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Robinson, Peter; Ellis, Rod – TESOL Quarterly, 1994
An argument for the role of a structural syllabus as a means to promote "gradual mastery" of implicit second-language knowledge is refuted. The author responds with further discussion of the relationship between explicit and implicit knowledge. (Contains 13 references.) (LB)
Descriptors: Academic Achievement, Course Descriptions, English (Second Language), Epistemology

Ellis, Rod – TESOL Quarterly, 1995
The traditional approach to grammar teaching provides learners with opportunities to produce specific grammatical structures. This article explores an alternative approach, one based on interpreting input. The rationale for the approach is discussed, as are the principles for designing interpretation tasks for grammar teaching. (Contains 35…
Descriptors: Class Activities, Competency Based Education, Grammar, Interpretive Skills

Ellis, Rod – TESOL Quarterly, 1998
Reviews research that addresses how grammar can best be taught in terms of four theoretically motivated instructional options: (1) structured input; (2) explicit instruction; (3) production practice; (4) negative feedback. (Author/JL)
Descriptors: English (Second Language), Feedback, Grammar, Language Research

Ellis, Rod; Basturkmen, Helen; Loewen, Shawn – TESOL Quarterly, 2001
Investigates a preemptive focus on form, occasions when either the teacher or a student chose to make a specific form the topic of discourse. Found that in 12 hours of meaning-focused instruction, there were as many preemptive focus-on-form episodes (FFEs) as reactive FFEs (i.e., corrective feedback). (Author/VWL)
Descriptors: Classroom Communication, Comparative Analysis, Discourse Analysis, English (Second Language)
Ellis, Rod – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2009
There is a wealth of literature examining the role of motivation in second language (L2) learning but remarkably little research that has examined how teachers can foster motivation in the classroom. For this reason alone Guilloteaux and Dornyei's (2008) correlational study of the relationship between motivational strategies and student motivation…
Descriptors: Student Behavior, Motivation Techniques, Student Motivation, Foreign Countries
Ellis, Rod – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2006
The study of how learners acquire a second language (SLA) has helped to shape thinking about how to teach the grammar of a second language. There remain, however, a number of controversial issues. This paper considers eight key questions relating to grammar pedagogy in the light of findings from SLA. As such, this article complements…
Descriptors: Second Language Learning, Second Language Instruction, Teaching Methods, Linguistic Theory