Rob Batstone
Biographic Data
| ID | 5998954 |
|---|---|
| NAME | Rob Batstone |
| GIVEN NAMES | Rob |
| FAMILY NAME | Batstone |
| SIGNATURE | BATSTONE R |
| AFFILIATIONS | University of Auckland |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 17 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2013 |
| H-INDEX | 3 |
Oral corrective feedback on L2 writing
Principled grammar teaching
Making Sense of New Language
In current theoretical work on second language learning there is virtually universal agreement that some form of engagement with input acts as a necessary foundation. Beyond this, notwithstanding much debate and disagreement, many scholars have for long been arguing for a form of communicative engagement with language as the one most likely to stimulate a focus on language form for learning purposes. This paper challenges such a view, arguing tha…
Contexts of engagement
Language Teaching
Language Knowledge: Pronunciation. Christiane Dalton and Barbara Seidlhofer. 1994. Language Knowledge: Grammar. Rob Batstone. 1994. Language Knowledge: Vocabulary. Michael McCarthy. 1990. Language Knowledge: Discourse. Guy Cook. 1989. Modes of Behaviour: Listening. Anne Anderson and Tony Lynch. 1988. Modes of Behaviour: Speaking. Martin Bygate. 1987. Modes of Behaviour: Reading: Catherine Wallace. 1992. Modes of Behaviour: Writing.: Christopher T…
Language Teaching
Language Knowledge: Pronunciation. Christiane Dalton and Barbara Seidlhofer. 1994. Language Knowledge: Grammar. Rob Batstone. 1994. Language Knowledge: Vocabulary. Michael McCarthy. 1990. Language Knowledge: Discourse. Guy Cook. 1989. Modes of Behaviour: Listening. Anne Anderson and Tony Lynch. 1988. Modes of Behaviour: Speaking. Martin Bygate. 1987. Modes of Behaviour: Reading: Catherine Wallace. 1992. Modes of Behaviour: Writing.: Christopher T…
Making Sense of New Language
In current theoretical work on second language learning there is virtually universal agreement that some form of engagement with input acts as a necessary foundation. Beyond this, notwithstanding much debate and disagreement, many scholars have for long been arguing for a form of communicative engagement with language as the one most likely to stimulate a focus on language form for learning purposes. This paper challenges such a view, arguing tha…
Contexts of engagement
Principled grammar teaching
Oral corrective feedback on L2 writing
Computer Science (5 works) · EFL/ESL Teaching and Learning (5 works) · Linguistics (4 works) · Psychology (4 works) · Second Language Learning and Teaching (3 works) · Cognition (2 works) · Cognitive psychology (2 works) · Context (archaeology (2 works) · Epistemology (2 works) · Language acquisition (2 works)