Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
Author
| Ellis, Rod | 3 |
| Erlam, Rosemary | 1 |
| He, Xien | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
| Secondary Education | 1 |
Audience
Location
| Japan | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkErlam, Rosemary; Ellis, Rod – Canadian Modern Language Review, 2018
This study investigated the effect of input-based tasks on the acquisition of vocabulary and grammar by beginner-level learners of L2 French and reported the introduction of task-based teaching as an innovation in a state secondary school. The experimental group (n = 19) completed a series of focused input-based language tasks, taught by their…
Descriptors: Second Language Learning, Task Analysis, Linguistic Input, Grammar
Peer reviewedEllis, Rod; He, Xien – Studies in Second Language Acquisition, 1999
Reports an experimental study of the differential effects of premodified input, internationally modified input, and modified output on the comprehension of directions in a listen-and-do task and the acquisition of new words embedded in the directions. (Author/VWL)
Descriptors: Discourse Analysis, Incidental Learning, Linguistic Input, Second Language Instruction
Peer reviewedEllis, Rod; And Others – Language Learning, 1994
Two studies investigated the effects of modified interaction on comprehension and vocabulary acquisition among Japanese high school students learning English as a Second Language. The studies found that interactionally modified input resulted in better comprehension and the acquisition of more new words than premodified input. (MDM)
Descriptors: Classroom Communication, English (Second Language), Foreign Countries, High School Students
