Second language acquisition: introducing intervention research
"Based on classic and cutting-edge research, this textbook shows how grammatical phenomena can best be taught to second language and bilingual learners. Bringing together second language research, linguistics, pedagogical grammar, and language teaching, it demonstrates how linguistic theory and...
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Cambridge ; New York, NY
Cambridge University Press
2023
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| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | "Based on classic and cutting-edge research, this textbook shows how grammatical phenomena can best be taught to second language and bilingual learners. Bringing together second language research, linguistics, pedagogical grammar, and language teaching, it demonstrates how linguistic theory and second language acquisition findings optimize classroom intervention research. The book assumes a generative approach but covers intervention studies from a variety of theoretical perspectives. Each chapter describes relevant linguistic structures, discusses core challenges, summarizes research findings, and concludes with classroom and lab-based intervention studies. The authors provide tools to help to design linguistically informed intervention studies, including discussion questions, application questions, case studies, and sample interventions. Online resources feature lecture slides and intervention materials, with data analysis exercises, ensuring the content is clear and ready to use. Requiring no more than a basic course in linguistics, the material serves advanced undergraduates and first-year graduate students studying applied linguistics, education, or language teaching"-- |
| Beschreibung: | xxv, 382 Seiten Illustrationen, Diagramme |
| ISBN: | 9781009013567 9781316515983 |
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| 245 | 1 | 0 | |a Second language acquisition |b introducing intervention research |c Tania Ionin, University of Illinois at Urbana-Champaign ; Silvina Montrul, University of Illinois at Urbana-Champaign |
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| 520 | 3 | |a "Based on classic and cutting-edge research, this textbook shows how grammatical phenomena can best be taught to second language and bilingual learners. Bringing together second language research, linguistics, pedagogical grammar, and language teaching, it demonstrates how linguistic theory and second language acquisition findings optimize classroom intervention research. The book assumes a generative approach but covers intervention studies from a variety of theoretical perspectives. Each chapter describes relevant linguistic structures, discusses core challenges, summarizes research findings, and concludes with classroom and lab-based intervention studies. The authors provide tools to help to design linguistically informed intervention studies, including discussion questions, application questions, case studies, and sample interventions. Online resources feature lecture slides and intervention materials, with data analysis exercises, ensuring the content is clear and ready to use. Requiring no more than a basic course in linguistics, the material serves advanced undergraduates and first-year graduate students studying applied linguistics, education, or language teaching"-- | |
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Datensatz im Suchindex
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| adam_text | Contents List of Figures List of Tables List of Boxes Preface Acknowledgements List of Abbreviations 1 2 page xv xviii xx xxi xxvi xxvii Theoretical Foundations 1 1.1 Linguistics and Second Language Acquisition 1.1.1 What Is Linguistics? 1.1.2 Second Language Acquisition: Timing and Context 1.1.3 Heritage Speakers: In between First and Second Language Acquisition 1.1.4 Biological Foundations of Language 1.1.5 The Role of Input in Language Acquisition 1.1.6 Differences among First Language Learners, Second Language Learners, and Heritage Speakers 1.2 The Explicit vs. Implicit Distinction 1.2.1 Implicit vs. Explicit Knowledge and Learning 1.2.2 Characteristics of Implicit vs. Explicit Knowledge 1.2.3 How do Implicit and Explicit Knowledge Interact? 1.2.4 Implicit vs. Explicit Instruction and Feedback 1.2.5 Measuring Implicit vs. Explicit Knowledge and Learning 1.2.6 The Explicit vs. Implicit Distinction in Intervention Research 1.3 What’s Next? 1.4 Discussion Questions 1.5 Further Reading 2 2 5 12 15 16 17 19 20 22 27 27 28 28 Intervention Research and Grammar Teaching зо 2.1 Introduction to Classroom and Lab-Based Intervention Research 2.1.1 Where to Start: Pedagogical vs. Theoretical Starting Points 2.1.2 The Learning Environment: Foreign Language vs. Immersive 30 31 33 6 9 10
