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20141115183201.0 |
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030821s2004 njua b 001 0 eng |
| 010 |
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|a 2003049449
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| 020 |
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|a 0805846352 (cloth : alk. paper)
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| 020 |
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|a 9780805846355 (cloth : alk. paper)
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| 035 |
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|a (OCoLC)52937484
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| 035 |
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|a (OCoLC)52937484
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| 040 |
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|a DLC
|b eng
|c DLC
|d SYB
|d BAKER
|d NLGGC
|d MUQ
|d BTCTA
|d YDXCP
|d UQ1
|d UKMGB
|d OCLCF
|d OCLCO
|d UtOrBLW
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| 049 |
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|a STAM
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| 050 |
0 |
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|a P53
|b .P736 2004
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| 245 |
0 |
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|a Processing instruction :
|b theory, research, and commentary /
|c edited by Bill VanPatten.
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| 264 |
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1 |
|a Mahwah, N.J. :
|b L. Erlbaum Associates,
|c 2004.
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| 300 |
|
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|a xii, 345 p. :
|b ill. ;
|c 24 cm.
|
| 336 |
|
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|a text
|b txt
|2 rdacontent
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| 337 |
|
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|a unmediated
|b n
|2 rdamedia
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| 338 |
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|a volume
|b nc
|2 rdacarrier
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| 490 |
1 |
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|a Second language acquisition research
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| 505 |
0 |
0 |
|g PART I. FOUNDATIONS --
|t Input processing in SLA /
|r Bill VanPatten --
|t The nature of processing instruction /
|r Wynne Wong --
|g Commentary:
|t What to teach? How to teach? /
|r Patsy Lightbown --
|g Commentary:
|t Input processing as a theory of processing input /
|r Michael Harrington --
|g PART II. PROCESSING INSTRUCTION VERSUS OTHER TYPES OF INSTRUCTION --
|t Processing instruction and the French causative: another replication /
|r Bill VanPatten,
|r Wynne Wong --
|t Processing instruction and Spanish Ser and Estar: froms with semantic-aspectual values /
|r An Chung Cheng --
|t The relative effects of processing instruction and meaning-based output instruction /
|r Andrew P. Farley --
|g Commentary:
|t Where PI research has been and where it should be going /
|r Joseph Collentine --
|g PART III. THE ROLES OF STRUCTURES INPUT AND EXPLICIT INFORMATION --
|t Processing instruction in French: the roles of explicit information and structured input /
|r Wynne Wong --
|t The effects of structured input activities and explicit information on the acquisition of the Italian future tense /
|r Alessandro Benati --
|t Processing instruction and the Spanish subjunctive: is explicit information needed? /
|r Andrew P. Farley --
|t Computer delivered implicit versus explicit feedback in processing instruction /
|r Cristina Sanz --
|g Commentary:
|t When PI is focus on form it is very, very good, but when it is focus on forms ... /
|r Catherine J. Doughty --
|g PART IV. LONG-TERM EFFECTS OF PI --
|t The long-term effects of processing instruction /
|r Bill VanPatten,
|r Claudia Fernández --
|g PART V. FINAL COMMENTARIES --
|t Some comments on input processing and processing instruction /
|r Susanne Carroll --
|t On the generalizability, limits, and potential future directions of processing instruction /
|r Bill VanPatten.
|
| 504 |
|
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|a Includes bibliographical references and indexes.
|
| 650 |
|
0 |
|a Language and languages
|x Study and teaching.
|
| 650 |
|
0 |
|a Second language acquisition.
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| 650 |
1 |
7 |
|a Tweedetaalverwerving.
|2 gtt
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| 650 |
|
7 |
|a Acquisition d'une langue seconde.
|2 rasuqam
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| 650 |
|
7 |
|a Enseignement des langues.
|2 rasuqam
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| 650 |
|
7 |
|a Processus éducatif.
|2 rasuqam
|
| 650 |
|
7 |
|a Language and languages
|x Study and teaching.
|2 fast
|0 (OCoLC)fst00992220
|
| 650 |
|
7 |
|a Second language acquisition.
|2 fast
|0 (OCoLC)fst01110576
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| 700 |
1 |
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|a VanPatten, Bill.
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| 830 |
|
0 |
|a Second language acquisition research.
|
| 856 |
4 |
2 |
|z View the publisher description
|u https://catdir.loc.gov/catdir/enhancements/fy0704/2003049449-d.html
|t 0
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|e -
|f eng
|g nju
|h 0
|
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|a .bckstg
|b 2014-10-14
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|a .fbo
|b 2013-06-03
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f |
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|i 5fad8f77-d31e-5643-a4ab-ed9052d7e96f
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| 952 |
f |
f |
|p Circulating
|a Santa Clara University
|b Santa Clara Main Campus
|c University Library
|d University Library ARS Main Stacks
|t 0
|e P53 .P736 2004
|h Library of Congress classification
|i book
|m 35098108748552
|n c.1
|