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Introduction | |
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The Study of Second Language Acquisition | |
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Definitions | |
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The Nature Of Language | |
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Sound Systems | |
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Syntax | |
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Morphology and The Lexicon | |
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Semantics | |
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Pragmatics | |
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The Nature of Nonnative Speaker Knowledge | |
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Conclusion | |
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Suggestions For Additional Reading | |
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More to do and more to think aboutï¿½Ç | |
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Second and Foreign Language Data | |
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Data Analysis | |
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Data Set I: Plurals | |
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Data Set II: Verb + -IngMarkers | |
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Data Set III: Prepositions | |
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Conclusion | |
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Suggestions For Additional Reading | |
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More to do and more to think aboutï¿½Ç | |
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Where do Data Come From? | |
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Data Types | |
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Learner Corpora | |
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Data Elicitation | |
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Measuring General Proficiency | |
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Measuring Non-Linguistic Information | |
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Verbal Report Data | |
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Think-Alouds | |
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Stimulated Recall | |
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Post-Production Interviews | |
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Language-Elicitation Measures | |
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Processing Data | |
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Reaction Time | |
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Eye Tracking | |
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Replication | |
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Meta-Analyses | |
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Issues In Data Analysis | |
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What Is Acquisition? | |
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Conclusion | |
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Suggestions For Additional Reading | |
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More to do and more to think aboutï¿½Ç | |
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The Role Of The Native Language: An Historical Overview | |
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Introduction | |
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Behaviorism | |
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Linguistic Background | |
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Psychological Background | |
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Contrastive Analysis Hypothesis | |
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Error Analysis | |
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Conclusion | |
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Suggestions For Additional Reading | |
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More to do and more to think aboutï¿½Ç | |
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The Transition Period | |
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Introduction | |
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First Language Acquisition | |
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Babbling | |
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Words | |
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Sounds And Pronunciation | |
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Syntax | |
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Morphology | |
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Child Second Language Acquisition | |
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Child Second Language Morpheme Order Studies | |
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Adult Second Language Morpheme Order Studies | |
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The Monitor Model | |
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The Acquisition-Learning Hypothesis | |
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The Natural Order Hypothesis | |
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The Monitor Hypothesis | |
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The Input Hypothesis | |
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The Affective Filter Hypothesis | |
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Limitations | |
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Conclusion | |
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Suggestions For Additional Reading | |
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More to do and more to think aboutï¿½Ç | |
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Alternative Approaches to the Role of Previously Known Languages | |
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Revised Perspectives On The Role Of The Native Language | |
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Avoidance | |
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Differential Learning Rates | |
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Different Paths | |
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Overproduction | |
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Predictability/Selectivity | |
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L1 Influences in Second Language Processing | |
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Morpheme Order | |
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Conclusion | |
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Suggestions For Additional Reading | |
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More to do and more to think aboutï¿½Ç | |
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Formal Approaches to SLA | |
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Introduction | |
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Universal Grammar | |
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Initial State | |
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7.2.1.1. Fundamental Difference Hypothesis | |
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7.2.1.2. Access To UG Hypothesis | |
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UG Principles | |
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UG Parameters | |
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Minimalist Program | |
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Falsification | |
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Transfer: The UG Perspective | |
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Levels Of Representation | |
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Clustering | |
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Learnability | |
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The Fundamental Difference Hypothesis Revised | |
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Semantics and The Interface Hypothesis | |
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Semantics | |
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The Interface Hypothesis | |
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Phonology | |
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Markedness Differential Hypothesis | |
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Similarity/Dissimilarity: Speech Learning Model | |
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Optimality Theory | |
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Ontogeny Phylogeny Model | |
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Conclusion | |
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Suggestions For Additional Reading | |
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More to do and more to think aboutï¿½Ç | |
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The Lexicon | |
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The Significance of the Lexicon | |
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Lexical knowledge: What Does it Mean to Know a Word? | |
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Production and Reception | |
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Knowledge and Control | |
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Breadth and Depth | |
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Subcategorization | |
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Word Associations and Networks | |
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Word Formation | |
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Formulaic language, Collocations, and Chunking | |
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Influences on L2 Vocabulary and Development | |
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The Role of the L1 | |
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Incidental Vocabulary Learning | |
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Incremental Vocabulary Learning | |
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Using Lexical Skills | |
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Production | |
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Perception | |
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Conclusion | |
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Suggestions For Additional Reading | |
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More to do and more to think aboutï¿½Ç | |
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Typological and Functional Approaches | |
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Introduction | |
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Typological Universals | |
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Test Case I: The Accessibility Hierarchy | |
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Test Case II: The Acquisition of Questions | |
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Test Case III: Voiced/Voiceless Consonants | |
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Falsifiability | |
