| Record ID | marc_columbia/Columbia-extract-20221130-004.mrc:302181189:3648 |
| Source | marc_columbia |
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LEADER: 03648mam a2200361 a 4500
001 1730549
005 20220608222407.0
008 950830t19951995ne a b 011 0 eng
010 $a 95041315
020 $a1556195060 (alk. paper)
020 $a9027221529 (Eur.)
035 $a(OCoLC)ocm33132554
035 $9ALD7954CU
035 $a1730549
040 $aDLC$cDLC$dC#P$dOrLoB-B
050 00 $aP118.2$b.C867 1995
082 00 $a418$220
245 04 $aThe current state of interlanguage :$bstudies in honor of William E. Rutherford /$cedited by Lynn Eubank, Larry Selinker, Michael Sharwood Smith.
260 $aAmsterdam ;$aPhiladelphia :$bJ. Benjamins Pub.,$c[1995], ©1995.
300 $avii, 293 pages :$billustrations ;$c23 cm
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
504 $aIncludes bibliographical references and index.
505 00 $tThe current state of interlanguage: Introduction /$rLynn Eubank, Larry Selinker and Michael Sharwood Smith --$tProminence in applied linguistics: Bill Rutherford /$rPeter Jordens --$tI-interlanguage and typology: The case of topic-prominence /$rVirginia Yip and Stephen Matthews --$tUniversals, SLA, and language pedagogy: 1984 revisited /$rSusan Gass --$tLearnability, pre-emption, domain-specificity, and the instructional value of "Master Mind" /$rDavid Birdsong --$tWhy we need grammar: Confessions of a cognitive generalist /$rEllen Bialystok --$tChasing after linguistic theory: How minimal should we be? /$rLydia White --$tThe irrelevance of verbal feedback to language learning /$rSusanne E. Carroll --$tIndirect negative evidence, inductive inferencing, and second language acquisition /$rIndia C. Plough --$tThe negative effects of 'positive' evidence on L2 phonology /$rMartha Young-Scholten --
505 80 $tGerman plurals in adult second language development: Evidence for a dual-mechanism model of inflection /$rHarald Clahsen --$tUniversal Grammar in L2 acquisition: Some thoughts on Schachter's Incompleteness Hypothesis /$rSascha Felix --$tAcquiring linking rules and argument structures in a second language: The unaccusative/unergative distinction /$rAntonella Sorace --$tData, evidence and rules /$rMaria Beck, Bonnie D. Schwartz and Lynn Eubank --$tMarkedness aspects of case-marking in L1 French/L2 English interlanguage /$rHelmut Zobl --$tLanguage transfer: What do we really mean? /$rGita Martohardjono and Suzanne Flynn --$tAge before beauty: Johnson and Newport revisited /$rEric Kellerman --$tStyle-shifting in oral interlanguage: Quantification and definition /$rJean-Marc Dewaele --$tObservations of language use in Spanish immersion classroom interactions /$rSusana Blanco-Iglesias, Juaquina Broner and Elaine Tarone --
505 80 $tSome neurolinguistic evidence regarding variation in interlanguage use: The status of the 'switch mechanism' /$rMarjorie Perlman Lorch --$tBeyond 2000: A measure of productive lexicon in a second language /$rBatia Laufer --$tA first crosslinguistic look at paths: The difference between end-legs and medial ones /$rHaj Ross.
650 0 $aInterlanguage (Language learning)$0http://id.loc.gov/authorities/subjects/sh85067284
650 0 $aSecond language acquisition.$0http://id.loc.gov/authorities/subjects/sh86005959
700 1 $aEubank, Lynn.$0http://id.loc.gov/authorities/names/n91034220
700 1 $aSelinker, Larry,$d1937-$0http://id.loc.gov/authorities/names/n80051937
700 1 $aSharwood Smith, Michael,$d1942-$0http://id.loc.gov/authorities/names/n78012116
700 1 $aRutherford, William E.$0http://id.loc.gov/authorities/names/n84027489
852 00 $bglx$hP118.2$i.C867 1995