Contents x 2.2 2.3 2.4 2.5 3 2.1.3 Components of Intervention Research Studies 2.1.4 Control Group vs. Comparison Group Design 2.1.5 (Quasi-)Experimental Design 2.1.6 Timeline of Intervention Research Studies 2.1.7 Summaiy: The Logic of Intervention Research Approaches to Grammar Teaching 2.2.1 Naturalistic vs. Instructed Second Language Acquisition 2.2.2 Choices in Second Language Grammar Instruction 2.2.3 Content-Based Language Teaching 2.2.4 Traditional Focus on FormS Instruction 2.2.5 Communicative Language Teaching 2.2.6 Focus on Form Approaches 2.2.7 Processing Instruction 2.2.8 Summary: Approaches to Second Language Instruction and Sample Application A Preview of the Next Eight Chapters Discussion Questions Further Reading Articles 3.1 Terminology 3.1.1 Count vs. Mass Nouns, and Article Omission 3.1.2 Definiteness 3.1.3 Specificity 3.1.4 Genericity 3.1.5 Kind Reference 3.1.6 Summary: Articles in Second Language Acquisition 3.2 Intervention Studies on Articles in English as a Second Language 3.2.1 Intervention Studies with a Focus on Particular Instructional Techniques 3.2.2 Intervention Studies with a Focus on Particular Theoretical Approaches to Articles 3.3 Summary and Implications 3.4 Discussion Questions 3.5 Applications Questions 3.6 Further Reading 4 Verb Placement and Question Formation 4.1 Terminology 4.1.1 Functional Categories and Features 35 37 38 41 43 45 45 46 47 48 49 49 51 52 53 54 55 57 57 59 59 61 62 64 65 65 67 72 77 79 79 81 83 84 04
Contents 4.2 4.3 4.4 4.5 4.6 4.7 5 4.1.2 The Verb Movement Parameter 4.1.3 Verb Second 4.1.4 Wh-movement: Question Formation Adverb Placement in Second LanguageAcquisition 4.2.1 The Verb Movement Parameter in Second Language Acquisition 90 4.2.2 Classroom Intervention Studies on Adverb-Verb Placement in English 92 4.2.3 Intervention Studies on Negative Adverb Placement in English as a Second Language 99 4.2.4 Intervention Studies on Verb Placement in Spanish as a Second Language 100 4.2.5 Summary: Intervention Studies with Adverbs Question Formation in Second Language Acquisition 4.3.1 Question Formation: Findings from Second Language Acquisition Research 105 4.3.2 Intervention Studies on Question Formation Summary and Implications Discussion Questions Applications Questions Further Reading Inflectional Morphology 5.1 Terminology 5.2 Inflectional Morphology in Second Language Acquisition: Experimental Findings and Theoretical Implications 5.2.1 Errors with Inflectional Morphology as a Representation vs. Processing Problem 5.2.2 Psycholinguistic Studies on Inflectional Morphology in Second Language Acquisition 125 5.3 Intervention Research Studies on Inflectional Morphology 5.3.1 Processing Instruction Studies on Tense Marking 5.3.2 Explicit vs. Implicit Knowledge and Instruction in the Domain of Verbal Morphology 5.3.3 Differential Effects of Corrective Feedback Types on Grammatical Gender 141 5.4 Summary and Implications 5.5 Discussion Questions 5.6 Applications Questions 5.7 Further Reading x¡ 85 87 88 90 102 105 106 114 117 117 118 119 119 122 123 126 126 135 14θ 150 151
152
Contents xii 6 Subjunctive Mood 6.1 Terminology 6.1.1 Indicative vs. Subjunctive Mood 6.1.2 The Subjunctive in Spanish 6.1.3 The Subjunctive Mood in Linguistic Theory 6.2 First and Second Language Acquisition Studies on the Subjunctive 6.2.1 The Subjunctive in First Language Acquisition 6.2.2 The Subjunctive in Second Language Acquisition 6.3 Second Language Intervention Research Studies on the Subjunctive 6.3.1 Processing Instruction Studies with the Subjunctive 6.3.2 Instruction with the Subjunctive in Adverbial Clauses 6.3.3 The Use of Psycholinguistic Methods in Intervention Studies with the Subjunctive 6.4 Studies of the Subjunctive with