Rod Ellis
List of John Benjamins publications in which Rod Ellis is involved.
Journal
ISSN 2589-2053 | E‑ISSN 2589‑207X
Titles
Becoming and Being an Applied Linguist: The life histories of some applied linguists
Edited by Rod Ellis
Becoming and Being an Applied Linguist contains narrative accounts of the lives of thirteen well-established applied linguists. Their professional autobiographies document the development of some of the key areas of applied linguistics – second, language acquisition, motivation, grammar,… read more[Not in series, 203] 2016. vi, 373 pp.
Planning and Task Performance in a Second Language
Edited by Rod Ellis
The last decade has seen a growing body of research investigating various aspects of L2 learners’ performance of tasks. This book focuses on one task implementation variable: planning. It considers theories of how opportunities to plan a task affect performance and tests claims derived from these… read more[Language Learning & Language Teaching, 11] 2005. viii, 313 pp.
Learning a Second Language through Interaction
Rod Ellis
This book examines different theoretical perspectives on the role that interaction plays in second language acquisition. The principal perspectives are those afforded by the Interaction Hypothesis, Socio-Cultural Theory and the Levels of Processing model. Interaction is, therefore, defined broadly;… read more[Studies in Bilingualism, 17] 1999. x, 285 pp.
2025 Mentoring task-based language teaching as an innovation in an Indonesian secondary school Language Teaching for Young Learners 7:1, pp. 1–28 | Article
This article seeks to address a lack of research documenting how mentoring can help teachers to introduce TBLT in an Asian context. We report a whole semester project in an Indonesian secondary school where a mentor (an experienced teacher-educator) worked with a teacher, who was used to a… read more
2024 Editorial Language Teaching for Young Learners 6:1, pp. 1–4 | Editorial
2024 Chapter 12. Conclusion: Some thoughts on investigating individual differences in task-based language teaching Individual Differences and Task-Based Language Teaching, Li, Shaofeng (ed.), pp. 346–364 | Chapter
This chapter begins by raising a number of general issues concerning the investigation of individual differences in task-based language teaching (TBLT) – the importance of investigating IDs in task-based language lessons as well as in individual tasks, including the study of input-based as well… read more
2023 Chapter 6. Proficiency effects on L2 pragmatics L2 Pragmatics in Action: Teachers, learners and the teaching-learning interaction process, Martínez-Flor, Alicia, Ariadna Sánchez-Hernández and Júlia Barón (eds.), pp. 145–167 | Chapter
Proficiency is a widely used concept in second language (L2) pragmatics where it is commonly viewed as lexico-grammatical knowledge, and can be measured by means of standardised or researcher-designed tests, or estimated on the basis of levels in a language program. It is a common grouping… read more
2022 The roles of language proficiency and study abroad in Japanese students’ receptive pragmatic competence Applied Pragmatics 4:1, pp. 1–32 | Article
This study investigated the pragmatic competence of 50 Japanese English major students, divided into two groups, one of which participated in a study abroad (SA) program and the other stayed at home (AH) taking regular university classes. Two tests were used to measure two aspects of the… read more
2021 A case study of one teacher’s introduction to task-based language teaching: Insights for the development of a professional development programme Language Teaching for Young Learners 3:1, pp. 137–158 | Article
This article reports a practitioner research study where one of the authors worked with an Indonesian secondary school teacher to help her introduce task-based language teaching into her own classroom. We report a study involving classroom observation, interviews, and a reflective journal and… read more
2021 Options in a task-based language-teaching curriculum: An educational perspective TASK 1:1, pp. 11–46 | Article
I draw on the education literature to describe four educational curriculum models, which serve as a basis for presenting four TBLT curricula based on the proposals of Prabhu (1987); Willis (1996), Long (1985, 2015a, 2015b) and myself (Ellis, 2003 and 2019) – all of which have figured in the… read more
2021 Editorial Language Teaching for Young Learners 3:1, pp. 1–2 | Editorial
2020 Task-based language teaching for beginner-level young learners Language Teaching for Young Learners 2:1, pp. 4–27 | Article
The purpose of this article is to discuss how task-based language teaching (TBLT) can work with beginner-level learners by using input-based tasks. It begins by dismissing a common critique of TBLT, namely that learners need to be taught some language before they can perform tasks, by arguing… read more
2020 Editorial Language Teaching for Young Learners 2:1, pp. 1–3 | Editorial
2019 Chapter 1. Task preparedness Researching L2 Task Performance and Pedagogy: In honour of Peter Skehan, Wen, Zhisheng (Edward) and Mohammad Javad Ahmadian (eds.), pp. 15–38 | Chapter
The role of pre-task options in task-based language teaching has received considerable attention, most notably in the work of Peter Skehan. They constitute implementation variables that affect the complexity, accuracy and fluency (CAF) of language production and also, potentially language,… read more
2019 Editorial Language Teaching for Young Learners 1:1, pp. 1–3 | Editorial
2019 Editorial Language Teaching for Young Learners 1:2, pp. 107–110 | Editorial
2019 The relative effects of metalinguistic explanation and direct written corrective feedback on children’s grammatical accuracy in new writing Language Teaching for Young Learners 1:1, pp. 57–81 | Article
