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| 1 | 产出导向法:迈向前方(英文)显示文摘In this extremely well-organized seminar various aspects of the POA were presented in the morning while in the afternoon a group of invited evaluators discussed the approach.I would like to thank the organizers of the seminar for inviting me to join the panel of evaluators and to congratulate them on what proved an enlightening and | Rod Ellis | 2017 | Chinese Journal of Applied Linguistics2017，40，4： | 17 |
| 2 | 第二语言习得研究和语言教学显示文摘第二语言习得研究(SLA)的目的是描写和解释第二语言习得是如何进行的,课堂语言教学的目的是组织和安排第二语言学习者的学习活动,使之高效地学习。显然,第二语言习得研究所取得的成果将有助于课堂教学程序的设计和活动的完成,对不同教学程序是如何影响学习效果的研究又会促进第二语言习得研究的发展。 | Rod Ellis 武力宏 | 1995 | 外语教学理论与实践1995，，1： | 14 |
| 3 | 纠错反馈时机对不同二语水平学习者的教学效果研究(英文)显示文摘本研究探讨即时反馈和延时反馈对于不同英语水平的学习者来说其有效性是否存在差异。研究对象为120名中学生,研究者根据期中考试的成绩将其分为高水平组和低水平组,每个水平组又细分为四个组:即时反馈组、延时反馈组、交际性任务组和控制组。三个实验组的学习者完成两个听写重述任务(dictogloss task),目标结构为过去时被动语态。在各试验组完成任务过程中,任课教师对于其语言表达中有关目标结构的错误,分别提供即时反馈,延时反馈,零反馈;控制组的学生只参加前测和后测。结果表明:(1)即时反馈比对低水平学生有效,而延时反馈对低水平学生无效;(2)即时反馈和延时反馈对高水平学生同样有效;(3)交际性任务有助于高水平学生的二语发展,但是对低水平学生没有效果。这些结果显示了即时反馈的优越性,以及交际性任务对于高水平学生二语发展的促进作用。我们认为两种反馈效果的差异主要源于它们对于学习者的认知要求不同,而非纠错时间。 | 李少锋 Rod Ellis 束定芳 | 2016 | 外语与外语教学2016，，1： | 13 |
| 4 | English in Elementary Schools:Limitations and Possibilities显示文摘Many Asian countries,including China,have revised their policy for English language teaching to include the introduction of English in elementary schools.This article first reviews research that has investigated the effects of introducing English in the elementary school on language learning.The common myth that children are better language learners than adolescents or adults is not borne out.In many respects,adolescent learners are better learners than children.Studies such as the Barcelona Age Factor Project have failed to demonstrate that starting English at the elementary level results in higher levels of proficiency in the long run,especially when learning is measured using tests of explicit L2 knowledge.Next the article examines the problems that elementary schools face in introducing English in China and Japan.A lack of properly trained teachers has resulted in a very uneven implementation of governmental policy.The article concludes by proposing that starting English in the elementary school does afford possibilities for improved English language learning in countries like China and Japan but that this depends on the adoption of an appropriate methodology for teaching young learners (i.e.task-based language teaching) and on the availability of teachers trained to teach children. | Rod Ellis | 2010 | 外国语2010，33，1： | 11 |
| 5 | 当前 SLA 研究和外语教学中的若干问题——英国著名外语教学专家Rod Ellis和Henry Widdowson谈SLA研究和外语教学显示文摘什么才是课堂中 SLA(SecondLanguage Acpuisition)的最佳条件?教师如何才能最大程度上创造这些条件?最近,英国著名外语教学专家 Rod.EIIis 在ELT 杂志上接受采访,讨论了近二十几年来 SLA 研究对外语教学实践的贡献.描述了他本人最新的研究成果。他还特别强调了外语教学中语法的作用和地位,并提出了与SLA 研究成果相吻合的一系列语法教学方法和建议。本文拟扼要介绍 EIIis | Rod Ellis Henry Widdowson英国著名外语教学专家 束定芳 | 1994 | 外语教学理论与实践1994，，3： | 11 |
| 6 | 从二语习得角度对语法教学问题的回顾显示文摘2006年3月TESOL杂志四十周年纪念特刊上,奥克兰大学Rod Ellis教授撰长文Current Issues in Teaching of Grammar:An SLAPerspective,从二语习得角度对近年来语法教学研究中的八个重要问题进行了全面细致的讨论。文章涉及语法教学的话题广泛,材料丰富,立论公允。国内英语教学中对语法教学的必要性、语法教学的内容和方法等重要问题认识分歧较多,Ellis的回顾文章对国内从事英语教学和研究的同行有一定的参考价值。 | Rod Ellis 陈力(编译) | 2008 | 基础教育外语教学研究2008，，1： | 6 |
| 7 | 二语习得研究与课堂教学——Rod Ellis访谈录显示文摘被采访者 Rod Ellis 简介:Rod Ellis目前在日本 Temple 大学执教,任应用语言学教授。撰有二语习得研究专著数本及论文多篇,其中包括《认识二语习得》(under-standing Second Language Acquisition)及近期所著的《有指导的二语习得》lnstru- | Rod Ellis Trcia Hdage 崔树芝 | 1994 | 外语教学理论与实践1994，，1： | 5 |
| 8 | The effects of focused and unfocused written corrective feedback in an English as a foreign language context显示文摘 | Rod Ellis Younghee Sheen Mihoko Murakami Hide Takashima | 2008 | System2008，，3： | 3 |
