Principles of Instructed Language Learning

Autor/in	Ellis, Rod
Titel	Principles of Instructed Language Learning
Quelle	In: System: An International Journal of Educational Technology and Applied Linguistics, 33 (2005) 2, S.209-224 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0346-251X
DOI	10.1016/j.system.2004.12.006
Schlagwörter	Second Languages; Language Acquisition; Individual Differences + Suchen Sie Ihr Suchwort? Second language; Zweitsprache; Sprachaneignung; Spracherwerb; Individueller Unterschied
Abstract	This article represents an attempt to draw together findings from a range of second language acquisition studies in order to formulate a set of general principles for language pedagogy. These principles address such issues as the nature of second language (L2) competence (as formulaic and rule-based knowledge), the contributions of both focus on meaning and on form, the need to develop both implicit and explicit second language knowledge, the problems posed by the learner's "built-in syllabus," the roles of input, output and interaction in learning, the importance of catering to individual differences in learners, and the need to assess language learning in terms of both free and controlled production. The principles draw on a variety of theoretical perspectives and are offered as "provisional specifications" for a learning-centered language pedagogy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10