This book examines current research centered on the second language classroom and the implications of this research for both the teaching and learning of foreign languages. It offers illuminating insights into the important relationship between research and teaching, and the inherent complexities of the teaching and learning of foreign languages in classroom settings. • Offers an accessible overview of a range of research on instruction and learning in the L2 classroom • Bridges the relationship between research, teachers, and learners • Helps evolve the practice of dedicated current language teachers with research findings that suggest best practices for language teaching. “Language teaching research and language pedagogy are complex and dynamic topics with a rich research tradition.

Ellis succeeds in this volume in synthesizing a wide body of research providing valuable information about language teaching, learning, and research. Both language teachers and researchers can benefit from this informative volume The book has several strengths [offering] a holistic updated picture of diverse topics in the field Insights and suggestions are provided throughout to make research findings into practical technical knowledge for language teachers.” Linguist List (29th October, 2013) “This book provides a comprehensive, state-of-the-art review of L2 classroom research covering a wide range of issues in SLA and language education. There are a number of useful tables and figures that present concise syntheses of complex issues. Igri v formate vxp 240x320. Although the volume addresses little about the development of specific language skills, it should be an essential read for teachers and researchers who wish to browse the major findings of empirical studies that inform language classroom practice.” ( Studies in Second Language Acquisition, 1 August 2013) “The discussion of each study is critical but fair, and in explaining the methodological limitations of each study, Ellis provides readers with numerous ideas for how they could contribute to language teaching research in the future.” ( The Modern Language Journal, 22 August 2013). Rod Ellis is currently Professor in the Department of Applied Language Studies and Linguistics, University of Auckland, where he teaches postgraduate courses on second language acquisition, individual differences in language learning and task-based teaching.

His books include Understanding Second Language Acquisition (winner of the BAAL Prize, 1986), The Study of Second Language Acquisition (winner of the Duke of Edinburgh prize, 1995), Task-Based Learning and Teaching (2003), and Analyzing Learner Language (with Gary Barkhuizen, 2005).

Task-based language teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help.

Find more information about: OCLC Number: 607011900 Reproduction Notes: Electronic reproduction. [S.l.]: HathiTrust Digital Library, 2010. MiAaHDL Description: 1 online resource (x, 387 pages): illustrations. Details: Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1.

Digital Library Federation, December 2002. Contents: Tasks in SLA and language pedagogy -- Tasks, listening comprehension, and SLA -- Tasks, interaction, and SLA -- Tasks, production, and language acquisition -- Focused tasks and SLA -- Sociocultural SLA and tasks -- Designing task-based language courses -- The methodology of task-based teaching -- Task-based assessment -- Evaluating task-based pedagogy -- Glossary.

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