Heritage Speakers of Romance Languages 6.4.1 Experimental Studies on Knowledge of the Subjunctive in Heritage Speakers 6.4.2 Intervention Studies on the Subjunctive with Heritage Spanish Speakers 6.5 Summary and Implications 6.6 Discussion Questions 6.7 Applications Questions 6.8 Further Reading 7 153 154 154 156 160 161 161 162 168 168 176 177 183 183 185 190 190 191 192 Argument Structure 194 7.1 Terminology and Linguistic Background 7.1.1 Transitivity 7.1.2 The Passive 7.1.3 Intransitive Verbs and the Unaccusative Hypothesis 7.2 The Acquisition of Passives 7.2.1 Passives in Second Language Acquisition 7.2.2 Classroom Intervention Studies on the Passive 7.3 The Acquisition of Unaccusativity 7.3.1 Unaccusatives and Overpassivization 7.3.2 The Unaccusativity Hierarchy 7.3.3 Intervention Studies with English Unaccusatives 7.3.4 Acquisition of Spanish Unaccusatives 7.4 Summary and Implications 194 195 197 201 204 205 205 214 215 217 218
220 229
Contents xiii 7.5 Discussion Questions 7.6 Application Questions 7.7 Further Reading 229 229 231 Direct and Indirect Objects 232 232 8.1 Terminology 8.2 The English Double Object Construction in Second Language Acquisition 8.2.1 Background on Double Objects: Theory and First Language Acquisition 8.2.2 Second Language Acquisition Experimental Research on English Double Object Constructions 8.2.3 Intervention Studies with English Double Object Constructions 8.2.4 Summary and Implications: English Double Object Constructions 8.3 The Expression of Objects in the Second Language Acquisition of Spanish 8.3.1 Background: Object Expression in Spanish 8.3.2 Studies on Object Expression in Spanish as a Second Language 8.3.3 Intervention Studies of Spanish Object Expression 8.3.4 Summary and Implications: Object Expression in Spanish 8.4 Discussion Questions 8.5 Applications Questions 8.6 Further Reading Word Order and Related Syntactic Phenomena 9.1 Sentence-Level Word Order 9.1.1 Noncanonical Word Orders Cross-Linguistically and in Second Language Acquisition 9.1.2 Processing Instruction Studies on the Comprehension of Non-Canonical Word Orders 9.2 Adjective Ordering 9.2.1 Adjective Ordering in Linguistic Theory and in Second Language Acquisition 9.2.2 Intervention Studies with Adjective Ordering 9.3 Relative Clauses 9.3.1 Relative Clauses in Linguistics and in Second Language Acquisition 233 234 236 238 246 246 248 252 253 266 266 267 268 269 269 273 275 281 282 283 284 285
Contents xiv 9.4 9.5 9.6 9.7 9.8 10 9.3.2 Intervention Studies on Relative Clauses and the Noun Phrase Accessibility Hierarchy in English as a Second Language 9.3.3 Intervention Studies on English Relative Clauses, and the Role of Learner Output 288 9.3.4 Intervention Studies with Japanese Relative Clauses Quantifier Scope 9.4.1 Quantifier Scope: LinguisticBackground and Terminology 9.4.2 Second Language Acquisition and Intervention Studies with Quantifier Scope Summary and Implications Discussion Questions Applications Questions Further Reading Where to Go Next 10.1 Efficacy of Different Instructional Approaches 10.1.1 Efficacy of Explicit Output-Based Instruction 10.1.2 Efficacy of Implicit Instruction 10.1.3 Efficacy of Structured Input and Input Processing Instruction 10.1.4 Efficacy of Different Feedback Types 10.1.5 Summaiy 10.2 Intervention Research and Linguistic Representations 10.2.1 The Role of the First Language 10.2.2 Linguistic Theory and Intervention Research 10.3 Suggestions for Future Research 10.3.1 Issues of Scope, Generalizability, andStudy Length 10.3.2 Nature of Intervention Activities 10.3.3 New Technologies 10.4 Conclusion 10.5 Further Reading Glossary References Index 286 291 292 293 294 298 299 299 300 301 302 303 305 306 308 308 309 309 312 318 318 320 շշլ 222 զչճ 325 342 380
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| adam_txt |
