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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 Hits 1 – 20 of 46 1 Task-based language teaching : theory and practice Ellis, Rod; Skehan, Peter; Li, Shaofeng. - Cambridge : Cambridge University Press, 2020 UB Frankfurt Linguistik Show details 2 Reflections on task-based language teaching Ellis, Rod. - 2018 BASE Show details 3 Understanding Second Language Acquisition 2nd Edition - Oxford Applied Linguistics Ellis, Rod. - : Oxford University Press, 2015 BASE Show details 4 Exploring language pedagogy through second language acquisition research Shintani, Natsuko; Ellis, Rod. - London [u.a.] : Routledge, 2014 BLLDB UB Frankfurt Linguistik Show details 5 Exploring Language Pedagogy through Second Language Acquisition Research Ellis, Rod; Shintani, N.. - : Routledge, 2013 BASE Show details 6 Investigating linguistic knowledge of a second language and its relationship to general language proficiency and individual learner differences in an EFL context Zhang, Runhan. - : ResearchSpace@Auckland, 2013 Abstract: A psycholinguistic modelling of language proficiency in terms of L2 linguistic knowledge (i.e., implicit and explicit knowledge) can contribute to both SLA theories and language testing practice. Yet to date few empirical studies have attempted this. The main reason is the lack of validated instruments for measuring implicit and explicit knowledge. The current study is intended to fill the this gap by examining three important issues: (1) whether the four tests (i.e., the Elicited Imitation Test, Timed Grammaticality Judgment Test, Untimed Grammaticality Judgment Test and Metalinguistic Knowledge Test) that R. Ellis (2009) showed can distinguish implicit and explicit knowledge of an L2 can also provide separate measures of these two types of L2 knowledge in a foreign language context (i.e. mainland China); (2) whether language proficiency can be conceptualised in terms of these two types of knowledge, and (3) whether four psychological factors (i.e., language analytic ability, language learning motivation, language anxiety and learner beliefs) can distinguish learners in terms of their implicit and explicit knowledge A total of 192 full-time university English majors participated in this study. 100 were first year students and 92 were third year students. They were English major students in a fouryear programme at a key university in Beijing, China. Four of the tests used in R. Ellis’s (2009) study were employed to distinguish implicit and explicit knowledge. The findings showed that R. Ellis’s model of implicit and explicit knowledge could account for the first year students’ results but that it failed to do so for the third year students. A factor analysis of the third year students’ test scores identified three rather than two factors. These were interpreted as follows: (1) the automated declarative knowledge needed for online production; (2) the non-automated declarative knowledge needed to judge ungrammaticality, and (3) the more automated declarative nowledge needed to judge grammatical sentences. The results for the third year students led to a re-evaluation of those for the first year students. It is proposed that both groups of learners were drawing on their declarative (explicit) knowledge and that various tests distinguished whether they were drawing on their automated declarative knowledge or their non-automated. This re-interpretation supports DeKeyser’s (2009) claims that older learners are unlikely to develop true implicit knowledge and instead have to rely on their explicit knowledge and that automated declarative knowledge is functionally equivalent to implicit knowledge. The findings of this study shed light on the relationship between general language proficiency and L2 linguistic knowledge. Two general proficiency tests were administered – the Oxford Placement Test (for the first year students) and the Test for English Majors, Band 4 (for the third year students). Scores representing the two factors identified for the first year students and the three factors for the third year students all entered into multiple regression analyses with the proficiency scores as the dependent variables. However, in both groups, it was the most explicit factor that proved the strongest predictor of proficiency. This suggests that these learners were primarily drawing on their non-automated declarative knowledge in the proficiency tests supporting Elder’s (2009) contention that proficiency tests by their very nature incline learners to make use of their explicit knowledge. Finally, the study examined the relationship between measures of individual difference factors and their scores on the battery of tests. Language anxiety was negatively correlated with measures of declarative knowledge supporting the findings of previous studies that have investigated this learner factor. However, somewhat surprisingly, very few other significant relationships were found although limited qualitative data derived from interviews with a small sample of the first and third year students suggested that individual learner differences were at work. Thus the thesis points to the need for more qualitative investigation of learner difference factors. This thesis concludes with a consideration of the theoretical and practical implications of the study and also points to several limitations (e.g., the battery of tests did not include the Oral Narrative Production Task used in R. Ellis’s study). URL: http://hdl.handle.net/2292/20499 BASE Hide details 7 Language teaching research & language pedagogy Ellis, Rod. - Chicester [u.a.] : Wiley-Blackwell, 2012 BLLDB UB Frankfurt Linguistik Show details 8 Investigating the relationships between Chinese university EFL learners' metacognitive listening strategies and their comprehension and incidental vocabulary acquisition from listening tasks Chang, Le. - : ResearchSpace@Auckland, 2012 BASE Show details 9 Oral Corrective Feedback, Individual Differences, and L2 Acquisition of French Past Tenses Mifka Profozic, Nadia. - : ResearchSpace@Auckland, 2012 BASE Show details 10 The Beliefs And Learner Strategy Use Of Low-Proficiency Chinese Learners And Their Impact On Learning English In A New Zealand Context Zhong, Qunyan. - : ResearchSpace@Auckland, 2012 BASE Show details 11 The effect of written corrective feedback and revision on intermediate Chinese learners' acquisition of English Frear, David Jon. - : ResearchSpace@Auckland, 2012 BASE Show details 12 The Motivation of Chinese Learners of English in a Foreign and Second Language Context Li, Qi. - : ResearchSpace@Auckland, 2011 BASE Show details 13 A comparison of the effects of comprehension-based and production-based instruction on the acquisition of vocabulary and grammar by young Japanese learners of English Shintani, Natsuko. - : ResearchSpace@Auckland, 2011 BASE Show details 14 Implicit and explicit knowledge in second language learning, testing and teaching Reinders, Hayo; Ellis, Rod; Erlam, Rosemary. - Bristol [u.a.] : Multilingual Matters, 2009 BLLDB UB Frankfurt Linguistik Show details 15 Evaluation of an Online English learning program Ho, Yi-Chieh. - : ResearchSpace@Auckland, 2009 BASE Show details 16 The study of second language acquisition Ellis, Rod. - Oxford [u.a.] : Oxford Univ. Press, 2008 BLLDB UB Frankfurt Linguistik Show details 17 Second language writing from sources: an ethnographic study of an argument essay task Wolfersberger, Mark Andrew. - : ResearchSpace@Auckland, 2008 BASE Show details 18 The study of second language acquisition Ellis, Rod. - Oxford [u.a.] : Oxford Univ. Press, 2007 UB Frankfurt Linguistik Show details 19 Diagnostic writing assessment: the development and validation of a rating scale Knoch, Ute. - : ResearchSpace@Auckland, 2007 BASE Show details 20 Second language acquisition Ellis, Rod. - Oxford [u.a.] : Oxford Univ. Press, 2005 UB Frankfurt Linguistik Show details Page: 1 2 3

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