Rod Ellis The Study Of Second Language Acquisition Pdf Editor
. Author: Rod Ellis,Professor Rod Ellis,Rod R. Ellis (taalkunde). Publisher: Oxford University. ISBN: 896.
Category: Social Science. Page: 824. View: 8446The first section of this book outlines a general framework for the study of second language acquisition. Subsequent sections provide a description of learner language, account for the role of the linguistic environment, examine the learner's internal mechanisms, explore individual differencesin language learning, and review the expanding research on classroom second language acquisition. First Prize English Speaking Union's Duke of Edinburgh Book Competition. Author: Barbara F. Freed.
Publisher: John Benjamins Publishing. ISBN:. Category: Language Arts & Disciplines. Page: 345. View: 9899'Second Language Acquisition in a Study Abroad Context' brings together for the first time a series of studies which explore the relationship between language learning and the study abroad experience. Utilizing different research methodologies (quantitative, qualitative, descriptive), the focus in this collection is on various aspects of second language learning, including the acquisition of sociolinguistic competence, the acquisition of fluency, the use of communicative strategies and the development of oral and written skills. The studies are cross-linguistic and deal with student populations at the secondary and college levels who spent between three months and one year in study abroad or exchange programs in Japan, Russia, Spain, Mexico, France or Canada.
An Introductory Course. Author: Susan M. Gass. Publisher: Routledge. ISBN:. Category: Language Arts & Disciplines.
She has conducted research in a wide variety of sub-areas of second language acquisition, including language transfer, language universals, second language research methods, and input and interaction. She is the author/editor of numerous books, has served as the President of the American Association for.
Page: 624. View: 5471Now in a fourth edition, this bestselling introductory textbook remains the cornerstone volume for the study of second language acquisition (SLA). Its chapters have been fully updated, and reorganized where appropriate, to provide a comprehensive yet accessible overview of the field and its related disciplines. To reflect current developments, new sections on using learner corpora, semantics and morphosyntax (within formal approaches to SLA), sociocultural approaches, gesture, priming research, and chaos theory have been added. Students will also find expanded discussions of heritage language learning, bilingualism, pragmatics, and much more.
The redesigned fourth edition of Second Language Acquisition retains the features that students found useful in the current edition but also provides new pedagogical tools that encourage students to reflect upon the experiences of second language learners. As with previous editions, discussion questions and problems at the end of each chapter help students apply their knowledge, and a glossary defines and reinforces must-know terminology. This clearly-written, comprehensive, and current textbook, by expert Sue Gass, is the ideal textbook for the introductory SLA course in second language studies, applied linguistics, linguistics, TESOL, and language education programs.
Author: Richard Towell,Roger D. Hawkins.
From the original on October 23, 2016. Download dj papa americano 2013.
Publisher: Multilingual Matters. ISBN: 348. Category: Language Arts & Disciplines. Page: 280. View: 1239In this book the authors address five central problems in the study of second language acquisition: transfer, staged development, cross-learner systematicity, incompleteness and variability. The book begins with a definition of each of these areas and an indication of why they are important for understanding SLA. In Chapters 2-4 attempts to explain these phenomena via early linguistic, sociolinguistic, and cognitive approaches are examined.
It is argued that they all fail because they attach insufficient importance to the nature of language. In Chapters 5-9 the central problems are approached from the perspective of Universal Grammar and parametric variation: it is considered that this approach provides greater insights into transfer, staged development, cross-learner systematicity and into some aspects of completeness, but that it has difficulty accounting for variability. Variability, it is then argued in Chapters 10-13, is more attributable to factors related to language use and language processing. The most important of these are: the learner's need to develop hypotheses from data where Universal Grammar may not be accessible or applicable; the learner's need to transform linguistic knowledge into the productions required for language processing in real-time; and the learner's need to communicate effectively with an incomplete linguistic system. The variability observed in second language learners who began learning after the age of seven is attributed to the use of multiple knowledge sources and the different kinds of productions which may underlie second language use.
The strands making up this argument are then brought together in Chapter 14 in a single model and indications of further directions for research are provided. Author: Rod Ellis. Publisher: Oxford University Press. ISBN:.
Category: Study Aids. Page: 376.
View: 2799In 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 authoritative and highly readable introduction to key areas of theory and research in second language acquisition. Ellis presents a comprehensive overview of the different theories in this field and examines critical reactions to them.
