To teach or not to teach? Evidence from learner narratives: Variant word-order constructions

Kerr, Betsy

doi:10.1075/lllt.5.12ker

Article published in:

Pedagogical Norms for Second and Foreign Language Learning and Teaching: Studies in honour of Albert Valdman
Edited by Susan M. Gass, Kathleen Bardovi-Harlig, Sally Magnan Pierce and Joel Walz
[Language Learning & Language Teaching 5] 2002
► pp. 183–198

Variant word-order constructions

To teach or not to teach? Evidence from learner narratives

Betsy Kerr | University of Minnesota

Published online: 03 September 2002
https://doi.org/10.1075/lllt.5.12ker

Cited by

Cited by 4 other publications

Anderson, Bruce

2007. Pedagogical Rules and their Relationship to Frequency in the Input: Observational and Empirical Data from L2 French. Applied Linguistics 28:2 ► pp. 286 ff.

Callies, Marcus & Wolfram R. Keller

2008. The Teaching and Acquisition of Focus Constructions: An Integrated Approach to Language Awareness Across the Curriculum. Language Awareness 17:3 ► pp. 249 ff.

Donaldson, Bryan

2011. LEFT DISLOCATION IN NEAR-NATIVE FRENCH. Studies in Second Language Acquisition 33:3 ► pp. 399 ff.

Donaldson, Bryan

2011. Nativelike right-dislocation in near-native French. Second Language Research 27:3 ► pp. 361 ff.

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