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 classroom
* Bridges the relationship between research, teachers, and
learners
* Helps evolve the practice of dedicated current language
teachers with research findings that suggest best practices for
language teaching
Tabela de Conteúdo
List of Figures vi
List of Tables vii
Preface ix
Acknowledgements xiii
1 Introduction: Developments in Language Teaching
Research 1
2 Methods for Researching the Second Language Classroom
21
3 Comparative Method Studies 51
4 Second Language Classroom Discourse 75
5 Focus on the Teacher 115
6 Focus on the Learner 151
7 Investigating the Performance of Tasks 195
8 Interaction and L2 Learning in the Classroom 237
9 Form-Focused Instruction and Second Language Learning
271
10 Instruction, Individual Differences and L2 Learning
307
11 Conclusion: Research and Language Teaching 337
References 349
Index 385
Sobre o autor
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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