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Rod Ellis
Rod Ellis is a Kenneth W. Mildenberger Prize-winning British linguist. He is currently a research professor in the School of Education, at Curtin University in Perth, Australia. He is also a professor at Anaheim University, where he serves as the Vice president of academic affairs. Ellis is a visiting professor at Shanghai International Studies University as part of China’s Chang Jiang Scholars Program and an emeritus professor of the University of Auckland. He has also been elected as an honorary fellow of the Royal Society of New Zealand. Education Ellis began his post-secondary education at Nottingham University where he obtained an undergraduate degree. He received a Master of Arts from the University of Leeds, a Master of Education from the University of Bristol, and a doctorate from the University of London. Career After obtaining his undergraduate degree, Ellis moved to Spain where he taught at a Berlitz language school before returning to London to teach at an e ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Second Language Acquisition
Second-language acquisition (SLA), sometimes called second-language learning—otherwise referred to as L2 (language 2) acquisition, is the process of learning a language other than one's native language (L1). SLA research examines how learners develop their knowledge of second language, focusing on concepts like ''interlanguage'', a transitional linguistic system with its own rules that evolves as learners acquire the target language. SLA research spans cognitive, social, and linguistic perspectives. Cognitive approaches investigate memory and attention processes; sociocultural theories emphasize the role of social interaction and immersion; and linguistic studies examine the innate and learned aspects of language. Individual factors like age, motivation, and personality also influence SLA, as seen in discussions on the critical period hypothesis and learning strategies. In addition to acquisition, SLA explores language loss, or second-language attrition, and the impact of ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Stephen Krashen
Stephen D. Krashen (born May 14, 1941) is an American linguist, educational researcher and activist known for developing the input hypothesis, a group of five hypotheses of second-language acquisition. He is Emeritus Professor of Education at the University of Southern California. He moved from the linguistics department to the faculty of the School of Education in 1994. Work Stephen Krashen received a Ph.D. in Linguistics from the University of California, Los Angeles in 1972. Krashen has among papers (peer-reviewed and not) and books, more than 486 publications, contributing to the fields of second-language acquisition, bilingual education, and reading. He introduced various hypotheses related to second-language acquisition, including the acquisition-learning hypothesis, the input hypothesis, the monitor hypothesis, the affective filter, and the natural order hypothesis. Most recently, Krashen promotes the use of '' free voluntary reading'' during second-language acquisiti ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Academic Staff Of Curtin University
An academy (Attic Greek: Ἀκαδήμεια; Koine Greek Ἀκαδημία) is an institution of tertiary education. The name traces back to Plato's school of philosophy, founded approximately 386 BC at Akademia, a sanctuary of Athena, the goddess of wisdom and Skills, skill, north of Ancient Athens, Athens, Greece. The Royal Spanish Academy defines academy as scientific, literary or artistic society established with public authority and as a teaching establishment, public or private, of a professional, artistic, technical or simply practical nature. Etymology The word comes from the ''Academy'' in ancient Greece, which derives from the Athenian hero, ''Akademos''. Outside the city walls of Athens, the Gymnasium (ancient Greece), gymnasium was made famous by Plato as a center of learning. The sacred space, dedicated to the goddess of wisdom, Athena, had formerly been an olive Grove (nature), grove, hence the expression "the groves of Academe". In these gardens, the philos ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
British Association For Applied Linguistics
The British Association for Applied Linguistics (BAAL) is a learned society, based in the UK, which provides a forum for people interested in language and applied linguistics. BAAL organises regular meetings of its members at various venues in the UK, publishes conference proceedings, issues a regular newsletter and awards student scholarships. There is an elected Executive Committee (EC) that represents the interests of members. The current chair is Professor Zhu Hua of UCL Institute of Education. BAAL has an international membership of over 1200 members and is a registered charity in the UK (Charity number 246800).''British Association for Applied Linguistics'':About BAAL'. 4 December 2006. Activities BAAL organises scientific meetings. It supports applied linguistics activity. It brings together the applied linguistics community viaBAALmail, its dedicated webmail list, through which members share and discuss applied linguistics-related news, achievements and opportunities. ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Michael Swan (writer)
Michael Swan is a writer of English language teaching and reference materials. He graduated from University of Oxford with a bachelor's degree in modern foreign languages and has later gone for a postgraduate research degree. He is the founder of Swan School of English. Biography Major publications include '' Practical English Usage'' and ''Basic English Usage'' (Oxford University Press). Other books are ''Grammar'', an introductory book on why languages need grammar and what they do with it and, with David Baker, ''Grammar Scan'' (Oxford University Press), a collection of diagnostic language tests. Michael Swan is also the co-author, with Catherine Walter, of ''The Oxford English Grammar Course'', of ''How English Works'' and ''The Good Grammar Book'' (all with Oxford University Press), and the ''New Cambridge English Course'' series (with Cambridge University Press). In 2012 the Advanced level of the ''Oxford English Grammar Course'' won the newly established Award in English ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Recast (language Teaching)
