Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

THEORIES OF SECOND LANGUAGE ACQUISITION: ROD ELLIS

No description
by

Vinotini Gopi Nathan

on 13 December 2015

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of THEORIES OF SECOND LANGUAGE ACQUISITION: ROD ELLIS

THEORIES OF SECOND LANGUAGE ACQUISITION: ROD ELLIS
BY :
VINOTINI A/P GOPI NATHAN
(130683)

Discovery Approaches
Experimental Learning
Deep processing
Self Investment
Noticing
Psychological readiness
Form-focused discovery activities
Map-following activities
Aided-discovery activities
Open-ended discovery activities
Procedures in Form-focused multi-dimensional activities
1. Readiness activity
2. Initial response activity.
3. Intake response activity.
4. Development activity.
5.Input response activity.
6. Research activity.
7. Revision activity.
The distinguished Professor Roderick James Ellis
Deputy of Department of Applied Language Studies and Linguistics at University of Auckland, New Zealand.
Vice President of Academic Affairs and former dean of University of Auckland, New Zealand.
also Cheung Kong Scholar Chair Professor at Shangai International Studies University and also a TESOL Professor at Anaheim University.
Currently he is an editor of journal Language Teaching Research besides being a senior advisor to the ASEAN EFL Journal.
He obtained Masters of Arts from University of Leeds, Masters of Education from University of Bristol and Doctorate from University of London.
Professor Ellis Rod
Task-Based Language Learning and Teaching


Criteria features for task
A task is a workplan.
A task involves primary focus on meaning.
A task involves real-world process of language use.
A task can involve any four language skills.
A task engage cognitive process.
6. A task has clearly defined communicative outcome
Types of task
Focussed
Unfocussed
Instructed Second Language Acquisition
Principle 1: Instruction needs to ensure that learners develop both a rich repertoire of formulaic expressions and a rule-based competence.
Principle 2: Instruction needs to ensure that learners focus predominantly on meaning.
Principle 3: Instruction needs to ensure that learners also focus on form.
Principle 4: Instruction needs to be predominantly directed at developing implicit knowledge of the L2 while not neglecting explicit knowledge
Full transcript