时间：2017年9月11日（周一）14:00-16:00

地点：北京语言大学新综合楼1127

讲座简介：

To examine creativity in L2 learning we need to consider creativity-as a person, creativity-as-an object, and creativity-as-a-process. To date, however, there is only limited evidence that creative people make better language learners. More important for understanding how creativity works in language learning is creativity-as-a process and creativity-as-an-object. Creativity manifests itself incidentally in the communicative uses of the L2 and also more intentionally in language play. All language learners, when given the chance, will engage in the creative construction and creative use of their linguistic systems. That is, they naturally and automatically work on the raw materials provided by the input, combining words, breaking down multi-word units into their component parts and thereby arriving at abstract formulations which slowly and erratically converge on those of the target language. In this talk I show how creativity as a process and as a product are important for language learning and argue that teachers need to create opportunities for the creative use of language as well as promoting conformity to target language norms and that this is best achieved through task-based language teaching.

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.