Principles of Instructed Second Language Learning

1. Principles of Instructed Second Language Learning Dee Reid, School Support Services, The University of Waikato

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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