Preface |
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viii | |
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1 | (16) |
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The Study of Second Language Acquisition |
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1 | (3) |
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4 | (1) |
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5 | (7) |
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6 | (1) |
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7 | (2) |
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Morphology and the Lexicon |
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9 | (1) |
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10 | (1) |
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11 | (1) |
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The Nature of Nonnative Speaker Knowledge |
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12 | (1) |
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12 | (5) |
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13 | (4) |
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Looking at Interlanguage Data |
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17 | (48) |
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17 | (9) |
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18 | (4) |
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Data Set II: Verb + -ing Markers |
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22 | (2) |
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Data Set III: Prepositions |
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24 | (2) |
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What Data Analysis Does Not Reveal |
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26 | (4) |
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30 | (7) |
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37 | (11) |
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Standardized Language Tests |
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37 | (1) |
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38 | (2) |
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Language-Elicitation Measure |
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40 | (8) |
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48 | (1) |
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49 | (9) |
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58 | (1) |
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58 | (7) |
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59 | (6) |
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The Role of the Native Language: An Historical Overview |
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65 | (27) |
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An Historical Perspective |
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65 | (7) |
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66 | (2) |
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68 | (4) |
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Contrastive Analysis Hypothesis |
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72 | (6) |
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78 | (9) |
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87 | (5) |
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87 | (5) |
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Child Language Acquisition: First and Second |
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92 | (20) |
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Child First Language Acquisition |
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92 | (6) |
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93 | (2) |
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95 | (1) |
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96 | (1) |
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96 | (2) |
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98 | (1) |
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98 | (2) |
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Child Second Language Acquisition |
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100 | (4) |
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Child Second Language Morpheme Order Studies |
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104 | (4) |
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108 | (4) |
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108 | (4) |
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Recent Perspectives on the Role of Previously Known Language |
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112 | (29) |
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112 | (5) |
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Revised Perspectives on the Role of the Native Language |
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117 | (15) |
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119 | (1) |
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Differential Learning Rates |
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120 | (2) |
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122 | (3) |
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125 | (1) |
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Predictability/Selectivity |
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126 | (6) |
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132 | (5) |
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137 | (4) |
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137 | (4) |
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141 | (27) |
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142 | (2) |
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144 | (11) |
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Test Case I: The Accessibility Hierarchy |
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145 | (4) |
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Test Case II: The Acquisition of Questions |
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149 | (2) |
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Test Case III: Voiced/Voiceless Consonants |
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151 | (3) |
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Typological Universals: Conclusions |
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154 | (1) |
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155 | (4) |
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155 | (3) |
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158 | (1) |
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159 | (4) |
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163 | (5) |
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164 | (4) |
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168 | (24) |
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168 | (17) |
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174 | (5) |
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179 | (1) |
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180 | (3) |
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Falsification: UG and Typological Universals |
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183 | (2) |
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Transfer: The UG Perspective |
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185 | (3) |
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186 | (1) |
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186 | (1) |
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187 | (1) |
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188 | (2) |
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190 | (2) |
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191 | (1) |
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Looking At Interlanguage Processes |
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192 | (30) |
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192 | (6) |
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198 | (4) |
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The Acquisition-Learning Hypothesis |
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198 | (1) |
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The Natural Order Hypothesis |
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199 | (1) |
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199 | (1) |
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200 | (1) |
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The Affective Filter Hypothesis |
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201 | (1) |
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Critiques of the Monitor Model |
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202 | (4) |
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The Acquisition-Learning Hypothesis |
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202 | (1) |
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The Natural Order Hypothesis |
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203 | (1) |
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204 | (1) |
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205 | (1) |
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The Affective Filter Hypothesis |
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205 | (1) |
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Alternative Modes of Knowledge Representation |
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206 | (10) |
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206 | (2) |
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208 | (1) |
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Automaticity and Restructuring |
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209 | (7) |
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216 | (1) |
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217 | (5) |
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218 | (4) |
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222 | (37) |
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222 | (1) |
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223 | (18) |
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223 | (4) |
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Social Context Relating to the Native Language |
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227 | (2) |
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Social Context Relating to Interlocutor, Task Type, and Conversational Topic |
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229 | (12) |
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241 | (2) |
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243 | (6) |
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Conclusion: SLA and Other Disciplines |
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249 | (10) |
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251 | (8) |
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Input, Interaction, and Output |
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259 | (51) |
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259 | (5) |
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264 | (8) |
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272 | (4) |
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276 | (15) |
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279 | (3) |
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282 | (8) |
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290 | (1) |
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Meaning-Based to Grammatically Based Processing |
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290 | (1) |
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The Role of Input and Interaction in Language Learning |
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291 | (12) |
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298 | (2) |
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300 | (2) |
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302 | (1) |
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303 | (1) |
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304 | (6) |
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305 | (5) |
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Instructed Second Language Learning |
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310 | (19) |
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311 | (4) |
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315 | (2) |
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Teachability/Learnability |
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317 | (3) |
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320 | (5) |
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323 | (2) |
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325 | (1) |
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Uniqueness of Instruction |
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325 | (1) |
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326 | (3) |
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327 | (2) |
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329 | (43) |
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330 | (2) |
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330 | (1) |
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331 | (1) |
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332 | (1) |
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332 | (3) |
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335 | (10) |
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345 | (4) |
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349 | (8) |
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Motivation Over the Long Term and the Short Term |
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354 | (1) |
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Motivations as a Function of Success |
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354 | (3) |
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357 | (1) |
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358 | (1) |
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359 | (5) |
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Extroversion and Introversion |
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360 | (1) |
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361 | (1) |
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362 | (2) |
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364 | (5) |
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369 | (3) |
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370 | (2) |
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372 | (26) |
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The Significance of the Lexicon |
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372 | (2) |
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374 | (2) |
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376 | (6) |
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378 | (1) |
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Incidental Vocabulary Learning |
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379 | (2) |
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Incremental Vocabulary Learning |
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381 | (1) |
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381 | (1) |
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382 | (11) |
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383 | (4) |
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387 | (3) |
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390 | (1) |
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Word Combinations, Collocations, and Phraseology |
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391 | (2) |
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393 | (5) |
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394 | (4) |
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An Integrated View of Second Language Acquisition |
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398 | (17) |
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An Integration of Subareas |
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398 | (13) |
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400 | (3) |
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403 | (3) |
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406 | (1) |
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407 | (3) |
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410 | (1) |
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411 | (4) |
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413 | (2) |
References |
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415 | (35) |
Glossary |
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450 | (10) |
Author Index |
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460 | (8) |
Subject Index |
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468 | |