Advertisement
| rod ellis 2008: The Study of Second Language Acquisition Rod Ellis, 2008-09-25 |
| rod ellis 2008: Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching Rod Ellis, Shawn Loewen, Catherine Elder, Hayo Reinders, Rosemary Erlam, Jenefer Philp, 2009-06-19 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. |
| rod ellis 2008: Second Language Acquisition Rod Ellis, 1997 In the age of the global village and the world wide web, understanding the way in which people learn languages is of ever increasing importance. This book makes the essentials of this rapidly expanding area of study accessible to readers encountering it for the first time. |
| rod ellis 2008: The Study of Second Language Acquisition Rod Ellis, 1994 This thorough introduction to second language research provides a comprehensive review of the research into learner language, internal and external factors in language acquisition, individual differences, and classroom second language learning. |
| rod ellis 2008: Learning a Second Language through Interaction Rod Ellis, 1999-12-15 This book examines different theoretical perspectives on the role that interaction plays in second language acquisition. The principal perspectives are those afforded by the Interaction Hypothesis, Socio-Cultural Theory and the Levels of Processing model. Interaction is, therefore, defined broadly; it is seen as involving both intermental and intramental activity. The theoretical perspectives are explored empirically in a series of studies which investigate the relationship between aspects of interaction and second language acquisition. A number of these studies consider the effects of interaction on the acquisition of vocabulary (word meanings) by both adult and child L2 learners. In addition, the effects of language aptitude on input processing are considered. Further studies consider the contribution that interaction makes to the acquisition of grammatical knowledge. These studies provide clear evidence that social and intermental interaction are major forces in the acquisition of an L2. Finally, the book, considers a number of pedagogic specifications. In particular, the importance of discourse control as a means of learners’ obtaining the quality of interaction likely to foster acquisition is discussed. |
| rod ellis 2008: Understanding Second Language Acquisition Lourdes Ortega, 2014-02-04 Whether we grow up with one, two, or several languages during our early years of life, many of us will learn a second, foreign, or heritage language in later years. The field of Second language acquisition (SLA, for short) investigates the human capacity to learn additional languages in late childhood, adolescence, or adulthood, after the first language --in the case of monolinguals-- or languages --in the case of bilinguals-- have already been acquired. Understanding Second Language Acquisition offers a wide-encompassing survey of this burgeoning field, its accumulated findings and proposed theories, its developed research paradigms, and its pending questions for the future. The book zooms in and out of universal, individual, and social forces, in each case evaluating the research findings that have been generated across diverse naturalistic and formal contexts for second language acquisition. It assumes no background in SLA and provides helpful chapter-by-chapter summaries and suggestions for further reading. Ideal as a textbook for students of applied linguistics, foreign language education, TESOL, and education, it is also recommended for students of linguistics, developmental psycholinguistics, psychology, and cognitive science. Supporting resources for tutors are available free at www.routledge.com/ortega. |
| rod ellis 2008: Classroom Second Language Development Rod Ellis, 1984 |
| rod ellis 2008: Task-based Language Learning and Teaching Rod Ellis, 2003-04-03 This book explores the relationship between research, teaching, and tasks, and seeks to clarify the issues raised by recent work in this field. The book shows how research and task-based teaching can mutually inform each other and illuminate the areas of task-based course design, methodology, and assessment. The author brings an accessible style and broad scope to an area of contemporary importance to both SLA and language pedagogy. |
| rod ellis 2008: Planning and Task Performance in a Second Language Rod Ellis, 2005-03-11 The last decade has seen a growing body of research investigating various aspects of L2 learners’ performance of tasks. This book focuses on one task implementation variable: planning. It considers theories of how opportunities to plan a task affect performance and tests claims derived from these theories in a series of empirical studies. The book examines different types of planning (i.e. task rehearsal, pre-task planning and within-task planning), addressing both what learners do when they plan and the effects of the different types of planning on L2 production. The choice of planning as the variable for investigation in this book is motivated both by its importance for current theorizing about L2 acquisition (in particular with regard to cognitive theories that view acquisition in terms of information processing) and its utility to language teachers and language testers, for unlike many other constructs in SLA ‘planning’ lends itself to external manipulation. The study of planning, then, provides a suitable forum for demonstrating the interconnectedness of theory, research and pedagogy in SLA. |
