While reading for my forthcoming book I came across a lot of lists that authors had put together based on what we could say about teaching from the available evidence. I thought they were interesting but they didn't make it into the book. So here is a list of those lists.
(There are some other interesting lists which are too long to include here. They include Swan's list of things he believes about language teaching, Thonrbury's 12 observations, and Hattie's list of principles.)
Mike Long (2014)
- Use
task, not text, as the unit of analysis
- Promote
learning by doing
- Elaborate
input (do not simplify; do not rely solely on “authentic” texts).
- Provide
rich (not impoverished) input.
- Encourage
inductive (“chunk”) learning.
- Focus on
form (TBLT)
- Provide
negative feedback
- Respect
“learner syllabuses”/ developmental processes.
- Promote
cooperative/ collaborative learning.
- Individualize
instruction
Rod Ellis (2005) principles of instructed language learning
- 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
L2 while not neglecting explicit knowledge
- Instruction
needs to take into account the learner’s ‘built-in syllabus’
- Successful
instructed language learning requires extensive L2 input
- Successful
instructed language learning also requires opportunities for Output
- The
opportunity to interact in the L2 is central to developing L2 Proficiency
- Instruction
needs to take account of individual differences in learners
- In assessing learners’ L2 proficiency it is important to examine free as well as controlled production
Nation's principles of vocab learning (2013)
1. Provide clear, simple, and brief explanations of meaning
2. Draw attention to the generalisable underlying meaning of a word
3. Give repeated attention to words
4. Help learners recognize definitions
5. Prioritise what should be explained about particular words
6. Help learners remember what is explained
7. Avoid interference from related words
Hunt and Beglar (1998) principles of vocab learning
1. Provide opportunities for the incidental learning of vocabulary.2. Diagnose which of the 3000 most common words learners need to study.
3. Provide opportunities for the intentional learning of vocabulary.
4. Provide opportunities for elaborating word knowledge.
5. Provide opportunities for developing fluency with known vocabulary
6. Experiment with guessing from context.
7. Examine different types of dictionaries and teach students how to use them.
Lightbown generalizations drawn from research (1985)
- “Adults
and adolescents can ‘acquire’ a second language.”
- “The
learner creates a systematic interlanguage which is often characterized by
the same systematic errors as the child learning the same language as the
first language, as well as others which appear to be based on the
learner's own native language”
- “There
are predictable sequences in acquisition such that certain structures have
to be acquired before others can be integrated”
- “Practice
does not make perfect”
- “Knowing
a language rule does not mean one will be able to use it in communicative
interaction”
- “Isolated
explicit error correction is usually ineffective in changing language
behaviour”
- “For
most adult learners, acquisition stops—'fossilizes'—before the learner has
achieved native-like mastery of the target language”
- One
cannot achieve native-like (or near native-like) command of a second
language in one hour a day
- “The
learner's task is enormous because language is enormously complex”
- “A
learner's ability to understand language in a meaningful context exceeds
his/her ability to comprehend decontextualized language and to produce
language of comparable complexity and accuracy”
Palmer's principles of language teaching
Van Patten 5 implications of research
1. The more input the better2. The more interaction the better
3. All learner production should be meaning based or communicative
4. Focus on Form should be meaning based or tied to input or communication
5. We should watch out for what we expect from our learners
Ortega 5 generalizations of interlanguage research (2009)
1. Instruction affect the route of L2 development in any fundamental way2. Instruction can have some effect on processes, fostering some and inhibiting others
3. Instruction can be ineffective and even counterproductive when it ignores developmental readiness
4. Not all sequences present equal challenges for instruction
5. Instruction has a large positive effect on rate of development and ultimate attainment
Ferris’s principles of preparing teachers for written error correction
1. Teachers of L2 writers need to study aspects of grammar that are particularly problematic for non-native speakers of English.2. Teachers of L2 writers need practice in recognizing and identifying errors in student writing.
3. Teachers of L2 writers need practice in developing lessons and teaching grammar points and editing strategies to their writing students.
4. Teachers of L2 writers need to understand the principles of second language acquisition and of composition theory.
5. Teachers of L2 writers should become familiar with language structures needed for different task types and academic disciplines.
Dornyei's 10 commandments of motivation
1. Set a personal example with your own behaviour2. Develop a good relationship with the learners
3. Increase the learners’ linguistic self-confidence
4. Make the language classes interesting
5. Promote learner autonomy
6. Personalise the learning process
7. Increase the learners’ goal-orientedness
8. Familiarize learners with the target culture
9. Create a pleasant relaxed atmosphere in the classroom
10. Present the tasks properly
Grabe and Stoller reading syllabus principles (2020)
1. Ask students to read a lot and often for well-defined purposes.
2. Incorporating deliberate practice into reading curricula supports reading skill development
3. Promote discussion about the text
4. Build students motivation to read
5. Teach vocabulary as the foundation to reading
6. Make students aware of textual features
7. Work on fluency
8. Teach learners to be strategic readers
9. Teach rather than test for main idea comprehension
10. Reading lessons should be pre- during post style
11. Texts should be selected based on students needs and ability
12. Digital literacy needs should be considered
13. Connect reading to writing
14. Assess their progress
I missed Thornbury's list
ReplyDeletehttps://scottthornbury.wordpress.com/2015/03/01/s-is-for-sla/
This is really useful - congratulations on the book,too!
ReplyDeleteThanks mate!
DeleteLove these lists, Russ - I'm putting out the link on my newsletter this week... hope it gets you some hits..
ReplyDeleteThanks!
DeleteLove to read them together!
ReplyDeleteThis list is amazing!. There are so many interesting things to discuss and reflect upon.
DeleteThank you for sharing!
I have read many of these authors long time ago. It's excellent to have this list. I have highlighted many items. Thanks for sharing!
ReplyDeleteGlad you enjoyed it!
DeleteThank you for this list of lists - it's what EFL should be about "in a nutshell" as well as being a Who's Who of language teaching! Am glad you have included Dornyei's principles of learner autonomy.
DeleteFor vocabulary you might include the findings of Norbert Schmitt, expecially his taxonomy of second language vocabulary learning strategies.
I have just ordered your book and am looking forward to reading it!