Acknowledgements Introduction PART ONE - BACKGROUND 1. Second language acquisition research: an overview TWO THE DESCRIPTION OF LEARNER LANGUAGE 2. Learner errors and error analysis 3. Developmental patterns: order sequence in second 4. Variability learner 5. Pragmatic aspects of THREE EXPLAINING SECOND ACQUISITION: EXTERNAL FACTORS 6. Social factors 7. Input interaction FOUR INTERNAL 8. Language transfer 9. Cognitive accounts 10. Linguistic universals FIVE INDIVIDUAL DIFFERENCES IN...

This article reviews previous studies of the effects implicit and explicit corrective feedback on SLA, pointing out a number methodological problems. It then reports new study these two types acquisition past tense -ed. In an experimental design (two groups control group), low-intermediate learners second language English completed communicative tasks during which they received either recasts (implicit feedback) or metalinguistic explanation (explicit in response to any utterance that...

This paper begins by offering a definition of ‘task’ and emphasizing that there is no single ‘task‐based teaching’ approach. It then evaluates number criticisms TBT, drawing on recent critiques Widdowson, Seedhouse, Sheen, Swan. argued many these stem from fundamental misunderstanding what is, the theoretical rationales inform task‐based teaching. These also reflect failure to acknowledge multiple versions teaching exist. In particular, it need not be seen as an alternative more traditional,...

A problem facing investigations of implicit and explicit learning is the lack valid measures second language knowledge. This paper attempts to establish operational definitions these two constructs reports a psychometric study battery tests designed provide relatively independent them. These were (a) an oral imitation test involving grammatical ungrammatical sentences, (b) narration test, (c) timed grammaticality judgment (GJT), (d) untimed GJT with same content, (e) metalinguistic knowledge...

The study of how learners acquire a second language (SLA) has helped to shape thinking about teach the grammar language. There remain, however, number controversial issues. This paper considers eight key questions relating pedagogy in light findings from SLA. As such, this article complements Celce-Murcia’s (1991) on teaching 25th anniversary issue TESOL Quarterly, which considered role communicative curriculum and drew predominantly linguistic theory grammar. These address whether should be...

The Introduction has three main aims. First, it provides a historical sketch of form‐focused instruction research, documenting the origins this branch second language acquisition, research questions that have been addressed, and current trends. Second, seeks to define conceptualize what is meant by “form‐focused instruction” distinguishing from “meaning‐focused describing types in terms whether primary focus on form or meaning instructional attention target forms intensive extensive. Various...

Journal Article A typology of written corrective feedback types Get access Rod Ellis is Professor in the Department Applied Language Studies and Linguistics, University Auckland, where he teaches postgraduate courses on second language acquisition task-based teaching. He also Visiting at Shanghai International University. His books include Understanding Second Acquisition (BAAL prize 1986) The Study (Duke Edinburgh 1995). recent Task-Based Learning Teaching (2003) (with Gary Barkhuizen)...

This article examines incidental and transitory focus on form. Learner uptake was studied in focus‐on‐form episodes occurring 12 hours of communicative ESL teaching. generally high successful—to a much greater extent than has been reported for immersion classrooms. Uptake higher more successful reactive form student‐initiated teacher‐initiated The level also influenced by whether meaning or negotiated the complexity an episode. study indicates that can occur without disturbing flow classroom...

This article examines a number of controversies relating to how corrective feedback (CF) has been viewed in SLA and language pedagogy. These address (1) whether CF contributes L2 acquisition, (2) which errors should be corrected, (3) who do the correcting (the teacher or learner him/herself), (4) type is most effective, (5) what best timing for (immediate delayed). In discussing these controversies, both pedagogic literature will drawn on. The conclude with some general guidelines conducting...

Journal Article The Differential Effects of Three Types Task Planning on the Fluency, Complexity, and Accuracy in L2 Oral Production Get access Rod Ellis University Auckland Shanghai International Studies Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, Volume 30, Issue 4, December 2009, Pages 474–509, https://doi.org/10.1093/applin/amp042 Published: 30 November 2009

Two very different theoretical accounts of task-based language use and learning are critiqued their relevance for pedagogy discussed. One account, which will be referred to as the psycholinguistic perspective, draws on a computational model second (L2) acquisition (Lantolf, 1996). According this tasks viewed devices that provide learners with data they need learning; design task is seen potentially determining kind opportunities arise.Three models discussed: Long’s Interaction Hypothesis,...

This paper examines the case for a structural syllabus in light of second language acquisition research. It argues that cannot easily serve as basis developing implicit knowledge because learnability problem-learners are often unable to learn properties they taught manner which does not correspond way learners acquire them. is possible, however, envisage role based on weak interface model L2 acquisition. consists intake facilitation (i.e., causing pay attention specific formal features input...