Ammar Elhassan ElMerhbi's Library tagged no_tag →  View Popular

• The
  linguistic characteristics of target language input need to be
  made salient.
• Learners
  should receive help in comprehending semantic and syntactic aspects
  of linguistic input.
• 
  Learners need to have opportunities to produce target language
  output.
• Learners
  need to notice errors in their own output
• Learners
  need to correct their linguistic output
• Learners
  need to engage in target language interaction whose structure
  can be modified for negotiation of meaning.
  
• Learners
  should engage in L2 tasks designed to maximize opportunities for
  good interaction.
  
  
  

• Communities
  of Practice/learning communities
• Collaborative
  learning

You can formulate your own instructional design framework based on aspects of these. Levy & Stockwell (2006) express this view succinctly.

'To prepare a strong and workable design, the designer must be sensitive to individual learner characteristics and the learning context. Ideally, designs would differ according to the conditions and parameters set by the learner and the learning context. The problem for designs grounded in a specific theory of language learning, or for commercially produced materials aimed at the wider market, is the designer's lack of detailed knowledge about the individual learner and the institutional context in which the program can be used. (Levy & Stockwell, 2006: 36).

• offering
  a framework for modelling e-learning in practice
• translating
  pedagogical principles into effective instructional design
• using
  a second language framework to inform your design

However in a recent teaching staff meeting the Director of Studies proposes that teachers should begin thinking about using a task-based approach. The PPP method she considers flawed because she says it is:



• 
  
  teacher driven
• 
  
  stultifies the learners' own exploration of language.
• 
  
  can lead to the teaching of language that is stilted and unauthentic. She bans the teaching of 'How do you do' as an expression of introduction. Who uses it she asks? The teachers agree - 'Who does?'.

• specific features of the Web mentioned that are conducive to a constructivist approach.
• 
  
  how the pedagogical approach and the way constructivism can be facilitated through the Web relate to learner needs
• 
  
  the degree to which Felix focusses on a natural affinity between technology and pedagogy and the extent to which that affinity needs to be shaped by a designer.