Rod Ellis
List of John Benjamins publications for which Rod Ellis plays a role.
Journal
ISSN 2589-2053 | E-ISSN 2589-207X
Titles
Becoming and Being an Applied Linguist: The life histories of some applied linguists
Edited by Rod Ellis
[Not in series, 203] 2016. vi, 373 pp.
Subjects Applied linguistics | History of linguistics
Planning and Task Performance in a Second Language
Edited by Rod Ellis
[Language Learning & Language Teaching, 11] 2005. viii, 313 pp.
Subjects Applied linguistics | Cognition and language | Language acquisition | Language teaching | Psycholinguistics
Learning a Second Language through Interaction
Rod Ellis
[Studies in Bilingualism, 17] 1999. x, 285 pp.
Subjects Language acquisition | Language teaching
Articles
2022. The roles of language proficiency and study abroad in Japanese students’ receptive pragmatic competence. Applied Pragmatics 4:1, pp. 1–32
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
2021. Options in a task-based language-teaching curriculum: An educational perspective. TASK 1:1, pp. 11–46
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
2021. A case study of one teacher’s introduction to task-based language teaching: Insights for the development of a professional development programme. Language Teaching for Young Learners 3:1, pp. 137–158
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
2020. Task-based language teaching for beginner-level young learners. Language Teaching for Young Learners 2:1, pp. 4–27
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
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
2019. The relative effects of metalinguistic explanation and direct written corrective feedback on children’s grammatical accuracy in new writing. Language Teaching for Young Learners 1:1, pp. 57–81
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
2018. Meta-analysis in second language acquisition research: A critical appraisal. Journal of Second Language Studies 1:2, pp. 231–253
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
2018. Chapter 7. The effects of awareness-raising through stimulated recall on the repeated performance of the same task and on a new task of the same type. Learning Language through Task Repetition, Bygate, Martin (ed.), pp. 171–192
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
2016. Conclusion: Becoming and Being an Applied Linguist and Doing Applied Linguistics. Becoming and Being an Applied Linguist: The life histories of some applied linguists, Ellis, Rod (ed.), pp. 331–368
Article
2016. Introduction: Background to the Life Histories. Becoming and Being an Applied Linguist: The life histories of some applied linguists, Ellis, Rod (ed.), pp. 1–12
Article
2016. A Professional Life: Teacher, Teacher Educator and Researcher. Becoming and Being an Applied Linguist: The life histories of some applied linguists, Ellis, Rod (ed.), pp. 15–46
Article
2015. Form-focused instruction and the measurement of implicit and explicit L2 knowledge. Implicit and Explicit Learning of Languages, Rebuschat, Patrick (ed.), pp. 417–442
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
2015. Teachers evaluating tasks. Domains and Directions in the Development of TBLT: A decade of plenaries from the international conference, Bygate, Martin (ed.), pp. 247–270
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
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
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
2005. 1. Planning and task-based performance: Theory and research. Planning and Task Performance in a Second Language, Ellis, Rod (ed.), pp. 3–34
Chapter
2005. 6. The effects of careful within-task planning on oral and written task performance. Planning and Task Performance in a Second Language, Ellis, Rod (ed.), pp. 167–192
Chapter
1999. Theoretical Perspectives on Interaction and Language Learning. Learning a Second Language through Interaction, Ellis, Rod, pp. 3 ff.
Article
1999. Factors in the Incidental Acquisition of Second Language Vocabulary from Oral Input. Learning a Second Language through Interaction, Ellis, Rod, pp. 35 ff.
Article
1999. Retrospect and Prospect. Learning a Second Language through Interaction, Ellis, Rod, pp. 233 ff.
Article
1999. Making the Classroom Acquisition Rich. Learning a Second Language through Interaction, Ellis, Rod, pp. 211 ff.
Article
1999. Modified Input and the Acquisition of Word meaning by Children and Adults. Learning a Second Language through Interaction, Ellis, Rod, pp. 63 ff.
Article
1999. Communicating About Grammar. Learning a Second Language through Interaction, Ellis, Rod, pp. 189 ff.
Article
1999. Modified Output and the Acquisition of Word Meanings. Learning a Second Language through Interaction, Ellis, Rod, pp. 115 ff.
Article
1999. Modified Input, Language Aptitude and the Acquisition of Word Meanings. Learning a Second Language through Interaction, Ellis, Rod, pp. 133 ff.
Article
1999. Output Enhancement and the Acquisition of the Past Tense. Learning a Second Language through Interaction, Ellis, Rod, pp. 173 ff.
Article
1999. Learning Vocabulary Through Interacting With a Written Text. Learning a Second Language through Interaction, Ellis, Rod, pp. 151 ff.
Article
1995. Classroom Interaction, Comprehension, and the Acquisition of L2 Word Meanings. Lexical Issues in Language Learning, Harley, Birgit, pp. 187–228
Article
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