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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 51 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 and Language Pedagogy Ellis, Rod R. [Verfasser]. - New York, NY : Wiley, J, 2012 DNB Subject Category Language Show details 8 Language Teaching Research and Language Pedagogy Ellis, Rod R. [Verfasser]. - New York, NY : Wiley, J, 2012 DNB Subject Category Language Show details 9 Language Teaching Research and Language Pedagogy Ellis, Rod R. [Verfasser]. - New York, NY : John Wiley & Sons, 2012 DNB Subject Category Language Show details 10 Language Teaching Research and Language Pedagogy Ellis, Rod R. [Verfasser]. - New York, NY : John Wiley & Sons, 2012 DNB Subject Category Language Show details 11 Language teaching research & language pedagogy Ellis, Rod. - Chicester [u.a.] : Wiley-Blackwell, 2012 BLLDB UB Frankfurt Linguistik Show details 12 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 13 Oral Corrective Feedback, Individual Differences, and L2 Acquisition of French Past Tenses Mifka Profozic, Nadia. - : ResearchSpace@Auckland, 2012 Abstract: The research reported in this thesis aimed at investigating the differential effects of two types of oral corrective feedback in a foreign language classroom: recasts as an input-providing strategy and clarification requests as an output-prompting strategy (Ellis, 2006; Ellis & Sheen, 2011). Drawing on the Interaction hypothesis (Long, 1981a, 1983b, 1996) both strategies can be considered a type of focus-on-form. The effectiveness of oral corrective feedback was examined in relation to the acquisition of two French past tenses - the passé composé and the imparfait, which have been documented among the most difficult language structures for French L2 learners (Bardovi-Harlig, 2000; Harley, 1989, 1993; Kaplan, 1987). The effects of corrective feedback were also examined in relation to the mediating role of the learners' individual differences in language analytic ability, working memory, and anxiety. The study was conducted with three intact classes involving 52 high school students learning French as a foreign language in New Zealand. A quasi-experimental design was employed, with a pre-test, treatment, immediate post-test and a delayed post-test. Oral corrective feedback was provided in the form of recasts in one class and clarification requests in the other class as the learners performed three picture-based, information-gap tasks designed to encourage communication and elicit the use of the two past tenses. Acquisition was measured by means of similar picture-based narrative tasks requiring relatively free oral and written production. The tasks were counterbalanced at the three testing times to ensure that there was no task-effect. The accuracy of use of the two tenses was scored by means of the targetlike use analysis (Pica, 1983) which takes into account the overuse of the target forms. Mixed design Repeated measures ANOVAs, followed by the ANCOVAs, were computed to examine the effects of the treatment. Overall, the results indicate that recasts were more effective than clarification requests for the acquisition of both target structures. Recasts resulted in a high level of uptake with repair but, by and large, this was not associated with learning, except for the long term gains in oral production of passé composé. The mediating role of individual learner differences was examined by means of Multiple regression analysis. Language analytic ability predicted the gains for both grammatical structures in oral iii production, and for passé composé in written production of the Clarification Request group. In the Recast group analytic ability predicted only the long-term gains for passé composé in oral production. Working memory measured by the Speaking span test predicted only the short-term gains in oral production of passé composé in the Recast group. Language learning anxiety did not appear to have any influence on the effects of corrective feedback on learning. The results are discussed in terms of cognitive-interactionist theories of L2 acquisition. In general they are supportive of the Interaction and Noticing hypotheses, and of the role played by input rather than of the skill-learning theory and the role of modified output. The findings suggest that teachers need not be afraid to make the corrective force of recasts clear to learners during communicative tasks. URL: http://hdl.handle.net/2292/18726 BASE Hide details 14 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 BASE Show details 15 The effect of written corrective feedback and revision on intermediate Chinese learners' acquisition of English Frear, David Jon. - : ResearchSpace@Auckland, 2012 BASE Show details 16 The Motivation of Chinese Learners of English in a Foreign and Second Language Context Li, Qi. - : ResearchSpace@Auckland, 2011 BASE Show details 17 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 18 Variation in the ba construction in the interlanguage of L2 Chinese Gao, Xiaoping. - : ResearchSpace@Auckland, 2010 BASE Show details 19 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 20 Evaluation of an Online English learning program Ho, Yi-Chieh. - : ResearchSpace@Auckland, 2009 BASE Show details Page: 1 2 3

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