| rod ellis 2008: Errors in Language Learning and Use Carl James, 2013-12-02 Errors in Language Learning and Use is an up-to-date introduction and guide to the study of errors in language, and is also a critical survey of previous work. Error Analysis occupies a central position within Applied Linguistics, and seeks to clarify questions such as `Does correctness matter?', `Is it more important to speak fluently and write imaginatively or to communicate one's message?' Carl James provides a scholarly and well-illustrated theoretical and historical background to the field of Error Analysis. The reader is led from definitions of error and related concepts, to categorization of types of linguistic deviance, discussion of error gravities, the utility of teacher correction and towards writing learner profiles. Throughout, the text is guided by considerable practical experience in language education in a range of classroom contexts worldwide. |
| rod ellis 2008: Form-Focused Instruction and Second Language Learning Rod Ellis, 2001-06-08 How does classroom language learning take place? How does an understanding of second language acquisition contribute to language teaching? In answering these questions, Rod Ellis reviews a wide range of research on classroom learning, developing a theory of instructed second language acquisition that has significant implications for language teaching. The early chapters of this book trace the attempts to explain classroom language learning in terms of general theory of learning (behaviorism) and the study of naturalistic language learning. The middle chapters document the attempts of researchers to enter the black box of the classroom in order to describe the teaching-learning behaviors that take place there and to investigate to what extent and in what ways instruction results in acquisition. The book concludes with a theory of classroom language learning. This theory advances an explanation of the relationship between explicit and implicit linguistic knowledge and in so doing accounts for how both form-focused and meaning-focused instruction contribute to second language acquisition in the classroom. |
| rod ellis 2008: The Handbook of Applied Linguistics Alan Davies, Catherine Elder, 2008-04-15 The Handbook of Applied Linguistics is a collection of newly commissioned articles that provide a comprehensive and up-to-date picture of the field of Applied Linguistics. Provides a comprehensive and current picture of the field of Applied Linguistics. Contains 32 newly commissioned articles that examine both the applications of linguistics to language data and the use of real world language to ameliorate social problems. Valuable resource for students and researchers in applied linguistics, language teaching, and second language acquisition. Presents applied linguistics as an independent discipline that unifies practical experience and theoretical understanding of language development and language in use. |
| rod ellis 2008: SLA Research and Language Teaching Rod Ellis, 1997-11-20 |
| rod ellis 2008: Learning English at School Kelleen Toohey, 2000-01-01 This text considers the application of sociocultural theory to understanding how minority language background children learn English in the context of their classrooms. Based on a longitudinal ethnography, it is suggested that understanding the pivotal role of social interaction in learning implies new perspectives both for SLA research and for effective instructional practice. |
| rod ellis 2008: Materials Development in Language Teaching Brian Tomlinson, 2011-04-07 Materials Development in Language Teaching aims to help readers apply current theoretical principles and research findings to the practical realities of developing and exploiting classroom materials. The authors also suggest new ideas and directions in materials development, which readers can pursue for themselves. This book is accessible to readers with little previous experience in the field, and is essential reading for all those involved in developing materials for language teaching. In the second edition of this highly popular title, each chapter has been comprehensively revised and updated to take into account both recent research and the significant technological developments since the first edition was published in 1998. Two new chapters have been added to assess the potential of electronic media for materials development. These chapters include an overview of the technologies available, as well as individual case studies and activities. |
