WORKSHOP
Principles of Instructed Second Language Acquisition
(Ellis, Erlam, Sakui 2004)
- Introduce the TEN principles of Instructed Second Language Acquisition
- Exemplifying the ten principles – Mix and Match Activity (Te Reo Māori)
 Think, Pair, Share
 “Answers” – contrary to Principle 10!
- In-depth focus on Principles 1, 6, 7and 8
 Provoking thought regarding the application of Principle 1, 6, 7, 8 in our classrooms
 Discussion / Sharing session
o Principle 1
o Principle 6
o Principle 7
o Principle 8
- Instructed Second Language Acquisition CASE STUDIES
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Dewey Number 407
ISBN 0 7903 1374 X
Item Number 31374
Learning Media 0800 800 565
orders@learningmedia.co.nz
Dee Reid – Secondary Adviser - Māori
Principles of Instructed Second Language Acquisition
(Ellis Erlam Sakui 2004)
Principle
Principle
Principle
Principle
Principle
Principle
Principle
Principle
Principle
Principle
1
2
3
4
5
6
7
8
9
10
Instruction needs to ensure that learners develop both a rich repertoire of formulaic expressions and a rule-based competence.
Formulaic expressions are expressions that do not necessarily follow grammatical rules. They are essentially ‘complete phrases’. In the long term, both
formulaic expressions and the ability to apply grammatical rules is essential.
Instruction needs to ensure that learners focus predominantly on meaning.
There are two types of meaning – semantic meaning (meaning of words and grammatical structures) and pragmatic meaning (meaningful language that is
used for real communication). Creating meaning for an authentic purpose enables the acquisition of the language.
Instruction needs to ensure that learners also focus on form.
Learners need to pay attention to the specific forms in the language they are learning, and they need to notice forms such as verbs indicating the action
was completed in the past, or will be completed in the future.
Instruction needs to be predominantly directed at developing implicit knowledge of the target language while not neglecting explicit knowledge.
Explicit – meaning consciously held knowledge. The teacher gives explicit instruction and the learner consciously learns.
Implicit – meaning knowledge the learner holds unconsciously, they can access such knowledge quickly and easily to use in fluent communication,
Instruction needs to take into account the learner’s “built-in syllabus”.
Research shows that learners follow a ‘natural’ order and sequence of learning which may not be in line with the teacher’s curriculum statement / plan. Be
aware of this reason for inadvertent error making. Teachers could provide authentic communicative tasks without planning the grammatical content of the
lesson.
Successful instructed language learning requires extensive target language input.
This means providing learners with opportunities to listen, view and read the language.
Successful instructed language learning also requires opportunities for output.
This means providing learners with opportunities to produce sustained output in the target language. Teachers can ask learners to perform oral, visual and
written tasks that require them to communicate clearly and explicitly for many authentic purposes.
The opportunity to interact in the target language is central to developing proficiency.
Social interaction is the context in which language acquisition takes place. Teachers can incorporate interactive tasks into their programme and have their
students work on these together in small groups.
Instruction needs to take account of individual differences in learners.
Teachers can help address variation in their students’ language learning by teaching in a flexible way and by developing learners’ awareness and use of
language-learning strategies.
In assessing learners’ target language proficiency it is important to examine free as well as controlled production.
Assessment should measure how proficiently learners can communicate. A communicative task that calls for a constructed response (with no single “right
answer”) is more like authentic communication and is therefore the best measure of learners’ target language proficiency.
Dee Reid – Secondary Adviser - Māori
Principles of Instructed Second Language
Acquisition
(Ellis Erlam Sakui 2004)
Principle
1
Principle
Principle
Principle
Principle
Principle
Principle
Principle
Principle
Principle
2
3
4
5
6
7
8
9
10
Te Reo Māori Examples
Instruction needs to ensure that learners develop both a rich
repertoire of formulaic expressions and a rule-based
competence.
How’s things? Pehea ana?
That’s neat. He rawe tēna.
Boring. Hōhā nē.
Choice. Tūmeke!
Instruction needs to ensure that learners focus predominantly What is your name? Ko wai tō ingoa?
on meaning.
Who is that? Ko wai tēra?
Instruction needs to ensure that learners also focus on form.
Why does it look different? Because it is asking about different people
My name Tōku ingoa
Her name Tōna ingoa
Instruction needs to be predominantly directed at developing Singing songs / watching videos for enjoyment and not necessarily total
implicit knowledge of the target language while not neglecting understanding-knowing that something is right because you have heard it, sung it etc
explicit knowledge.
“Haere mai e ngā iwi haere mai”
Instruction needs to take into account the learner’s “built-in
Waiatatia tō waiata! (not ‘waiata tō waiata’)
syllabus”.
Tikina te mīraka! (not ‘tiki te mīraka’)
Successful instructed language learning requires extensive
target language input.
Successful instructed language learning also requires
opportunities for output.
LL kit and teacher, TV ads, supermarket products / packaging, interactive games
sites, school library, Māori magazines, Websites, Songs, Māori Television, video
tapes, native speakers, kaumātua, marae visits, classroom signage etc
Make a video in the target language about different aspects of the school.
Whaikōrero, mōteatea, haka, waiata, karakia, kapahaka.
The opportunity to interact in the target language is central to Role playing, cooperative games / learning activities, drama, skits, dialogue,
developing proficiency.
conversations, interviews etc
Instruction needs to take account of individual differences in
learners.
In assessing learners’ target language proficiency it is
important to examine free as well as controlled production.
Dee Reid – Secondary Adviser - Māori
Set up learning stations focusing on different skills and learning styles eg videos,
listening post, word find, matching game, interactive game, computer use of software
or websites, big book stories etc
Formative / summative assessment of free production e.g. groups of students chatting
to each other (group of 4, 2 chat, 2 give formative feedback) – teacher free to move
around, assess and give feedback.
Principles of Instructed Second Language Acquisition
Provoking Thought / Guiding Practice…
(Ellis Erlam Sakui 2004)
Principle
Principle
Principle
Principle
1
Instruction needs to ensure that learners develop both a rich
repertoire of formulaic expressions and a rule-based competence.
-
6
Successful instructed language learning requires extensive target
language input.
- How often do you use Te Reo Māori in your teaching?
- How might you input Te Reo Māori in the Language Goals (where there
is a focus on content)
- How might you input Te Reo Māori Social Goals (where there is a focus
on the personal life and social relationships of participants)
- How might you input Te Reo Māori Framework Goals (the classroom or
instructional language in which the teacher explains the procedures for
performing an activity or monitors students’ understanding)
7
Successful instructed language learning also requires opportunities
for output.
- How do you provide opportunities for your students to produce Te Reo
Māori output in the classroom?
- What strategies could teachers use to encourage students to produce Te
Reo Māori output?
8
The opportunity to interact in the target language is central to
developing proficiency.
- How do you scaffold your students’ attempts to use Te Reo Māori?
(Scaffolding involves the interactive work participants engage in to
accomplish a task collaboratively to enable learners to perform functions
that they would be incapable of performing independently)
- How often do your students work in groups? Why / why not? Do they
interact in Te Reo Māori often?
- Can you indicate any ways in which you can endeavor to set up
opportunities for students to interact with native speakers?
Dee Reid – Secondary Adviser - Māori
What are some formulaic expressions you currently know / use?
What are some formulaic expressions your students currently know / use?
How do students have access to formulaic expressions in your class?
To what extent does your instruction focus on developing students’ ability
to apply grammatical rules? (This will be investigated in greater depth
under Principle 3 though!)