Principles of Instructed Second Language Acquisition

(Ellis Erlam Sakui 2004)

Instruction needs to ensure that learners develop both a rich repertoire of formulaic expressions and a rule-based competence.
Principle 1 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.
Principle 2 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.
Principle 3 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.
Principle 4 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”.
Principle 5 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.
Principle 6 This means providing learners with opportunities to listen, view and read the language.

Successful instructed language learning also requires opportunities for output.

Principle 7 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.
Principle 8 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.
Principle 9 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.
Principle 10 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.
Principles of Instructed Second Language Te Reo Māori Examples
Acquisition
(Ellis Erlam Sakui 2004)
Instruction needs to ensure that learners develop both a rich How’s things? Pehea ana?
Principle 1 repertoire of formulaic expressions and a rule-based
competence.
That’s neat. He rawe tēna.
Boring. Hōhā nē.
Choice. Tūmeke!
Instruction needs to ensure that learners focus What is your name? Ko wai tō ingoa?
Principle 2 predominantly 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
Principle 3 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
Principle 4 implicit knowledge of the target language while not
neglecting explicit knowledge.
understanding-knowing that something is right because you have heard it, sung it etc
“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’)
Principle 5 syllabus”. Tikina te mīraka! (not ‘tiki te mīraka’)

Successful instructed language learning requires extensive LL kit and teacher, TV ads, supermarket products / packaging, interactive games sites,
Principle 6 target language input. school library, Māori magazines, Websites, Songs, Māori Television, video tapes, native
speakers, kaumātua, marae visits, classroom signage etc
Successful instructed language learning also requires Make a video in the target language about different aspects of the school.
Principle 7 opportunities for output. Whaikōrero, mōteatea, haka, waiata, karakia, kapahaka.

The opportunity to interact in the target language is central Role playing, cooperative games / learning activities, drama, skits, dialogue,
Principle 8 to developing proficiency. conversations, interviews etc

Instruction needs to take account of individual differences in Set up learning stations focusing on different skills and learning styles eg videos,
Principle 9 learners. listening post, word find, matching game, interactive game, computer use of software
or websites, big book stories etc
Principle In assessing learners’ target language proficiency it is Formative / summative assessment of free production e.g. groups of students chatting
important to examine free as well as controlled production. to each other (group of 4, 2 chat, 2 give formative feedback) – teacher free to move
10 around, assess and give feedback.
Principles of Instructed Second Language Provoking Thought / Guiding Practice…
Acquisition
(Ellis Erlam Sakui 2004)
Instruction needs to ensure that learners develop both a rich - What are some formulaic expressions you currently know / use?
Principle 1 repertoire of formulaic expressions and a rule-based competence. -
-
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!)

Successful instructed language learning requires extensive target - How often do you use Te Reo Māori in your teaching?
Principle 6 language input. - 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)

Successful instructed language learning also requires opportunities - How do you provide opportunities for your students to produce Te Reo
Principle 7 for output. Māori output in the classroom?
- What strategies could teachers use to encourage students to produce Te
Reo Māori output?

The opportunity to interact in the target language is central to - How do you scaffold your students’ attempts to use Te Reo Māori?
Principle 8 developing proficiency. (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?