Chapter 3 Review
A. Chapter Title
• Principle of Instructed Second Language Learning
B. Chapter Summary (2-3 paragraphs)
• Detail the primary themes, ideas, and objectives presented in the chapter.
According to the writer, the computational model, along with sociocultural theory, provides a solid foundation for developing a set of principles that articulate the relationships among instruction, language use, and language acquisition. It also constitutes a metaphor that teachers can easily relate to.
C. Key Teaching Strategies & Techniques
• Highlight any notable methodologies, tools, or pedagogical insights the chapter introduces.
Teachers should not use their own intuitive notions to set the teaching principles. The principles should be able to inform their actions explicitly.
Writer uses a computational model of SLA in evaluating students.
The principles of instructed second language learning are as follows; a.) instruction needs to ensure that learners develop both a rich repertoire of formulaic expressions and a rule-based competence. b.) instruction needs to ensure that learners focus predominantly on meaning. c.) instruction needs to ensure that learners also focus on form. d.) instruction needs to be predominantly directed at developing implicit knowledge of the L2 while not neglecting explicit knowledge.
e.) instruction needs to take into account the learner’s built-in syllabus. f.) successful instructed language learning requires extensive L2 input. g.) successful instructed language learning also requires opportunities for output. h.) the opportunity to interact in the L2 is central to developing L2 proficiency. i.) instruction needs to take into account individual differences in learners.
j.) In assessing learner’s L2 proficiency, it is important to examine free as well as controlled production.
k.) learners need to engage collaboratively in talk about linguistic problems and try to agree on solutions to them. l.) instruction needs to take into accounts the subjective aspect to learning a new language
D. Contextual Relevance (2 paragraphs)
• Examine the chapter's relevance to ELT in varied contexts: primary, secondary, college, and tutorial centers.
Computational models of SLA offer valuable insights and applications in diverse ELT contexts. They can inform the design of age-appropriate, engaging activities for young learners, enhance language instruction for secondary and college students, and provide personalized teaching approaches in tutorial centers.
• Discuss potential challenges and benefits of implementing the chapter's content in these settings.
Using a computational model requires technical skill. However, schools can provide teacher training on how to assess the students’ acquisition.
E. Personal Reflection & Critique (2-3 paragraphs)
• Share personal experiences or observations that resonate with, or challenge, the chapter's content.
I am impressed with the sixth principle in this chapter, which is that successfully instructed language learning requires extensive L2 input. I had experienced with my students on writing skill. They do not like reading which lead to lack of vocabulary.
With my students, I would love to give them story to read in order to gain more vocabulary and idea. Later, I would instruct them to write based on the story given. Story helps them to have ideas what to write and also provide them vocabulary.
• Identify strengths and areas of improvement for the insights presented in the chapter.
To further strengthen their impact, it would be beneficial to provide more specific guidance, integrate and prioritize the principles, consider cultural aspects, offer assessment guidelines, and emphasize practical application in diverse educational contexts.
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