Principles

Principles

1. The aim is to decide how learning can be encouraged

2. Content and Sequencing

   • Frequency
     • A language course should provide good coverage of language in use
   • Strategies and Autonomy
     • To train learners in how to learn a language and monitor their learning
   • Spaced Retrieval
     • Learners should have the opportunity to check wanted items in different contexts
   • Language System
     • Focus on the generalisable features of the language
   • Keep Moving Forward
     • Progressively cover language items, skills and strategies
   • Teachability
     • Take account of the most favorable sequencing of language items
   • Learning Burden
     • Help learners make the most effective use of previous knowledge
   • Interference
     • Avoid interference effects by sequencing the course si that items which are learned together have a positive effect on each other

3. Monitoring and Assessment

   • Ongoing Needs and Environment Analysis
     • The selection, ordering, presentations and assessment of material should be based on learners’ needs and the context
   • Feedback
     • Helpful feedback will improve the learners’ quality of their language use

4. Format and Preparation

   • Motivation
     • Students should be interested and excited about learning
   • Four Strands
     • Meaning-focused input Language-focused learning Meaning-focused output Fluency activities
   • Comprehensible Input
     • Receptive activities should be easy to understand
   • Fluency
     • Activities should be aimed at increasing the learners fluency to use the language
   • Output
     • Learners should be pushed to produce the language in any form
   • Deliberate Learning
     • The course should include language-focused learning
   • Time on Task
     • As much time as possible should be used in second language learning
   • Depth of Processing
     • The language learning process should be deep and thoughtful
   • Integrate Motivation
     • The course should be presented so that the learners have the most favorable attitudes to the course characteristics
   • Learning Style
     • The material should be adapted to the learner’s individual learning style