Principles of instructed language learning

By R. Ellis. 2005

714 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/c4842e9d035713147ad3c026e36df8544f54bb8a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Icy Lee
2. Ken Hyland
3. Nick C. Ellis
4. Polly Tse
5. Naoko Taguchi
6. K. Hartshorn
7. Paul Nation
8. C. V. Beuningen

In Language and Linguistics

1. Icy Lee
2. Ken Hyland
3. Naoko Taguchi
4. C. V. Beuningen
5. Polly Tse
6. K. Hartshorn
7. Paul Nation
8. Nick C. Ellis

In Literature and Literary Theory

1. Icy Lee
2. Ken Hyland
3. Nick C. Ellis
4. C. V. Beuningen
5. Polly Tse
6. Naoko Taguchi
7. K. Hartshorn
8. Paul Nation

Citations in the corpus

• Teacher written corrective feedback: Less is more (2019, background): “From the SLA perspective, acquisition is less likely to take place when WCF targets all errors/error types (Schmidt, 1994; Ellis, 2005; Ellis, Sheen, Murakami, & Takashima, 2008).”
• The Four Strands (2007, background): “Ellis (2005) includes the following principles in his list of principles of instructed language learning.”
• Effects of extensive reading on reading attitudes in a foreign language (2013, background): “…acquisition (e.g., see reviews by Ellis, 2008 and Ortega, 2009, for instance), providing a massive amount of input remains one of the principles of language pedagogy, and ER is probably one of the easiest ways to implement an input-rich learning environment in a pedagogical setting (Ellis, 2005).”
• Instructed pragmatics at a glance: Where instructional studies were, are, and should be going (2015, methodology): “These features conform to the characteristics of explicit form-focused instruction that use metalanguage, draw learners’ attention to target forms, and provide controlled practice of the forms (R. Ellis 2005).”
• Corrective Feedback in L2 Writing: Theoretical Perspectives, Empirical Insights, and Future Directions (2010, background): “From a multiple-resource perspective on attention (e.g. Robinson, 2003; 2005), however, linguistic accuracy and complexity are not presumed to be in competition because these two form-related aspects of learner output are thought to be closely connected.”
• Communication-oriented language teaching: Where are we now? Where do we go from here? (2012, background): “Ellis (2005a, 2005b) and Erlam (2008) worked in the opposite direction, starting not from classroom practice but from principles of second language acquisition (SLA).”
• Contextualizing corrective feedback in second language writing pedagogy (2010, methodology): “In a post-methodology era, second language writing instruction and learning should be more about what a particular student may need to improve and less about loyal adherence to a predetermined method (Kumaravadivelu, 1995, 2006; Ellis, 2005).”
• Is There an "Academic Vocabulary"? (2007, background): “It was time-pressured to limit learners’ ability to draw on their explicit grammatical knowledge (Ellis, 2005).”
• Essentials of a Theory of Language Cognition (2019, background): “The problem then is how best to integrate focus on meaning and form-focused instruction, and a lot of careful thought and educational research has been dedicated to this problem (Doughty & Long, 2003; R. Ellis, 2005, 2012; Long & Doughty, 2009; Ortega, 2013).”
• Extensive Reading and Listening in the L2 Classroom (2016, background): “Not surprisingly, students who read a great deal develop a deeper sense of how grammar works in context, which in turn may enable them to use this grammar for real communication (Ellis, 2005).”