Rosemary Erlam's Books

Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching

By: Rod Ellis,Shawn Loewen,Catherine Elder,Hayo Reinders,Rosemary Erlam,Jenefer Philp

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Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching

By: Rod Ellis,Shawn Loewen,Catherine Elder,Hayo Reinders,Rosemary Erlam,Jenefer Philp

The implicit/ explicit distinction is central to our understanding of the nature of L2 acquisition. This book begins with an account of how this distinction applies to L2 learning, knowledge and instruction. It then reports a series of studies describing the development of a battery of tests providing relatively discrete measurements of L2 explicit/ implicit knowledge. These tests were then utilized to examine a number of key issues in SLA - the learning difficulty of different grammatical structures, the role of L2 implicit/ explicit knowledge in language proficiency, the relationship between learning experiences and learners’ language knowledge profiles, the metalinguistic knowledge of teacher trainees and the effects of different types of form-focused instruction on L2 acquisition. The book concludes with a consideration of how the tests can be further developed and applied in the study of L2 acquisition.

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Page Count

404

Publisher

Multilingual Matters

Published Date

ISBN 10

1847698859

ISBN 13

9781847698858

Pedagogical Realities of Implementing Task-Based Language Teaching

By: Rosemary Erlam,Constanza Tolosa

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Pedagogical Realities of Implementing Task-Based Language Teaching

By: Rosemary Erlam,Constanza Tolosa

This book documents how teachers, working in school foreign language learning contexts and teaching beginner learners of languages other than English, learn about and use tasks. It first presents a pedagogically researched account of how teachers learn about, design and evaluate tasks, after being introduced to TBLT during an in-service programme. The authors then go into classrooms to explore ways in which teachers continue to use tasks, as part of their regular ongoing classroom language programmes, following their in-service education. The book documents how the teachers use tasks to open up opportunities for language learning for students and investigates how teachers understand and position tasks and TBLT as relevant and of value to their teaching contexts. The challenges that teachers face in incorporating TBLT into their practice are also explored. The book suggests how the use of the task as a pedagogic tool may contribute to ongoing understanding about TBLT.

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