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Informationen zum Autor Rod Ellis is currently Professor in the Department of Applied Language Studies and Linguistics, University of Auckland, where he teaches postgraduate courses on second language acquisition, individual differences in language learning and task-based teaching. His books include Understanding Second Language Acquisition (winner of the BAAL Prize, 1986), The Study of Second Language Acquisition (winner of the Duke of Edinburgh prize, 1995), Task-Based Learning and Teaching (2003), and Analyzing Learner Language (with Gary Barkhuizen, 2005). Klappentext This book examines current research centered on the second language classroom and the implications of this research for both the teaching and learning of foreign languages. It offers illuminating insights into the important relationship between research and teaching, and the inherent complexities of the teaching and learning of foreign languages in classroom settings.* Offers an accessible overview of a range of research on instruction and learning in the L2 classroom* Bridges the relationship between research, teachers, and learners* Helps evolve the practice of dedicated current language teachers with research findings that suggest best practices for language teaching "The discussion of each study is critical but fair, and in explaining the methodological limitations of each study, Ellis provides readers with numerous ideas for how they could contribute to language teaching research in the future." ( The Modern Language Journal , 22 August 2013) Zusammenfassung This book examines current research centered on the second language classroom and the implications of this research for both the teaching and learning of foreign languages. Inhaltsverzeichnis List of Figures vi List of Tables vii Preface ix Acknowledgements xiii 1 Introduction: Developments in Language Teaching Research 1 2 Methods for Researching the Second Language Classroom 21 3 Comparative Method Studies 51 4 Second Language Classroom Discourse 75 5 Focus on the Teacher 115 6 Focus on the Learner 151 7 Investigating the Performance of Tasks 195 8 Interaction and L2 Learning in the Classroom 237 9 Form-Focused Instruction and Second Language Learning 271 10 Instruction, Individual Differences and L2 Learning 307 11 Conclusion: Research and Language Teaching 337 References 349 Index 385 ...
List of contents
List of Figures
List of Tables
Preface
Acknowledgements
1. Introduction: Developments in Language Teaching Research
2. Methods for Researching the Second Language Classroom
3. Comparative Method Studies
4. Second Language Classroom Discourse
5. Focus on the Teacher
6. Focus on the Learner
7. Investigating the Performance of Tasks
8. Interaction and L2 Learning in the Classroom
9. Form-Focussed Instruction and Second Language Learning
10. Instruction, Individual Differences and L2 Learning
11. Conclusion: Research and Language Teaching
References
Index
Report
"Language teaching research and language pedagogy arecomplex and dynamic topics with a rich research tradition. Ellissucceeds in this volume in synthesizing a wide body of research... providing valuable information about language teaching,learning, and research. Both language teachers and researchers canbenefit from this informative volume ... The book has severalstrengths [offering] a holistic updated picture of diverse topicsin the field ... Insights and suggestions are providedthroughout to make research findings into practical technicalknowledge for language teachers." Linguist List (29th October, 2013)
"This book provides a comprehensive, state-of-the-artreview of L2 classroom research covering a wide range of issues inSLA and language education. There are a number of useful tables andfigures that present concise syntheses of complex issues. Althoughthe volume addresses little about the development of specificlanguage skills, it should be an essential read for teachers andresearchers who wish to browse the major findings of empiricalstudies that inform language classroom practice." ( Studies in Second Language Acquisition , 1 August 2013)
"The discussion of each study is critical but fair, and inexplaining the methodological limitations of each study, Ellisprovides readers with numerous ideas for how they could contributeto language teaching research in the future." ( TheModern Language Journal , 22 August 2013)
