Dr. MaryAnn Christison is a TESOL Professor in the Anaheim University Graduate School of Education. A past President of TESOL (1997-1998), MaryAnn Christison serves on the Board of Trustees for The International Research Foundation (TIRF). Holding a Ph.D. in English/Linguistics from the University of Utah, Dr. Christison has been teaching graduate and undergraduate courses in applied linguistics for over 30 years. She is the author of over 80 refereed articles in journals on language teaching and second language research and 18 books including Leadership in English Language Education: Theor...
understanding second language acquisition rod ellis pdf free
Dr. Sandra McKay is a TESOL Professor in the Anaheim University Graduate School of Education, Professor Emeritus of English at San Francisco State University and an affiliate faculty member in the Second Language Studies program at the University of Hawaii, Manoa. She received her doctorate from the college of education at the University of Minnesota in applied linguistics. Her main areas of work and research are second language teacher education, sociolinguistics (with a focus on English as an international English) and research methods. She has also published and presented on topics relat...
Alessandro Benati is a TESOL Associate Professor in the Graduate School of Education at Anaheim University and Director of CAES at The University of Hong Kong (HKU). He is known for his work in second language acquisition and second language teaching. He has published ground-breaking research on the pedagogical framework called Processing Instruction. He is co-editor of a new online series for Cambridge University Press, a member of the REF Panel 2021, and Honorary Professor at York St John University. Alessandro earned his MA and PhD at the University of Greenwich, UK. He has previously wo...
Dr. Talia Isaacs is a TESOL Associate Professor in the Anaheim University Graduate School of Education. She holds a Ph.D. in Second Language Education from McGill University and serves as Associate Professor of TESOL and Applied Linguistics at the UCL Institute of Education, University College London. She has designed and taught a wide range of courses in applied linguistics and TESOL at four UK and Canadian universities, including in language testing, aural/oral communication, TESOL pedagogy and curriculum, second language acquisition, and research methods. Her work on assessing second lan...
Dr. Casey Keck is a TESOL Associate Professor in the Anaheim University Graduate School of Education and Associate Professor of Linguistics and Associate Chair of the English Department at Boise State University. She has over 20 years of experience teaching English as a second language to immigrants, refugees, and international students. She holds an MA in TESL and a PhD in Applied Linguistics from Northern Arizona University. Her research focuses on best practices in teaching English to adults in both community and university contexts, and her book, Pedagogical Grammar, is used in graduate...
Dr. Natsuko Shintani is a TESOL Associate Professor in the Anaheim University Graduate School of Education. She obtained her Ph.D. from the University of Auckland in 2011. She has worked as a language teacher in Japan and New Zealand, including in her own private language school for children. Her research interests include task-based language instruction, the role of interaction in second language acquisition and written corrective feedback. She has also worked on several meta-analysis studies of form-focused instruction. She has published widely in leading journals and is currently working...
ial is a refereed journal managed by scholars in the field of applied linguistics. Our aim is to publish outstanding research from faculty, independent researchers, and graduate students in the broad areas of second language acquisition, language socialization, language processing, language assessment, language pedagogy, language policy, making use of the following research methodologies (but not limited to): discourse analysis, conversation analysis, critical discourse analysis, critical race theory, and psychophysiology. ial publishes articles, book reviews, and interviews with notable scholars.
During his 30 years of research, Ellis has authored and co-authored more than 40 distinct publications.[4] His published work includes articles and books on second language acquisition, language teaching and teacher education. His latest book is Becoming and Being an Applied Linguist (John Benjamins). Other recent publications include Language Teaching Research and Language Pedagogy in 2012 (Wiley-Blackwell), Exploring Language Pedagogy and Second Language Acquisition Research in 2014 (with Natsuko Shintani) (Routledge) and Understanding Second Language Acquisition 2nd Edition in 2015 (Oxford University Press).
