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      First published 2007

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      ISBN-13: 978 0 19 442250 5

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      THE EDITORS, AUTHORS, AND OXFORD UNIVERSITY PRESS are pleased to publish this book in honour of Rod Ellis for his outstanding contribution to the field of second language teaching and learning.

      THE EDITORS AND THE PUBLISHER would like to thank the authors for their excellent chapters, and are grateful to Allster Cumming, Henry Widdowson, and David Nunan for their helpful comments and suggestions. The editors would like to thank Laura Hawkes for her assistance.

      Introduction

      THIS BOOK is edited in honor of Rod Ellis, whose contributions to the field of second language acquisition (SLA) and teacher education have been of tremendous significance over the past three decades. Rod’s work and ideas have advanced our understanding of many areas within SLA, including form-focused instruction (FFI), task-based teaching and learning, classroom research, and the role of input and interaction. Throughout his career, Rod’s commitment to teacher education through linking research with classroom pedagogy stands out as especially significant. Because he began his career as an English teacher, he has extensive experience with and knowledge of classroom teaching and the challenges facing teachers. This background, coupled with his expertise in SLA research and applied linguistics, has enabled him to connect theory and practice effectively and to make outstanding contributions to various areas of teacher education, including curriculum development, teaching methodology, and classroom research. Rod’s contributions in these areas have appeared in numerous journal articles, conference presentations, workshops, and teacher education textbooks and monographs. By editing this Festschrift, we wish to express our appreciation of what Rod has done over the course of his academic and teaching career for second and foreign language (FL) teachers, researchers, and teacher educators.

      The book has been designed to focus on current areas of research, theory, and practice in FFI and teacher education. The contributors are Rod’s colleagues and friends and those who have worked with him over the years and have inspired or been inspired by his work. The range of topics covered reflects the breadth and depth of Rod’s expertise and interests.

      In line with Rod’s work, the volume addresses FFI from the perspective of informing teachers of the role that formal instruction plays in communicative contexts. It considers both theoretical and empirical issues as well as classroom use of form-focused activities in communicative pedagogy. Since many SLA researchers and teacher educators now recognize the important role of FFI in language learning theory, teaching, and learning, a volume that combines theoretical concerns, classroom practices, and teacher education constitutes an important contribution to the field.

      Overview of the volume

      The book is organized into three parts: ‘Theoretical issues of focus on form’, ‘Focus on form and classroom practice’, and ‘Focus on form and

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