Instructed Second Language Acquisition: Learning in the Classroom (Applied Language Studies) - Softcover

Ellis, Rod

Softcover

ISBN 10: 063116202X ISBN 13: 9780631162025

Publisher: Wiley-Blackwell, 1990

Synopsis

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 which has significant implications for language teaching.

About this title

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.

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.

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.

Edition details

• Publisher: Wiley-Blackwell
• Publication date: 1990
• Language: English
• ISBN 10: 063116202X
• ISBN 13: 9780631162025
• Binding: Paperback
• Edition number: 1
• Number of pages: 240