Editing Rod Ellis (section)

== 10 Principles of Instructed Language Learning ==
{{BLP unsourced section|date=November 2020}}

Through his research, Ellis has worked to provide comprehensive guidance for language teachers. Ellis maintains that despite the theoretical contributions made by [[Stephen Krashen]], Robert DeKeyser, [[Michael Long (linguist)|Michael Long]] and [[Bill VanPatten]] to the field of [[Second-language acquisition|second language acquisition]], there is no agreement on [[Focus on form|form-focused instruction]] or [[corrective feedback]]. In 2004, he compiled a set of 10 principles of instructed language learning that have been considered and challenged by other SLA scholars.<ref name=":3"/>

These principles include:

# instruction must enlarge the student's use of formulaic expressions while maintaining a focus on rule-based competence. 
# instruction must ensure meaning-focused input and output.
# instruction must ensure that students also focus on form.
# instruction must aim to create a balance between implicit and explicit knowledge of the language.
# Instruction must account for the student's built-in syllabus (noting the [[Natural approach]] to learning developed by [[Stephen Krashen]]).     
#Instruction must include extensive L2 input.     
#Instruction must include opportunities for output.     
#Interaction with the language is the basis of proficiency-building.     
#Instruction must consider the [[Individual variation in second-language acquisition|individual differences]] of learners.      
#Assessment should include both free and controlled production.<ref name=":3">{{Cite journal|last=Ellis|first=Rod|date=2005-06-01|title=Principles of instructed language learning|url=http://www.sciencedirect.com/science/article/pii/S0346251X05000138|journal=System|language=en|volume=33|issue=2|pages=209–224|doi=10.1016/j.system.2004.12.006|s2cid=62067740 |issn=0346-251X|url-access=subscription}}</ref>
The basis for this list is grounded in various theoretical perspectives, though namely the computational model of L2 learning developed by James Lantolf.<ref>{{Cite journal|last=Lantolf|first=James P.|date=1996|title=SLA Theory Building: "Letting All the Flowers Bloom!"|url=https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-1770.1996.tb01357.x|journal=Language Learning|language=en|volume=46|issue=4|pages=713–749|doi=10.1111/j.1467-1770.1996.tb01357.x|issn=1467-9922|url-access=subscription}}</ref> This model has its limitations according to Ellis, as it does not account for social relations and contexts. However, it provides an appropriate basis for establishing a set of principles for language instruction.