| rod ellis 2008: Key Topics in Second Language Acquisition Vivian Cook, David Singleton, 2014-04-03 This textbook offers an introductory overview of eight hotly-debated topics in second language acquisition research. It offers a glimpse of how SLA researchers have tried to answer common questions about second language acquisition rather than being a comprehensive introduction to SLA research. Each chapter comprises an introductory discussion of the issues involved and suggestions for further reading and study. The reader is asked to consider the issues based on their own experiences, thus allowing them to compare their own intuitions and experiences with established research findings and gain an understanding of methodology. The topics are treated independently so that they can be read in any order that interests the reader. |
| rod ellis 2008: Second Language Needs Analysis Michael H. Long, 2005-11-03 No language teaching program should be designed without a thorough analysis of the students' needs. The studies in this volume explore Needs Analysis in the public, vocational and academic sectors, in contexts ranging from service encounters in coffee shops to foreign language needs assessment in the U.S. military. In each chapter, the authors explicitly discuss the methodoldogy they employed, and in some cases also offer research findings on that methodology. Several studies are task-based, making the collection of special interest to those involved in task-based language teaching. Contributions include work on English and other languages in both second and foreign language settings, as well as a comprehensive overview of methodological issues in Needs Analysis by the editor. |
| rod ellis 2008: Educating Immigrant Students in the 21st Century Xue Lan Rong, Judith Preissle, 2008-09-26 This comprehensive new edition clarifies current demographic data on immigration, addresses factors that influence linguistic transition and achievement, and explores evidence-based practices and policies. |
| rod ellis 2008: Contemporary Approaches to Second Language Acquisition María del Pilar García Mayo, María Junkal Gutierrez Mangado, Maria Martinez Adrian, 2013 Second language acquisition (SLA) is a field of inquiry that has increased in importance since the 1960s. Currently, researchers adopt multiple perspectives in the analysis of learner language, all of them providing different but complementary answers to the understanding of oral and written data produced by young and older learners in different settings. The main goal of this volume is to provide the reader with updated reviews of the major contemporary approaches to SLA, the research carried out within them and, wherever appropriate, the implications and/or applications for theory, research and pedagogy that might derive from the available empirical evidence. The book is intended for SLA researchers as well as for graduate (MA, Ph.D.) students in SLA research, applied linguistics and linguistics, as the different chapters will be a guide in their research within the approaches presented. The volume will also be of interest to professionals from other fields interested in the SLA process and the different explanations that have been put forward to account for it. |
| rod ellis 2008: Research Methods in Second Language Acquisition Alison Mackey, Susan M. Gass, 2011-12-12 Research Methods in Second Language Acquisition “With its cornucopia of information, both thorough and practical, this book is a must for our methodology shelves. Its study questions and project suggestions will be a boon for many research methods courses.” Robert M. DeKeysevr, University of Maryland “This guide to collecting, coding and analyzing second language acquisition data will be an essential reference for novice and experienced researchers alike.” Peter Robinson, Aoyama Gakuin University “Comprehensive and technically up-to-date, yet accessible and cogent! This remarkable textbook is sure to become a premier choice for the research training of many future SLA generations.” Lourdes Ortega, University of Hawaii “Alison Mackey and Susan Gass’ valuable new book offers hands-on methodological guidance from established experts on all kinds of second language research.” Michael H. Long, University of Maryland Research Methods in Second Language Acquisition: A Practical Guide is an informative guide to research design and methodology in this growing and vibrant field. Utilizing research methods and tools from varied fields of study including education, linguistics, psychology, and sociology, this collection offers complete coverage of the techniques of second language acquisition research. This guide covers a variety of topics, such as second language writing and reading, meta-analyses, research replication, qualitative data collection and analysis, and more. Each chapter of this volume offers background, step-by-step guidance, and relevant studies to create comprehensive coverage of each method. This carefully selected and edited volume will be a useful text for graduate students and scholars looking to keep pace with the latest research projects and methodologies in second language acquisition. |
