Variant Word-Order Constructions: To Teach or Not to Teach? Evidence from Learner Narratives

Research output: Chapter in Book/Report/Conference proceedingChapter

Original languageEnglish
Title of host publicationPedagogical Norms for Second and Foreign Language Learning and Teaching
EditorsSue Gass, Kathleen Bardovi-Harlig
Place of PublicationPhiladelphia
PublisherJohn Benjamins
Pages185-198
StatePublished - 2002

Cite this

Kerr, B. J. (2002). Variant Word-Order Constructions: To Teach or Not to Teach? Evidence from Learner Narratives. In S. Gass, & K. Bardovi-Harlig (Eds.), Pedagogical Norms for Second and Foreign Language Learning and Teaching (pp. 185-198). Philadelphia: John Benjamins.

Variant Word-Order Constructions: To Teach or Not to Teach? Evidence from Learner Narratives. / Kerr, Betsy J.

Pedagogical Norms for Second and Foreign Language Learning and Teaching. ed. / Sue Gass; Kathleen Bardovi-Harlig. Philadelphia : John Benjamins, 2002. p. 185-198.

Research output: Chapter in Book/Report/Conference proceedingChapter

Kerr, BJ 2002, Variant Word-Order Constructions: To Teach or Not to Teach? Evidence from Learner Narratives. in S Gass & K Bardovi-Harlig (eds), Pedagogical Norms for Second and Foreign Language Learning and Teaching. John Benjamins, Philadelphia, pp. 185-198.
Kerr BJ. Variant Word-Order Constructions: To Teach or Not to Teach? Evidence from Learner Narratives. In Gass S, Bardovi-Harlig K, editors, Pedagogical Norms for Second and Foreign Language Learning and Teaching. Philadelphia: John Benjamins. 2002. p. 185-198
Kerr, Betsy J. / Variant Word-Order Constructions: To Teach or Not to Teach? Evidence from Learner Narratives. Pedagogical Norms for Second and Foreign Language Learning and Teaching. editor / Sue Gass ; Kathleen Bardovi-Harlig. Philadelphia : John Benjamins, 2002. pp. 185-198
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