The irrelevance of verbal feedback to language learning

Chapters in this book

1. Prelim pages i
2. Table of contents v
3. The current state of interlanguage 1
4. Prominence in applied linguistics 11
5. I-interlanguage and typology 17
6. Universals, SLA, and language pedagogy 31
7. Learnability, pre-emption, domain-specificity, and the instructional value of “Master Mind” 43
8. Why we need grammar 55
9. Chasing after linguistic theory 63
10. The irrelevance of verbal feedback to language learning 73
11. Indirect negative evidence, inductive inferencing, and second language acquisition 89
12. The negative effects of ‘positive’ evidence on L2 phonology 107
13. German plurals in adult second language development 123
14. Universal Grammar in L2 acquisition 139
15. Acquiring linking rules and argument structures in a second language 153
16. Data, evidence and rules 177
17. Markedness aspects of case-marking in L1 French/L2 English 197
18. Language transfer 205
19. Age before beauty 219
20. Style-shifting in oral interlanguage 233
21. Observations of language use in Spanish immersion classroom interactions 241
22. Some neurolinguistic evidence regarding variation in interlanguage use 255
23. Beyond 2000 265
24. A first crosslinguistic look at paths 273
25. Index 287