| rod ellis 2008: Linguistic Complexity Bernd Kortmann, Benedikt Szmrecsanyi, 2012-05-29 Linguistic complexity is one of the currently most hotly debated notions in linguistics. The essays in this volume reflect the intricacies of thinking about the complexity of languages and language varieties (here: of English) in three major contact-related fields of (and schools in) linguistics: creolistics, indigenization and nativization studies (i.e. in the realm of English linguistics, the “World Englishes” community), and Second Language Acquisition (SLA) research: How can we adequately assess linguistic complexity? Should we be interested in absolute complexity or rather relative complexity? What is the extent to which language contact and/or (adult) language learning might lead to morphosyntactic simplification? The authors in this volume are all leading linguists in different areas of specialization, and they were asked to elaborate on those facets of linguistic complexity which are most relevant in their area of specialization, and/or which strike them as being most intriguing. The result is a collection of papers that is unique in bringing together leading representatives of three often disjunct fields of linguistic scholarship in which linguistic complexity is seen as a dynamic and inherently variable parameter. |
| rod ellis 2008: Methodology in Language Teaching Jack C. Richards, Willy A. Renandya, 2002-04-08 This comprehensive anthology gives an overview of current approaches, issues and practices in the teaching of English to speakers of other languages at elementary, secondary, and tertiary levels. |
| rod ellis 2008: Second Language Learning Theories Rosamond Mitchell, Florence Myles, Emma Marsden, 2013-08-21 Second Language Learning Theories is a clear and concise overview of the field of second language acquisition (SLA) theories. Written by a team of leading academics working in different SLA specialisms, this book provides expert analysis of the main theories from multiple perspectives to offer a broad and balanced introduction to the topic. The book covers all the main theoretical perspectives currently active in the SLA field and sets them in a broader perspective per chapter, e.g. linguistic, cognitive or sociolinguistic. Each chapter examines how various theories view language, the learner, and the acquisition process. Summaries of key studies and examples of data relating to a variety of languages illustrate the different theoretical perspectives. Each chapter concludes with an evaluative summary of the theories discussed. This third edition has been thoroughly updated to reflect the very latest research in the field of SLA. Key features include: a fully re-worked chapter on cognitive models of language and language learning a new chapter on information processing, including the roles of different types of memory and knowledge in language learning the addition of a glossary of key linguistic terms to help the non-specialist a new timeline of second language learning theory development This third edition takes account of the significant developments that have taken place in the field in recent years. Highly active domains in which theoretical and methodological advances have been made are treated in more depth to ensure that this new edition of Second Language Learning Theories remains as fresh and relevant as ever. |
| rod ellis 2008: Language Teaching Research and Language Pedagogy Rod Ellis, 2012-03-20 This book examines current research centered on the second language classroom and the implications of this research for both the teaching and learning of foreign languages. It offers illuminating insights into the important relationship between research and teaching, and the inherent complexities of the teaching and learning of foreign languages in classroom settings. Offers an accessible overview of a range of research on instruction and learning in the L2 classroom Bridges the relationship between research, teachers, and learners Helps evolve the practice of dedicated current language teachers with research findings that suggest best practices for language teaching |
| rod ellis 2008: Writing in Foreign Language Contexts Rosa Manchon, 2009-07-09 This book represents the most comprehensive account to date of foreign language (FL) writing. Its basic aim is to reflect critically on where the field is now and where it needs need to go next in the exploration of FL writing at the levels of theory, research, and pedagogy, hence the two parts of the book: 'Looking back' and 'Looking ahead'. The chapters in Part I offer accounts of both the inquiry process followed and the main insights gained in various long-term research programs. The chapters in Part 2 contribute a retrospective analysis of the available empirical research and of professional experiences in an attempt to move forward. The book invites the reader to step back and rethink seemingly well established knowledge about L2 writing in light of what is known about writing in FL contexts. |