There has been little research investigating the effects of form-focused instruction (FFI) on the second language acquisition of children. This article reports a quasi-experimental study of integrated form-focused instruction for 33 children aged 9–12 years. They completed four dictogloss tasks… read more
2018 Meta-analysis in second language acquisition research: A critical appraisal Journal of Second Language Studies 1:2, pp. 231–253 | Article
Meta-analysis has become increasingly popular in second language acquisition research (SLA) and has provided valuable summative information about a number of key areas. There are, however, dangers. This article examines a number of key issues that need to be considered in conducting a… read more
2018 Chapter 7. The effects of awareness-raising through stimulated recall on the repeated performance of the same task and on a new task of the same type Learning Language through Task Repetition, Bygate, Martin (ed.), pp. 171–192 | Chapter
The study explores the effects of intervening between the performance of the same task and whether these effects transfer to a new task. 40 Japanese university students completed the same monologic narrative task three times and then performed a new task of the same type (Time 4). 20 students just… read more
2016 Conclusion: Becoming and Being an Applied Linguist and Doing Applied Linguistics Becoming and Being an Applied Linguist: The life histories of some applied linguists, Ellis, Rod (ed.), pp. 331–368 | Article
2016 Introduction: Background to the Life Histories Becoming and Being an Applied Linguist: The life histories of some applied linguists, Ellis, Rod (ed.), pp. 1–12 | Article
2016 A Professional Life: Teacher, Teacher Educator and Researcher Becoming and Being an Applied Linguist: The life histories of some applied linguists, Ellis, Rod (ed.), pp. 15–46 | Article
2015 Form-focused instruction and the measurement of implicit and explicit L2 knowledge Implicit and Explicit Learning of Languages, Rebuschat, Patrick (ed.), pp. 417–442 | Article
This chapter discusses the importance of designing valid tests of second language (L2) learning in order to investigate the effects of form-focused instruction (FFI). It argues that such tests must provide measures of both implicit and explicit L2 knowledge. Various methods for designing such tests… read more
2015 Teachers evaluating tasks Domains and Directions in the Development of TBLT: A decade of plenaries from the international conference, Bygate, Martin (ed.), pp. 247–270 | Article
Conducting action research is not something that teachers always find easy. Nunan (1990) reported that teachers’ action research proposals tended to be rather grand and unmanageable because they had failed to identify specific research questions. I propose that one practical way in which teachers… read more
2009 Chapter 6. Task-based research and language pedagogy Task-Based Language Teaching: A reader, Van den Branden, Kris, Martin Bygate and John M. Norris (eds.), pp. 109–130 | Article
Two very different theoretical accounts of task-based language use and learning are critiqued and their relevance for language pedagogy discussed. One account, which will be referred to as the psycholinguistic perspective, draws on a computational model of second language (L2) acquisition (Lantolf,… read more
2006 Researching the Effects of Form-Focussed Instruction on L2 Acquisition Themes in SLA Research, Bardovi-Harlig, Kathleen and Zoltán Dörnyei (eds.), pp. 18–41 | Article
This article examines a variety of options for conducting investigations of the effects of interventionist form-focused instruction (FFI). Constructs related to three key areas of form-focussed instruction are presented; (1) the type of instruction, (2) the target of the instruction, and (3) the… read more
2005 1. Planning and task-based performance: Theory and research Planning and Task Performance in a Second Language, Ellis, Rod (ed.), pp. 3–34 | Chapter
2005 6. The effects of careful within-task planning on oral and written task performance Planning and Task Performance in a Second Language, Ellis, Rod (ed.), pp. 167–192 | Chapter
1999 Theoretical Perspectives on Interaction and Language Learning Learning a Second Language through Interaction, Ellis, Rod, pp. 3–32 | Article
1999 Factors in the Incidental Acquisition of Second Language Vocabulary from Oral Input Learning a Second Language through Interaction, Ellis, Rod, pp. 35–62 | Article
1999 Retrospect and Prospect Learning a Second Language through Interaction, Ellis, Rod, pp. 233–258 | Article
1999 Making the Classroom Acquisition Rich Learning a Second Language through Interaction, Ellis, Rod, pp. 211–230 | Article
1999 Modified Input and the Acquisition of Word meaning by Children and Adults Learning a Second Language through Interaction, Ellis, Rod, pp. 63–114 | Article
1999 Communicating About Grammar Learning a Second Language through Interaction, Ellis, Rod, pp. 189–208 | Article
1999 Modified Output and the Acquisition of Word Meanings Learning a Second Language through Interaction, Ellis, Rod, pp. 115–132 | Article
1999 Modified Input, Language Aptitude and the Acquisition of Word Meanings Learning a Second Language through Interaction, Ellis, Rod, pp. 133–150 | Article
1999 Output Enhancement and the Acquisition of the Past Tense Learning a Second Language through Interaction, Ellis, Rod, pp. 173–188 | Article
1999 Learning Vocabulary Through Interacting With a Written Text Learning a Second Language through Interaction, Ellis, Rod, pp. 151–170 | Article
1995 Classroom Interaction, Comprehension, and the Acquisition of L2 Word Meanings Lexical Issues in Language Learning, Harley, Birgit, pp. 187–228 | Article