Principles for Instructed Second Language Learning COPIA

Principles for Instructed Second Language Learning COPIA

1. Principle I

   • Proficiency
     • Formulaic expressions
       • FonF
       • We can then relate formulaic expressions with FonF because F.E. serve as a basis for the development of a rule-based competence and this is what happens in FonF. We depart from an act of communication toward some feature of language.
         • example: Can - Modal for asking for permission
     • Rule-based competence
       • FonFs
         • We can relate rule-based competence with FonFs because traditionally, language instruction has been directed at developing rule-based competence through the systematic teaching of pre-selected structures and this is what Long referred to as FonFs
           • We need to find a balance between both and this is what we have learnt in TP
     • Principle 1 claims that proficiency in L2 requires that learners acquire a rich repertoire of formulaic expressions and a rule based competence.

2. Principle II

   • Pragmatic
     • Task-based approach
     • Planning
       • Context
         • That's why context and planning are essential: As future teachers, we should always bear this in mind when planning. Language must be used within a meaningful context. If we teach them isolated structures students won¡t be able to communicate.
   • Focus on meaning
   • Instruction needs to ensure that learners focus predominantly on meaning.. In order to achieve this goal, it is important to work on pragmatic meaning. through a task based approach in which students will be required to use the language to communicate effectively or to convey meaningful messages.

3. Principle III

   • FonF
     • Learner Performance Options
       • Focused communication activities
         • Production communication task
         • Comprehension communication tasks
           • structure-based communication tasks
             • FCA can be classified into two types of activities: the ones that involve production and the others that involve comprehension. Both of them involve structure-based communication tasks. These are tasks that require learners to focus on meaning (that is to say, in the content of the message) but which also place requirements on the use of particular grammatical knowledge.
   • PR3 asserts that instruction needs to ensure that learners need to focus on form. FonF approach can also be related to Ellis' ch 3. She proposes a system that consisits of different levels to develop grammar teaching. The first distinction she makes is between learner performance options and feedback options. In this case, I will concentrate in Learner Performance Options. LPO refer to the devices available to the teacher for eliciting different learner behaviours that include the use of a specific grammatical feature. In the LPO the first choice one can make consists of whether to opt for a feature focused activity or for focused communication activity. In my mindmap I decided to relate principle 3 with focused communication activitiy because FCA is the attempt to direct learners’ attention to specific grammatical properties during the course of meaning-based activities.

4. Principle IV

   • Explicit knowledge
     • Contribution: accuracy and form
     • Explicit teaching
       • Explicit instructions imply exposing students to featured-focus activities because there is an intention to teach certain grammatical structures. These types of instructions can be of two different types: Direct explicit instructions: are those in which we expose students directly to the grammatical rule. Indirect explicit instructions: we elicit the grammatical rule from a meaningful context. Implicit grammar instruction: students are engaged in certain communicational activity in which they must use a specific grammatical structure.
   • Implicit knowledge
     • Contribution: fluency and confidence in L2
       • Both types of knowledge contribute with different aspects: Implicit knowledge provides the learner with fluency and confidence in the use of the second language. Why? Because it is related to knowledge that can be accessed rapidly and easily. It is also related with the process of acquisition because students are not aware of the fact that they are acquiring grammatical structures. So, at the same time, we can also relate this to FonF. We depart from an act of communication toward some specific feature of language. On the other hand, explicit knowledge contributes on accuracy and form. It can be learned and verbalized through controlled processing. As a consequence, it can be considered a learning instance due to the fact that students are aware of the fact that they are being exposed to certain grammatical structures.
     • Implicit teaching
   • Instruction needs to be predominantly directed at developing implicit knowledge of L2 while not neglecting explicit knowledge.

5. Principle V

   • Learner's built in syllabus
     • Processing instruction
       • This can be related to processing instruction because in PI the input we provide students with is purposefully prepared and manipulated to highlight specific grammatical features. It encourages correct form-meaning mappings that result in better intake.
     • Krashen
       • comprehensible input
       • i+1
       • affective filter hypothesis
       • motivation
     • Instruction needs to take into account learner's built in syllabus. This means that learners master different grammatical structures in a relatively fixed and universal order. So, this is directly linked to Krashen's natural order hypothesis. The natural order hypothesis is the idea that children learning their first language acquire grammatical structures in a pre-determined, 'natural' order, and that some are acquired earlier than others. This idea has been extended to account for second language acquisition in Krashen's theory of language acquisition.

6. Principle VI

   • Input
     • must be
       • comprehensible
       • developmentally appropriate
       • accurate
       • redundant
     • classified into
       • baseline
       • pre-modified
       • interaccionally modified
     • enhancement
     • Gass' Model

7. Principle VII

   • Output
     • Skehan
       • Production strategies
         • Roles for output
           • to force syntactic processing
           • to generate better input
           • to develop automaticity
           • to develop discourse skills
           • to test hypothesis
           • to develop a personal voice
     • noticing the gap
       • Output hypothesis states that learning takes place when learners in an attempt at verbalizing an intended meaning, encounter a gap in their linguistic knowledge of the second language (L2). By noticing this gap, learners become aware of it and may be able to modify their output so that they learn something new about the language. This is also related to the production based approach because students are "forced" to produce output. There are several roles or reasons for the importance of output in lg learning

8. Principle VIII

   • interaction hypothesis
     • Interactional modifications
     • Negotiation of meaning
     • Interaction Hypothesis suggests that negotiated interaction can facilitate SLA and that one reason for this could be that during interaction, learners may receive feedback on their utterances. Long states that negotiation of meaning facilitates acquisition because it connects input, internal learner capacities, selective attention, and output in productive way. Negotiation occurs when there is a breakdown in communication and learners or NSs reformulate their utterances in an effort to achieve message comprehensibility.
   • XXIst C. Skills
     • Communication

9. Principle IX

   • Individual differences
     • Adaptation of tasks and strategies
       • Lesson Plans
     • Multiple intelligences

10. Principle X

    • Controlled production
    • Free production

11. Principle XI

    • new identities
      • cultural awareness
      • Learning to learn

12. Principle XII

    • Topic-based learning
      • Cross-curricular connections