Rod Ellis

Rod Ellis

List of John Benjamins publications for which Rod Ellis plays a role.

Journal

Titles

Subjects Applied linguistics | History of linguistics
Subjects Applied linguistics | Cognition and language | Language acquisition | Language teaching | Psycholinguistics
Subjects Language acquisition | Language teaching

Articles

This study investigated the pragmatic competence of 50 Japanese English major students, divided into two groups, one of which participated in a study abroad (SA) program and the other stayed at home (AH) taking regular university classes. Two tests were used to measure two aspects of the students’… read more | Article
I draw on the education literature to describe four educational curriculum models, which serve as a basis for presenting four TBLT curricula based on the proposals of Prabhu (1987); Willis (1996), Long (1985, 2015a, 2015b) and myself (Ellis, 2003 and 2019) – all of which have figured in the… read more | Article
This article reports a practitioner research study where one of the authors worked with an Indonesian secondary school teacher to help her introduce task-based language teaching into her own classroom. We report a study involving classroom observation, interviews, and a reflective journal and show… read more | Article
Editorial
The purpose of this article is to discuss how task-based language teaching (TBLT) can work with beginner-level learners by using input-based tasks. It begins by dismissing a common critique of TBLT, namely that learners need to be taught some language before they can perform tasks, by arguing that… read more | Article
Editorial
Ellis, Rod. 2019. Chapter 1. Task preparedness. Researching L2 Task Performance and Pedagogy: In honour of Peter Skehan, Wen, Zhisheng (Edward) and Mohammad Javad Ahmadian (eds.), pp. 15–38
The role of pre-task options in task-based language teaching has received considerable attention, most notably in the work of Peter Skehan. They constitute implementation variables that affect the complexity, accuracy and fluency (CAF) of language production and also, potentially language,… read more | Chapter
Editorial
Ellis, Rod. 2019. Editorial. Language Teaching for Young Learners 1:2, pp. 107–110
Editorial
There has been little research investigating the effects of form-focused instruction (FFI) on the second language acquisition of children. This article reports a quasi-experimental study of integrated form-focused instruction for 33 children aged 9–12 years. They completed four dictogloss tasks… read more | Article
Meta-analysis has become increasingly popular in second language acquisition research (SLA) and has provided valuable summative information about a number of key areas. There are, however, dangers. This article examines a number of key issues that need to be considered in conducting a… read more | Article
The study explores the effects of intervening between the performance of the same task and whether these effects transfer to a new task. 40 Japanese university students completed the same monologic narrative task three times and then performed a new task of the same type (Time 4). 20 students just… read more | Chapter
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This chapter discusses the importance of designing valid tests of second language (L2) learning in order to investigate the effects of form-focused instruction (FFI). It argues that such tests must provide measures of both implicit and explicit L2 knowledge. Various methods for designing such tests… read more | Article
Conducting action research is not something that teachers always find easy. Nunan (1990) reported that teachers’ action research proposals tended to be rather grand and unmanageable because they had failed to identify specific research questions. I propose that one practical way in which teachers… read more | Article
Ellis, Rod. 2009. Chapter 6. Task-based research and language pedagogy. Task-Based Language Teaching: A reader, Van den Branden, Kris, Martin Bygate and John M. Norris (eds.), pp. 109–130
Two very different theoretical accounts of task-based language use and learning are critiqued and their relevance for language pedagogy discussed. One account, which will be referred to as the psycholinguistic perspective, draws on a computational model of second language (L2) acquisition (Lantolf,… read more | Article
Ellis, Rod. 2006. Researching the Effects of Form-Focussed Instruction on L2 Acquisition. Themes in SLA Research, Bardovi-Harlig, Kathleen and Zoltán Dörnyei (eds.), pp. 18–41
This article examines a variety of options for conducting investigations of the effects of interventionist form-focused instruction (FFI). Constructs related to three key areas of form-focussed instruction are presented; (1) the type of instruction, (2) the target of the instruction, and (3) the… read more | Article
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Ellis, Rod. 1999. Retrospect and Prospect. Learning a Second Language through Interaction, Ellis, Rod, pp. 233 ff.
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Ellis, Rod, Rick Heimbach, Yoshihiro Tanaka and Atsuko Yamazaki. 1999. Modified Input and the Acquisition of Word meaning by Children and Adults. Learning a Second Language through Interaction, Ellis, Rod, pp. 63 ff.
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Fotos, Sandra S. and Rod Ellis. 1999. Communicating About Grammar. Learning a Second Language through Interaction, Ellis, Rod, pp. 189 ff.
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Ellis, Rod, Yoshihiro Tanaka and Asako Yamazaki. 1995. Classroom Interaction, Comprehension, and the Acquisition of L2 Word Meanings. Lexical Issues in Language Learning, Harley, Birgit, pp. 187–228
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Roever, Carsten, Natsuko Shintani, Yan Zhu and Rod Ellis. 2023. Chapter 6. Proficiency effects on L2 pragmatics. L2 Pragmatics in Action: Teachers, learners and the teaching-learning interaction process, Martínez-Flor, Alicia, Ariadna Sánchez-Hernández and Júlia Barón (eds.), pp. 145–167
Proficiency is a widely used concept in second language (L2) pragmatics where it is commonly viewed as lexico-grammatical knowledge, and can be measured by means of standardised or researcher-designed tests, or estimated on the basis of levels in a language program. It is a common grouping… read more | Chapter