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008			060706s2007 enk sb 001 0 eng d
010			_a 2006022418
015			_aGBA686408 _2bnb
020			_a1853599379 (pbk)
020			_a9781853599378 (pbk)
022			_a1754-2642
040			_aDLC _beng _cJCRC
100	1		_aNiżegorodcew, Anna.
245	1	0	_aInput for Instructed L2 Learners : _bthe Relevance of Relevance / _cAnna Niżegorodcew.
250			_a1st ed.
260			_aToronto : _bMultilingual Matters, _c2007.
300			_axii, 182 p. : _bcov. in col. ; _c22 cm.
440			_aSecond Language Acquisition _x1754-2642
500			_aVolume 22 in the Second language acquisition series.
504			_aIncludes bibliographical references (p. 169-177) and index.
505			_a"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).
505			_aCONTENTS:
505			_a1. The Role of L2 Classroom Input in the Light of Second Language Acquisition Models and Relevance Theory _tThe Role of L2 Classroom Input in the Light of Second Language Acquisition (SLA) Models _tThe Role of L2 Classroom Input in the Light of Relevance Theory
505			_a2. L2 Teaching Perspective on the Role of Instructional Input _tThe Changing Status of L2 Teaching Methods _tNative and Non-native L2 Teachers _tSecondary Instructed L2 Learners _tThe Background of Communicative Language Teaching (CLT) _tCommunicative Practice in the L2 Classroom _tFluency and Accuracy Practice in the L2 Classroom _tFeedback and Error Correction in the L2 Classroom _tL1 Use in the Monolingual L2 Classroom
505			_a3. L2 Classroom Discourse Perspective on the Role of Instructional Input _tL2 Classroom Discourse _tL2 Naturalistic and Classroom Discourse _tFunctions of L2 Classroom Discourse _tPatterns of Participation in L2 Classroom Discourse _tL2 Teacher Talk and Peer Talk _tL2 Classroom Discourse Modifications
505			_a4. Evidence from L2 Classroom Discourse Research Projects _tJagiellonian University English Department Projects on Teachers' Input in L2 English Classroom Interaction (1984 - 2004)
505			_a5. Classroom Discourse Data Interpreted in the Light of RT: Levels of Expected Optimal Relevance of L2 Classroom Input _tInstructional Input in the RT Perspective _tInstructional Input: Explicit Teaching _tInstructional Input: L2 Classroom Communication _tInput for Instructed L2 Learners in the Light of RT: Raw (Primary) and Corrective (Secondary) Linguistic Data Revisited
505			_a6. L2 Teaching Implications
505			_aConclusion
650		0	_aLanguage and languages _xStudy and teaching.
650		0	_aSecond language acquisition.
650		0	_aDiscourse analysis.
650		0	_aLanguage and education.
856			_uhttp://www.multilingual-matters.com/display.asp?k=9781853599378 _zPublisher's Website.
856			_uhttps://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/1lm0b9c/alma991013348679705161 _zCheck the UO Library catalog.
942			_2z _cBK