Course should include items that occur frequently in the language.
Motivation
As much as possible, learners should be interested and excited about learning this language and they should come to value this learning.
Ongoing needs and environmental analysis
Strategies and autonomy
Course should train learners how to learn a language and how to monitor their own learning, so that they can be effective and independent language learners. (Teach a man to fish).
Feedback
Four Strands
A course should include a roughly even balance of the four strands of meaning-focused input, language-focused learning, meaning-focused output, and fluency activities.
Spaced repeated retrieval
Learners should have increasingly spaced, repeated opportunities to retrieve and give attention to wanted items in a variety of context.
Comprehensible Input
There should be substantial quantities of interesting comprehensible receptive activity in both listening and reading.
Language system
Focus needs to be on the generalizable features of the language
Fluency
A language course should provide activities aimed at increasing the fluency with which the learners can use the language they already know, both receptively and productively.
Keep moving forward
The course should have explicit language teaching goals and there should be some way of ensuring that there is the opportunity for the goals to be reached.
Teachability
Take sequencing into account. There is lots of research on what items should be learned when.
Ouput
The learners should be pushed to produce the language in both speaking and writing over a range of discourse types.
Learning burden
The course should help learners make effective use of their previous knowledge
Interference
Items that are learned together have a positive effect on each other. Negative interference is avoided.
Deliberate Learning
The course should include language-focused learning on the sound system, vocabulary, grammar, and discourse areas.
Time on Task
As much time as possible should be spent using and focusing on the second language.
Depth of Processing
Learners should process the items to be learned as deeply and as thoughtfully as possible.
Integrative Motivation
A course should be presented so that the learners have the most favorable attitudes to the language, to users of the language, to the teachers skill in teaching the language, and to their chance of success in learning the language.
Learning Preferences
Their should be opportunity for learners to work with the learning material in ways that most suit their individual learning preference.
