia, kapahaka, hosting another
class (pōhiri), text / telephone, e-mail, assemblies / hui, mihi
Role playing, cooperative games / learning activities, drama,
 8
language is central to developing skits, peer-dialogue, dialogue, conversations, interviews etc
proficiency. (in-class / out of class)
Principle Instruction needs to take account of Set up learning stations focusing on different skills and

9 individual differences in learners. learning styles eg videos, listening post, word find, matching
game, interactive game, computer use of software or
websites, big book stories etc
Principle In assessing learners’ target language Formative / summative assessment of free production e.g.

10 proficiency it is important to examine free

as well as controlled production.
groups of students chatting to each other (group of 4, 2 chat,
2 give formative feedback) – teacher free to move around,
assess and give feedback.

Dee Reid – Secondary Adviser - Māori

 Principles of Instructed Second Provoking Thought / Guiding
Language Acquisition Practice…
(Ellis Erlam Sakui 2004)
Principle Instruction needs to ensure that learners develop - What are some formulaic expressions you currently

1 both a rich repertoire of formulaic expressions

and a rule-based competence.
know / use?
- What are some formulaic expressions your students
currently know / use?
- How do students have access to formulaic
expressions in your class?
- To what extent does your instruction focus on
developing students’ ability to apply grammatical
rules? (This will be investigated in greater depth
under Principle 3 though!)

Principle Successful instructed language learning requires - How often do you use Te Reo Māori in your teaching?

6 extensive target language input. -

-
How might you input Te Reo Māori in the Language
Goals (where there is a focus on content)
How might you input Te Reo Māori Social Goals
(where there is a focus on the personal life and social
relationships of participants)
- How might you input Te Reo Māori Framework
Goals (the classroom or instructional language in
which the teacher explains the procedures for
performing an activity or monitors students’
understanding)

Principle Successful instructed language learning also - How do you provide opportunities for your students

7 requires opportunities for output. to produce Te Reo Māori output in the classroom?
- What strategies could teachers use to encourage
students to produce Te Reo Māori output?

Principle The opportunity to interact in the target - How do you scaffold your students’ attempts to use
Dee Reid – Secondary Adviser - Māori
 8
language is central to developing proficiency. Te Reo Māori? (Scaffolding involves the interactive
work participants engage in to accomplish a task
collaboratively to enable learners to perform
functions that they would be incapable of performing
independently)
- How often do your students work in groups? Why /
why not? Do they interact in Te Reo Māori often?
- Can you indicate any ways in which you can
endeavor to set up opportunities for students to
interact with native speakers?

Dee Reid – Secondary Adviser - Māori