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OverviewFull Product DetailsAuthor: Rod Ellis , Shawn Loewen , Catherine Elder , Hayo ReindersPublisher: Channel View Publications Ltd Imprint: Multilingual Matters Volume: No. 4 Dimensions: Width: 15.60cm , Height: 2.10cm , Length: 23.40cm Weight: 0.609kg ISBN: 9781847691743ISBN 10: 1847691749 Pages: 408 Publication Date: 19 June 2009 Audience: Professional and scholarly , Professional and scholarly , Professional & Vocational , Professional & Vocational Format: Paperback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsPart 1: Introduction Chapter 1 Implicit and explicit learning, knowledge and instruction - Rod Ellis Part 2: The measurement of implicit and explicit knowledge Chapter 2 Defining and measuring implicit and explicit knowledge of a second language - Rod Ellis Chapter 3 Elicited oral imitation as a measure of implicit knowledge - Rosemary Erlam Chapter 4 Grammaticality judgement tests and the measurement of implicit and explicit L2 knowledge - Shawn Loewen Chapter 5 Validating a metalinguistic test - Cathie Elder Part 3: Applying the measures of implicit and explicit knowledge Chapter 6 Investigating learning difficulty as implicit and explicit knowledge - Rod Ellis Chapter 7 Implicit and explicit knowledge of an L2 and language proficiency - Cathie Elder Chapter 8 Pathways to proficiency: Learning experiences and attainment in implicit and explicit knowledge of English as a second language - Jenefer Philp Chapter 9 Exploring the metalinguistic knowledge of teacher trainees - Rosemary Erlam, Jenefer Philp, and Cathie Elder Part 4: Form-focused instruction and the acquisition of implicit and explicit knowledge Chapter 10 The roles of output-based and input-based instruction in the acquisition of L2 implicit and explicit knowledge - Rosemary Erlam, Shawn Loewen and Jenefer Philp Chapter 11 The incidental acquisition of 3rd person -s as L2 implicit and explicit knowledge - Shawn Loewen, Rosemary Erlam and Rod Ellis Chapter 12 The effects of two types of input on the acquisition of L2 implicit and explicit knowledge - Hayo Reinders and Rod Ellis Chapter 13 Implicit and explicit corrective feedback and the acquisition of L2 Grammar - Rod Ellis, Shawn Loewen and Rosemary Erlam Part 5: Conclusion Chapter 14 Retrospect and prospect - Rod EllisReviewsThe New Zealand research group has done a superb job of putting together in a coherent volume empirical studies on implicit and explicit L2 knowledge, a timely topic in SLA research. A full range of issues is covered including theory, definitions, measurement as well as the effects of instruction. Both novice and experienced researchers will finish reading this book with an excellent understanding of the central issues and with an excitement about the possibilities of doing research in this area. This book is a welcome addition to the growing body of studies on L2 knowledge types and will occupy an important place in university and private libraries. Susan Gass, University Distinguished Professor, Michigan State University What are the interactions, if any, between explicit and implicit language knowledge? The 'Interface Question' is the most fundamental issue of Applied Linguistics and Second Language Research. It determines how we should learn languages, how we should teach them, and how we should test proficiency. It is a fundamental theoretical question of Cognitive Science too. In this excellent volume, Rod Ellis and his colleagues in the Royal Society of New Zealand Marsden project take us through their extensive cognitive and psychometric research into the definition and measurement of implicit and explicit language knowledge, its acquisition, and its instruction. Nick Ellis, University of Michigan, USA The New Zealand research group has done a superb job of putting together in a coherent volume empirical studies on implicit and explicit l 2 knowledge, a timely topic in SLA research. A full range of issues is covered including theory, definitions, measurement as well as the effects of instruction. Both novice and experienced researchers will finish reading this book with an excellent understanding of the central issues and with an excitement about the possibilities of doing research in this area. This book is a welcome addition to the growing body of studies on l 2 knowledge types and will occupy an important place in university and private libraries.Susan Gass, University Distinguished Professor, Michigan State UniversityWhat are the interactions, if any, between explicit and implicit language knowledge? The 'Interface Question' is the most fundamental issue of Applied Linguistics and Second Language Research. It determines how we should learn languages, how we should teach them, and how we should test proficiency. It is a fundamental theoretical question of Cognitive Science too. In this excellent volume, Rod Ellis and his colleagues in the Royal Society of New Zealand Marsden project take us through their extensive cognitive and psychometric research into the definition and measurement of implicit and explicit language knowledge, its acquisition, and its instruction. Nick Ellis, University of Michigan, USAMy view of the book is that it is a must-have for any person interested in SLA. It represents the peak of collaborative effort in tackling the issues at hand...This book makes a valuable contribution to the field of SLA , and it will become an indispensable text for graduate students, researchers and language professionals alike. Darcy Sperlich, School of English of the Manukau Institute of Technology, in Auckland, New Zealand on the LINGUIST List 22.578, 03/02/2011 Author InformationRod Ellis is Professor of Applied Language Studies in the University of Auckland and a visiting Professor at Shanghai International Studies University. His publications includes articles and books on second language acquisition, language teaching and teacher education. His most recent is The Study of Second Language Acquisition 2nd Edition (Oxford University Press, 2008). He is also editor of the journal Language Teaching Research. Shawn Loewen is an assistant professor in the Second Language Studies program at Michigan State University. He specializes in second language acquisition and L2 classroom interaction. His recent research has investigated the occurrence and effectiveness of incidental focus on form in a variety of L2 contexts. Catherine Elder is Associate Professor in the School of Languages and Linguistics and Director of the Language Testing Research Centre at the University of Melbourne. She is coeditor (with Glenn Fulcher) of the journal Language Testing j. She is author with Alan Davies et. al. of the Dictionary of Language Testing and co-editor of Experimenting with Uncertainty (CUP: 2001) Handbook of Applied Linguistics (Blackwell, 2004). Hayo Reinders (www.hayo.nl) is Editor of Innovation in Language Learning and Teaching. He was previously Director of the English Language Self-Access Centre and Visiting Professor at Meiji University in Tokyo. His research interests are in the areas of computer-assisted language learning and learner autonomy. Rosemary Erlam is lecturer in the Department of Applied Language Studies and Linguistics at the University of Auckland. She comes to Applied Linguistics from backgrounds in Speech-Language Therapy and French teaching. Her research interests include teacher education, form-focused instruction and issues pertinent to the New Zealand educational context. Jenefer Philp is a lecturer at the University of Auckland. Her experimental and classroom based research centers on the role of interaction in second language development by adults and children She has recently co-edited a book titled Second language acquisition and the younger learner: ChildaEURO(t)s play?, published by John Benjamins. Tab Content 6Author Website:Countries AvailableAll regions |
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