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dc.contributor.authorFraser, Carol
dc.date.accessioned2008-08-26T22:43:18Z
dc.date.available2008-08-26T22:43:18Z
dc.date.issued1992
dc.identifier.citationTESL Canada Journal, 9(2): 50-71
dc.identifier.issn0826-435X
dc.identifier.urihttps://yorkspace-new.library.yorku.ca/xmlui/handle/10315/1428
dc.description.abstractThis article reviews theories and research on the topic of the role of L2 code knowledge in adult second language acquisition. In the literature, this issue has been addressed from two main theoretical perspectives-cognitive psychology, which examines the internal processing mechanisms involved in learning and then in using language information for communication, and second language acquisition, which examines the effects of instruction that focuses on the L2 code on the learner's developing L2 proficiency. This analysis concludes that while the knowledge the learner has about the L2 code plays a limited role (planning and monitoring) in actual communication, it does play a significant role in the development of proficiency. Finally, instructional implications emerging from existing theory and research data are drawn.
dc.language.isoen
dc.publisherBrock University
dc.subjectSecond language acquisition
dc.subjectKnowledge of the Second Language Code
dc.titleThe Role of Knowledge About the L2 Code in Adult Second Language Aquisition: A Review of Theories and Research
dc.typeArticle


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