Rod Ellis
Dados Biográficos
| ID | 3823992 |
|---|---|
| NOME | Rod Ellis |
| PRENOMES | Rod |
| SOBRENOME | Ellis |
| ASSINATURA | ELLIS R |
| AFILIAÇÕES | University of Auckland |
| ORCID | 0000-0003-0131-1743 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 73 |
| TOTAL DE CITAÇÕES | 442 |
| TOTAL COMO AUTOR | 72 |
| TOTAL COMO EDITOR | 2 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1980 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2024 |
| ÍNDICE H | 12 |
Error logs in the second language classroom
Rod Ellis's essential bookshelf
Rod Ellis is a Distinguished Research Professor at Curtin University (Perth, Australia) and also, an Emeritus Distinguished Professor at the University of Auckland (New Zealand). He has also worked in universities in UK, Japan, and the USA and is a fellow of the Royal Society of New Zealand. He has published widely in the related fields of second language acquisition research and task-based language teaching. He has won the British Association of…
A short history of SLA
If we want to understand where we are now, we need to consider where we have come from. This statement constitutes the strongest rationale for the study of history. It is relevant to any field of enquiry and it is certainly true of the field of second language acquisition (SLA). As Larsen-Freeman (2018) wrote in her own historical account of SLA ‘it is important to understand ideas at the time they originated’ (p. 56). I would add that it is also…
A study of Chinese learners' ability to comprehend irony
Does asking learners to revise add to the effect of written corrective feedback on L2 acquisition
Task-Based Language Teaching
Task-based language teaching is an approach which differs from traditional approaches by emphasising the importance of engaging learners' natural abilities for acquiring language incidentally through the performance of tasks that draw learners' attention to form. Drawing on the multiple perspectives and expertise of five leading authorities in the field, this book provides a comprehensive and balanced account of task-based language teaching (TBLT…
Input-based tasks for beginner-level learners
Erlam & Ellis (2018) published, in Canadian Modern Language Review , an experimental study that investigated the effect of input-based tasks on the acquisition of vocabulary and markers of plurality by adolescent near-beginner learners of L2 (second language) French. The present paper reports an approximate replication of the original study with the aim of confirming or disconfirming the results. 1 The research questions of both studies addressed…
The effects of pre-task explicit instruction on the performance of a focused task
Effects of computer-assisted glosses on EFL learners' vocabulary acquisition and reading comprehension in three learning conditions
Position paper
The advocacy of task-based language teaching (TBLT) has met with resistance. The critiques of TBLT and the misconceptions that underlie them have already been addressed in Ellis (2009) and Long (2016). The purpose of this article is to move forward by examining a number of real problems that TBLT faces – such as how a ‘task’ should be defined, the nature and timing of the ‘focus-on-form’ required, how to determine task complexity and sequence tas…
Focus on form
‘Focus on form’ (FonF) is a central construct in task-based language teaching. The term was first introduced by Michael Long to refer to an approach where learners’ attention is attracted to linguistic forms as they engage in the performance of tasks. It contrasts with a structure-based approach – ‘focus on forms’ (FonFs) – where specific linguistic forms are taught directly and explicitly. However, there is perhaps no construct in second languag…
Form-focused instruction and the measurement of implicit and explicit L2 knowledge
This chapter discusses the importance of designing valid tests of second language (L2) learning in order to investigate the effects of form-focused instruction (FFI). It argues that such tests must provide measures of both implicit and explicit L2 knowledge. Various methods for designing such tests are considered – the methods used in psychological studies of implicit/explicit knowledge, the methods used in neuropsychological studies, and the met…
Introduction
This special issue of Applied Linguistics has two primary goals: The first is to examine the complementarity of two types of research synthesis—traditional narrative reviews and meta-analysis. The second is to accumulate information from primary studies on the role that instruction plays in second language learning. The topics addressed in the six articles come from the field of SLA: two were relatively broadly defined (language aptitude and L2 p…
Does language analytical ability mediate the effect of written feedback on grammatical accuracy in second language writing
Researching Acquisition Sequences
