Rod

"In the 30 years since Rod Ellis first published the award-winning Understanding second language acquisition, it has become a classic text. This new, fully updated edition continues to provide an auth

Task-based language teaching is an approach which differs from traditional approaches by emphasising the importance of engaging learners' natural abilities for acquiring language incidentally through the performance of tasks that draw learners' attention to form. Drawing on the multiple perspectives and expertise of five leading authorities in the field, this book provides a comprehensive and balanced account of task-based language teaching (TBLT). Split into five sections, the book provides an historical account of the development of TBLT and introduces the key issues facing the area. A number of different theoretical perspectives that have informed TBLT are presented, followed by a discussion on key pedagogic aspects - syllabus design, methodology of a task-based lesson, and task-based assessment. The final sections consider the research that has investigated the effectiveness of TBLT, addresses critiques and suggest directions for future research. Task-based language teaching is now

Task-based language teaching is an approach which differs from traditional approaches by emphasising the importance of engaging learners' natural abilities for acquiring language incidentally through the performance of tasks that draw learners' attention to form. Drawing on the multiple perspectives and expertise of five leading authorities in the field, this book provides a comprehensive and balanced account of task-based language teaching (TBLT). Split into five sections, the book provides an historical account of the development of TBLT and introduces the key issues facing the area. A number of different theoretical perspectives that have informed TBLT are presented, followed by a discussion on key pedagogic aspects - syllabus design, methodology of a task-based lesson, and task-based assessment. The final sections consider the research that has investigated the effectiveness of TBLT, addresses critiques and suggest directions for future research. Task-based language teaching is now

This book discusses whether task-based language teaching is appropriate for all learners in all instructional contexts. Chapters cover both research and pedagogy and draw on the author's experience of

This book discusses whether task-based language teaching is appropriate for all learners in all instructional contexts. Chapters cover both research and pedagogy and draw on the author's experience of

This book is an encyclopedic survey of second language acquisition research as it has developed over the last forty years. It provides sections on learner language, the role of the linguistic enviro

This book explores the relationship between research, teaching, and tasks, and shows how research and task-based teaching can mutually inform each other and illuminated the areas of task-based course

This book presents SLA research as a source of specifications for teachers to explore in their own classrooms. The author sees the four main roles of SLA researchers as developing relevant theories,

This book outlines the study of how people learn a language other than their mother tongue. It is designed to make the essentials of this rapidly expanding field as accessible as possible.

《牛津語言學入門叢書：第二語言習得（英文）》的主體（概述部分）分為十章。章從明確第二語言習得的定義開始，提出該領域研究的主要目標，並通過案例分析，對第二語言習得、教學方法和學習者的語言進行了闡述。第二章至第九章是《牛津語言學入門叢書：第二語言習得（英文）》的中心內容，提出並討論了以下關鍵問題：學習者語言的性質，中介語（Interlanguage）及其社會、語篇、心理語言學和語言學方面的特徵，第二語言習得過程中的學習者的個體差異，各種課堂教學方法對第二語言習得的作用等等。第十章並沒有提供一個囊括不同視角的第二語言習得模式，而是強調了第二語言習得研究的多面性，探討了對第二語言習得進行多視角的研究的前景。