The conditions for learning in the Four Strands (Newton & Nation, 2021)

1. Message-focused input 2. Message-focused output 3. Language-focused

learning
a. A focus on meaning (M)

b. Interest (I)
MINUS and…
a. Learner-centred
Targeted forms are needs-based and
a. Controlled communicative practice developmentally appropriate
c. New learning (N) Opportunities to rehearse explicit knowledge of
language (see 3e) b. Meaningful
d. Understanding (U) Links are made between form &
- Input that is understandable. b. Communicative use (Pushed output) function/meaning
- Activities & procedures to guide (not test) Opportunities for learners to put language
understanding knowledge to use in communication c. Noticing (and comparison)
Opportunities to pay attention to the
e. Stress-free (S) c. Feedback way a language form is used.
e.g., Listening and reading without too much Opportunities for learners to get feedback on
need for writing or speaking in front of the language forms that they use correctly and the d. Receptive retrieval
class items that need more attention Opportunities to meet and pay
attention to targeted language forms
4. Fluency in input (reading & listening)

Opportunities for learners to become better at using what they know. e. Productive retrieval
Opportunities to use the target form in
a. Limited language demands controlled writing and speaking

b. Meaningful communication Source:

Newton, J., & Nation, I. S. P. (2021).
c. Pressure to perform at a higher level Teaching ESL/EFL listening and speaking
(2nd, Ed.). Routledge.
d. Quantity of opportunities - – ‘learn a little, use a lot’
 TSOL 301: The Four Strands and Ellis’s 10 principles of instructed
language learning

The four strands framework helps us to answer the question:

What learning opportunities should be available in a language programme?

Ten Principles of Instructed Language Learning (Ellis, 2005)

Ellis (2005) proposed the following set of 10 principles for instructed language
learning:

Principle 1: Instruction needs to ensure that learners develop both a rich

repertoire of formulaic expressions and a rule-based competence.

Principle 2: Instruction needs to ensure that learners focus predominantly on

meaning.

Principle 3: Instruction needs to ensure that learners also focus on form.

Principle 4: Instruction needs to be predominantly directed at developing implicit

knowledge of the L2 while not neglecting explicit knowledge.

Principle 5: Instruction needs to consider the learner’s ‘built-in syllabus’.

Principle 6: Successful instructed language learning requires extensive L2 input.

Principle 7: Successful instructed language learning also requires opportunities for

output.

Principle 8: The opportunity to interact in the L2 is central to developing L2

proficiency.

Principle 9: Instruction needs to take account of individual differences in learners.

Principle 10: In assessing learners’ L2 proficiency, it is important to examine free as

well as controlled production

Source: Ellis, R. (2005). Principles of instructed language learning. System, 33(2), 209-224.
https://doi.org/https://doi.org/10.1016/j.system.2004.12.006

See also https://seniorsecondary.tki.org.nz/Learning-languages/Pedagogy/Principles-and-actions