>Rob Batstone, Catherine Elder
Form-focused Instruction and Teacher Education
Published in this series
BACHMAN: Fundamental Considerations in Language Testing
BACHMAN and PALMER: Language Testing in Practice
BRUMFIT: Individual Freedom and Language Teaching
BRUMFIT and CARTER (eds.): Literature and Language Teaching
CANAGARAJAH: Resisting Linguistic Imperialism in Language Teaching
COOK: Discourse and Literature
COOK: Language Play, Language Learning
COOK and SEIDLHOFER (eds.): Principle and Practice in Applied Linguistics
DöRNYEI: Research Methods in Applied Linguistics
ELLIS: SLA Research and Language Teaching
ELLIS: Task-based Language Learning and Teaching
ELLIS: The Study of Second Language Acquisition
ELLIS: Understanding Second Language Acquisition
ELLIS and BARKHUIZEN: Analysing Learner Language
HOLLIDAY: The Struggle to Teach English as an International Language
HOWATT: A History of English Language Teaching
JENKINS: English as a Lingua Franca: Attitude and Identity
JENKINS: The Phonology of English as an International Language
KERN: Literacy and Language Teaching
KRAMSCH: Context and Culture in Language Teaching
LANTOLF (ed.): Sociocultural Theory and Second Language Learning
LANTOLF and THORNE: Sociocultural Theory and the Genesis of Second Language Development
LARSEN-FREEMAN AND CAMERON: Complex Systems and Applied Linguistics
MACKEY (ed.): Conversational Interaction and Second Language Acquisition
MEINHOF: Language Learning in the Age of Satellite Television
NATTINGER and DECARRICO: Lexical Phrases and Language Teaching
PHILLIPSON: Linguistic Imperialism
SEIDLHOFER (ed.): Controversies in Applied Linguistics
SELIGER and SHOHAMY: Second Language Research Methods
SKEHAN: A Cognitive Approach to Language Learning
STERN: Fundamental Concepts of Language Teaching
STERN (eds. P. Allen and B. Harley): Issues and Options in Language Teaching
TARONE and YULE: FOCUS on the Language Learner
WIDDOWSON: Aspects of Language Teaching
WIDDOWSON: Defining Issues in English Language Teaching
WIDDOWSON: Practical Stylistics
WIDDOWSON: Teaching Language as Communication
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THE EDITORS, AUTHORS, AND OXFORD UNIVERSITY PRESS are pleased to publish this book in honour of Rod Ellis for his outstanding contribution to the field of second language teaching and learning.
THE EDITORS AND THE PUBLISHER would like to thank the authors for their excellent chapters, and are grateful to Allster Cumming, Henry Widdowson, and David Nunan for their helpful comments and suggestions. The editors would like to thank Laura Hawkes for her assistance.
Introduction
THIS BOOK is edited in honor of Rod Ellis, whose contributions to the field of second language acquisition (SLA) and teacher education have been of tremendous significance over the past three decades. Rod’s work and ideas have advanced our understanding of many areas within SLA, including form-focused instruction (FFI), task-based teaching and learning, classroom research, and the role of input and interaction. Throughout his career, Rod’s commitment to teacher education through linking research with classroom pedagogy stands out as especially significant. Because he began his career as an English teacher, he has extensive experience with and knowledge of classroom teaching and the challenges facing teachers. This background, coupled with his expertise in SLA research and applied linguistics, has enabled him to connect theory and practice effectively and to make outstanding contributions to various areas of teacher education, including curriculum development, teaching methodology, and classroom research. Rod’s contributions in these areas have appeared in numerous journal articles, conference presentations, workshops, and teacher education textbooks and