The book reflects recent trends in looking at cognitive and social aspects of second language acquisition, as well as examining the roles played by implicit and explicit instruction in language learning. “An excellent and much-needed, in-depth review of the research on how children and literate adults learn a second language. Author: Aneta Pavlenko.
Publisher: Walter de Gruyter. ISBN: 269. Category: Education.
Page: 356. View: 8811This volume presents a comprehensive introduction to the study of second language learning, multilingualism and gender. An impressive array of papers situated within a feminist poststructuralist framework demonstrates how this framework allows for a deeper understanding of second language learning, a number of language contact phenomena, intercultural communication, and critical language pedagogy. The volume has wide appeal to students and scholars in the fields of language and gender, sociolinguistics, SLA, anthropology, and language education.
Why I Read This BookThis is another book that I read for the professional development book club I've got going at work.The general criteria for picking books is that we try to stay on the to keep the book club motivating everyone who's considering doing the DELTA at some point in the future.We've also decided to try to alternate between practical books and theoretical books,Many teachers like practical books for the obvious reason that they can use the activities in the class.But practical books don't lend themselves to discussion as much as the theory based books. So we agreed to alternate.We were due for another theory based book, so this is what we decided.I personally had some experience with Rod Ellis before. Back in 2013 I read his book. I found it tough going to be honest, but I also got a lot of information out of it.
So I was not opposed to another Rod Ellis book.The ReviewThis is yet another book that acts as a general introduction to Second Language Acquisition.I'm getting to the point now where (see, and ) and I'm getting diminishing returns out of each one.For example, when, I made a long list of all the interesting things I learned from that book.At this point, however, I've already learned most of this before, and mostly just reviewing the information. As such, this review isn't going to comment on all the new and interesting things I've learned.I can make some general comments on the readability, however.First of all, this book was a lot smaller than I was expecting.I knew that Rod Ellis had written some massive books on SLA, and so I was thinking this would be big and juicy with details.But it turns out, this isn't one of Rod Ellis's bigger books. This is a slim little volume-only 147 pages, of which only 90 pages are the main text.(I think the book I must have been thinking of was Rod Ellis's The Study of Second Language Acquisition, which apparently runs over 800 pages. But it turns out that's a different book.)This book was also a lot more readable than I was expecting.I suspect that this is because this book was written as part of the Oxford Introductions to Language Study series, so Rod Ellis is writing to a general audience, and not an academic audience, and he does a good job of adjusting his tone accordingly.that is, for the most part. By the time he gets to Chapter 7 ( Linguistic Aspects of Interlanguage), Rod Ellis starts slipping back into academic-speak and, in my opinion, he starts throwing around a lot of terms that aren't adequately explained for the novice reader.One more complaint:There are a few instances of what appear to be sloppy proof-reading in this book. On page 38, Rod Ellis talks about the Japanese difficulties with the /z/ sound, when I'm fairly sure he meant to say the Japanese difficulties with the /r/ sound (more on my reasons for thinking that below).Section 2 of the book contains a number of reading excerpts followed by discussion questions, but a few times the discussion questions refer to things not contained in the excerpts. (Example, page 96).And that's really all I've got to say about this one.Notes:. This book was published in 1997, so presumably it must bee out of date by now.
Although I lack the expertise to critique it, so I don't know in what ways it is out of date. The second part of the book consists of a series of short excerpts from the literature, with discussion questions, organized by the chapter they relate to. This is apparently the format of the series ( Oxford Introductions to Language Study series) that this book is a part of.It's an interesting idea.I wish I had read these readings alongside of the chapter they related to. Instead what I did is just read the book straight through, and by the time I got to the reading sections, sometimes I struggled to remember what their context was.Book Club CommentsAs, some people in the book club felt that they lacked the motivation to read these books by themselves, and felt that more discussion on Facebook helped to motivate them to read the book. So, as with the last time, I kept up a running commentary on Facebook as I read this book.I'll duplicate all those Facebook posts below.In some cases, we did get into some interesting discussions in the comments, so I'll duplicate those as well.
But I'll replace everyone's names with XXXX for privacy reasons.Day 1Book club update:The next book is Second Language Acquisition by Rod EllisNext Meeting: May 9 (Tuesday)We're going to be picking up the pace on this one slightly to accommodate people's schedules. So the next meeting will be in 3 weeks instead of the usual month.
