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SLA research and language teaching / Rod Ellis.

By: Ellis, RodMaterial type: TextTextLanguage: English Series: Publication details: Oxford : Oxford University Press, 1997. Description: viii, 280 p : ill ; 24 cmISBN: 0194372154; 9780194372152Subject(s): Second language acquisitionDDC classification: 418.007 LOC classification: P118.2 | .E388 1997Online resources: WorldCat details
Contents:
TOC Background: Second language acquisition research and language pedagogy -- Making research accessible: Grammar teaching and grammar learning -- Options in grammar teaching -- The application of theory: A theory of instructed second language acquisition -- The structural syllabus and second language acquisition -- Acquisition-compatible grammar tasks -- Second language acquisition research in the classroom: Learning to communicate in the classroom -- The teacher as researcher: Focused communication tasks -- Micro-evaluation: does a task work? -- Conclusion: Mediation problems.
Summary: Summary: Ellis addresses issues such as the role of form-focused instructions, explicit and implicit knowledge, the roles of input and output, consciousness-raising, the acquisition of pragmatic competence and task evaluation.
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Holdings
Item type Current library Collection Call number Copy number Status Date due Barcode Item holds
Text Text EWU Library
Reserve Section
Non-fiction 418.007 ELS 1997 (Browse shelf(Opens below)) C-1 Not For Loan 15160
Total holds: 0

"This book ... is primarily about the multiple ways in which second language acquisition can illuminate language pedagogy"

Includes bibliographical references and index

TOC Background: Second language acquisition research and language pedagogy --
Making research accessible: Grammar teaching and grammar learning --
Options in grammar teaching --
The application of theory: A theory of instructed second language acquisition --
The structural syllabus and second language acquisition --
Acquisition-compatible grammar tasks --
Second language acquisition research in the classroom: Learning to communicate in the classroom --
The teacher as researcher: Focused communication tasks --
Micro-evaluation: does a task work? --
Conclusion: Mediation problems.

Summary:
Ellis addresses issues such as the role of form-focused instructions, explicit and implicit knowledge, the roles of input and output, consciousness-raising, the acquisition of pragmatic competence and task evaluation.

English

Sagar Shahanawaz

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