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 classroomBridges the relationship between research, teachers, and learnersHelps evolve the practice of dedicated current language teachers with research findings that suggest best practices for language teaching
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vi | |
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vii | |
| Preface |
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ix | |
| Acknowledgements |
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xiii | |
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1 Introduction: Developments in Language Teaching Research |
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1 | (20) |
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2 Methods for Researching the Second Language Classroom |
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21 | (30) |
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3 Comparative Method Studies |
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51 | (24) |
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4 Second Language Classroom Discourse |
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75 | (40) |
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115 | (36) |
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151 | (44) |
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7 Investigating the Performance of Tasks |
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195 | (42) |
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8 Interaction and L2 Learning in the Classroom |
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237 | (34) |
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9 Form-Focused Instruction and Second Language Learning |
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271 | (36) |
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10 Instruction, Individual Differences and L2 Learning |
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307 | (30) |
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11 Conclusion: Research and Language Teaching |
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337 | (12) |
| References |
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349 | (36) |
| Index |
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385 | |
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).
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