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100   $a20060706d2007      uy             0
101 0 $aeng
135   $aurnn#---|u||u
181   $ctxt
182   $cc
183   $acr
200 10$aInput for instructed L2 learners$b[electronic resource] $ethe relevance of relevance /$fAnna Nizegorodcew
210   $aClevedon, [England] ;$aBuffalo $cMultilingual Matters$d2007
215   $a1 online resource (194 p.)
225 0 $aSecond language acquisition ;$v22
300   $aDescription based upon print version of record.
311 0 $a1-85359-937-9 
311 0 $a1-85359-938-7 
320   $aIncludes bibliographical references and index.
327   $tFront matter --$tContents --$tAcknowledgements --$tPreface --$tChapter 1. The Role of L2 Classroom Input in the Light of Second Language Acquisition Models and Relevance Theory --$tChapter 2. L2 Teaching Perspective on the Role of Instructional Input --$tChapter 3. L2 Classroom Discourse Perspective on the Role of Instructional Input --$tChapter 4. Evidence from L2 Classroom Discourse Research Projects --$tChapter 5. Classroom Discourse Data Interpreted in the Light of RT: Levels of Expected Optimal Relevance of L2 Classroom Input --$tChapter 6. L2 Teaching Implications --$tReferences --$tIndex
330   $aThis book makes Relevance Theory (RT) relevant for L2 teachers and L2 teacher educators, in particular those working in foreign language teaching contexts. L2 classroom discourse data collected in seven research projects in the years 1984 ? 2004 are reinterpreted in this book in the light of Relevance Theory - a theory of interpretation of the incoming messages. In this perspective the teachers? input for instructed L2 learners facilitates shifts in the learners? attention from meaning to form and vice versa. Such shifts of attention, according to Relevance Theory, change the level of expected optimal relevance of classroom communication, either focusing the students on form-oriented communication (accuracy), on meaning-oriented communication (fluency) or on meaning and form-oriented communication (fluency combined with accuracy). The latter is considered optimal for L2 learning/acquisition. Apart from the main focus on the relevance-theoretic interpretation of the teachers? input, the book presents an overview of other theoretical approaches to the question of input for instructed L2 learners: the SLA approach, the communicative L2 teaching perspective, and the L2 classroom discourse approach.
410  0$aSecond Language Acquisition S.
606   $aLanguage and languages$xStudy and teaching
606   $aSecond language acquisition
606   $aDiscourse analysis
606   $aLanguage and education
610   $aL2 acquisition.
610   $aL2 classroom discourse.
610   $aL2 learners.
610   $aL2 learning.
610   $aL2 teachers.
610   $aRelevance Theory.
610   $aSLA.
610   $aSecond Language Acquisition.
610   $aclassroom communication.
610   $aclassroom discourse.
610   $ainput in SLA.
615  0$aLanguage and languages$xStudy and teaching.
615  0$aSecond language acquisition.
615  0$aDiscourse analysis.
615  0$aLanguage and education.
676   $a418.0071
700   $aNiz?egorodcew$b Anna$01543547
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910784009503321
996   $aInput for instructed L2 learners$93797068
997   $aUNINA