TY  - BOOK
AU  - Niżegorodcew,Anna
TI  - Input for Instructed L2 Learners: the Relevance of Relevance 
SN  - 1853599379 (pbk)
SN  - 1754-2642
PY  - 2007///
CY  - Toronto
PB  - Multilingual Matters
KW  - Language and languages
KW  - Study and teaching
KW  - Second language acquisition
KW  - Discourse analysis
KW  - Language and education
N1  - Volume 22 in the Second language acquisition series.; Includes bibliographical references (p. 169-177) and index; "This 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." (Book Cover); CONTENTS; 1. The Role of L2 Classroom Input in the Light of Second Language Acquisition Models and Relevance Theory
; The Role of L2 Classroom Input in the Light of Second Language Acquisition (SLA) Models
; The Role of L2 Classroom Input in the Light of Relevance Theory; 2. L2 Teaching Perspective on the Role of Instructional Input
; The Changing Status of L2 Teaching Methods
; Native and Non-native L2 Teachers
; Secondary Instructed L2 Learners
; The Background of Communicative Language Teaching (CLT)
; Communicative Practice in the L2 Classroom
; Fluency and Accuracy Practice in the L2 Classroom
; Feedback and Error Correction in the L2 Classroom
; L1 Use in the Monolingual L2 Classroom; 3. L2 Classroom Discourse Perspective on the Role of Instructional Input
; L2 Classroom Discourse
; L2 Naturalistic and Classroom Discourse
; Functions of L2 Classroom Discourse
; Patterns of Participation in L2 Classroom Discourse
; L2 Teacher Talk and Peer Talk
; L2 Classroom Discourse Modifications; 4. Evidence from L2 Classroom Discourse Research Projects
; Jagiellonian University English Department Projects on Teachers' Input in L2 English Classroom Interaction (1984 - 2004); 5. Classroom Discourse Data Interpreted in the Light of RT: Levels of Expected Optimal Relevance of L2 Classroom Input
; Instructional Input in the RT Perspective
; Instructional Input: Explicit Teaching
; Instructional Input: L2 Classroom Communication
; Input for Instructed L2 Learners in the Light of RT: Raw (Primary) and Corrective (Secondary) Linguistic Data Revisited; 6. L2 Teaching Implications; Conclusion
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