By John Beames
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Extra info for A Comparative Grammar of Modern Aryan Languages of India
130–151). Oxford: Blackwell. , & Filiaci, F. (2006). Anaphora resolution in near-native speakers of Italian. Second Language Research, 22(3), 339–368. , & Tomita, Y. (2010). Interactions between type of instruction and type of language feature: A meta-analysis. Language Learning, 60(2), 263–308. Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. ), Input in second language acquisition (pp. 235–253). Rowley, MA: Newbury House.
Mahwah, NJ: Lawrence Erlbaum Associates. Williams, J. (2005). Teaching writing in second and foreign language c lassrooms. New York, NY: McGraw-Hill. , skill). The author reviews some pedagogical practices that have been influential over the years in light of this perspective and offers L2 instructors ideas for creating classroom activities that help foster the development of these two domains of language. In addition to structured input and structured output activities (which have been well established and researched in SLA circles), the author offers some new ideas to create engaging input and output activities for the L2 classroom.
Tape 2. Now compare what you wrote with a partner. Did you have the same order? Would you like to modify any of your responses? Étape 3. Now you will watch this scene. Pay close attention to the scene and check to see if what you wrote is correct. (adapted from VanPatten, Wong & Weber-Fève, 2011) In addition to providing opportunities for learners to receive and work with input, this technique also enables instructors to preview language before showing a film to increase comprehension of the language as well as what happens in a movie scene.