SLA

1. PRINCIPLES OF SECOND
LANGUAGE ACQUISITION
(SLA) RELEVANT TO THE
DEVELOPMENT OF LEARNING
MATERIALS

2. ENGAGEMENT
ACTIVITY

3. "Stop,Dance&Learn!"

4. MECHANICS
1. The facilitator will play a dance video
(Aramsamsam), and all participants must
followthedancesteps.
2. While dancing, a question paper will be
passedquicklyamongparticipants.
3. When the music stops, the person holding
thepapermust:

5. 4. The game resumes when the music
plays again, and the question paper
continuestobepassed.
Stayengaged,thinkfast,
andhavefunwhile
• Readthestatementaloud.
• AnswerTrueorFalse.
• Provide a brief explanation for their
answer
.

6. Principles of Second Language
Acquisition (SLA) refer to key concepts
in how people learn a second
language, which should be considered
when designing instructional
resources.
Introduction

7. MATERIALS SHOULD
ACHIEVE IMPACT

8. The materials should be
engaging and effective in
promoting language
learning. They should leave a
lasting impression and make
a noticeable difference in the
learners’ abilities.

9. MATERIALS SHOULD HELP
LEARNERS FEEL AT EASE

10. The learning environment and
materials should be designed to
reduce anxiety and stress, creating a
comfortable and supportive
atmosphere for learners to take risks
and make mistakes without fear of
judgment.

11. MATERIALS SHOULD HELP
LEARNERS DEVELOPED
CONFIDENCE

12. Materials should provide
opportunities for learners to
succeed and build their self-
belief in their language
learning abilities.

13. MATERIALS SHOULD REQUIRE
AND FACILITATE LEARNER
INVESTMENT

14. Learners should be actively
involved in the learning process.
The materials should encourage
participation and effort, making
the learning experience
meaningful and rewarding.

15. WHAT IS BEING TAUGHT SHOULD BE
PERCEIVED LEARNERS AS USEFUL
AND RELEVANT

16. The content should be
relatable and applicable to
the learners’ lives and
needs. This increases
motivation and
engagement.

17. LEARNERS MUST BE READY TO
ACQUIRE THE POINTS BEING
TAUGHT

18. The materials should
be appropriately leveled
for the learners’ current
abilities and knowledge.
Introducing concepts
too early or too late can
hinder learning.

19. MATERIALS SHOULD EXPOSED THE
LEARNERS TO LANGUAGE IN
AUTHENTIC USE

20. Learners should be exposed to
real-world examples of the
language, such as news
articles, podcasts, menus, real
conversations, emails, and
advertisements. These help
learners develop practical
language skills rather than just
memorizing textbook

21. THE LEARNERS' ATTENTION SHOULD
BE DRAWN TO LINGUISTIC FEATURES
OF THE INPUT

22. Materials should
highlight important
grammatical structures,
vocabulary, and
pronunciation features,
guiding learners to focus
on key aspects of the
language.

23. MATERIALS SHOULD PROVIDE THE
LEARNERS WITH OPPORTUNITIES TO USE
THE TARGET LANGUAGE

24. This principle emphasizes
the active nature of language
learning. Passive reception of
information is insufficient;
learners need ample
opportunities to practice
speaking, writing, reading,
and listening in authentic
contexts.

25. MATERIALS SHOULD TAKE INTO
ACCOUNT THAT THE POSITIVE
EFFECTS OF INSTRUCTIONS ARE
USUALLY DELAYED

26. Language acquisition is a
gradual process. Immediate,
observable results aren’t
always indicative of long-term
learning. Materials should be
designed to support sustained
engagement, even if visible
progress seems slow.

27. MATERIALS SHOULD TAKE INTO ACCOUNT
THAT THE LEARNERS DIFFER IN LEARNING
STYLES

28. Learners process
information differently.
Some are visual learners,
others auditory, and some
kinesthetic. Effective
materials incorporate
diverse approaches,
catering to various learning

29. MATERIALS SHOULD TAKE INTO
ACCOUNT THAT LEARNERS DIFFER
IN AFFECTIVE ATTITUDES

30. Learners’ emotions and attitudes
significantly impact their
learning. Anxiety, lack of
motivation, or negative
experiences can hinder progress.
Materials should create a
positive and supportive learning
environment, fostering
confidence and encouraging

31. MATERIALS SHOULD PERMIT A SILENT
PERIOD AT THE BEGINNING OF THE
INSTRUCTIONS

32. Allowing learners a period of
observation and absorption before
demanding active production can
reduce anxiety and promote better
comprehension. This silent period
allows learners to internalize the
language before attempting to
produce it.

33. MATERIALS SHOULD INVOLVE
INTELLECTUAL, AESTHETIC AND
EMOTIONAL ACTIVITIES

34. Language learning should be
engaging and multi-faceted.
Materials should stimulate
intellectual curiosity, appeal
to aesthetic sensibilities, and
connect with learners’
emotions.

35. MATERIALS SHOULD NOT RELY
TOO MUCH ON CONTROLLED
PRACTICE

36. While controlled practice is
valuable for mastering specific
grammar points or vocabulary,
over-reliance on it can stifle
communicative fluency. Materials
should strike a balance between
controlled and communicative
activities.

37. MATERIALS SHOULD
PROVIDE OPPORTUNITIES
FOR OUTCOME FEEDBACK

38. Feedback is essential for
learning. Materials should
incorporate mechanisms for
learners to receive feedback
on their performance,
allowing them to identify
areas for improvement and
track their progress.

39. Conclusion
In conclusion, these principles collectively
underscore the need for a holistic approach
to SLA material development. By considering
learner diversity, the time-delayed nature of
language acquisition, and the importance of
both structured practice and communicative
activities, materials can be designed to
maximize learning effectiveness and foster a
positive and successful language learning
experience.

40. Thank You!