Through his research, Ellis has worked to provide comprehensive guidance for language teachers. Ellis maintains that despite the theoretical contributions made by Stephen Krashen, Robert DeKeyser, Michael Long and Bill VanPatten to the field of second language acquisition, there is no agreement on form-focused instruction or corrective feedback. In 2004, he compiled a set of 10 principles of instructed language learning that have been considered and challenged by other SLA scholars.[8]
In a 2006 study, Ellis found that groups of students who had been given explicit instructions and grammar rules prior to taking multiple tests at different times initially had different outcomes based on what was being assessed, but by the final test, there was little to no difference between the groups of students.[13] In the same study, Ellis argues that students may already possess certain knowledge of a language's grammar, but when shown how to use this internal knowledge correctly, the acquisition of the language can dramatically increase.[13]
Ellis argues in favour of explicit feedback rather than implicit feedback, such as recasts.[13] Accordingly, with the latter, there is positive evidence, though it is not clear whether it provides negative evidence. Ellis supports consciousness-raising as a method for self-correction.[13] Ellis suggests that explicit corrective feedback can be useful in the syntactic and other grammatical understandings in the target language by asserting and demonstrating the type of mistake produced in an utterance.[13][14] Ellis states that by giving students explicit corrective feedback on mistakes, there is the possibility of students internalizing this new grammatical knowledge being learned for future usage.[13] One reason, as mentioned previously, is that after given the explicit feedback, it allows students to witness the grammatical mistakes being made and self-correct the mistake, allowing for the learner to acquire grammatical knowledge of the language.[13]
Ellis further explains that TBLT can be as effective as other methods of teaching a second language whereby the learner may reflect upon their first language as a guide when completing tasks to strengthen comprehension levels in their second language.[14] Michael Swan, protests Ellis in this regard by claiming that TBL is not any more effective than other language teaching methods, since TBL is lacking the structure needed to explicitly teach grammar to learners. Swan claims, that due to this lack of a systemic or clear breakdown for structure, that Ellis' TBL is more theoretical in nature due to lack of evidence in effect toward language acquisition in students.[14][19] Another scholar, David Block, praises Ellis' task-based method as being inventive, however, similarly to Swan, Block defines Ellis' approach to language teaching heavily theoretical, with Ellis not mentioning how long a TBLT course should be or the maximum number of students it can support in a single class.[20]
Since it was first established in the 1970s the Applied Linguistics and Language Study series has become a major force in the study of practical problems in human communication and language education. Drawing extensively on empirical research and theoretical work in linguistics, sociology, psychology and education, the series explores key issues in language acquisition and language use.
We welcome native and non-native speakers of English teaching at primary schools, secondary schools, language institutes, companies, and colleges/universities. Undergraduate students may join as student members.
This book examines a project that investigated ways of measuring implicit/explicit L2 knowledge, the relationship between the two types of knowledge and language proficiency, and the effect that different types of form-focused instruction had on their acquisition.
EllisRod: Rod Ellis is Professor of Applied Language Studies in the University of Auckland and a visiting Professor at Shanghai International Studies University. His publications includes articles and books on second language acquisition, language teaching and teacher education. His most recent is The Study of Second Language Acquisition 2nd Edition (Oxford University Press, 2008). He is also editor of the journal Language Teaching Research.
Shawn Loewen is an assistant professor in the Second Language Studies program at Michigan State University. He specializes in second language acquisition and L2 classroom interaction. His recent research has investigated the occurrence and effectiveness of incidental focus on form in a variety of L2 contexts.ElderCatherine: Catherine Elder is Associate Professor in the School of Languages and Linguistics and Director of the Language Testing Research Centre at the University of Melbourne. She is coeditor (with Glenn Fulcher) of the journal Language Testing j. She is author with Alan Davies et. al. of the Dictionary of Language Testing and co-editor of Experimenting with Uncertainty (CUP: 2001) Handbook of Applied Linguistics (Blackwell, 2004).ReindersHayo: Hayo Reinders (www.hayo.nl) is Editor of Innovation in Language Learning and Teaching. He was previously Director of the English Language Self-Access Centre and Visiting Professor at Meiji University in Tokyo. His research interests are in the areas of computer-assisted language learning and learner autonomy. 2ff7e9595c
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