时间：2017年9月12日（周二）14:00-16:00

地点：北京语言大学新综合楼1127

讲座简介：

For many teachers the aim of grammar teaching is to enable learners to use the grammar of a second language in fluent speech. This talk points to the problems of conceptualizing grammar teaching in this way and proposes that a lesser but more realistic aim is to raise learners’ consciousness of grammatical forms and the meanings they realize. I will argue that the teaching of grammar should be directed at explicit knowledge rather than implicit knowledge on the grounds that it is difficult (perhaps impossible) to intervene directly in the process of building an implicit L2 grammar and that ultimately it must be left to the learner to handle the co-ordination of the explicit and implicit processes involved. Following Schmidt (1994), three different senses of consciousness are distinguished – consciousness-as-noticing, consciousness-as-understanding, and consciousness-as-control.  I will use these three senses of consciousness as a basis for a framework for classifying different grammar-teaching activities.  Examples of these activities will be provided and discussed in terms of some of the research that has investigated them. 

Rod Ellis教授简介

Rod Ellis is currently a Research Professor in the School of Education, Curtin University in Perth Australia. He is also a professor at Anaheim University, a visiting professor at Shanghai International Studies University as part of China’s Chang Jiang Scholars Program（长江学者） and an Emeritus Professor of the University of Auckland. He has recently been elected as a fellow of the Royal Society of New Zealand. His published work includes articles and books on second language acquisition, language teaching and teacher education. His latest book is Becoming and Being an Applied Linguist (John Benjamins). Other recent publications include are Language Teaching Research and Language Pedagogy in 2012 (Wiley-Blackwell, with Natsuko Shintani) Exploring Language Pedagogy and Second Language Acquisition Research in 2014 (Routledge) and Understanding Second Language Acquisition 2nd Edition in 2015 (Oxford University Press). He has also published several English language textbooks, including Impact Grammar (Pearson: Longman). He has held university positions in six different countries and has also conducted numerous consultancies and seminars throughout the world.