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ERIC Number: ED256180
Record Type: Non-Journal
Publication Date: 1985
Pages: 473
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-88377-284-1
ISSN: N/A
Input in Second Language Acquisition.
Gass, Susan M., Ed.; Madden, Carolyn G., Ed.
This collection of conference papers includes: "When Does Teacher Talk Work as Input?"; "Cultural Input in Second Language Learning"; "Skilled Variation in a Kindergarten Teacher's Use of Foreigner Talk"; "Teacher-Pupil Interaction in Second Language Development"; "Foreigner Talk in the University Classroom"; "Input and Interaction in the Communicative Language Classroom: A Comparison of Teacher-Fronted and Group Activities"; "Children's Foreigner Talk: Peer Talk in Play Context"; "Task Variation and Nonnative/Nonnative Negotiation of Meaning"; "Is An 'Appropriate Response' Always So Appropriate?"; "Task Variation in Interlanguage Phonology"; "Phonological Aspects of Input in NS-NNS Interactions"; "Prosodic Domains in Foreigner Talk Discourse"; "Communicative Competence: Some Roles of Comprehensible Input and Comprehensible Output in its Development"; "The Use of the Target Language in Context and Second Language Proficiency"; "Requests for Specific Language Input: Differences between Older and Younger Adult Language Learners"; "A Method for Examining the Input/Intake Distinction"; "Degree of Approximation: Nonnative Reactions to Native Speech Act Behavior"; "Grammars in Search of Input and Intake"; "If At First You 'Do' Succeed"; "The Role of Intake in the Determination of Learners' Competence"; "Input and Second Language Acquisition Theory"; "From Input to Intake: On Argumentation in Second Language Acquisition"; "Input: Choosing the Right Stuff"; "Some Input Considerations for Word Order in French L1 and L2 Acquisition"; and "State of the Art on Input in Second Language Acquisition." (MSE)
Newbury House Publishers, Inc., Rowley, MA 01969 ($21.95, $16.45 prepaid).
Publication Type: Collected Works - General; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers; Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A