Idealization plays a fundamental role in scientific inquiry. This article examines the case for maintaining the claim that the second language acquisition (SLA) of grammatical structures such as negation manifests identifiable stages of acquisition. It proposes that, while research has demonstrated the need for de-idealization, there is no need to abandon the idealization itself. Drawing on work on idealization in the philosophy of science, it ar…
Orders and Sequences in the Acquisition of L2 Morphosyntax, 40 Years On
This Special Issue of Language Learning provides a state-of-the-art overview of current perspectives on acquisition orders and sequences in second language acquisition. It contains examples of empirical studies, theoretical reflections of, and a dialogue between proponents of Dynamic Systems Theory, Learner Varieties, Processibility Theory, Processing Determinism, Sociocultural Theory, and Usage-Based Linguistics. This introduction presents the c…
Effects of Written Feedback and Revision on Learners' Accuracy in Using Two English Grammatical Structures
The study compared the effects of two types of form-focused written feedback-direct corrective feedback (DCF) and metalinguistic explanation (ME) given to the whole class-on Japanese university students' accuracy of use of two grammatical structures: indefinite article and the hypothetical conditional. Both types of feedback were given with and without an opportunity to rewrite. Accuracy of use was measured in new pieces of writing. The feedback …
The comparative effect of direct written corrective feedback and metalinguistic explanation on learners’ explicit and implicit knowledge of the English indefinite article
Oral corrective feedback on L2 writing
Comprehension-Based Versus Production-Based Grammar Instruction
This article reports a meta-analysis of studies that investigated the relative effectiveness of comprehension-based instruction (CBI) and production-based instruction (PBI). The meta-analysis only included studies that featured a direct comparison of CBI and PBI in order to ensure methodological and statistical robustness. A total of 35 research projects in 30 published studies were retrieved. The studies were coded for three types of effect size…
Epilogue
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Second language acquisition, teacher education and language pedagogy
Various positions regarding the Second Language Acquisition (SLA) – Language Pedagogy (LP) nexus have been advanced. Taking these as a starting point, this article will examine the nature of the SLA/LP relationship both more generally and more concretely. First, it will place the debates evident in the different positions regarding the relationship in a broader educational and professional context by examining the nature of the theory/practice ne…
Corrective Feedback and Teacher Development
This article examines a number of controversies relating to how corrective feedback (CF) has been viewed in SLA and language pedagogy. These controversies address (1) whether CF contributes to L2 acquisition, (2) which errors should be corrected, (3) who should do the correcting (the teacher or the learner him/herself), (4) which type of CF is the most effective, and (5) what is the best timing for CF (immediate or delayed). In discussing these c…
The Differential Effects of Three Types of Task Planning on the Fluency, Complexity, and Accuracy in L2 Oral Production
The main purpose of this article is to review studies that have investigated the effects of three types of planning (rehearsal, pre-task planning, and within-task planning) on the fluency, complexity, and accuracy of L2 performance. All three types of planning have been shown to have a beneficial effect on fluency but the results for complexity and accuracy are more mixed, reflecting both the type of planning and also the mediating role of variou…
Task‐based language teaching
This paper begins by offering a definition of ‘task’ and by emphasizing that there is no single ‘task‐based teaching’ approach. It then evaluates a number of criticisms of TBT, drawing on recent critiques by Widdowson, Seedhouse, Sheen, and Swan. It is argued that many of these criticisms stem from a fundamental misunderstanding of what a ‘task’ is, and of the theoretical rationales that inform task‐based teaching. These criticisms also reflect a…
The effects of focused and unfocused written corrective feedback in an English as a foreign language context
Principles of instructed language learning
Introduction
The Introduction has three main aims. First, it provides a historical sketch of form-focused instruction research, documenting the origins of this branch of second language acquisition, the research questions that have been addressed, and current trends. Second, it seeks to define and conceptualize what is meant by "form-focused instruction" by distinguishing it from "meaning-focused instruction" and by describing three types of form-focused inst…
