Pulatova Dilshifo

Discuss the twelve principles of Instructed Second Language Teaching/ Learning. Include your personal experiences while discussing these principles, if possible.

Pulatova Dilshifo
Principle 1
Instruction needs to ensure that learners develop both a rich repertoire of formulaic expressions and a rule-based competence.
Formulaic expressions are expressions that do not necessarily follow grammatical rules. They are basically "complete expressions". In the long run, the ability to use both formulaic expressions and grammatical rules is essential. The importance of playing is now widely accepted formulaic expressions in language use. Native speakers have even been shown to use more formulaic expressions than advanced L2 learners. Formulaic expressions can also serve as a basis for later development of rule-based competence. For example, N. Ellis suggested that students begin their way to grammar by first mastering and then analyzing fixed sequences. Classroom research shows that students often break down memorized material into chunks for later analysis.
Principle 2
Instruction needs to ensure that learners focus predominantly on meaning.
There are two types of meaning – semantic meaning (meaning of words and grammatical structures) and pragmatic meaning (meaningful language that is used for real communication). Creating meaning for an authentic purpose enables the acquisition of the language. There is an important difference in the learning methods required for semantic and pragmatic meaning. In the case of semantic meaning, the teacher and students can view language as an object and act as pedagogues and students. But in a pragmatic sense, they should see L2 as a tool to communicate and work as a communicator.
Principle 3
Instruction needs to ensure that learners also focus on form.
Learners need to pay attention to the specific forms in the language they are learning, and they need to notice forms such as verbs indicating the action was completed in the past, or will be completed in the future.
Principle 4
Instruction needs to be predominantly directed at developing implicit knowledge of the target language while not neglecting explicit knowledge.
Explicit – meaning consciously held knowledge. The teacher gives explicit instruction and the learner consciously learns.
Implicit – meaning knowledge the learner holds unconsciously, they can access such knowledge quickly and easily to use in fluent communication. Emphasizes that education should be focused on the development of both implicit and explicit knowledge, giving preference to the former. However, teachers should not assume that tacit knowledge can be transformed into tacit knowledge, as the extent to which this is possible remains controversial.
Principle 5
Instruction needs to take into account the learner’s “built-in syllabus”.
Research shows that learners follow a ‘natural’ order and sequence of learning which may not be in line with the teacher’s curriculum statement / plan. Be aware of this reason for inadvertent error making. Teachers could provide authentic communicative tasks without planning the grammatical content of the lesson.
Principle 6
Successful instructed language learning requires extensive target language input.
This means providing learners with opportunities to listen, view and read the language. Early research on naturalistic L2 acquisition found that learners perceive acquisition as “natural! follow an order and sequence (that is, they acquire different grammatical structures in a relatively fixed and universal order and go through successive stages of acquisition on the way to acquiring each grammar). has led to the idea that 'has a curriculum'! to study grammar as tacit knowledge.
Principle 7
Successful instructed language learning also requires opportunities for output.
This means empowering learners to produce sustainable output in the target language. Teachers can ask students to complete oral, visual, and written tasks that require clear and concise communication for many authentic purposes.
Principle 8
The opportunity to interact in the target language is central to developing proficiency.
Social interaction is the context in which language acquisition occurs. Teachers can incorporate interactive tasks into their programs and have their students work together in small groups.
Principle 9
Instruction needs to take account of individual differences in learners.
Teachers can help address differences in their students' language learning by teaching flexibly and by developing students' awareness and use of language learning strategies. Teachers should also recognize that it is their responsibility to ensure that their students are motivated and motivated, and students should not complain that they are not motivated to learn L2. Although it is true that teachers can do little to influence students! extrinsic motivation can do much to enhance their intrinsic motivation.
Principle 10
In assessing learners’ target language proficiency it is important to examine free as well as controlled production.
Assessment should measure how competently students can communicate. A communicative task that requires a structured response (without a single "right answer") is more like real communication and is therefore the best measure of students' proficiency in the target language.