LEADER 00000cam 2200625Ka 4500
001 ocn716123245
003 OCoLC
005 20160511075018.2
006 m o d
007 cr cnu---unuuu
008 110428s2010 dcua ob 001 0 eng d
020 9781589017290|q(electronic bk.)
020 1589017293|q(electronic bk.)
020 9781589017535|q(electronic bk.)
020 1589017536|q(electronic bk.)
035 (OCoLC)716123245
040 N$T|beng|epn|cN$T|dE7B|dOTZ|dOCLCQ|dGRG|dJSTOR|dOCLCF
|dNLGGC|dOCLCQ
049 MAIN
050 4 P53|b.G39a 2010eb
082 04 418.0071|222
245 00 Implicit and explicit language learning :|bconditions,
processes, and knowledge in SLA and bilingualism /
|cCristina Sanz and Ronald P. Leow, editors.
260 Washington, DC :|bGeorgetown University Press,|c2010.
300 1 online resource (xii, 229 pages) :|billustrations.
336 text|btxt|2rdacontent
337 computer|bc|2rdamedia
338 online resource|bcr|2rdacarrier
490 1 Georgetown University round table on languages and
linguistics series
505 0 pt. 1. Theory -- pt. 2. Methodological issues and
empirical research on awareness, pedagogical contexts, and
individual differences in SLA -- pt. 3. Empirical research
on L2 phonology -- pt. 4. Empirical studies on key issues
in bilingualism : aging, third language acquisition, and
language separation.
506 1 Unlimited number of concurrent users.|5UkHlHU
650 0 Second language acquisition|xStudy and teaching.
650 0 Bilingualism.
650 0 Language and languages|xStudy and teaching.
700 1 Sanz, Cristina,|eeditor.
700 1 Leow, Ronald P.|q(Ronald Philip),|d1954-|eeditor.
856 40 |uhttps://www.jstor.org/stable/10.2307/j.ctt2tt7k0|zGo to
ebook
936 JSTOR-D-2016/17
