Titel: Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching (Second Language Acquisition, 42)
Verlag: Multilingual Matters
Erscheinungsjahr: 2009
Sprache: Englisch
ISBN-10: 1847691749
ISBN-13: 9781847691743
Einband: Softcover
Zustand: New

�ber diesen Titel

Inhaltsangabe

This book examines a project that investigated ways of measuring implicit/explicit L2 knowledge, the relationship between the two types of knowledge and language proficiency, and the effect that different types of form-focused instruction had on their acquisition.

�ber die Autorinnen und Autoren

Rod Ellis is an applied linguist who has published widely on second language acquisition and task-based language learning. He is currently a Distinguished Research Professor in the School of Education, Curtin University, Australia and an elected fellow of the Royal Society of New Zealand. He is a past recipient of the Kenneth W. Mildenberger and Duke of Edinburgh prizes.

Shawn Loewen is an assistant professor in the Second Language Studies program at Michigan State University. He specializes in second language acquisition and L2 classroom interaction. His recent research has investigated the occurrence and effectiveness of incidental focus on form in a variety of L2 contexts.

Catherine Elder is Associate Professor in the School of Languages and Linguistics and Director of the Language Testing Research Centre at the University of Melbourne. She is coeditor (with Glenn Fulcher) of the journal Language Testing j. She is author with Alan Davies et. al. of the Dictionary of Language Testing and co-editor of Experimenting with Uncertainty (CUP: 2001) Handbook of Applied Linguistics (Blackwell, 2004).

Hayo Reinders (www.innovationinteaching.org) is Professor of Applied Linguistics at KMUTT in Thailand and TESOL Professor/Director of the doctoral programme at Anaheim University in the USA. He is founder of the global Institute for Teacher Leadership (www.teacherleadership.ac). Hayo edits a book series for Palgrave Macmillan and is editor of the journal Innovation in Language Learning and Teaching.

Rosemary Erlam is lecturer in the Department of Applied Language Studies and Linguistics at the University of Auckland. She comes to Applied Linguistics from backgrounds in Speech-Language Therapy and French teaching. Her research interests include teacher education, form-focused instruction and issues pertinent to the New Zealand educational context.

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