Dr Rod Ellis
|Faculty||Faculty of Humanities|
|School||School of Education|
|Location||501.98 Level 4|
|Phone||08 9266 4850|
|Google Scholar||scholar.google.com.au/citations?user=Rod Ellis|
|Scopus Author Identifier||www.scopus.com/authid/detail.url?authorId=Ellis, Rod|
My research intersts lies in the interface between second language acquisition research, language pedagogy and teacher education. Areas of second language acquisition I am actively involved in are (1) order and sequence of L2 acquisition, (2) variability in learner language, (3) input and interaction in an L2 and (4) instructed second language learn ing. The main areas of language pedagogy I am interested in are task-based language teaching and grammar teaching. I have worked in language teacher education for forty five years in Zambia, United Kingdom, Japan, United States, New Zealand, China and now Australia. My particular foicus is how teachers can create effective contexts for language acquisition in the talk that takes place in classrooms.
Memberships, Awards and Training
Best book prize (British Association of Applied Linguists), 1985 for Understanding Second Language Acquisition
Modern Language Association of America prize, 1988 for Second Language Acquisition in Context (ed.)
Duke of Edinburgh best book prize, 1995 for The Study of Second language Acquisition
Appointed Distinguished Profess in the University of Auckland, 2013
Appointed Fellow of Royal Society of New Zealand, 2014Back to top
1989- 1993 Temple University Japan : Professor,
1993- 1998 Temple University Philadelphia: Professor of TESOL
1998-2003 University of Auckland :Professor; Head of the Department ofApplied Language Studies and Linguistics (DALSL) 2003 -2005 University of Auckland: Associate Dean (Research) of the Faculty of Arts
2003 -2012 University of Auckland: Professor in DALSL
2013 -2016 University of Auckland: Distinguished Professor in DALSL 2016- now Curtin University: Research Professor in the School of EducationBack to top
I have graduate level courses on:
Second language Acquisition
Second Language Classroom Research
Individual Differfences in Language Learniung
Task-based Language Teaching
Analyzing Learner language
Instructed Second Language Learning
Stlistics and the Teaching of Literature
Research Methods in Applied LinguisticsBack to top
The following completed research projects are indicative of my major research interests:
The role of explicit knowledge of a second la nguage in second la nguage proficiency and acquisition (2001-2004) Principle investigator; funded by the Marsden Fund grant from the Royal Society of New Zea land (value NZ$ 390,000); acting as the p ri nciple investigator; developing tests of implicit and explicit knowledge of a second language; examining the relationship between these tests and standard measures of L2 proficiency (e.g. IELTS); investigating experimentally whether teachi ng explicit knowledge contributes to the development of implicit knowledge. Results published as a book in 2009 by Mult ilingual Matters.
Evaluation of Learning Languages Funding (2005)
Principal investigator; funded by the Ministry of Education, Wellington; evaluating the use schools had made of funding for initiating projects in foreign language education in New Zealand schools.
Effects of corrective feedback in task-based language teaching (2015 - now)
An experimental study; exam ining the effects of immediate and delayed feedback on the acquisition of past passive by Chinese junior high school students; investigating the effects of pre-task explicit instruction. Funded by University of Auckland
The Role of Input-based Tasks in Teaching French to High School Beginner Learners (2015 - now). A classroom-based project involving the development of input-based language teaching materials and investiugating their effect on language learning Funded by the University of AuicklandBack to top
Book Chapters (Research)
- Ellis, R. 2016. “Creativity and Language Learning.” In Creativity in Language Teaching, 32-48. USA: .
- Ellis, R. 2016. “Language Teaching Materials as Work Plans: An SLA Perspective.” In SLA Research and Development and Materials Development for Language Learning, 203-2013. New York: .
Journal Articles (Research)
- Li, S., R. Ellis, and Y. Zhu. 2016.“Task-Based Versus Task-Supported Language Instruction: An Experimental Study.”Annual Review of Applied Linguistics 36: 205-229.
- Ellis, R., and C. Le. 2016.“The Effects of Inference-Training and Text Repetition on Chinese Learners' Incidental Vocabulary Acquisition While Listening.”Chinese Journal of Applied Linguistics 39 (2): 137-152.