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Elli's Ten Principles - Fermilan, Arra A.

The document outlines 10 principles for teaching second language learners. Principle 1 states that instruction should help learners develop formulaic expressions and rule-based competence. Principle 2 says instruction should focus on meaning through task-based activities. Principle 3 adds that instruction should also focus on language forms. The principles emphasize developing implicit knowledge of the language through extensive input and interaction opportunities while accounting for individual differences.

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Arra Fermilan
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566 views10 pages

Elli's Ten Principles - Fermilan, Arra A.

The document outlines 10 principles for teaching second language learners. Principle 1 states that instruction should help learners develop formulaic expressions and rule-based competence. Principle 2 says instruction should focus on meaning through task-based activities. Principle 3 adds that instruction should also focus on language forms. The principles emphasize developing implicit knowledge of the language through extensive input and interaction opportunities while accounting for individual differences.

Uploaded by

Arra Fermilan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Elli's Ten Principles for SLA

Classroom
The following are the ten basic principles for teachers to
reflect on and consider in the classroom with second-
language learners:

Principle 1 : 'Instruction needs to ensure that learners


develop both a rich repertoire of formulaic expressions
and a rule-based competence.'

Formulaic expressions are common phrases or expressions


that are learned and used as a whole unit rather than as
single words. For example: How are you? I don't know.
What is your name? I don't want....
Also, learners need to internalize the grammatical
rules so that they will be able to create their own
sentences.

Principle 2 : 'Instruction needs to ensure that learners


focus predominantly on meaning.'

A tasked-based approach is recommended, where


teachers and learners engage in activities using the
second language as a way to communicate and 'not as
an object to be analyzed and studied' (Ellis 2008, b).
Principle 3 : 'Instruction needs to ensure that learners also
focus on form.'

Some ways for teachers to focus on form are described


below:
 Through inductive and deductive grammar lessons.
 Through communicative tasks designed to provide
opportunities for learners to practice specific
grammatical structures while focused primarily on
meaning.
 Through opportunities for learners to plan how they will
perform a communicative task.
Principle 4 : 'Instruction needs to focus on developing
implicit knowledge of the second language while not
neglecting the explicit knowledge.'

According to Anderson's distinction between declarative


knowledge and procedural knowledge described above,
researchers concluded that implicit or procedural
knowledge is the basis for the ability to communicate
fluently in a second language. This knowledge, then,
should be the final goal of instruction (Ellis 2008 b).
Principle 5 : 'Instruction needs to take into account the learner's built-in
syllabus.'

Corder (1976, cited in Ellis 2008 b) introduced the term 'built-in syllabus'
to refer to the capacity that any learner of a second language has of
'learning grammar as implicit knowledge.'

Principle 6 : 'Successful instructed language learning requires extensive


second language input.'

Schools needs to establish reading centers that provide carefully


selected language learning material for learners to read on their own
time.
Principle 7 : 'Successful instructed language learning also
requires opportunities for output.'

Swain coined the term 'pushed output' to include outputs


that stretch learners to express explicit, clear messages
(1985 cited in Ellis, 2008 b.)

Principle 8 : 'The opportunity to interact in the second


language is central to developing second language
proficiency'.
Five key requirements for creating a classroom rich in that kind of
interaction, as given by Ellis:

 create contexts of language use where learners have a reason to


attend to language,
 allow learners to initiate topics and to control topic development,
 provide opportunities for learners to use the language to express
their own personal meanings,
 help learners to participate in language-related activities that are
beyond their current level of proficiency, and
 offer a full range of contexts that provide opportunities for learners
to engage in full performance in the language.

(Ellis 1999 and Johnson 1995, cited by Ellis 2008 b, 5)


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

Principle 10 : 'In assessing learners' second language


proficiency, it is important to examine free as well as
controlled production.'
Four types of measurement have identified by Norris and
Ortega (2000 cited by Ellis, 2008 b) :
 Metalinguistic judgement
 Selected response
 Constrained constructed reponse
 Free constructed response
Thank you!

Prepared by: Fermilan, Arra A.

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