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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 Hits 1 – 7 of 7 1 Orders and Sequences in the Acquisition of L2 Morphosyntax, 40 Years On: An Introduction to the Special Issue Hulstijn, J.; Eskildsen, S.; Ellis, Rod. - 2015 BASE Show details 2 Understanding Second Language Acquisition 2nd Edition - Oxford Applied Linguistics Ellis, Rod. - : Oxford University Press, 2015 BASE Show details 3 Focus on form: A critical review Ellis, Rod. - : Arnold, 2015 BASE Show details 4 The importance of focus on form in communicative language teaching Ellis, Rod. - 2015 BASE Show details 5 Researching Acquisition Sequences: Idealization and De-idealization in SLA Ellis, Rod. - 2015 BASE Show details 6 Does language analytical ability mediate the effect of written feedback on grammatical accuracy in second language writing? Shintani, N.; Ellis, Rod. - 2015 BASE Show details 7 Teachers evaluating tasks Ellis, Rod. - : John Benjamins, 2015 Abstract: Conducting action research is not something that teachers always find easy. Nunan (1990) reported that teachers’ action research proposals tended to be rather grand and unmanageable because they had failed to identify specific research questions. I propose that one practical way in which teachers can research their teaching is by carrying out micro-evaluations of instructional tasks. In this paper I report my experience of requiring students enrolled in a course on task-based teaching as part of their MA studies to undertake an evaluation of a task. They were first asked to design their own task in groups. They then planned a micro-evaluation of the task, taught the task and in the process collected data for the evaluation, and finally wrote a report. I use examples of their reports to discuss how they planned their evaluations, the process of conducting the evaluations, and the kinds of findings they came up with. I also examine the utility of such micro-evaluations as a means of developing teachers’ understanding of task-based teaching. URL: https://doi.org/10.1075/tblt.8.09ell http://hdl.handle.net/20.500.11937/59206 BASE Hide details

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