Input for Instructed L2 Learners

Rezensionen / Stimmen

The book provides a stimulating analysis of L2 input from a variety of theoretical perspectives as well as a wealth of vivid examples coming from L2 classrooms.It is indispensable literature for anyone concerned with language teaching and second language acquisition research. -- Hanna Komorowska, Professor of applied linguistics and language teaching at the Institute of English, Warsaw University. This book is a bold attempt to interpret foreign language classroom discourse in a relevance-theoretic perspective against a background of other approaches to language use in the communicative classroom setting. A wealth of classroom talk data is provided in the context of teaching and learning English as a foreign language. -- Prof. Janusz Arabski, Department of English, University of Silesia, Poland. This work sheds new light on our understanding of verbal input available for learning in foreign-language classrooms. The author's intent to make sense of such input from different theoretical and pedagogical perspectives than previously discussed is successfully accomplished in this compact volume. This work is theoretically convincing and practically useful. It is also a highly readable volume. -- Sufumi So, George Mason University, USA * SSLA 30:3 (September 2008) * This book is an excellent contribution to the literature on L2 classroom discourse. One of the major strengths of the book is that the text is richly illustrated with close analyses of samples from classroom discourse data recorded in a variety of contexts. This book is very to the point, engaging, and serves as an excellent reference on applying RT in classroom settings. -- Hayriye Kayi, University of Texas, Austin * TESL-EJ Volume 11, No. 4, March 2008 *