Contents List of Figures List of Tables List of Boxes Preface Acknowledgements List of Abbreviations 1 2 page xv xviii xx xxi xxvi xxvii Theoretical Foundations 1 1.1 Linguistics and Second Language Acquisition 1.1.1 What Is Linguistics? 1.1.2 Second Language Acquisition: Timing and Context 1.1.3 Heritage Speakers: In between First and Second Language Acquisition 1.1.4 Biological Foundations of Language 1.1.5 The Role of Input in Language Acquisition 1.1.6 Differences among First Language Learners, Second Language Learners, and Heritage Speakers 1.2 The Explicit vs. Implicit Distinction 1.2.1 Implicit vs. Explicit Knowledge and Learning 1.2.2 Characteristics of Implicit vs. Explicit Knowledge 1.2.3 How do Implicit and Explicit Knowledge Interact? 1.2.4 Implicit vs. Explicit Instruction and Feedback 1.2.5 Measuring Implicit vs. Explicit Knowledge and Learning 1.2.6 The Explicit vs. Implicit Distinction in Intervention Research 1.3 What’s Next? 1.4 Discussion Questions 1.5 Further Reading 2 2 5 12 15 16 17 19 20 22 27 27 28 28 Intervention Research and Grammar Teaching зо 2.1 Introduction to Classroom and Lab-Based Intervention Research 2.1.1 Where to Start: Pedagogical vs. Theoretical Starting Points 2.1.2 The Learning Environment: Foreign Language vs. Immersive 30 31 33 6 9 10
Contents x 2.2 2.3 2.4 2.5 3 2.1.3 Components of Intervention Research Studies 2.1.4 Control Group vs. Comparison Group Design 2.1.5 (Quasi-)Experimental Design 2.1.6 Timeline of Intervention Research Studies 2.1.7 Summaiy: The Logic of Intervention Research Approaches to Grammar Teaching 2.2.1 Naturalistic vs. Instructed Second Language Acquisition 2.2.2 Choices in Second Language Grammar Instruction 2.2.3 Content-Based Language Teaching 2.2.4 Traditional Focus on FormS Instruction 2.2.5 Communicative Language Teaching 2.2.6 Focus on Form Approaches 2.2.7 Processing Instruction 2.2.8 Summary: Approaches to Second Language Instruction and Sample Application A Preview of the Next Eight Chapters Discussion Questions Further Reading Articles 3.1 Terminology 3.1.1 Count vs. Mass Nouns, and Article Omission 3.1.2 Definiteness 3.1.3 Specificity 3.1.4 Genericity 3.1.5 Kind Reference 3.1.6 Summary: Articles in Second Language Acquisition 3.2 Intervention Studies on Articles in English as a Second Language 3.2.1 Intervention Studies with a Focus on Particular Instructional Techniques 3.2.2 Intervention Studies with a Focus on Particular Theoretical Approaches to Articles 3.3 Summary and Implications 3.4 Discussion Questions 3.5 Applications Questions 3.6 Further Reading 4 Verb Placement and Question Formation 4.1 Terminology 4.1.1 Functional Categories and Features 35 37 38 41 43 45 45 46 47 48 49 49 51 52 53 54 55 57 57 59 59 61 62 64 65 65 67 72 77 79 79 81 83 84 04
Contents 4.2 4.3 4.4 4.5 4.6 4.7 5 4.1.2 The Verb Movement Parameter 4.1.3 Verb Second 4.1.4 Wh-movement: Question Formation Adverb Placement in Second LanguageAcquisition 4.2.1 The Verb Movement Parameter in Second Language Acquisition 90 4.2.2 Classroom Intervention Studies on Adverb-Verb Placement in English 92 4.2.3 Intervention Studies on Negative Adverb Placement in English as a Second Language 99 4.2.4 Intervention Studies on Verb Placement in Spanish as a Second Language 100 4.2.5 Summary: Intervention Studies with Adverbs Question Formation in Second Language Acquisition 4.3.1 Question Formation: Findings from Second Language Acquisition Research 105 4.3.2 Intervention Studies on Question Formation Summary and Implications Discussion Questions Applications Questions Further Reading Inflectional Morphology 5.1 Terminology 5.2 Inflectional Morphology in Second Language Acquisition: Experimental Findings and Theoretical Implications 5.2.1 Errors with Inflectional Morphology as a Representation vs. Processing Problem 5.2.2 Psycholinguistic Studies on Inflectional Morphology in Second Language Acquisition 125 5.3 Intervention Research Studies on Inflectional Morphology 5.3.1 Processing Instruction Studies on Tense Marking 5.3.2 Explicit vs. Implicit Knowledge and Instruction in the Domain of Verbal Morphology 5.3.3 Differential Effects of Corrective Feedback Types on Grammatical Gender 141 5.4 Summary and Implications 5.5 Discussion Questions 5.6 Applications Questions 5.7 Further Reading x¡ 85 87 88 90 102 105 106 114 117 117 118 119 119 122 123 126 126 135 14θ 150 151
152
