- Frequency: teach what occurs frequently
- Strategies and autonomy: learners should be aware of and monitor their own learning
- Spaced retrieval: recycle and revisit wanted items
- Language system: generalizible features of the language.
- Keep moving forward: progressively cover material, skills, and strategies
- Teachability: teach material when learners are ready
- Learning burden: make effective use of previously learned information
- Interference: teach material so that learners are least confused (i.e., master hot before introducing cold).
- Motivation: get learners interested and excited
- Four-strands: balance between meaning-focused input, language-focused learning, meaning-focused output, and fluency activities
- Comprehensible input: substantial extensive input for receptive practice
- Fluency: activities where learners can use what they know, both receptively and productively.
- Output: push learners to produce in a range of discourse types
- Deliberate learning: include language-focused learning in sound system, spelling, vocabulary, grammar and discourse areas
- Time on task: use and focus on the target language.
- Depth of processing: learners should process material deeply and thoughtfully
- Integrative motivation: cultivate favorable attitudes to target language, culture, teacher, etc.
- Learning style: provide opportunities for learns to work in ways that suit their individual style
- On-going needs and environment analysis: the course should be based on continuing assessment and consideration of the learners and their needs, as well as available resources
- Feedback: feedback helps learners improve their language use.
This is a great list because it is comprehensive, yet manageable with 20 items.
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