000			01958nam a2200241 a 4500
001			vtls000000561
003			VRT
005			20250102222401.0
008			081011s1997 enka | 00110 eng d
020			_a0194372154
039		9	_a201402040049 _bVLOAD _c201005250902 _dmalmash _c200810111344 _dNoora _c200810111343 _dNoora _y200810111342 _zNoora
050			_aP118.2 _b.M388 1997
100	1		_aEllis, Rod. _9136
245	1	0	_aSLA research and language teaching / _cRod Ellis.
260			_aOxford : _bOxford University Press, _c1997.
300			_aviii, 280 p : _bill ; _c24 cm.
440		0	_aOxford applied linguistics _9137
504			_aBibliography: p253-271. - Includes index.
505			_aAcknowledgements; Preface; PART ONE; Background; Introduction; 1. Second language acquisition research and language pedagogy; PART TWO; Making research accessible; Introduction; 2. Grammar teaching and grammar learning; 3. Options in grammar teaching; PART THREE; The application of theory; Introduction; 4. A theory of instructed second language acquisition; 5. The structural syllabus and second language acquisition; 6. Acquisition-compatible grammar tasks; PART FOUR; Second language acquisition research in the classroom; Introduction; 7. Learning to communicate in the classroom; PART FIVE; The teacher as researcher; Introduction; 8. Focused communication tasks; 9. Micro-evaluation: does a task work?; PART SIX; Conclusion; Introduction; 10. Mediation problems ; Bibliography; Index
520			_aThis book presents SLA research as a source of specifications for teachers to explore in their own classrooms. The author sees the four main roles of SLA researchers as developing relevant theories, conducting their own classroom research, making research accessible to teachers, and facilitating action research. Each chapter addresses a major issue in the field of SLA and language teaching.
650		0	_aSecond language acquisition. _9138
942			_2lcc _n0 _cBK
999			_c33 _d33