PRINCIPLES OF INSTRUCTED LANGUAGE LEARNING

Rod Ellis, University of Auckland

INSTRUCTED LANGUAGE LEARNING (ILL)

A number of different theories of L2 acquisition have been formulated that specifically address the role of instruction in learning:
The Monitor Model (Krashen) The Interaction Hypothesis (Long) Instructed Language Learning (Ellis)

CONTROVERSIES
Second Language Acquisition (SLA) theories present different views about:
The best type of instruction The value of teaching explicit VS. implicit knowledge about the L2 The type of corrective feedback that works best for acquisition

Thus, there is a strong need in the field of SLA for specifications on language instruction

10 PRINCIPLES OF ILL
1. Instruction needs to ensure that learners develop a rich repertoire of formulaic expressions and a rule-based competence. 2. Instruction need to ensure that learners focus predominantly on meaning. 3. Instruction needs to ensure that learners also focus on form. 4. Instruction needs to be predominantly directed at developing implicit knowledge of the L2 but should not neglect explicit knowledge . 5. Instruction needs to take account of the learners built -in syllabus.

10 PRINCIPLES (CONTINUED)
6. Successful instructed language learning requires extensive L2 input. 7. Successful instructed language learning also requires opportunities for output. 8. The opportunity to interact in the L2 is central to developing L2 proficiency. 9. Instruction needs to take account of individual differences in learners. 10.When assessing learners L2 proficiency it is important to examine free as well as controlled production.

GROUP WORK ACTIVITY

Get in your home team groups. Each group will receive 2 sheets with more detailed information about 2 of Elliss ILL Principles Go to the area where your Principles are posted (1&2, 3&4, 5&6, 7&8, and 9&10) around the classroom In your groups, complete the following: 1 Summarize the information and major insights on the sheet(s) using your own words ; 2 Be prepared to explain any important terms or concepts to the other groups; 3 Analyze each Principle in terms of how it is applied in terms of language instruction; 4 Brainstorm and document some L2 teaching/learning which exemplify the Principles 5 Make sure all members can summarize the main ideas about each Principle

STATIONS: EXCHANGE IDEAS

Have 2-3 of your group members stay at your station (the Presenters) The remaining group members (the Listeners/Note takers) walk around the room, in a clockwise direction, to the other Stations At each Station, the Presenters summarize ( in their own words ) the main insights learned about the Principle The Listeners/Note-takers jot down any ideas on their note-taking sheet After youve visited all Stations, switch roles with your group members (e.g. Note-takers become Presenters and vice versa) After the activity is done, reunite with your home team group and share any ideas the others may have missed

CONCLUSION Principles have been based on a computational model of L2 acquisition (a psycholinguistic perspective) Need also for a social perspective (i.e. for principles that recognize the role of social context in L2 learning)