© 1994 by Oxford University Press
Articles |
Second language acquisition research: a response to Rod Ellis
both teaching with the British Council in Kuala Lumpur, Malaysia. Between them they have over thirteen years‘ experience of teaching EFL in China, Japan, Turkey, Bangladesh, Malaysia, and the UK. They are joint authors of Passport to IELTS, a skills and practice coursebook for candidates for the RSA/UCLES IELTS examination, shortly to be published by Macmillan.
both teaching with the British Council in Kuala Lumpur, Malaysia. Between them they have over thirteen years‘ experience of teaching EFL in China, Japan, Turkey, Bangladesh, Malaysia, and the UK. They are joint authors of Passport to IELTS, a skills and practice coursebook for candidates for the RSA/UCLES IELTS examination, shortly to be published by Macmillan.
In the January 1993 issue of ELT Journal, Rod Ellis, Professor of Applied Linguistics at Temple University, Japan, discussed the conditions that facilitate and promote second language acquisition in the classroom, and how teachers can create those conditions, making particular reference to the ‘comeback’ of grammar in the EFL classroom. In this article, two practising EFL teachers welcome Ellis's contribution from research to classroom practice, but suggest that some of the assumptions he makes about current classroom practice are not accurate, and that a number of his ideas for ‘alternative’ approaches to teaching grammar are already embedded in that practice. They look in particular at his ideas of grammar consciousness-raising, requests for clarification, and task motivation, and discuss, with reference to published materials, how these ideas already have a hold in the EFL classroom.