Learner Uptake in Communicative ESL Lessons
This article examines incidental and transitory focus on form. Learner uptake was studied in focus-on-form episodes occurring in 12 hours of communicative ESL teaching. Learner uptake was generally high and successful-to a much greater extent than has been reported for immersion classrooms. Uptake was higher and more successful in reactive focus on form and in student-initiated focus on form than in teacher-initiated focus on form. The level of u…
The Definition and Measurement of L2 Explicit Knowledge
A number of theories of second language (L2) acquisition acknowledge a role for explicit L2 knowledge. However, the testing of these theories remains problematic because of the lack of a widely accepted means for measuring L2 explicit knowledge. This article seeks to address this lacuna by examining L2 explicit knowledge from two perspectives. First, it considers explicit knowledge as a construct. How can explicit knowledge be defined? How does i…
Task‐based language teaching
This paper begins by offering a definition of ‘task’ and by emphasizing that there is no single ‘task‐based teaching’ approach. It then evaluates a number of criticisms of TBT, drawing on recent critiques by Widdowson, Seedhouse, Sheen, and Swan. It is argued that many of these criticisms stem from a fundamental misunderstanding of what a ‘task’ is, and of the theoretical rationales that inform task‐based teaching. These criticisms also reflect a…
Classroom Interaction, Comprehension, and the Acquisition of L2 Word Meanings
There are substantial theoretical and empirical grounds for believing that opportunities to negotiate meaning through interaction facilitate comprehension. However, although there are theoretical grounds for believing that meaning negotiation aids second language acquisition, these are not supported by any empirical evidence. This article reports two classroom studies, based on the same design, which investigated the effects of modified interacti…
Doing focus-on-form
The Structural Syllabus and Second Language Acquisition
This paper examines the case for a structural syllabus in the light of second language acquisition research. It argues that a structural syllabus cannot easily serve as a basis for developing implicit knowledge of a second language because of the learnability problem-learners are often unable to learn the structural properties they are taught because the manner in which they are taught does not correspond to the way learners acquire them. It is p…
Current Issues in the Teaching of Grammar
The study of how learners acquire a second language (SLA) has helped to shape thinking about how to teach the grammar of a second language. There remain, however, a number of controversial issues. This paper considers eight key questions relating to grammar pedagogy in the light of findings from SLA. As such, this article complements Celce-Murcia’s (1991) article on grammar teaching in the 25th anniversary issue of TESOL Quarterly, which consider…
Preemptive Focus on Form in the ESL Classroom
This article contributes to the growing body of descriptive research investigating focus on form, defined as the incidental attention that teachers and L2 learners pay to form in the context of meaning-focussed instruction. Whereas previous research addressed reactive focus on form (i.e., corrective feedback), the study reported in this article investigated preemptive focus on form (i.e., occasions when either the teacher or a student chose to ma…
Communicating about Grammar
Providing learners with grammar problems they must solve interactively integrates grammar instruction with opportunities for meaningful communication. This article reports the results of an exploratory study of the use of a communicative, grammar-based task in the college EFL classroom. The two research questions addressed are whether the task successfully promoted L2 linguistic knowledge of a specific grammar point and whether it produced the ki…
Comprehension-Based Versus Production-Based Grammar Instruction
This article reports a meta-analysis of studies that investigated the relative effectiveness of comprehension-based instruction (CBI) and production-based instruction (PBI). The meta-analysis only included studies that featured a direct comparison of CBI and PBI in order to ensure methodological and statistical robustness. A total of 35 research projects in 30 published studies were retrieved. The studies were coded for three types of effect size…
Second language acquisition, teacher education and language pedagogy
