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CLASSROOM SECOND LANGUAGE DEVELOPMENT. Rod Ellis. New York: Pergamon Press, 1984. Pp. ix + 233. $8.95.

  • Claire J. Kramsch (a1)
Abstract
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COPYRIGHT: © Cambridge University Press 1987
References
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Allwright, R. L. (1984). Why don't learners learn what teachers teach? The interaction hypothesis. In Singleton, D. M. & Little, D. G. (Eds.), Language learning in formal and informal contexts (pp. 3–18). Dublin: Association of Applied Linguistics.
Kintsch, W. (1974). The representation of meaning in memory. Hillsdale, NJ: Lawrence Erlbaum.
Kramsch, C. (1984). Interaction et discours dans la classe de langue. Paris: Hatier-Crédif.
Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press.
Mueller, B. (Ed.). (1981). Konfrontative Semantik. Tubingen: Gunter Narr.
Schank, R. C., & Abelson, R. P. (1977). Scripts, plans, goals and understanding. Hillsdale, NJ: Lawrence Erlbaum.
Sharwood-Smith, M. (1981). Consciousness-raising and the second language learner. Applied Linguistics, 11(2), 159–169.
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Studies in Second Language Acquisition
  • ISSN: 0272-2631
  • EISSN: 1470-1545
  • URL: /core/journals/studies-in-second-language-acquisition
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