Form-Focused Instruction and Teacher Education. Hossein Nassaji. Читать онлайн. Newlib. NEWLIB.NET

Автор: Hossein Nassaji
Издательство: Oxford University Press
Серия: Oxford Applied Linguistics
Жанр произведения: Зарубежная образовательная литература
Год издания: 2013
isbn: 9780194423144
Скачать книгу
>

      Rob Batstone, Catherine Elder

      Form-focused Instruction and Teacher Education

      Published in this series

      BACHMAN: Fundamental Considerations in Language Testing

      BACHMAN and PALMER: Language Testing in Practice

      BRUMFIT: Individual Freedom and Language Teaching

      BRUMFIT and CARTER (eds.): Literature and Language Teaching

      CANAGARAJAH: Resisting Linguistic Imperialism in Language Teaching

      COOK: Discourse and Literature

      COOK: Language Play, Language Learning

      COOK and SEIDLHOFER (eds.): Principle and Practice in Applied Linguistics

      DöRNYEI: Research Methods in Applied Linguistics

      ELLIS: SLA Research and Language Teaching

      ELLIS: Task-based Language Learning and Teaching

      ELLIS: The Study of Second Language Acquisition

      ELLIS: Understanding Second Language Acquisition

      ELLIS and BARKHUIZEN: Analysing Learner Language

      HOLLIDAY: The Struggle to Teach English as an International Language

      HOWATT: A History of English Language Teaching

      JENKINS: English as a Lingua Franca: Attitude and Identity

      JENKINS: The Phonology of English as an International Language

      KERN: Literacy and Language Teaching

      KRAMSCH: Context and Culture in Language Teaching

      LANTOLF (ed.): Sociocultural Theory and Second Language Learning

      LANTOLF and THORNE: Sociocultural Theory and the Genesis of Second Language Development

      LARSEN-FREEMAN AND CAMERON: Complex Systems and Applied Linguistics

      MACKEY (ed.): Conversational Interaction and Second Language Acquisition

      MEINHOF: Language Learning in the Age of Satellite Television

      NATTINGER and DECARRICO: Lexical Phrases and Language Teaching

      PHILLIPSON: Linguistic Imperialism

      SEIDLHOFER (ed.): Controversies in Applied Linguistics

      SELIGER and SHOHAMY: Second Language Research Methods

      SKEHAN: A Cognitive Approach to Language Learning

      STERN: Fundamental Concepts of Language Teaching

      STERN (eds. P. Allen and B. Harley): Issues and Options in Language Teaching

      TARONE and YULE: FOCUS on the Language Learner

      WIDDOWSON: Aspects of Language Teaching

      WIDDOWSON: Defining Issues in English Language Teaching

      WIDDOWSON: Practical Stylistics

      WIDDOWSON: Teaching Language as Communication

      Great Clarendon Street, Oxford OX2 6DP

      Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide in

      Oxford New York

      Auckland Cape Town Dar es Salaam Hong Kong Karachi Kuala Lumpur Madrid Melbourne Mexico City Nairobi New Delhi Shanghai Taipei Toronto

      With offices in

      Argentina Austria Brazil Chile Czech Republic France Greece Guatemala Hungary Italy Japan Poland Portugal Singapore South Korea Switzerland Thailand Turkey Ukraine Vietnam

      OXFORD and OXFORD ENGLISH are registered trade marks of Oxford University Press in the UK and in certain other countries

      © Oxford University Press 2007

      The moral rights of the author have been asserted

      Database right Oxford University Press (maker)

      First published 2007

      2011 2010 2009 2008

      10 9 8 7 6 5 4 3 2

      No unauthorized photocopying

      All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the ELT Rights Department, Oxford University Press, at the address above

      You must not circulate this book in any other binding or cover and you must impose the same condition on any acquirer

      Any websites referred to in this publication are in the public domain and their addresses are provided by Oxford University Press for information only. Oxford University Press disclaims any responsibility for the content

      ISBN-13: 978 0 19 442250 5

      Typeset by Data Standards Ltd, Frome, Somerset, UK

      Printed in China

      THE EDITORS, AUTHORS, AND OXFORD UNIVERSITY PRESS are pleased to publish this book in honour of Rod Ellis for his outstanding contribution to the field of second language teaching and learning.

      THE EDITORS AND THE PUBLISHER would like to thank the authors for their excellent chapters, and are grateful to Allster Cumming, Henry Widdowson, and David Nunan for their helpful comments and suggestions. The editors would like to thank Laura Hawkes for her assistance.

      Introduction

      THIS BOOK is edited in honor of Rod Ellis, whose contributions to the field of second language acquisition (SLA) and teacher education have been of tremendous significance over the past three decades. Rod’s work and ideas have advanced our understanding of many areas within SLA, including form-focused instruction (FFI), task-based teaching and learning, classroom research, and the role of input and interaction. Throughout his career, Rod’s commitment to teacher education through linking research with classroom pedagogy stands out as especially significant. Because he began his career as an English teacher, he has extensive experience with and knowledge of classroom teaching and the challenges facing teachers. This background, coupled with his expertise in SLA research and applied linguistics, has enabled him to connect theory and practice effectively and to make outstanding contributions to various areas of teacher education, including curriculum development, teaching methodology, and classroom research. Rod’s contributions in these areas have appeared in numerous journal articles, conference presentations, workshops, and teacher education textbooks and monographs. By editing this Festschrift, we wish to express our appreciation of what Rod has done over the course of his academic and teaching career for second and foreign language (FL) teachers, researchers, and teacher educators.

      The book has been designed to focus on current areas of research, theory, and practice in FFI and teacher education. The contributors are Rod’s colleagues and friends and those who have worked with him over the years and have inspired or been inspired by his work. The range of topics covered reflects the breadth and depth of Rod’s expertise and interests.

      In line with Rod’s work, the volume addresses FFI from the perspective of informing teachers of the role that formal instruction plays in communicative contexts. It considers both theoretical and empirical issues as well as classroom use of form-focused activities in communicative pedagogy. Since many SLA researchers and teacher educators now recognize the important role of FFI in language learning theory, teaching, and learning, a volume that combines theoretical concerns, classroom practices, and teacher education constitutes an important contribution to the field.

      Overview of the volume

      The book is organized into three parts: ‘Theoretical issues of focus on form’, ‘Focus on form and classroom practice’, and ‘Focus on form and