Dr Robert Frank Batstone

MA (Oxon), PhD (London)

Research | Current

  • Sociocognitive perspectives on identity
  • Pedagogical grammar
  • Teacher beliefs, learner interpretations of classroom activity
  • Sociocognitive perspectives on language use and language learning

My primary interest is in critically examining a number of key assumptions about task-based language teaching. I argue that the discourse type upon which many of these assumptions are based -  namely, communicative discourse - does not make provision for learners to 'push' their output by taking risks with their language in ways which are necessary for second language learning proceses (in particular restructuring) to take place. I argue instead for what I refer to as Learning Discourse, the primary goal of which is to faciltate such risk taking.

I’m also currently looking into the effect which learner interpretation has on the language they do or do not attend to during classroom tasks (again, there is a tendency in some contemporary research to play this factor down).

Teaching | Current

LANGTCHG 732 Applied Linguistics Research

LANGTCHG 741 Second Language Course Design and Methodology

Selected publications and creative works (Research Outputs)

  • Erlam, R., Ellis, R., & Batstone, R. F. (2013). Oral corrective feedback on L2 writing: two approaches Compared. System: an International Journal of Educational Technology and Applied Linguistics, 41 (2), 257-268. 10.1016/j.system.2013.03.004
  • Batstone, R., & Philp, J. (2013). Classroom interaction and learning opportunities across time and space. In A. Mackey, K. McDonough (Eds.) Second Language Interaction in Diverse Educational Contexts (pp. 109-126). Amsterdam: John Benjamins Publishing. 10.1075/lllt.34.09ch6
  • Batstone, R. F. (2012). Language form, task-based language teaching, and the classroom context. ELT Journal: an international journal for teachers of English to speakers of other languages, 66 (4), 459-467. 10.1093/elt/ccs058
    URL: http://hdl.handle.net/2292/27282
  • Batstone, R. F. (2010). Issues and options in sociocognition. In R. Batstone (Ed.) Sociocognitive Perspectives on Language Use and Language Learning (pp. 3-23). Oxford: Oxford University Press, Oxford, U.K..
    URL: http://hdl.handle.net/2292/12917
  • Batstone, R. (2010). Sociocognitive Perspectives on Language Use and Language Learning. Oxford University Press, Oxford. Pages: 249.
    URL: http://hdl.handle.net/2292/12104
  • Batstone, R. F., & Ellis, R. J. (2009). Principled grammar teaching. System, 37 (2), 194-204. 10.1016/j.system.2008.09.006
    URL: http://hdl.handle.net/2292/15866
  • Batstone, R. F. (2007). Recontextualizing focus on form. In S. Fotos, H. Nassaji (Eds.) Form-focused instruction and teacher education (pp. 87-100). Oxford: Oxford University Press.
    URL: http://hdl.handle.net/2292/12918
  • Batstone, R. F. (2005). Planning as Discourse Activity: A Sociocognitive View. In R. Ellis (Ed.) Planning and Task Performance in a Second Language (pp. 277-295). Philadelphia PA, United States: John Benjamins Publishing Company. 10.1075/lllt.11.17bat