| 9 | Making An Impact; Teaching Grammar Through Awareness-Raising显示文摘How can we teach grammar in ways that enable learners to learn grammar?This has been one of the key questions that researchers have grappled with over last thirty or so years. This question arose as a result of research that showed that language learners have their own built-in 'syllabus'which governs both when they learn particular grammatical features and also how thev learn them.The research demonstrated what many teachers have long known-namely,that students | Rod Ellis | 2003 | 基础教育外语教学研究2003，，5： | 3 |
| 10 | 推理策略训练和文本重复对于中国大学生听力任务中附带词汇习得的作用研究(英文)显示文摘本文研究了推理策略训练和文本重复在中国大学生两个信息转移听力任务中的作用。这两个听力任务测试了学生的理解能力和对听力文本中嵌入的十个生词的习得情况。第一组学生只听一遍文本,第二组学生听三遍文本,第三组学生听三遍文本并且接受推理策略训练。实验结果表明文本重复对文本理解和词汇习得都有积极作用;然而,推理策略训练没有额外效果。以往有文献表明给予学生多次机会处理口头输入有助于学生的听力理解,该研究支持了以往的研究发现,并且另外发现文本重复有助于附带词汇习得。 | Rod ELLIS 常乐 | 2016 | Chinese Journal of Applied Linguistics2016，39，2： | 3 |
| 11 | DOING META-ANALYSIS IN SLA:PRACTICES,CHOICES,AND STANDARDS显示文摘Meta-analysis is a statistical method used to synthesize the cumulative effect of an interventional treatment or a certain relationship that has been subjected to empirical investigation.Notwithstanding the increasing popularity of meta-analysis in second language acquisition(SLA)research,there is considerable methodological inconsistency in the 22SLA meta-analyses published to date.Also,given the highly technical nature of some aspects of this statistical procedure and the specialized knowledge associated with it,it is a daunting task to conduct a meta-analysis and understand or interpret meta-analytic results.This paper seeks to solve the conundrum surrounding metaanalysis by explicating its basic procedure and technical aspects in an accessible manner.Utilizing SLA meta-analyses as examples,it discusses the methodological options of each stage of a meta-analysis,makes recommendations about how to handle some key issues,and points out the pitfalls that might undermine the robustness and credibility of meta-analytic findings. | SHAOFENG LI NATSUKO SHINTANI ROD ELLIS | 2012 | 当代外语研究2012，，12： | 3 |
| 12 | The Differential Effects of Three Types of Task Planning on the Fluency, Complexity, and Accuracy in L2 Oral Production显示文摘 | Rod Ellis | 2009 | Applied Linguistics2009，，4： | 3 |
| 13 | Input-Based Approaches to Teaching Grammar: A Review of Classroom-oriented Research显示文摘2.Input-processing studies The input-processing studies examined here involve experimental comparisons of input-based and production- based instruction.Whereas traditional grammar teaching attempts to manipulate learner production,‘processing instruction’emplys‘interpretation tasks’(Ellis 1995)that invite learners to engage in intentional learning by consciously noticing how a target grammatical feature is used in input specially contrived to contain numerous exemplars of the structure. | Rod Ellis | 2006 | 基础教育外语教学研究2006，，1： | 2 |
| 14 | Doing focus-on-form显示文摘 | Rod Ellis Helen Basturkmen Shawn Loewen | 2002 | System2002，，4： | 2 |
| 15 | Principles of instructed language learning显示文摘 | Rod Ellis | 2005 | System2005，，2： | 2 |
| 16 | The effects of focused and unfocused written corrective feedback in an English as a foreign language context显示文摘 | Rod Ellis Younghee Sheen Mihoko Murakami Hide Takashima | 2008 | System2008，，3： | 1 |
| 17 | A Theory of social comparison processes显示文摘 | Ellis Rod | | 0，，： | 1 |
| 18 | Second language acquisition, teacher education and language pedagogy显示文摘 | Rod Ellis | 2009 | Language Teaching2009，，2： | 1 |
| 19 | The Effects of Pre-task Planning and On-line Planning on Fluency, Complexity and Accuracy in L2 Monologic Oral Production显示文摘 | Fangyuan Yuan Rod Ellis | 2003 | Applied Linguistics2003，，1： | 1 |
| 20 | Task -based language teaching : sorting out the misunderstandings 显示文摘 | Rod Ellis | 2009 | International Journal of Applied Lin- guistics2009，19，： | 1 |
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