Form-focused instruction and second language learning
Author(s)
Bibliographic Information
Form-focused instruction and second language learning
(The best of Language learning series / series editor, Alister H. Cumming)
Blackwell, c2001
Available at 60 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
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  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
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  United Kingdom
  Germany
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  United States of America
Note
Includes bibliographical references and index
Description and Table of Contents
Description
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.
Table of Contents
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
by "Nielsen BookData"