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THEORIES OF SECOND LANGUAGE ACQUISITION: ROD ELLIS
Transcript of THEORIES OF SECOND LANGUAGE ACQUISITION: ROD ELLIS
VINOTINI A/P GOPI NATHAN
Form-focused 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
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