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GENERAL PRINCIPLES FOR SUCCESSFUL INSTRUCTED LEARNING
In Ellis, R. …
GENERAL PRINCIPLES FOR SUCCESSFUL INSTRUCTED LEARNING
In Ellis, R. (2005)
INSTRUCTED SECOND LANGUAGE ACQUISITION: A LITERATURE REVIEW
Principle 1: Instruction needs to ensure that learners develop both a rich repertoire of formulaic expressions and a rule-based competence
Formulaic expressions may also serve as a basis for the later development of a rule-based competence.
Chunks first (fluency), then rules (complexity & accuracy)
a complete language curriculum needs to ensure that it caters to the development of both formulaic expressions and rule-based knowledge.
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Principle 4: Instruction needs to be predominantly directed at developing implicit knowledge of the L2 while not neglecting explicit knowledge
Implicit knowledge:
is procedural, is held unconsciously and can only be verbalized if it is made explicit.
is available for use in rapid, fluent communication.
Explicit Knowledge:
is the declarative and often anomalous knowledge of the phonological, lexical, grammatical, pragmatic and socio-critical features of an L2 together with the metalanguage for labelling this knowledge’ (Ellis 2004).
Theories
According to skill-building theory (DeKeyser, 1998), implicit knowledge arises out of explicit knowledge, when the latter is proceduralized through practice.
Emergentist theories (Krashen, 1981; N. Ellis, 1998) see implicit knowledge as developing naturally out of meaning-focused communication, aided, perhaps, by some focus on form.
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Principle 10: In assessing learners’ L2 proficiency it is important to examine free as well as controlled production
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