Exploring Language Pedagogy Through Second Language Acquisition Research
|Author:||Rod Ellis & Natsuko Shintani|
|Series:||Routledge Introductions to Applied Linguistics|
Routledge Introductions to Applied Linguistics is a series of introductory level textbooks covering the core topics in Applied Linguistics, primarily designed for those beginning postgraduate studies, or taking an introductory MA course as well as advanced undergraduates. Titles in the series are also ideal for language professionals returning to academic study. The books take an innovative 'practice to theory' approach, with a 'back-to-front' structure. This leads the reader from real-world problems and issues, through a discussion of intervention and how to engage with these concerns, before finally relating these practical issues to theoretical foundations. Additional features include a glossary of key terms, and discussion questions.a In this book, Ellis and Shintani examine how theory and research relating to second language acquisition can inform language pedagogy. The authors cover the different aspects of language pedagogy that SLA can address, identify problems related to these, and discuss possible solutions to these problems through reference to SLA theory and research. Including a glossary of key terms and questions for discussion at the end of each chapter, and assuming no prior knowledge of Second Language Acquisition, this is the ideal text for all students studying SLA in advanced undergraduate and postgraduate/graduate Applied Linguistics and TESOL courses.
Rod Ellis is Professor in the Department of Applied Language Studies and Linguistics, University of Auckland. He is also a professor in the MA in TESOL program in Anaheim University and a visiting professor at Shanghai International Studies University (SISU) as part of China s Chang Jiang Scholars Program. He is currently editor of the journal Language Teaching Research.
Natsuko Shintani is an Assistant Professor at the National Institute of Education, Nanyang Technological University, Singapore. She obtained her PhD from the University of Auckland in 2011. She has worked as a language teacher in Japan and New Zealand, including in her own private language school for children. Her research interests are the role of interaction in second language acquisition, corrective feedback and meta-analysis as a research tool.
SECTION 1: INTRODUCTION 1. Instructed second language acquisition SECTION 2: LANGUAGE PEDAGOGY AND SLA: AN EXTERNAL PERSPECTIVE 2. The method construct and theories of L2 learning 3. Linguistic syllabuses and SLA 4. Explicit instruction and SLA 5. Comprehension-based and production-based approaches to language teaching 6. Task-based language teaching SECTION 3: LANGUAGE PEDAGOGY AND SLA: AN INTERNAL PERSPECTIVE 7. Teaching as 'input' 8. Teaching as 'interaction' 9. Using the L1 in the L2 classroom 10. Corrective feedback SECTION 4: LEARNER DIFFERENCES 11. Catering for learner differences through instruction SECTION 5: CONCLUSION 12. Teaching for learning