语法学习与教学
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作者（新西兰）埃利斯 著作
出版社上海外语教育出版社
ISBN9787544620512
出版时间2010-12
装帧平装
开本16开
定价68元
货号11694227
上书时间2024-11-24
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目录
Section A INTRODUCTION
Chapter 1 A Professional Life: Teacher, Teacher Educator and Researcher
Section B RESEARCHING INSTRUCTED GRAMMAR LEARNING
Introduction
Chapter 2 Can Syntax Be Taught? A Study of the Effects of Formal Instruction on the Acquisition of WH Questions by Children
Chapter 3 Are Classroom and Naturalistic Acquisition the Same? A Study of
the Classroom Acquisition of German Word Order Rules
Chapter 4 Focused Communication Tasks and Second Language Acquisition
Chapter 5 Does Form-Focused Instruction Affect the Acquisition of Implicit Knowledge? A Review of the Research
Chapter 6 Focusing on Form in the Communicative Classroom
Chapter 7 The Differential Effects of Corrective Feedback on Two Grammatical Structures
Chapter 8 Researching the Effects of Form-Focused Instruction on L2
Acquisition
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内容摘要
"世界知名语言学家论丛（靠前辑）"由上海外语教育出版社约请靠前知名学者、英语教育专家RodEllis教授担任主编。丛书作者均为靠前应用语言学领域耳熟能详的很好不错专家。丛书中的每一本聚焦应用语言学领域的一个特定主题，收录一位在该研究领域很有建树和影响力的语言学家一生中很重要的经典文章，如：Rod Ellis:《语法学习与教学》；Paul Nation:《词汇学习与教学》;Charles Alderson:《语言测试》,等等。书中的每篇文章经由精心挑选，既有对某一领域理论主题的深入阐述，又探讨了对第二语言教学和测试颇具意义的话题；除了作者一生的代表性作品外，还有不少新作，体现了作者的思索过程和研究轨迹，也展示了应用语言学领域发展历程中理论和研究逐步完善的一个个精彩镜头。
相信本套丛书的出版定能为靠前应用语言学研究提供一个新的平台，带来新的启示，进一步推动我国语言学研究的发展。
精彩内容
provided me, for the first time, with the opportunity to supervise doctoral dissertations and also to hone my ideas about grammar teaching. They also gave me the opportunity to live in one of the most exciting and remarkable cities of the world ― Tokyo. I remain enormously grateful to Ken Schaefer, the Director of TUJs graduate TESOL programme, for the opportunity to work there and for the support he provided for both my teaching and my writing.
A feature of TUJ's doctoral programme ― one common to North American programmes at this level ― was the provision of a series of courses which all the students had to complete before embarking on their dissertations. The purpose of these courses was to ensure that students were familiar with current research in applied linguistics and also to help them develop the technical skills needed to conduct research in a variety of different paradigms. As a result, when students reached the dissertation stage, they were thoroughly prepared to carry out empirical research. They possessed a clear idea of what they wanted to investigate, they were familiar with the relevant research and they had the tools they needed to design a study, collect data, analyse them, and write up their results in accordance with the conventions of their chosen research paradigm. In these respects, they differed markedly from doctoral students in the British tradition, including myself. I learned as much from them about how to research as they learned from me.
A number of the students I supervised produced exemplary dissertations. It is not possible to mention all of them but I would like to briefly summarise the research of three with whom I have continued to keep in contact up to today. The first student to finish her dissertation at TUJ was Tomoko Kaneko. She elected to examine the use of English and Japanese （the students' LI) in junior college English lessons. She was also interested in what the students 'uptook' from these lessons (i.e. were able to report having learned) and the types of interactions that promoted their uptake. One of her main findings was that the teachers in the classes she investigated used far more Japanese than English!
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