| rod ellis 2008: Instructed Second Language Acquisition Rod Ellis, 1991-01-08 How does classroom language learning take place? How does an understanding of second language acquisition contribute to language teaching? In answering these questions, Rod Ellis reviews a wide range of research on classroom learning, developing a theory of instructed second language acquisition which has significant implications for language teaching. |
| rod ellis 2008: Motivation in Second Language Acquisition Björn Saemann, 2009-05 Seminar paper from the year 2009 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 1,3, University of Hildesheim (Englisch als Fremdsprache), course: Language Acquisition, language: English, abstract: This paper is about motivation in second language acquisition. First the term motivation will be defined and explained. Afterwards this paper will explain what different kinds of motivation exist and how they help to learn language. I will focus on the work of Rod Ellis and Robert C. Gardner as well as the works of Kimberly A. Noels. The final part of the paper will discuss motivation in the classroom and how to improve the motivation of students as a teacher. For this part I will focuse on the works of J. Brophy. Motivation is often named together with aptitude. Therefore it is vital to define the difference between aptitude and motivation. Ellis (2008:75) states while aptitude describes the cognitive abilities that underlie successful L2 acquisition, motivation involves the attitudes and affective states that influence the degree of effort that learners make to learn an L2. So aptitude is a more or less stable component which the individual can not directly interfere with. Motivation on the other hand is a component that can change comparatively fast and can be altered by the learner himself. Gardner (2001) writes that motivation describes the driving force behind the effort of a learner. Motivation consists of three elements. The first element is effort. A more motivated learner will put more effort in his or her studies. He will be open to do extra work in order to improve his language skills, spend more time with studying for the language and even deal with the subject on a subconscious level. ...] |
| rod ellis 2008: Introducing Second Language Acquisition Muriel Saville-Troike, 2012-04-05 A clear and practical introduction to second language acquisition, written for students encountering the topic for the first time. |
| rod ellis 2008: Second Language Acquisition in Action Andrea Nava, Luciana Pedrazzini, 2018-03-22 Despite the key role played by second language acquisition (SLA) courses in linguistics, teacher education and language teaching degrees, participants often struggle to bridge the gap between SLA theories and their many applications in the classroom. In order to overcome the 'transfer' problem from theory to practice, Andrea Nava and Luciana Pedrazzini present SLA principles through the actions and words of teachers and learners. Second Language Acquisition in Action identifies eight important SLA principles and involves readers in an 'experiential' approach which enables them to explore these principles 'in action'. Each chapter is structured around three stages: experience and reflection; conceptualisation; and restructuring and planning. Discussion questions and tasks represent the core of the book. These help readers in the process of 'experiencing' SLA research and provide them with opportunities to try their hands at different areas of language teachers' professional expertise. Aimed at those on applied linguistics MA courses, TESOL/EFL trainees and in-service teachers, Second Language Acquisition in Action features: · Key Questions at the start of each chapter · Data-based tasks to foster reflection and to help bridge the gap between theory and practice · Audiovisual extracts of lessons on an accompanying website · Further Reading suggestions at the end of each chapter |
| rod ellis 2008: Introduction to Instructed Second Language Acquisition Shawn Loewen, 2014-07-21 Introduction to Instructed Second Language Acquisition is the first book to present a cohesive view of the different theoretical and pedagogical perspectives that comprise instructed second language acquisition (ISLA), defined as any type of learning that occurs as a result of the manipulating the process and conditions of second language acquisition. The book begins by considering the effectiveness of ISLA and the differences between ISLA and naturalistic L2 learning. It then goes on to discuss the theoretical, empirical, and pedagogical aspects of such key issues in ISLA as grammar learning; interaction in the classroom; focus on form, function and meaning; vocabulary learning; pronunciation learning; pragmatics learning; learning contexts; and individual differences. This timely and important volume is ideally suited for the graduate level ISLA course, and provides valuable insights for any SLA scholar interested in the processes involved in second language learning in classroom settings. |
