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011 _aBIB MATCHES WORLDCAT
020 _a0805846352
020 _a9780805846355
035 _a(ATU)b10878762
035 _a(DLC) 2003049449
035 _a(OCoLC)52937484
040 _aDLC
_beng
_erda
_dATU
050 0 0 _aP53
_b.P736 2004
082 0 0 _a418.0071
_222
245 0 0 _aProcessing instruction :
_btheory, research, and commentary /
_cedited by Bill VanPatten.
264 1 _aMahwah, N.J. :
_bL. Erlbaum Associates,
_c2004.
300 _axii, 345 pages :
_billustrations ;
_c24 cm.
336 _atext
_btxt
_2rdacontent
337 _aunmediated
_bn
_2rdamedia
338 _avolume
_bnc
_2rdacarrier
490 1 _aSecond language acquisition research
504 _aIncludes bibliographical references and index.
505 0 0 _gPt. I.
_tFoundations --
_gCh. 1.
_tInput Processing in SLA /
_rBill VanPatten --
_gCh. 2.
_tThe Nature of Processing Instruction /
_rWynne Wong --
_gCh. 3.
_tCommentary: What to Teach? How to Teach? /
_rPatsy Lightbown --
_gCh. 4.
_tCommentary: Input Processing as a Theory of Processing Input /
_rMichael Harrington --
_gPt. II.
_tProcessing Instruction Versus Other Types of Instruction --
_gCh. 5.
_tProcessing Instruction and the French Causative: Another Replication /
_rBill VanPatten and Wynne Wong --
_gCh. 6.
_tProcessing Instruction and Spanish Ser and Estar: Forms With Semantic-Aspectual Values /
_rAn Chung Cheng --
_gCh. 7.
_tThe Relative Effects of Processing Instruction and Meaning-Based Output Instruction /
_rAndrew P. Farley --
_gCh. 8.
_tCommentary: Where PI Research has Been and Where It Should be Going /
_rJoseph Collentine --
_gPt. III.
_tThe Roles of Structured Input and Explicit Information --
_gCh. 9.
_tProcessing Instruction in French: The Roles of Explicit Information and Structured Input /
_rWynne Wong --
_gCh. 10.
_tThe Effects of Structured Input Activities and Explicit Information on the Acquisition of the Italian Future Tense /
_rAlessandro Benati --
_gCh. 11.
_tProcessing Instruction and the Spanish Subjunctive: Is Explicit Information Needed? /
_rAndrew P. Farley --
_gCh. 12.
_tComputer Delivered Implicit Versus Explicit Feedback in Processing Instruction /
_rCristina Sanz --
_gCh. 13.
_tCommentary: When PI is Focus on Form it is Very, Very good, but When it is Focus on Forms ... /
_rCatherine J. Doughty --
_gPt. IV.
_tLong-Term Effects of PI --
_gCh. 14.
_tThe Long-Term Effects of Processing Instruction /
_rBill VanPatten and Claudia Fernandez --
_gPt. V.
_tFinal Commentaries --
_gCh. 15.
_tSome Comments on Input Processing and Processing Instruction /
_rSusanne Carroll --
_gCh. 16.
_tOn the Generalizability, Limits, and Potential Future Directions of Processing Instruction Research /
_rJames F. Lee --
_gCh. 17.
_tSeveral Reflections on Why There is Good Reason to Continue Researching the Effects of Processing Instruction /
_rBill VanPatten.
588 _aMachine converted from AACR2 source record.
650 0 _aLanguage and languages
_xStudy and teaching.
_9319874
650 0 _aSecond language acquisition.
_9326367
700 1 _aVanPatten, Bill,
_eeditor.
_9235602
830 0 _aSecond language acquisition research
_9354145
907 _a.b10878762
_b03-10-17
_c27-10-15
998 _a(2)b
_a(2)c
_b06-04-16
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