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Principles of Instructed Second Language Learning. Dee Reid, School Support Services, The University of Waikato. Ten Principles. Instruction needs to ensure that learners develop both a rich repertoire of formulaic expressions and a rule-based competence
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Principles of Instructed Second Language Learning Dee Reid, School Support Services, The University of Waikato
Ten Principles... • Instruction needs to ensure that learners develop both a rich repertoire of formulaic expressions and a rule-based competence • Instruction needs to ensure that learners focus predominantly on meaning • Instruction needs to ensure that learners also focus on form • Instruction needs to be predominantly directed at developing implicit knowledge of the target language while not neglecting explicit knowledge • Instruction needs to take into account the learner’s “built-in syllabus”. • Successful instructed language learning requires extensive target language input • Successful instructed language learning also requires opportunities for output • The opportunity to interact in the target language is central to developing proficiency • 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
Focus on Four... • Instruction needs to ensure that learners develop both a rich repertoire of formulaic expressions and a rule-based competence • Successful instructed language learning requires extensive target language input • Successful instructed language learning also requires opportunities for output • The opportunity to interact in the target language is central to developing proficiency
1…repertoire of formulaic expressions What does it mean? What could it look like in the classroom? • Co-construction of useful kīwaha / phrases e.g. Kei te pēhea koe? • Focus on fluency before accuracy (it’s ok to make mistakes) • Explain language patterns when appropriate • Teacher uses te reo Māori as much as possible • Posters of te reo Māori on wall – used in context • Words and phrases being used in context are displayed • Wall charts showing language patterns • Student errors are being made, and that’s okay
6… extensive target language input What does it mean? What could it look like in the classroom? • Learners are provided with lots of opportunities to listen, read and view the target language inside and outside lesson times • Teacher uses the te reo Māori as much as possible • Opportunities to listen to te reo Māori ~ whakarongo • Opportunities to read te reo Māori ~ pānui • Opportunities to view te reo Māori ~ mātakitaki • Provide lots of opportunities for students to access te reo Māori outside of lesson times
7…opportunities for output What does it mean? What could it look like in the classroom? • Learners are provided with lots of opportunities to speak, write and present in the target language during lesson times • AND opportunities outside of lesson times • Opportunities to speak in te reo Māori ~ kōrero • Opportunities to write in te reo Māori ~ tuhituhi • Opportunities to present in te reo Māori ~ whakaatu • Focussing on fluency first then accuracy
8…opportunities to interact What does it mean? What could it look like in the classroom? • Such opportunities are encompassing of three interaction goals: Core: • Focus on lesson content Framework: • Focus on classroom management and task accomplishment Social: • Focus on personal life Co-construct tasks with students, ensuring that tasks: • Give learners a chance to express own personal meaning • Be beyond their current level of proficiency • Have an authentic reason to interact • Group learners in mixed ability • Opportunities given to learners to interact in te reo Māori to seek personal information