| rod ellis 2008: The Handbook of Educational Linguistics Bernard Spolsky, Francis M. Hult, 2010-02-01 The Handbook of Educational Linguistics is a dynamic, scientifically grounded overview revealing the complexity of this growing field while remaining accessible for students, researchers, language educators, curriculum developers, and educational policy makers. A single volume overview of educational linguistics, written by leading specialists in its many relevant fields Takes into account the diverse theoretical foundations, core themes, major findings, and practical applications of educational linguistics Highlights the multidisciplinary reach of educational linguistics Reflects the complexity of this growing field, whilst remaining accessible to a wide audience |
| rod ellis 2008: Language and Content Bernard A. Mohan, 1986 |
| rod ellis 2008: Alternative Approaches to Second Language Acquisition Dwight Atkinson, 2011-03-01 This volume presents six alternative approaches to studying second language acquisition – 'alternative' in the sense that they contrast with and/or complement the cognitivism pervading the field. All six approaches – sociocultural, complexity theory, conversation-analytic, identity, language socialization, and sociocognitive – are described according to the same set of six headings, allowing for direct comparison across approaches. Each chapter is authored by leading advocates for the approach described: James Lantolf for the sociocultural approach; Diane Larsen-Freeman for the complexity theory approach; Gabriele Kasper and Johannes Wagner for the conversation-analytic approach; Bonny Norton and Carolyn McKinney for the identity approach; Patricia Duff and Steven Talmy for the language socialization approach and Dwight Atkinson for the sociocognitive approach. Introductory and commentary chapters round out this volume. The editor’s introduction describes the significance of alternative approaches to SLA studies given its strongly cognitivist orientation. Lourdes Ortega’s commentary considers the six approaches from an 'enlightened traditional' perspective on SLA studies – a viewpoint which is cognitivist in orientation but broad enough to give serious and balanced consideration to alternative approaches. This volume is essential reading in the field of second language acquisition. |
| rod ellis 2008: The Psychology of the Language Learner Zoltán Dörnyei, 2005 Research results over the past decades have consistently demonstrated that a key reason why many second language learners fail--while some learners do better with less effort--lies in various learner attributes such as personality traits, motivation, or language aptitude. In psychology, these attributes have traditionally been called individual differences. The scope of individual learner differences is broad--ranging from creativity to learner styles and anxiety--yet there is no current, comprehensive, and unified volume that provides an overview of the considerable amount of research conducted on various language learner differences, until now. Each chapter in this new volume focuses on a different individual difference variable. Besides a review of the relevant second language literature, Zoltán Dörnyei presents a concise overview of the psychological research involving each topic. A key concern for the author has been to define the various learner factors as measurable constructs and therefore the discussion includes a summary of the most famous tests and questionnaires in each domain. A wide range of readers will benefit from this book--students in linguistics, applied linguistics, modern languages, and psychology programs; second language teachers participating in in-service training courses; and researchers in second language acquisition and psychology. |
| rod ellis 2008: Individual Differences and Instructed Language Learning Peter Robinson, 2002-09-27 Second language learners differ in how successfully they adapt to, and profit from, instruction. This book aims to show that adaptation to L2 instruction, and subsequent L2 learning, is a result of the interaction between learner characteristics and learning contexts. Describing and explaining these interactions is fundamentally important to theories of instructed SLA, and for effective L2 pedagogy. This collection is the first to explore this important issue in contemporary task-based, immersion, and communicative pedagogic settings. In the first section, leading experts in individual differences research describe recent advances in theories of intelligence, L2 aptitude, motivation, anxiety and emotion, and the relationship of native language abilities to L2 learning. In the second section, these theoretical insights are applied to empirical studies of individual differences-treatment interactions in classroom learning, experimental studies of the effects of focus on form and incidental learning, and studies of naturalistic versus instructed SLA. |
