Instructed language learning is an important subfield of second language acquisition that deals with
learning the language by teaching. In this theory, instruction plays an essential role in the process of
teaching.
According to Ellis (2005, p.209), the following main principles of instructed language learning are
identified:
“1. Instruction needs to ensure that learners develop both a rich repertoire of formulaic expressions and
a rule-based competence.
2. Instruction needs 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 while not
neglecting explicit knowledge.
5. Instruction needs to take into account the learner’s built-in syllabus.
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. In assessing learner’s L2 proficiency it is important to examine free as well as controlled production.”
(Ellis, 2005).
There are variety of task-based activities that can complement to these principles.
Principle 1: notional-functional syllabus (teaching formulaic expressions before teaching grammar;
greetings, giving and seeking permission, directions, giving advice, expressing opinions and etc.)
Principle 2: tasks aimed at creating pragmatic meaning (speech, scenario-based conversations etc.)
Principle 3: inductive and deductive grammar teaching
Principle 4: communicative activities that focus on meaning
Principle 5: reading tasks with no pre-judged grammar topics
Principle 6: comprehensive input, intensive reading
Principle 7: oral and written tasks, response activities
Principle 8: discussions, debates, conversation practice activities
Principle 9: warm-up and follow-up exercises, prompts, attention-catching games
Principle 10: multiple-choice exercises, gap filling, discourse analysis, direct assessment and etc.
References
Ellis, R. (2005). Principles of instructed language learning. System, 33 (2), 209-224