'Principles of Instructed Language Learning' - Introduction
'Principles of Instructed Language Learning' is an article written and published by Rod Ellis in 2005 and majorly focuses on learning of language. The article was published in the University of Auckland by Rod Ellis the Chair, Graduate School of Education; Professor, Teaching English to Speakers of Other Languages; Applied language studies and Linguistics dept (Ellis).
Main Focus of the Article
Regarding the article, the author intensively discusses different second languages and all that is required to enhance language pedagogy effectively. It is profoundly based on various theoretical perspectives and different computational models. He argues that learners should develop and focus on their formulaic expressions. This is a clear indicator that both the ESL or EFL learners must have competence towards the lexical chunks. Therefore, the main focus of the author in his article is to make sure that the learners become comfortable with every language and must adhere to the principle of accuracy.
Focus on Meaning and Language
Consequently, the article focuses on the meaning of language as a useful distinction must be established to ensure that pragmatic as well as lexical items are identified and adequately addressed. Therefore, in summary, it is crucial to note that Ellis majorly focuses on ten principles to effectively articulate his points as stipulated "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 tacit knowledge of the L2 while not neglecting explicit knowledge. Instruction needs to consider the learner's 'built-in syllabus,' Successful instructed language learning requires extensive L2 input, Successful instructed language learning also requires opportunities for Output and Instruction needs to take account of individual differences in learners" (Ellis). The named principles are the basis, of Ellis' article. Therefore, the paper probes to effectively critique Ellis' article "Principles of Instructed Language Learning."
Critical Analysis of the Article
Critically analyzing the article, it is important to note that the author has done most parts effectively making the article be essential for language learners. One of the critical strengths is the advancement of the knowledge of the readers. Through the principle of "Instruction needs to ensure that learners develop both a rich repertoire of formulaic expressions and a rule-based competence" (Ellis), and focus on the descriptive, theoretical validity and value, the author profoundly advances the understanding and knowledge of the learners regarding the Second Language Acquisition which is vital in educating every generation and their motives.
Boosting Knowledge of Teachers
Consequently, the author through his article boosts the knowledge of the teachers through the provision of a set of principles which can be applied in the adoption of new and well-developed approaches and further gives them the power of looking beyond the textbooks and theories and ensure that they embrace what the learner is capable of fully integrating and understanding. It is thus evident that the main aim of Ellis incorporating instructed language learning through a comprehensive scope in language acquisitions.
Incorporating SLA Theories
Additionally, it is evident that the author has accurately postulated various studies of SLA and theories to ensure that the principles of language pedagogy are promoted. In achieving this, Ellis wholly preempts the challenges regarding the SLA theories to filter the efficient instructional techniques. Besides, he reiterates the reason for depending on the formulaic expressions as quoted "Formulaic expressions may also serve as a basis for the later development of a rule-based competence. For example, learners bootstrap their way to grammar by first internalizing and then analyzing fixed sequences. Learners often internalize rote-learned material as chunks, breaking them down for analysis later on" (Ellis). Such stipulations give the article more strengths than weaknesses. Lastly, regarding the strengths of the article, it is important to note that towards the end of the article, Ellis focuses on a useful distinction between language acquisition and language use. He stipulates that it is through the acquisition that the use of language comes. Therefore, the learners and the teachers should reflect on the practices as well as incorporating different ideas in effectively establishing the use of language.
Weaknesses of the Article
Consequently, other than having many strengths, the article is also composed of various weaknesses. There is a lot of contradiction by the author in the description of the principles which further leads to overgeneralization as well as confusion. Through the stipulated principles, the teachers, as well as the leaners, may not be capable of weighing of different points that are embraced by each article which instead of guiding the parties, would lead to more confusion. Consequently, the author fails to define the meaning of instruction clearly. The exposure of the ten principles based on language instruction without a formal framework is a limitation of the validity of the article. The article should adequately define the core aspects that are addressed to enhance efficacy and credibility.
Another weakness evident from the article is the explicit visible of the overall study that is carried out by the author on the psycholinguistic perspective intensively based on the computational model as quoted. "Instruction can seek to provide an intensive focus on pre-selected linguistic forms (as in a focus-on-forms approach or a lesson built around a focused task), or it can offer incidental and extensive attention to form through corrective feedback in task-based lessons" (Ellis). It is further evident that through the connection, the principles effectively inhibit social dimensions of languages and focuses on computer-based language.
Finally, regarding the weakness of the article, it is also evident that out of the ten principles, half go against the contemporary focus on the significance of communication and teaching of language and instead, are intensively overgeneralized which reduces the aspect of practicability. Critically analyzing the article, the author provides the core content but fails the main vessel. Many of the significant issues are not adequately tackled. For example, he fails to explain the designing of the curriculum which caters for both rule-based knowledge and formulaic expressions. Also, he fails to indicate whether there is the presence of pragmatic meaning of language which is also essential.
Conclusion
In conclusion, it is evident that the article contains both strengths and weaknesses which the author should modify to make it more efficient. Summing up all the ten principles of Ellis, instructed language can act as a basis of language acquisition framework. The given principles are therefore excellent resources that can be used by teachers and the learners in forming a firm background of language development. The author should focus on the stipulated pitfalls to ensure that the article is efficient and sends a clear message to the readers.
Reference
Ellis, Rod. "Principles of instructed language learning." System 33.2 (2005): 209-224.
Link:
https://www.sciencedirect.com/science/article/pii/S0346251X05000138