Contents xii 6 Subjunctive Mood 6.1 Terminology 6.1.1 Indicative vs. Subjunctive Mood 6.1.2 The Subjunctive in Spanish 6.1.3 The Subjunctive Mood in Linguistic Theory 6.2 First and Second Language Acquisition Studies on the Subjunctive 6.2.1 The Subjunctive in First Language Acquisition 6.2.2 The Subjunctive in Second Language Acquisition 6.3 Second Language Intervention Research Studies on the Subjunctive 6.3.1 Processing Instruction Studies with the Subjunctive 6.3.2 Instruction with the Subjunctive in Adverbial Clauses 6.3.3 The Use of Psycholinguistic Methods in Intervention Studies with the Subjunctive 6.4 Studies of the Subjunctive with Heritage Speakers of Romance Languages 6.4.1 Experimental Studies on Knowledge of the Subjunctive in Heritage Speakers 6.4.2 Intervention Studies on the Subjunctive with Heritage Spanish Speakers 6.5 Summary and Implications 6.6 Discussion Questions 6.7 Applications Questions 6.8 Further Reading 7 153 154 154 156 160 161 161 162 168 168 176 177 183 183 185 190 190 191 192 Argument Structure 194 7.1 Terminology and Linguistic Background 7.1.1 Transitivity 7.1.2 The Passive 7.1.3 Intransitive Verbs and the Unaccusative Hypothesis 7.2 The Acquisition of Passives 7.2.1 Passives in Second Language Acquisition 7.2.2 Classroom Intervention Studies on the Passive 7.3 The Acquisition of Unaccusativity 7.3.1 Unaccusatives and Overpassivization 7.3.2 The Unaccusativity Hierarchy 7.3.3 Intervention Studies with English Unaccusatives 7.3.4 Acquisition of Spanish Unaccusatives 7.4 Summary and Implications 194 195 197 201 204 205 205 214 215 217 218
220 229
Contents xiii 7.5 Discussion Questions 7.6 Application Questions 7.7 Further Reading 229 229 231 Direct and Indirect Objects 232 232 8.1 Terminology 8.2 The English Double Object Construction in Second Language Acquisition 8.2.1 Background on Double Objects: Theory and First Language Acquisition 8.2.2 Second Language Acquisition Experimental Research on English Double Object Constructions 8.2.3 Intervention Studies with English Double Object Constructions 8.2.4 Summary and Implications: English Double Object Constructions 8.3 The Expression of Objects in the Second Language Acquisition of Spanish 8.3.1 Background: Object Expression in Spanish 8.3.2 Studies on Object Expression in Spanish as a Second Language 8.3.3 Intervention Studies of Spanish Object Expression 8.3.4 Summary and Implications: Object Expression in Spanish 8.4 Discussion Questions 8.5 Applications Questions 8.6 Further Reading Word Order and Related Syntactic Phenomena 9.1 Sentence-Level Word Order 9.1.1 Noncanonical Word Orders Cross-Linguistically and in Second Language Acquisition 9.1.2 Processing Instruction Studies on the Comprehension of Non-Canonical Word Orders 9.2 Adjective Ordering 9.2.1 Adjective Ordering in Linguistic Theory and in Second Language Acquisition 9.2.2 Intervention Studies with Adjective Ordering 9.3 Relative Clauses 9.3.1 Relative Clauses in Linguistics and in Second Language Acquisition 233 234 236 238 246 246 248 252 253 266 266 267 268 269 269 273 275 281 282 283 284 285
Contents xiv 9.4 9.5 9.6 9.7 9.8 10 9.3.2 Intervention Studies on Relative Clauses and the Noun Phrase Accessibility Hierarchy in English as a Second Language 9.3.3 Intervention Studies on English Relative Clauses, and the Role of Learner Output 288 9.3.4 Intervention Studies with Japanese Relative Clauses Quantifier Scope 9.4.1 Quantifier Scope: LinguisticBackground and Terminology 9.4.2 Second Language Acquisition and Intervention Studies with Quantifier Scope Summary and Implications Discussion Questions Applications Questions Further Reading Where to Go Next 10.1 Efficacy of Different Instructional Approaches 10.1.1 Efficacy of Explicit Output-Based Instruction 10.1.2 Efficacy of Implicit Instruction 10.1.3 Efficacy of Structured Input and Input Processing Instruction 10.1.4 Efficacy of Different Feedback Types 10.1.5 Summaiy 10.2 Intervention Research and Linguistic Representations 10.2.1 The Role of the First Language 10.2.2 Linguistic Theory and Intervention Research 10.3 Suggestions for Future Research 10.3.1 Issues of Scope, Generalizability, andStudy Length 10.3.2 Nature of Intervention Activities 10.3.3 New Technologies 10.4 Conclusion 10.5 Further Reading Glossary References Index 286 291 292 293 294 298 299 299 300 301 302 303 305 306 308 308 309 309 312 318 318 320 շշլ 222 զչճ 325 342 380 |
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| id | DE-604.BV048453094 |
| illustrated | Illustrated |
| index_date | 2024-07-03T20:31:31Z |
| indexdate | 2024-07-10T09:38:31Z |
| institution | BVB |