A recast is a technique used in language teaching to correct learners' errors in such a way that communication is not obstructed. To ''recast'' an error, an interlocutor will repeat the error back to the learner in a corrected form. Recasts are used both by teachers in formal educational settings, and by interlocutors in naturalistic language acquisition. Child language acquisition Recasts can be used by adults to improve children's native language skills. A frequently used technique is for the adult to imitate the child's speech. In this form of recast, the adult repeats the child's incorrect phrases in correct form. This enables the child to learn the correct pronunciation, grammar and sentence structure. Language education Recasts can be used for teaching second languages. Sometimes, the teacher will repeat the words back to the student, usually with different intonation or form, or as a question, so that the recasting appears as a continuation of the conversation: For ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Implicit Learning
Implicit learning is the learning of complex information in an unintentional manner, without awareness of what has been learned. According to Frensch and Rünger (2003) the general definition of implicit learning is still subject to some controversy, although the topic has had some significant developments since the 1960s. Implicit learning may require a certain minimal amount of attention and may depend on attentional and working memory mechanisms. The result of implicit learning is implicit knowledge in the form of abstract (but possibly instantiated) representations rather than verbatim or aggregate representations, and scholars have drawn similarities between implicit learning and implicit memory. Examples from daily life, like learning how to ride a bicycle or how to swim, are cited as demonstrations of the nature of implicit learning and its mechanism. It has been claimed that implicit learning differs from explicit learning by the absence of consciously accessible knowledge. ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Individual Variation In Second-language Acquisition
Individual variation in second-language acquisition is the study of why some people learn a second language better than others. Unlike children who acquire a language, adults learning a second language rarely reach the same level of competence as native speakers of that language. Some may stop studying a language before they have fully internalized it, and others may stop improving despite living in a foreign country for many years. It also appears that children are more likely than adults to reach native-like competence in a second language. There have been many studies that have attempted to explain these phenomena. A flurry of studies in the 1970s, often labelled the "good language learner studies", sought to identify the distinctive factors characteristic of successful learners. Although those studies are now widely regarded as simplistic, they did serve to identify a number of factors affecting language acquisition. More detailed research on many of these specific factors cont ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Natural Approach
The natural approach is a method of language teaching developed by Stephen Krashen and Tracy Terrell in the late 1970s and early 1980s. The Natural Approach has been used in ESL classes as well as foreign language classes for people of all ages and in various educational settings, from primary schools to universities. It aims to foster naturalistic language acquisition in the classroom setting by emphasizing communication and limiting conscious grammar study and explicit correction of student errors. Efforts are also made to make the learning environment as stress-free as possible, by lowering the affective filter. In the natural approach, language output is not forced, but allowed to emerge spontaneously after students have attended to large amounts of comprehensible language input. Comprehensible input is the content that language learners are exposed to in the target language. Krashen suggests that language learners should be able to understand the comprehensible input provided ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Corrective Feedback
Corrective feedback is a frequent practice in the field of learning and achievement. It typically involves a learner receiving either formal or informal feedback on their understanding or performance on various tasks by an agent such as teacher, employer or peer(s). To successfully deliver corrective feedback, it needs to be nonevaluative, supportive, timely, and specific. Examples of corrective feedback Various types of corrective feedback exist, each with its own appropriate uses. Corrective feedback begins in early childhood with motherese, in which a parent or caregiver provides subtle corrections of a young child's spoken errors. Such feedback, known as a recast, often leads to the child repeating their utterance correctly (or with fewer errors) in imitation of the parent's model. At the preschool or kindergarten level, corrective feedback is usually informal and verbal. Such feedback is common in the higher grades, as well, but, as students progress through the grades, i ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Focus On Form
Focus on form (FonF), also called form-focused instruction, is an approach to language education in which learners are made aware of linguistic forms – such as individual words and conjugations – in the context of a communicative activity. It is contrasted with ''focus on forms'', in which forms are studied in isolation, and ''focus on meaning'', in which no attention is paid to forms at all. For instruction to qualify as ''focus on form'' and not as ''focus on forms'', the learner must be aware of the meaning and use of the language features before the form is brought to their attention. ''Focus on form'' was proposed by Michael Long in 1988.. This paper was originally presented at the European-North-American Symposium on Needed Research in Foreign Language Education, Bellagio, Italy, in 1988. Background The concept of ''focus on form'' was motivated by the lack of support for the efficacy of ''focus on forms'' on the one hand, and clear advantages demonstrated by instruct ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
