Exploring Language Pedagogy through Second Language Acquisition Research

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Foreign language aptitude theory: Yesterday, today and tomorrow (2016, background): “As demonstrated in Figure 1 (see also Ellis & Shintani 2013), an aptitude for focus on form is influenced by (a) capacity to notice and (b) by memory for contingent speech, and then each of these can have high or low values, potentially generating four combinations: high noticing and high memory…”
‘I’m still not sure what a task is’: Teachers designing language tasks (2016, methodology): “There is an emerging body of literature documenting the results of initiatives that attempt to equip teachers so that they can adapt their classroom practice to TBLT. Ellis and Shintani (2013) note that key difficulties that teachers may experience with introducing TBLT into their classrooms may rel”
Effects of Task Complexity on L2 Writing Behaviors and Linguistic Complexity (2017, methodology): “Although originally developed for assessment purposes, this task satisfied oft-cited criteria for defining tasks (e.g., Ellis & Shintani, 2013).”
The Routledge handbook of English language teaching (2018, background): “Such a practice is difficult to deal with pedagogically, when noun-ness is assumed to be inherent to the things being named rather than the product of the way they are construed (Langacker, 1999; Taylor, 2002).”