| isbn | 9781009013567 9781316515983 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-033831218 |
| oclc_num | 1369566636 |
| open_access_boolean | |
| owner | DE-473 DE-BY-UBG DE-19 DE-BY-UBM DE-20 DE-355 DE-BY-UBR DE-29 DE-739 DE-824 |
| owner_facet | DE-473 DE-BY-UBG DE-19 DE-BY-UBM DE-20 DE-355 DE-BY-UBR DE-29 DE-739 DE-824 |
| physical | xxv, 382 Seiten Illustrationen, Diagramme |
| publishDate | 2023 |
| publishDateSearch | 2023 |
| publishDateSort | 2023 |
| publisher | Cambridge University Press |
| record_format | marc |
| spelling | Ionin, Tania Verfasser (DE-588)173974309 aut Second language acquisition introducing intervention research Tania Ionin, University of Illinois at Urbana-Champaign ; Silvina Montrul, University of Illinois at Urbana-Champaign Cambridge ; New York, NY Cambridge University Press 2023 xxv, 382 Seiten Illustrationen, Diagramme txt rdacontent n rdamedia nc rdacarrier "Based on classic and cutting-edge research, this textbook shows how grammatical phenomena can best be taught to second language and bilingual learners. Bringing together second language research, linguistics, pedagogical grammar, and language teaching, it demonstrates how linguistic theory and second language acquisition findings optimize classroom intervention research. The book assumes a generative approach but covers intervention studies from a variety of theoretical perspectives. Each chapter describes relevant linguistic structures, discusses core challenges, summarizes research findings, and concludes with classroom and lab-based intervention studies. The authors provide tools to help to design linguistically informed intervention studies, including discussion questions, application questions, case studies, and sample interventions. Online resources feature lecture slides and intervention materials, with data analysis exercises, ensuring the content is clear and ready to use. Requiring no more than a basic course in linguistics, the material serves advanced undergraduates and first-year graduate students studying applied linguistics, education, or language teaching"-- Fremdsprachenlernen (DE-588)4071461-5 gnd rswk-swf Second language acquisition English language / Grammar / Study and teaching / Foreign speakers Spanish language / Grammar / Study and teaching / Foreign speakers Fremdsprachenlernen (DE-588)4071461-5 s DE-604 Montrul, Silvina 1966- Verfasser (DE-588)132434393 aut Erscheint auch als Online-Ausgabe, EPUB 978-1-00-903158-5 Erscheint auch als Online-Ausgabe 978-1-00-903313-8 Digitalisierung UB Bamberg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033831218&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Ionin, Tania Montrul, Silvina 1966- Second language acquisition introducing intervention research Fremdsprachenlernen (DE-588)4071461-5 gnd |
| subject_GND | (DE-588)4071461-5 |
| title | Second language acquisition introducing intervention research |
| title_auth | Second language acquisition introducing intervention research |
| title_exact_search | Second language acquisition introducing intervention research |
| title_exact_search_txtP | Second language acquisition introducing intervention research |
| title_full | Second language acquisition introducing intervention research Tania Ionin, University of Illinois at Urbana-Champaign ; Silvina Montrul, University of Illinois at Urbana-Champaign |
| title_fullStr | Second language acquisition introducing intervention research Tania Ionin, University of Illinois at Urbana-Champaign ; Silvina Montrul, University of Illinois at Urbana-Champaign |
| title_full_unstemmed | Second language acquisition introducing intervention research Tania Ionin, University of Illinois at Urbana-Champaign ; Silvina Montrul, University of Illinois at Urbana-Champaign |
| title_short | Second language acquisition |
| title_sort | second language acquisition introducing intervention research |
| title_sub | introducing intervention research |
| topic | Fremdsprachenlernen (DE-588)4071461-5 gnd |
| topic_facet | Fremdsprachenlernen |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033831218&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT ionintania secondlanguageacquisitionintroducinginterventionresearch AT montrulsilvina secondlanguageacquisitionintroducinginterventionresearch |