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Form-Focused Instruction and Second Language Learning : Language Learning Monograph

Form-Focused Instruction and Second Language Learning : Language Learning Monograph

Form-Focused Instruction and Second Language Learning : Language Learning
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Form-Focused Instruction and Second Language Learning : Language Learning Monograph Paperback - 2001 - 1st Edition

by Ellis, Rod

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Wiley & Sons, Incorporated, John. Used - Very Good. Pages intact with possible writing/highlighting. Binding strong with minor wear. Dust jackets/supplements may not be included. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.
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From the publisher

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.

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From the rear cover

This collection of articles from Language Learning illustrates the range of current inquiry into form-focused instruction and its effects on second language learning. The articles report both experimental and descriptive studies, addressing such issues as the effectiveness of form-focused instruction, the role of input-processing instruction, the relationship between attention and language learning, the sequence of acquisition in instructed learners, and the provision of corrective feedback in class-room settings. In addition to articles reporting empirical studies, two articles provide comprehensive overviews of the experimental and descriptive research. Ellis' introductory chapter offers an historical survey of research into form-focused instruction together with an analysis of key theoretical constructs and methodological issues. The book is of relevance to both second language researchers and teacher educators.

About the author

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.

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