| LDR | | 02015nmm uu200397 4500 |
| 001 | | 000000334242 |
| 005 | | 20240805175921 |
| 008 | | 181129s2018 |||||||||||||||||c||eng d |
| 020 | |
▼a 9780438262676 |
| 035 | |
▼a (MiAaPQ)AAI10841973 |
| 035 | |
▼a (MiAaPQ)georgetown:14079 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 248032 |
| 082 | 0 |
▼a 401 |
| 100 | 1 |
▼a Zalbidea, Janire. |
| 245 | 10 |
▼a Output, Task Modality, and Target form Salience in Learner Noticing of Form and L2 Development. |
| 260 | |
▼a [S.l.] :
▼b Georgetown University.,
▼c 2018 |
| 260 | 1 |
▼a Ann Arbor :
▼b ProQuest Dissertations & Theses,
▼c 2018 |
| 300 | |
▼a 269 p. |
| 500 | |
▼a Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A. |
| 500 | |
▼a Adviser: Cristina Sanz. |
| 502 | 1 |
▼a Thesis (Ph.D.)--Georgetown University, 2018. |
| 520 | |
▼a The present two-experiment study investigated how learner-generated focus on form and subsequent L2 development is maximized or hindered by relevant factors related to the task (output requirements, modality conditions), the target form (salienc |
| 520 | |
▼a A total of 78 beginning learners of Spanish were assigned to one of two computerized task conditions which differed in the production of oral output (Experiment 1) or in the modality in which output was produced (Experiment 2). To match input ac |
| 520 | |
▼a Findings revealed that oral output promoted deeper analysis of input and more robust L2 development of both more and less salient forms than no output. Furthermore, whereas both oral and written output resulted in comparable degrees of L2 notici |
| 590 | |
▼a School code: 0076. |
| 650 | 4 |
▼a Linguistics. |
| 690 | |
▼a 0290 |
| 710 | 20 |
▼a Georgetown University.
▼b Spanish & Portuguese. |
| 773 | 0 |
▼t Dissertation Abstracts International
▼g 79-12A(E). |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0076 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2018 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T14999814
▼n KERIS |
| 980 | |
▼a 201812
▼f 2019 |
| 990 | |
▼a 관리자 |