Apologies to all the slower readers in the group. As always, if the reading pace is difficult for you, feel free to only read part of the book. (We'll try to summarize the book at the meetings so that people who didn't get a chance to read the whole thing can still get something out of it.)About this book:Unlike the previous couple books, I've not read this one yet, so I can't review it in advance.I have, however, read one other book by Rod Ellis, so I'm somewhat familiar with his style.He's a proper academic, and writes in a somewhat dense academic style. I'll be honest, I found his previous book a bit of a hard go, but if you put in the work to unpack his sentences, he's usually got some fascinating insights into language learning theory.I'm fully expecting that this book is going to be more on the theoretical side, and less on the practical side. But for people who want to increase their general knowledge of linguistics and second language learning theory, it should be interesting.(And, as with all the books we've been doing, it's straight off the DELTA reading list, so it should be practical for anyone planning to do the DELTA at any point)Day 2I'm a few pages into the book now, and I'm going to have to take back some of what I said yesterday. This book is actually pretty easy to read.
I suspect that that's because (as series editor H.G Widdowson stated explicitly in the introduction) this book is meant as an introduction to non-academics. So Rod Ellis is probably adjusting his writing style to meet his target audience.Flipping through the book, it looks like this is also incredibly short.
(The main text only runs to 90 pages). So this will work well with our accelerated time table.It looks like this book will re-cover a lot of the same ground we already covered in a previous book. But personally I'm not bothered by that. Covering the same information from a slightly different perspective should help to cement it in the memory more.Day 3p.6-8I swear, that Wes pops up in just about every book on second language acquisition I've read.(A friend once commented to me that she feels sorry for Wes-the story of how he failed to learn English grammar has been read by just about every linguistics student in the world by now.
Of course they changed his real name, so no one knows who he is. But he knows its him, wherever he is.)To be fair, I guess it is a good case study for demonstrating that input alone does not always make correct speakers. Which is a blow to Krashen's theories.But, as I think Rod Ellis does a good job of pointing out on page 8, that's the glass half empty way to look at it.
The positive way to look at it is that Wes became communicatively competent just from input and interaction.XXX commentedIt's interesting how his inability to learn English grammar is kind of seen as a failure, when his ability to communicate in English after a mere 3 years was such that he could even negotiate business deals. I'm often stunned when I meet people speaking perfectly understandable English and they tell me they have been learning for 2-3 years. The internet frequently claims that a basic level of fluency in any language can be had in only 3 months.
Perhaps it is the difficulty of Vietnamese, or the lack of time spent learning it, but being that proficient in Vietnamese in even 5 years seems an impossibility. I wonder what success in speaking VN would even look/sound like.Edit: Having read more, I guess the issue with learning Vietnamese might tie into what the book refers to as 'social identity' and 'cultural capital'.I replied:My experience:I was conversational in Japanese after only about 6 months in the country.By contrast, I spent 4 years in Cambodia and never learned any Cambodian. I've been in Vietnam for 2 years now, and really can't speak any Vietnamese.Some of this is because Japanese is an easier language-at least as far as pronunciation goes.But the situation made a huge difference. I was living in a small town in Japan, where there was only one other foreigner and I worked in the public schools where there was no one to talk English with.In Japan there was a big difference between foreigners who taught in the public schools, and foreigners who taught at private language schools. People who worked in the public schools (like I did) usually became fluent in Japanese. Whereas people who spent their whole day working with other foreigners at private English conversation schools usually never mastered Japanese.XXXX commented:Yeah, to be completely honest, I couldn't get past intermediate Spanish until I moved to SAm.
Rod Ellis The Study Of Second Language Acquisition Pdf Editor Download
I became fluent after living there for two years and just interacting with Spanish speakers. It's a romance language so it's a bit different, and Like Joel said, it's different depending on context. For example, we live in an area of the country where we are not forced to learn more VN than we need to.
I was forced to communicate in Spanish, as no one could speak English around me. As for this example in the book being a blow to other theories, I disagree. This particular theory should by no means be a basis for SLA, as Joel said, no one will master a language on input alone. Krashen has since backed down from putting so much emphasis on it, but it's still a legitimate theory as there is definitely language learned through input.