John Wiley & Sons Form-Focused Instruction and Second Language Learning Cover How does classroom language learning take place? How does an understanding of second language acquis.. Product #: 978-0-631-22858-5 Regular price: $46.64 $46.64 In Stock

Form-Focused Instruction and Second Language Learning

Language Learning Monograph, Volume 4

Ellis, Rod R.

Best of Language Learning Series

Cover

1. Edition October 2001
400 Pages, Softcover
Wiley & Sons Ltd

ISBN: 978-0-631-22858-5
John Wiley & Sons

How does classroom language learning take place? How does an
understanding of second language acquisition contribute to language
teaching? In answering these questions, Rod Ellis reviews a wide
range of research on classroom learning, developing a theory of
instructed second language acquisition that has significant
implications for language teaching.

The early chapters of this book trace the attempts to explain
classroom language learning in terms of general theory of learning
(behaviorism) and the study of naturalistic language learning. The
middle chapters document the attempts of researchers to enter the
"black box" of the classroom in order to describe the
teaching-learning behaviors that take place there and to
investigate to what extent and in what ways instruction results in
acquisition.

The book concludes with a theory of classroom language learning.
This theory advances an explanation of the relationship between
explicit and implicit linguistic knowledge and in so doing accounts
for how both form-focused and meaning-focused instruction
contribute to second language acquisition in the classroom.

Part I-Introduction.

1. Investigating the Form-Focused Instruction: Rod Ellis.

Part II - Experimental Studies.

2. Integrating Formal and Functional Approaches to Language
Teaching in French Immersion: An Experimental Study: Elaine M. Day
and Stan M. Shapson.

3. The Differential Role of Comprehension and Production
Practice: Robert M. DeKeyser and Karl J. Sokalski.

4. Attention, Awareness and Foreign Language Behavior: Ronald P.
Leow.

5. Does Type of Instruction Make A Difference? Substantive
Findings From a Meta-analytic Review: John M. Norris and Lourdes
Ortega.

Part III - Interpretative Classroom Studies.

6. Another Piece of the Puzzle: The Emergence of the Present
Perfect: Kathleen Bardovi-Harlig.

7. Negotiation of Form, Recasts, and Explicit Correction in
Relation to Error Types and Learner Repair in Immersion Classrooms:
Roy Lyster.

8. Learner-Generated Attention to Form: Jessica Williams.

9. The Case of the Missing "No": The Relationship Between
Pedagogy and Interaction: Paul Seedhouse.

Index
Rod Ellis is winner of the BAAL Book Prize in 1985 for the best book published in applied linguistics. Formerly Professor and Head of Department in the School of Language Studies, Ealing College of Higher Education.

R. R. Ellis, University of Auckland, New Zealand