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THE PRINCIPLES OF LANGUAGE CURRICULUM DEVELOPMENT: A CASE STUDY

Principle 1

Instruction needs to ensure that learnes develop both a rich repertoire of formulaic expressions and ruled-based competence.

PRINCIPLES OF INSTRUCTED LANGUAGE LEARNING

ROD ELLIS

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 L2 while not neglecting explicit knowledge.

Principle 5

Instruction needs to take into account the learn's "built-in syllabus".

Principle 10

In assessing learners' L2 proficiency it is important to examine free as well as controlled production.

Principle 6

Sucessful 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.

TWENTY PRINCIPLES OF LANGUAGE TEACHING NATION & MACALIESTER (2010)

CONTENT AND SEQUENCING

FORMAT AND PRESENTATION

MONITORING AND ASSESSMENT

FREQUENCY

STRATEGIES AND AUTONOMY

SPACED RETRIEVAL

LANGUAGE SYSTEM

KEEP MOVING FORWARD

TEACHABILITY

LEARNING BURDEN

INTERFERENCE

MOTIVATION

FLUENCY

FOUR STRANDS

COMPREHENSIBLE INPUT

DEPTH OF PROCESSING

LEARNING STYLE

INTEGRATIVE MOTIVATION

TIME ON TASK

DELIBERATE LEARNING

OUTPUT

ONGOING NEEDS AND ENVIRONMENT ANALYSIS

FEEDBACK

PRINCIPLES THAT OVERLAP

ELLI'S PRINCIPLES ARE NOT IN TABLE

The English instruction provides the opportunities for learners to focus on both types of meaning: pragmatic and semantic.

A complete language curriculum requires to establish that it caters to the development of both formulaic expressions and ruled-based on the sound system, spelling, vocabulary, grammar and discourse areas.

A language course should bring the best possible coverage of language in use through the incorporation of specific linguistic items, that appear generally in the language, so the learners get the best recovery for their learning effort,

Principle 4

Instruction needs to be predominantly directed and developing implicit knowledge of the L2 while not neglecting explicit knowledge.

Instruction needs to have access to comprehensible input and interesting and receptive activities in both listening and reading so learners were sufficiently motivated to learn.

Principle 6

Successful instructed language learning requires extensive L2 input.

Positive language learning further requires opportunities for output. The learners should be moved to build the language in both speaking and writing over diverse discourse types.

The social interaction may not be considered as an essential source of learning. A language class should contribute activities proposed to develop the oral skills and fluency, so learners can use the language receptively and productively.

Teaching demands to take attention to individual differences in students, There is a diversity considerable in the grade of learning so learners should have the opportunity to work with the learning material in ways that most suit the learning style.

Principle 10

In assessing learners' L2 proficiency, it is important to examine free as well as controlled production.