Principles of instructed second language learning

Principles for Instructed Second Language Learning

Learner process of input (Gass)

input - flooding

To develop implicit knowledge of L2 while not neglecting explicit knowledge

To develop a rich repertoire of formulaic expressions and rule-based competence

Role of memory - Skehan

Ellis - Explicit knowledge

Ellis - implicit knowledge practice

Focus on Form

Gass - intake / integration

To focus predominantly on meaning

To take into account learner's built-in syllabus

explicit knowledge / implicit knowledge

Focused communication tasks

Krashen Natural order of acquisition - stages of learning

Previous principle

input (Ellis) - Input (Gass)

Feedback

To focus on Form

to be successful, it requires extensive L2 input

Output - Roles Skehan

Attention / awareness / Noticing hypothesis

Interaction + feedback

SLA, no magic recipe available!!

Ellis focused communication + output oriented option

Skehan production and comprehension based tasks

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Ellis (output oriented tasks)

Skehan production based approach

To assess: it's important to examine free and controlled productions

To be successful, it requires opportunities output

Ellis production tasks

Feedback

Comprehensible Output hypothesis (Swain)

interaction

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Output - Interaction

Interaction is centrak to developing L2 proficiency

Learners need to engage collaboratively in talk to solve linguistic problems

Feedback positive and negative - scaffolding

21st century skills

Interaction Hypothesis

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Zone of proximal development - scaffolding

Krashen's affective filter

Take into account the subjective aspect of learning a new language

To take into account individual differences in learners

Gass apperceived input

Bloom's taxonomy

Intercultural aspects - CLIL

Krashen affective filter and learner's motivation