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The Theory of Second Language Acquisition by Roderick Ellis (PRINCIPLE 3.…
The Theory of Second Language Acquisition by Roderick Ellis
PRINCIPLE 1
. Instruction needs to ensure that learners develop both
a rich repertoire of formulaic expressions and a rule-based competence
L2 requires
a rich repertoire of formulaic expressions
:
a rule-based competence
(knowledge of specific grammatical rules
usage of formaic expressions
PRINCIPLE 2
.Instruction needs to ensure that learners focus predominantly on meaning
semantic meaning
pragmatic meaning
reasons for pragmatic meaning
decoding and encoding messages in the cotext of cammunacational acts
possessing of opportunities to create pragmatic meaning
engaging learners is intrinsically motivating
PRINCIPLE 3.
Instruction needs to ensure that learners also focus on form
focusing through grammar lessons
through focused tasks
preselected linguistic forms
through corrective feedback in task-based lessons
PRINCIPLE 4.
Instruction needs to be predominantly directed at developing implicit knowledge of the L2 while not neglecting explicit knowledge
implicit knowledge
is held unconsciously and can only be verbalized if it is made explicit
is available for use in rapid, fluent communication
underlies the ability to communicate fluently and confidently in an L2
explicit knowledge
assist language development by facilitating the development of implicit knowledge
PRINCIPLE 5.
Instruction needs to take into account the learner’s “built-in syllabus”
possibilities of learner’s built-in syllabus
employ a task-based approach that makes no attempt to predetermine the linguistic content of a lesson
ensure that learners are developmentally ready to acquire a specific target feature
focus the instruction on explicit rather than implicit knowledge
PRINCPLE 6
. Successful instructed language learning requires extensive L2 input
To ensure adequate access, teachers need to
maximise use of the L2 inside the classroom
create opportunities for students to receive input outside the classroom
PRINCIPLE 7.
Successful instructed language learning also requires opportunities for output
functions of output
serves to generate better input
obliges learners to pay attention to grammar
allows learners to test out hypotheses about the target language grammar
helps to automatize existing knowledge
provides opportunities for learners to develop discourse skills
helps learners to develop a “personal voice”
PRINCIPLE 8
. The opportunity to interact in the L2 is central to developing L2 proficiency
key requirements for creation of an acquisition-rich classroom
creating contexts of language use where students have a reason to attend to language
providing opportunities for learners to use the language to express their own personal meanings
helping students to participate in language-related activities that are beyond their current level of proficiency
offering a full range of contexts that cater for a “full performance” in the language
PRINCIPLE 9
. Instruction needs to take account of individual differences in learners
success of education
when the instruction is matched to students’ particular aptitude for learning
when the students are motivated
PRINCIPLE 10
In assessing learners’ L2 proficiency, it is important to examine free as well as controlled production
types of measurement
Metalinguistic judgement
Selected response
Constrained constructed response
Free constructed response