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oai:www.ideals.illinois.edu:2142/86127 2023-07-11 col_2142_5131 col_2142_14848 com_2142_5130 com_2142_9408 com_2142_8903

VanPatten, Bill Wiebe, Kristina McCollam 2015-09-28T14:54:54Z 2015-09-28T14:54:54Z 10000-01-01 2003 2003 The results of the study reveal no significant effect for Instruction Type or Readiness. Nonetheless, the results suggest both theoretical and pedagogical implications, the former in terms of Pienemann's Processability framework and the latter regarding the potential impact of instruction type on the stage development of L2 Spanish learners. Made available in DSpace on 2015-09-28T14:54:54Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3111658.pdf: 9126926 bytes, checksum: d3c47409a11e38c32ce62e422a31e833 (MD5) Previous issue date: 2003 Embargo set by: Seth Robbins for item 87408 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 202 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2003. http://hdl.handle.net/2142/86127 (MiAaPQ)AAI3111658 eng Language, Linguistics The Interface Between Instruction Type and Learner Readiness in the Acquisition of Spanish Personal a and the Subjunctive text Spanish Spanish University of Illinois at Urbana-Champaign Dissertation Ph.D.