| rod ellis 2008: Synthesizing Research on Language Learning and Teaching John Michael Norris, Lourdes Ortega, 2006-01-01 This volume presents the first collection of work on research synthesis in applied linguistics. It introduces readers to a cutting-edge approach for reviewing and summarizing exactly what accumulated research has to say about theoretical and practical subjects. John Norris and Lourdes Ortega first elucidate the value and practice of synthesis, and they challenge all members of the research community to adopt a synthetic ethic. The book then features seven empirical syntheses, each modeling rigorous synthetic practice in definitively reviewing the state of knowledge and research quality in important domains. Included are five meta-analyses on: Universal Grammar; Task-Based Interaction; Corrective Feedback; Instructed Pragmatics Development; and Reading Strategy Training. Also included are a qualitative meta-synthesis on Effective Teaching for English Language Learners, and a historiographical synthesis of Proficiency Assessment practices. Rounding out the collection are commentaries by two renowned experts in language learning and teaching research: Nick Ellis and Craig Chaudron. |
| rod ellis 2008: Teaching and Learning a Second Language Ernesto Macaro, 2005-05-27 There is increasingly wide agreement among teachers, researchers, inspectors, advisers and policy-makers that both teaching and research will benefit from being brought closer together. But how can this be achieved? Hard-pressed practioners cannot be expected to review a constant flow of conference papers, journals and other publications, even if such items were accessibly written. This unique book synthesizes relevant research findings for the professional practioner and highlights their implications for the quality of teaching and learning. Whether you are a teacher looking to improve your practice or a researcher looking for a concise overview of the literature, this book will prove a valuable acquisition. |
| rod ellis 2008: Teaching English as a Second Or Foreign Language Marianne Celce-Murcia, 1991-01-01 |
| rod ellis 2008: Task-Based Language Teaching Rod Ellis, Peter Skehan, Shaofeng Li, Natsuko Shintani, Craig Lambert, 2020 A comprehensive account of the research and practice of task-based language teaching. |
| rod ellis 2008: Casting a Spell George Black, 2009-03-12 Thirty-five million Americans–one in eight–like to go fishing. Fly fishers have always considered themselves the aristocracy of the sport, and a small number of those devotees, a few thousand at most, insist upon using one device in the pursuit of their obsession: a handcrafted split-bamboo fly rod. Meeting this demand for perfection are the inheritors of a splendid art, one that reveres tradition while flouting obvious economic sense and reaches back through time to touch the hands of such figures as Theodore Roosevelt and Henry David Thoreau. In Casting a Spell, George Black introduces readers to rapt artisans and the ultimate talismans of their uncompromising fascination: handmade bamboo fly rods. But this narrative is more than a story of obscure objects of desire. It opens a new vista onto a century and a half of modern American cultural history. With bold strokes and deft touches, Black explains how the ingenuity of craftsmen created a singular implement of leisure–and how geopolitics, economics, technology, and outrageous twists of fortune have all come to focus on the exquisitely crafted bamboo rod. We discover that the pastime of fly-fishing intersects with a mind-boggling variety of cultural trends, including conspicuous consumption, environmentalism, industrialization, and even cold war diplomacy. Black takes us around the world, from the hidden trout streams of western Maine to a remote valley in Guangdong Province, China, where grows the singular species of bamboo known as tea stick–the very stuff of a superior fly rod. He introduces us to the men who created the tools and techniques for crafting exceptional rods and those who continue to carry the torch in the pursuit of the sublime. Never far from the surface are such overarching themes as the tension between mass production and individual excellence, and the evolving ways American society has defined, experienced, and expressed its relationship to the land. Fly-fishing may seem a rarefied pursuit, and making fly rods might be a quixotic occupation, but this rich, fascinating narrative exposes the soul of an authentic part of America, and the great significance of little things. George Black’s latest expedition into a hidden corner of our culture is an utterly enchanting, illuminating, and enlightening experience. |
ROD Definition & Meaning - Merriam-Webster
The meaning of ROD is a straight slender stick growing on or cut from a tree or bush. How to use rod in a sentence.
Rod - Wikipedia
Birch rod, made out of twigs from birch or other trees for corporal punishment; Ceremonial rod, used to indicate a position of authority; Connecting rod, main, coupling, or side rod, in a …
ROD | English meaning - Cambridge Dictionary
ROD definition: 1. a long, thin pole made of wood or metal: 2. a type of cell in the retina (= part at the back of…. Learn more.