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Typological Universals: Conclusions | |
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Functional Approaches | |
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Tense and Aspect: The Aspect Hypothesis | |
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The Discourse Hypothesis | |
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Concept-Oriented Approach | |
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Conclusion | |
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Suggestions For Additional Reading | |
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More to do and more to think aboutï¿½Ç | |
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Looking at Interlanguage Processing | |
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Introduction | |
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Processing Approaches | |
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Processability Theory | |
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Information Processing: Automaticity, Restructuring, and U-Shaped Learning | |
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10.2.2.1. Automaticity and Restructuring | |
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10.2.2.2. U-Shaped Learning | |
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Input Processing | |
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Psycholinguistic Constructs | |
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Attention | |
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Working Memory | |
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Syntactic Priming | |
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Emergentist Model | |
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Competition Model | |
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Frequency-Based Accounts | |
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Dynamic Systems | |
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Knowledge Types | |
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Acquisition/Learning | |
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Declarative/Procedural | |
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Implicit/Explicit | |
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Representation/Control | |
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Interface of Knowledge Types | |
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No Interface | |
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Weak Interface | |
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Strong Interface | |
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Conclusion | |
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Suggestions For Additional Reading | |
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More to do and more to think aboutï¿½Ç | |
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Interlanguage in Context | |
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Introduction | |
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Sociocultural Approaches | |
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Mediation | |
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Internalization | |
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Zone of Proximal Development | |
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Private Speech | |
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Learning in a Socio-Cultural Framework | |
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Gesture and SLA | |
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Variation | |
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Systematic Variation | |
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Linguistic Context | |
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Social Context Relating to the Native Language | |
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Social Context Relating to Interlocutor, Task Type, and Conversational Topic | |
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Conversational Analysis | |
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Communication Strategies | |
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Interlanguage Pragmatics | |
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11.8 | |
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Conclusion: SLA and Other Disciplines | |
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Suggestions For Additional Reading | |
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More to do and more to think aboutï¿½Ç | |
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Input, interaction, and Output | |
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Introduction | |
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Input | |
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Comprehension | |
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Interaction | |
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Output | |
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Feedback | |
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Negotiation | |
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Recasts | |
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Hypothesis Testing | |
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Automaticity | |
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Meaning-Based to Grammar-Based Processing | |
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The Role of Input and Interaction in Language Learning | |
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The Functions of Input and Interaction | |
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Effectiveness of Feedback | |
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Attention | |
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Contrast Theory | |
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Metalinguistic Awareness | |
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Who Benefits from Interaction? | |
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Limitations of Input | |
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Conclusion | |
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Suggestions For Additional Reading | |
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More to do and more to think aboutï¿½Ç | |
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Instructed Second Language Learning | |
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Introduction | |
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Classroom Language | |
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Teachability/Learnability | |
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Focus on Form | |
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Timing | |
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Forms to Focus On | |
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Task Design | |
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Input Manipulation and Input Enhancement | |
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Complexity, Accuracy, Fluency and Planning | |
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Processing Instruction | |
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Uniqueness of Instruction | |
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Effectiveness of Instruction | |
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SLA and Classroom Practices | |
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Conclusion | |
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Suggestions For Additional Reading | |
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More to do and more to think aboutï¿½Ç | |
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Non-Language Influences | |
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Introduction | |
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Research Traditions | |
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Linguistics | |
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Psychology | |
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Psycholinguistics | |
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Methodological Considerations | |
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Age Differences | |
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Aptitude | |
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Motivation | |
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Motivation as a Function of Time and Success | |
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Changes over Time | |
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Influence of Success on Motivation and Demotivation | |
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Affect | |
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Language Shock and Culture Shock | |
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Anxiety | |
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Social Distance | |
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Extroversion/Introversion | |
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Learning Strategies | |
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Conclusion | |
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Suggestions For Additional Reading | |
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More to do and more to think aboutï¿½Ç | |
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Related Disciplines | |
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Introduction | |
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Bilingual Acquisition | |
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Third Language Acquisition/Multilingualism | |
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Heritage Language Acquisition | |
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Second Language Acquisition by Hearing Impaired | |
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Conclusion | |
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Suggestions For Additional Reading | |
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More to do and more to think aboutï¿½Ç | |
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An Integrated View of Second Language Acquisition | |
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An Integration Of Subareas | |
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Apperceived Input | |
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Comprehended Input | |
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Intake | |
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Integration | |
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Output | |
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Conclusion | |
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More to do and more to think aboutï¿½Ç | |
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Glossary | |
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References | |
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Author index | |
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Subject index | |