LEADER 00837nam0-2200253 --450 001 9910647995803321 005 20230307113334.0 010 $a978-88-495-1689-0 100 $a20230307d2008----kmuy0itay5050 ba 101 0 $aita 102 $aIT 105 $a 001yy 200 1 $a<>linguaggio come perenne svolgimento creativo$einterpretazione giuridica ed interpretazione drammatica in Emilio e Ugo Betti$fFiammetta Ricci 210 $aNapoli$aRoma$cEdizioni scientifiche italiane$dc2008 215 $a166 p.$d21 cm 610 0 $aFilosofia del linguaggio 700 1$aRicci,$bFiammetta$0523901 801 0$aIT$bUNINA$gREICAT$2UNIMARC 901 $aBK 912 $a9910647995803321 952 $aFL FIL 196$bFL-1273$fDECBC 959 $aDECBC 996 $aLinguaggio come perenne svolgimento creativo$93019033 997 $aUNINA LEADER 01163nam a2200265 i 4500 001 991004049889707536 008 030310s1992 ne 000 0 eng 020 $a0792316053 035 $ab11903934-39ule_inst 040 $aFac. Economia$bita 082 0 $a515.9$220 100 1 $aHu, Chuang-Gan$0532806 245 10$aVector-valued functions and their applications /$cChuang-Gan Hu and Chung-Chun Yang 260 $aDordrecht :$bKluwer Academic Publishers, $cc1992 300 $aix, 160 p. ;$c25 cm 490 0 $aMathematics and its applications.$pChinese series ;$v3 650 4$aVector valued functions 700 1 $aYang, Chung-Chun $eauthor$4http://id.loc.gov/vocabulary/relators/aut$0350641 907 $a.b11903934$b28-04-17$c10-03-03 912 $a991004049889707536 945 $aLE025 ECO 515 HUC01.01$g1$i2025000141278$lle025$o-$pE0.00$q-$rl$s- $t0$u1$v0$w1$x0$y.i14044183$z06-04-05 945 $aLE025 ECO 515 HUC01.01$g2$i2025000082755$lle025$op$pE0.00$q-$rl$s- $t0$u0$v0$w0$x0$y.i12168014$z10-03-03 996 $aVector-valued functions and their applications$91454919 997 $aUNISALENTO 998 $ale025$b - - $cm$da $e-$feng$gne $h0$i0 LEADER 04366nam 2200841Ia 450 001 9910784009503321 005 20230721025500.0 010 $a1-78892-068-6 010 $a1-280-73945-2 010 $a9786610739455 010 $a1-85359-939-5 024 7 $a10.21832/9781853599392 035 $a(CKB)1000000000337005 035 $a(EBL)282687 035 $a(OCoLC)476028583 035 $a(SSID)ssj0000179664 035 $a(PQKBManifestationID)12072919 035 $a(PQKBTitleCode)TC0000179664 035 $a(PQKBWorkID)10138357 035 $a(PQKB)10026344 035 $a(MiAaPQ)EBC282687 035 $a(DE-B1597)513561 035 $a(OCoLC)437175723 035 $a(DE-B1597)9781853599392 035 $a(Au-PeEL)EBL282687 035 $a(CaPaEBR)ebr10156065 035 $a(CaONFJC)MIL73945 035 $a(EXLCZ)991000000000337005 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