Various positions regarding the Second Language Acquisition (SLA) – Language Pedagogy (LP) nexus have been advanced. Taking these as a starting point, this article will examine the nature of the SLA/LP relationship both more generally and more concretely. First, it will place the debates evident in the different positions regarding the relationship in a broader educational and professional context by examining the nature of the theory/practice ne…
A study of Chinese learners' ability to comprehend irony
Principled grammar teaching
Does language analytical ability mediate the effect of written feedback on grammatical accuracy in second language writing
Bugs and birds
Interpretation-based grammar teaching
Effects of computer-assisted glosses on EFL learners' vocabulary acquisition and reading comprehension in three learning conditions
Effects of Written Feedback and Revision on Learners' Accuracy in Using Two English Grammatical Structures
The study compared the effects of two types of form-focused written feedback-direct corrective feedback (DCF) and metalinguistic explanation (ME) given to the whole class-on Japanese university students' accuracy of use of two grammatical structures: indefinite article and the hypothetical conditional. Both types of feedback were given with and without an opportunity to rewrite. Accuracy of use was measured in new pieces of writing. The feedback …
Investigating grammatical difficulty in second language learning
Both second language acquisition (SLA) researchers and language testers collect data in order to make statements about what learners have learned. Many researchers and testers consider the ideal data for this purpose to be naturally occurring language use. This paper examines whether data elicited by instruments designed to provide separate measures of implicit and explicit second language knowledge afford a valid basis for determining what learn…
Classroom learning styles and their effect on second language acquisition
Investigating language teaching
The effects of pre-task explicit instruction on the performance of a focused task
Enabling Factors in Adult-Child Discourse
The use of a special baby-talk register by adults when talking to children in the early stages of language development is now well established (e.g. Sachs, 1977; Snow, 1976), but it is not yet clear how far the specific form it takes in particular adult-child interactions is the
The Role of Input in Language Acquisition
Journal Article The Role of Input in Language Acquisition: Some Implications for Second Language Teaching Get access R. ELLIS R. ELLIS St. Mary's CollegeTwickenham Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, Volume II, Issue 1, Spring 1981, Pages 70–82, https://doi.org/10.1093/applin/II.1.70 Published: 01 March 1981 Article history Received: 01 March 1980 Published: 01 March 1981
A reassessment of lesson evaluation in ELT
The current emphasis in ELT methodology on a more learner-centred approach raises considerable problems for the assessment of teacher-trainee lessons. This article briefly reviews these problems and suggests that, although there may be a number of ‘independent’ criteria for lesson observation which are applicable irrespective of the approach adopted, there is a need to assess a lesson in terms of the teacher's own evaluation of it
The Origins of Interlanguage
The Origins of Interlanguage
Journal Article The Origins of Interlanguage Get access ROD ELLIS ROD ELLIS St Mary's CollegeTwickenham, England Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, Volume III, Issue 3, Autumn 1982, Pages 207–223, https://doi.org/10.1093/applin/III.3.207 Published: 01 October 1982
Can Syntax be Taught? A Study of the Effects of Formal Instruction on the Acquisition of WH Questions by Children
Journal Article Can Syntax be Taught? A Study of the Effects of Formal Instruction on the Acquisition of WH Questions by Children Get access ROD ELLIS ROD ELLIS St Mary's CollegeTwickenham Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, Volume 5, Issue 2, Summer 1984, Pages 138–155, https://doi.org/10.1093/applin/5.2.138 Published: 01 July 1984 Article history Received: 01 September 1983 Published: 01…
Sources of Variability in Interlanguage
Journal Article Sources of Variability in Interlanguage Get access ROD ELLIS ROD ELLIS Ealing College of Higher Education Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, Volume 6, Issue 2, 1985, Pages 118–131, https://doi.org/10.1093/applin/6.2.118 Published: 01 August 1985
The L1 = L2 hypothesis
Classroom Second Language Development
Interlanguage Variability in Narrative Discourse
This study examines style shifting in the use of three past tense morphemes (regular past, irregular past, and past copula) by 17 intermediate L2 learners of English. It differs from previous studies in that style shifting is examined within a single discourse mode—narrative discourse—according to the amount of planning time made available. Data were collected under three conditions: (a) planned writing, (b) planned speech, and (c) unplanned spee…