Rod - definition of rod by The Free Dictionary
A thin straight piece or bar of material, such as metal or wood, often having a particular function or use, as: a. A fishing rod. b. A piston rod. c. An often expandable horizontal bar, especially of …
Rod - Definition, Meaning & Synonyms | Vocabulary.com
A rod is a bar or a stick, like the curtain rods in your windows or the steel rods inside the structure of a building that help make it sturdy. A rod can be a staff, like a walking stick, or a metal bar …
rod noun - Definition, pictures, pronunciation and usage notes
Definition of rod noun in Oxford Advanced Learner's Dictionary. Meaning, pronunciation, picture, example sentences, grammar, usage notes, synonyms and more.
What does rod mean? - Definitions.net
A rod is a thin, straight piece or object, often cylindrical in shape, made of several materials such as wood, metal, plastic, or glass. It is typically used to support, guide, or transmit mechanical …
ROD definition and meaning | Collins English Dictionary
A rod is a long, thin metal or wooden bar. ...a 15-foot thick roof that was reinforced with steel rods. 2. See also fishing rod, lightning rod. Collins COBUILD Advanced Learner’s Dictionary. …
rod, n.¹ meanings, etymology and more - Oxford English Dictionary
What does the noun rod mean? There are 32 meanings listed in OED's entry for the noun rod , two of which are labelled obsolete. See ‘Meaning & use’ for definitions, usage, and quotation …
rod - Wiktionary, the free dictionary
Jun 7, 2025 · A rod cell: a rod-shaped cell in the eye that is sensitive to light. The rods are more sensitive than the cones, but do not discern color. ( biology ) Any of a number of long, slender …
ROD Definition & Meaning - Merriam-Webster
The meaning of ROD is a straight slender stick growing on or cut from a tree or bush. How to use rod in a sentence.
Rod - Wikipedia
Birch rod, made out of twigs from birch or other trees for corporal punishment; Ceremonial rod, used to indicate a position of authority; Connecting rod, main, coupling, or side rod, in a …
ROD | English meaning - Cambridge Dictionary
ROD definition: 1. a long, thin pole made of wood or metal: 2. a type of cell in the retina (= part at the back of…. Learn more.
Rod - definition of rod by The Free Dictionary
A thin straight piece or bar of material, such as metal or wood, often having a particular function or use, as: a. A fishing rod. b. A piston rod. c. An often expandable horizontal bar, especially of …
Rod - Definition, Meaning & Synonyms | Vocabulary.com
A rod is a bar or a stick, like the curtain rods in your windows or the steel rods inside the structure of a building that help make it sturdy. A rod can be a staff, like a walking stick, or a metal bar …
rod noun - Definition, pictures, pronunciation and usage notes
Definition of rod noun in Oxford Advanced Learner's Dictionary. Meaning, pronunciation, picture, example sentences, grammar, usage notes, synonyms and more.
What does rod mean? - Definitions.net
A rod is a thin, straight piece or object, often cylindrical in shape, made of several materials such as wood, metal, plastic, or glass. It is typically used to support, guide, or transmit mechanical …
ROD definition and meaning | Collins English Dictionary
A rod is a long, thin metal or wooden bar. ...a 15-foot thick roof that was reinforced with steel rods. 2. See also fishing rod, lightning rod. Collins COBUILD Advanced Learner’s Dictionary. …
rod, n.¹ meanings, etymology and more - Oxford English Dictionary
What does the noun rod mean? There are 32 meanings listed in OED's entry for the noun rod , two of which are labelled obsolete. See ‘Meaning & use’ for definitions, usage, and quotation …
rod - Wiktionary, the free dictionary
Jun 7, 2025 · A rod cell: a rod-shaped cell in the eye that is sensitive to light. The rods are more sensitive than the cones, but do not discern color. ( biology ) Any of a number of long, slender …
