LEADER 02530 am  22004933u 450 
001 9910287934903321
005 20221206180413.0
010   $a3-96110-093-4
024 8 $a10.5281/zenodo.1300630
035   $a(OCoLC)on1065536327
035   $a(CKB)4100000006999968
035   $a(ScCtBLL)5ba5fe51-347e-472c-b549-c9efc5002eae
035   $a(oapen)https://directory.doabooks.org/handle/20.500.12854/34353
035   $a(PPN)243711158
035   $a(EXLCZ)994100000006999968
100   $a20181014h20182018  fy             0
101 0 $aeng
135   $aurm|#---|||||
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 00$aLearning context effects $estudy abroad, formal instruction and international immersion classrooms /$fedited by Carmen Pérez Vidal, Sonia López-Serrano, Jennifer Ament, Dakota J. Thomas-Wilhelm
210   $aBerlin$cLanguage Science Press$d2018
210  1$aBerlin, Germany :$cLanguage Science Press,$d[2018]
210  4$d©2018
215   $a1 online resource (ix, 324 pages) $cPDF, digital file(s)
225 0 $aEuroSLA studies ;$v1
311 08$aPrint version: 9783961100958 
320   $aIncludes bibliographical references and indexes.
330   $aThis book deals with the effects of three different learning contexts mainly on adult, but also on adolescent, learners? language acquisition. The three contexts brought together in the monograph include i) a conventional instructed second language acquisition (ISLA) environment, in which learners receive formal instruction in English as a Foreign Language (EFL); ii) a Study Abroad (SA) context, which learners experience during mobility programmes, when the target language is no longer a foreign but a second language learnt in a naturalistic context; iii) the immersion classroom, also known as an integrated content and language (ICL) setting, in which learners are taught content subjects through the medium of the target language?more often than not English, used as the Lingua Franca (ELF).
606   $aSecond language acquisition
610   $aLinguistics
615  0$aSecond language acquisition.
676   $a401.93
700   $aPérez Vidal$b Carmen$4edt$01356742
702   $aPérez Vidal$b Carmen
702   $aLópez-Serrano$b Sonia
702   $aAment$b Jennifer
702   $aThomas-Wilhelm$b., Dakota J.
801  0$bES-MaCSI
906   $aBOOK
912   $a9910287934903321
996   $aLearning context effects$93361617
997   $aUNINA

LEADER 01239nam0 22003133i 450 
001 RMS0047132
005 20251003044343.0
010   $a0201331330
100   $a20100601d1997    ||||0itac50      ba
101 | $aeng
102   $aus
181  1$6z01$ai $bxxxe  
182  1$6z01$an
200 1 $aˆThe ‰Open process specification$fIan Graham, Brian Henderson-Sellers, Houman Younessi
210   $aNew York$cACM press$aHarlow$cAddison-Wesley$d1997
215   $aXXI, 314 p.$d24 cm.
676   $a005.1$9PROGRAMMAZIONE$v14
676   $a005.117$9Programmazione orientata agli oggetti$v22
700  1$aGraham$b, Ian$3CFIV061275$4070$027975
701  1$aHenderson-Sellers$b, Brian$3RMSV025824$4070$027976
701  1$aYounessi$b, Houman$3RMSV025825$4070$027977
801  3$aIT$bIT-000000$c20100601
850   $aIT-BN0095          
901   $bNAP 01$cRCOST     $nMateriale bibliografico trasferito come da verbale del 15/07/2009
912   $aRMS0047132
950  0$aBiblioteca Centralizzata di Ateneo$b1 v.$d 01RCOST     005.1                   GRA.op$e 0102 0000076315  VMA                       1 v. (rist. 1998)$fY $h20091210$i20091210
977   $a 01
996   $aOpen process specification$9104232
997   $aUNISANNIO