The Effects of Linguistic Environment on the Second Language Acquisition of Grammatical Rules
Journal Article The Effects of Linguistic Environment on the Second Language Acquisition of Grammatical Rules Get access ROD ELLIS ROD ELLIS Ealing College of Higher Education Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, Volume 9, Issue 3, September 1988, Pages 257–274, https://doi.org/10.1093/applin/9.3.257 Published: 01 September 1988 Article history Received: 01 May 1987 Published: 01 September …
Investigating language teaching
Classroom learning styles and their effect on second language acquisition
Introduction to the special issue
A Response to Gregg
Journal Article A Response to Gregg Get access ROD ELLIS ROD ELLIS Temple UniversityJapan Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, Volume 11, Issue 4, December 1990, Pages 384–391, https://doi.org/10.1093/applin/11.4.384 Published: 01 December 1990 Article history Received: 01 June 1989 Published: 01 December 1990
Communicating about Grammar
Providing learners with grammar problems they must solve interactively integrates grammar instruction with opportunities for meaningful communication. This article reports the results of an exploratory study of the use of a communicative, grammar-based task in the college EFL classroom. The two research questions addressed are whether the task successfully promoted L2 linguistic knowledge of a specific grammar point and whether it produced the ki…
Learning to Communicate in the Classroom
It is now generally accepted that second language (L2) acquisition can take place as a result of learning how to communicate in the L2. It is less clear, however, whether the kind of communication that occurs in a classroom is sufficient to ensure development of full target language competence. This article examines the extent to which the opportunities for communication in an English as a Second Language (ESL) classroom result in the acquisition…
Interpretation-based grammar teaching
The Structural Syllabus and Second Language Acquisition
This paper examines the case for a structural syllabus in the light of second language acquisition research. It argues that a structural syllabus cannot easily serve as a basis for developing implicit knowledge of a second language because of the learnability problem-learners are often unable to learn the structural properties they are taught because the manner in which they are taught does not correspond to the way learners acquire them. It is p…
Classroom Interaction, Comprehension, and the Acquisition of L2 Word Meanings
There are substantial theoretical and empirical grounds for believing that opportunities to negotiate meaning through interaction facilitate comprehension. However, although there are theoretical grounds for believing that meaning negotiation aids second language acquisition, these are not supported by any empirical evidence. This article reports two classroom studies, based on the same design, which investigated the effects of modified interacti…
Modified Oral Input and the Acquisition of Word Meanings
This paper reports an exploratory study of the relationship between modified oral input-both premodified and interactionally modified–and the acquisition of word meanings by a group of Japanese High School students The main results were (1) a strong relationship between comprehension and word meaning acquisition was only evident in a test that replicated the format of the learning experience, (2) although more word meanings were learnt from the i…
Uptake 1 as language awareness
Allwright (1984b) has suggested that asking learners to report the items they have learnt from a lesson (uptake) provides a means of investigating the relationship between classroom interaction and language learning. The study reported in this paper constitutes an investigation of uptake. It examines the sincerity and validity of uptake as a measure of language learning by comparing the words learners report learning after completing a listening …
Interpretation Tasks for Grammar Teaching
Grammar teaching has traditionally consisted of giving learners opportunities to produce specific grammatical structures. Such an approach may prove ineffective because it does not take account of how learners acquire grammatical structures (e.g., Krashen, 1982). This article examines an alternative approach to grammar teaching— one based on interpreting input. This approach emphasizes helping learners to notice grammatical features in the input,…
The Study of Second Language Acquisition
Bugs and birds
Linguistics (66 obras) · Psychology (65 obras) · EFL/ESL Teaching and Learning (60 obras) · Computer Science (44 obras) · Second Language Learning and Teaching (44 obras) · Mathematics education (38 obras) · Philosophy (37 obras) · Second Language Acquisition and Learning (32 obras) · Grammar (24 obras) · Second-language acquisition (20 obras)