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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 Hits 1 – 20 of 46 1 Task-based language teaching : theory and practice Ellis, Rod; Skehan, Peter; Li, Shaofeng. - Cambridge : Cambridge University Press, 2020 UB Frankfurt Linguistik Show details 2 Reflections on task-based language teaching Ellis, Rod. - 2018 BASE Show details 3 Understanding Second Language Acquisition 2nd Edition - Oxford Applied Linguistics Ellis, Rod. - : Oxford University Press, 2015 BASE Show details 4 Exploring language pedagogy through second language acquisition research Shintani, Natsuko; Ellis, Rod. - London [u.a.] : Routledge, 2014 BLLDB UB Frankfurt Linguistik Show details 5 Exploring Language Pedagogy through Second Language Acquisition Research Ellis, Rod; Shintani, N.. - : Routledge, 2013 BASE Show details 6 Investigating linguistic knowledge of a second language and its relationship to general language proficiency and individual learner differences in an EFL context Zhang, Runhan. - : ResearchSpace@Auckland, 2013 BASE Show details 7 Language teaching research & language pedagogy Ellis, Rod. - Chicester [u.a.] : Wiley-Blackwell, 2012 BLLDB UB Frankfurt Linguistik Show details 8 Investigating the relationships between Chinese university EFL learners' metacognitive listening strategies and their comprehension and incidental vocabulary acquisition from listening tasks Chang, Le. - : ResearchSpace@Auckland, 2012 BASE Show details 9 Oral Corrective Feedback, Individual Differences, and L2 Acquisition of French Past Tenses Mifka Profozic, Nadia. - : ResearchSpace@Auckland, 2012 BASE Show details 10 The Beliefs And Learner Strategy Use Of Low-Proficiency Chinese Learners And Their Impact On Learning English In A New Zealand Context Zhong, Qunyan. - : ResearchSpace@Auckland, 2012 Abstract: Research on learner beliefs is made on the assumption that learners' perspectives and thoughts guide their learning behaviours (e.g. Horwitz, 1987, 1988; Wenden 1987; Barcelos 2003) and determine the ultimate success of their learning (e.g. Ellis, 2004, 2008). Yet to date few studies have attempted to investigate the development of learner beliefs and the interactions among the three constructs: learner beliefs, learner strategy use and learning outcomes. This multicase study employed naturalistic methods (Lincoln & Guba, 1985) to investigate the development of five low-proficiency Chinese ESL learners' beliefs, language learning strategies and English language proficiency over a 16-week period. The principal aim of the study was to examine the relationships between the learners' beliefs and learning strategy and the impact of both on learning outcomes. A number of data collection methods (e.g. interviews, diaries, class observations, stimulated recall, and a battery of tests) were employed to gather triangulated data. Qualitative data analysis identified four major changes in their beliefs. First, the learners changed their beliefs about approaches to language learning from an initial analytical approach (e.g. learning grammatical rules) to a later more experiential one (e.g. watching TV). Second, they shifted the focus of their language learning from accuracy to fluency. Third, a new belief about group/pair work emerged after the learners were exposed to new approaches of language teaching in New Zealand. Finally, all the learners' self-efficacy beliefs strengthened as their language progressed. Like beliefs, some of the learners' strategies also developed over the observed period. At time 2, the learners increased their contact with English outside the institution. In addition, they started employing social strategies and higher order cognitive strategies. Gains in the learners' proficiency were linked to their language learning strategy use, which was underpinned by their beliefs. Those learners who held beliefs about an experiential approach to language learning tended to advance more in speaking and vocabulary tests, whereas those who held iii beliefs relating to an analytic approach showed moderate gains in a standardized general English test. However, this relationship did not hold when the learners failed to implement their beliefs. This suggests that beliefs do not have a direct impact on learning outcomes and that their influence depends on whether they have an effect on learning strategies. This study sheds further light on the characteristics of the good language learner. One of the learners demonstrated language improvement across all the tests. She distinguished herself from the other learners in her concern for accuracy and fluency, her stronger self-efficacy beliefs, her empathy towards the target culture, her autonomous learning behaviours and her effective use of learning strategies. The thesis concludes with a number of recommendations for policy makers and instructional practice. URL: http://hdl.handle.net/2292/11472 BASE Hide details 11 The effect of written corrective feedback and revision on intermediate Chinese learners' acquisition of English Frear, David Jon. - : ResearchSpace@Auckland, 2012 BASE Show details 12 The Motivation of Chinese Learners of English in a Foreign and Second Language Context Li, Qi. - : ResearchSpace@Auckland, 2011 BASE Show details 13 A comparison of the effects of comprehension-based and production-based instruction on the acquisition of vocabulary and grammar by young Japanese learners of English Shintani, Natsuko. - : ResearchSpace@Auckland, 2011 BASE Show details 14 Implicit and explicit knowledge in second language learning, testing and teaching Reinders, Hayo; Ellis, Rod; Erlam, Rosemary. - Bristol [u.a.] : Multilingual Matters, 2009 BLLDB UB Frankfurt Linguistik Show details 15 Evaluation of an Online English learning program Ho, Yi-Chieh. - : ResearchSpace@Auckland, 2009 BASE Show details 16 The study of second language acquisition Ellis, Rod. - Oxford [u.a.] : Oxford Univ. Press, 2008 BLLDB UB Frankfurt Linguistik Show details 17 Second language writing from sources: an ethnographic study of an argument essay task Wolfersberger, Mark Andrew. - : ResearchSpace@Auckland, 2008 BASE Show details 18 The study of second language acquisition Ellis, Rod. - Oxford [u.a.] : Oxford Univ. Press, 2007 UB Frankfurt Linguistik Show details 19 Diagnostic writing assessment: the development and validation of a rating scale Knoch, Ute. - : ResearchSpace@Auckland, 2007 BASE Show details 20 Second language acquisition Ellis, Rod. - Oxford [u.a.] : Oxford Univ. Press, 2005 UB Frankfurt Linguistik Show details Page: 1 2 3

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