| 000 | 03341nam a22005175i 4500 | ||
|---|---|---|---|
| 001 | 978-3-030-84879-8 | ||
| 003 | MN-UlMNUE | ||
| 005 | 20230201120814.0 | ||
| 007 | cr nn 008mamaa | ||
| 008 | 210824s2021 sz | s |||| 0|eng d | ||
| 020 | _a9783030848798 | ||
| 024 | 7 |
_a10.1007/978-3-030-84879-8 _2doi |
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| 040 |
_aMN-UlMNUE _bENG _cMN-UlMNUE _dMN-UlMNUE _erda |
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| 041 | _aENG | ||
| 050 | 4 | _aP129-138.7222 | |
| 072 | 7 |
_aCF _2bicssc |
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| 072 | 7 |
_aLAN009000 _2bisacsh |
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| 072 | 7 |
_aCF _2thema |
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| 082 | 0 | 4 |
_a418 _223 |
| 100 | 1 |
_aPawlak, Mirosław. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut _91745 |
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| 245 | 1 | 0 |
_aExploring the Interface Between Individual Difference Variables and the Knowledge of Second Language Grammar _h[electronic resource] / _cby Mirosław Pawlak. |
| 250 | _a1st ed. 2021. | ||
| 264 | 1 |
_aCham : _bSpringer International Publishing : _bImprint: Springer, _c2021. |
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| 300 |
_aVIII, 137 p. 2 illus., 1 illus. in color. _bonline resource. |
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| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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| 347 |
_atext file _bPDF _2rda |
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| 490 | 1 |
_aSecond Language Learning and Teaching, _x2193-7656 |
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| 505 | 0 | _a1. Introduction -- 2. Explicit and implicit knowledge of grammar -- 3. Individual differences as factors mediating the knowledge of grammar -- 4 . Design of the research project -- 5. Findings of the research project -- 6. Conclusions and implications. . | |
| 520 | _aThe last few decades have seen extensive research focusing of the relative effectiveness of different instructional options that can be employed in teaching grammar structures (e.g., deduction and induction, different types of corrective feedback, input-based vs. output-based practice). However, the contribution of such pedagogical intervention and the resulting knowledge of target language grammar are mediated by a number of factors related to a specific context, the properties of the features being taught and, most importantly, individual learner profiles. Nonetheless, research into the moderating role of individual difference variables has been scant, limited to only several factors, and seldom taking into account complex interactions between variables. The book seeks to fill this evident gap by investigating the mediating effect of selected cognitive and affective factors on explicit and implicit (or highly automatized) knowledge of the English passive voice. In doing so, the study sheds the so-much-needed light on the predictors of second language grammar knowledge but also, to some extent, on the usefulness of instructional techniques used to develop it. | ||
| 650 | 0 | _aApplied linguistics. | |
| 650 | 0 |
_aLanguage and languages—Study and teaching. _91513 |
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| 650 | 1 | 4 | _aApplied Linguistics. |
| 650 | 2 | 4 |
_aLanguage Education. _91516 |
| 710 | 2 | _aSpringerLink (Online service) | |
| 773 | 0 | _tSpringer Nature eBook | |
| 776 | 0 | 8 |
_iPrinted edition: _z9783030848781 |
| 776 | 0 | 8 |
_iPrinted edition: _z9783030848804 |
| 776 | 0 | 8 |
_iPrinted edition: _z9783030848811 |
| 830 | 0 |
_aSecond Language Learning and Teaching, _x2193-7656 _91746 |
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| 856 | 4 | 0 | _uhttps://doi.org/10.1007/978-3-030-84879-8 |
| 942 |
_2ddc _cEBOOK |
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| 999 |
_c105311 _d105311 |
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