Applied Linguistics and Language Teacher Education by Nat Bartels

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16Why Teachers Don’t Use Their Pragmatic AwarenessMaria Cristina Lana Chavez de Castro17Teacher Trainees’ Explicit Knowledge of Grammar and PrimaryCurriculum Requirements in EnglandJane Hislam & Wasyl Cajkler18Knowledge about Language and TestingClover Jones McKenzie281295313Part V: The Complexity of Teachers’ Knowledge about Language19Experience, Knowledge about Language and Classroom Practice inTeaching GrammarSimon Borg20Discourse Analysis and Foreign Language Teacher EducationJulie A. Belz21Storytelling into Understanding: Middle School Teachers Work with TextAnalysis and Second Language Reading PedagogyAmy Cecelia Hazelrigg22How MA-TESOL Students Use Knowledge about Language in TeachingESL ClassesA. Jeff Popko23Applied Linguistics and Language Teacher Education: What We KnowNat Bartels325341365387405Index 425
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Page 2 and 3: Applied Linguistics andLanguage Tea
Page 5 and 6: eBook ISBN: 1-4020-2954-3Print ISBN
Page 7: 8What Teachers Say When They Write
Page 11 and 12: xFOREWORDtone in their chapters and
Page 13 and 14: xiiFOREWORDREFERENCESBardovi-Harlig
Page 15 and 16: 2 RESEARCHING APPLIED LINGUISTICSan
Page 17 and 18: 4 RESEARCHING APPLIED LINGUISTICSca
Page 19 and 20: 6 RESEARCHING APPLIED LINGUISTICSet
Page 22 and 23: BARTELS 9learning (Numrich‚ 1996;
Page 24 and 25: BARTELS 11Think AloudsIn think alou
Page 26 and 27: BARTELS 13TASKSObservation classroo
Page 28 and 29: BARTELS 15accuracy. However‚ when
Page 30 and 31: BARTELS 17& Ennis‚ 1995). The tea
Page 32 and 33: BARTELS 19Bogdan‚ R. & Biklen‚
Page 34 and 35: BARTELS 21Ferguson‚ P. & Womack
Page 36 and 37: BARTELS 23Kelly‚ G. (1955). The P
Page 38 and 39: BARTELS 25Raymond‚ A. (1997). Inc
Page 40 and 41: Chapter 2Using Bulgarian Mini-Lesso
Page 42 and 43: ANGELOVA 29speakers of English who
Page 44 and 45: ANGELOVA 31DATA ANALYSISOnly the qu
Page 46 and 47: ANGELOVA 33had learned to a situati
Page 48 and 49: ANGELOVA 35Another concept that stu
Page 50 and 51: ANGELOVA 37Another student analyzed
Page 52 and 53: ANGELOVA 39This exercise illustrate
Page 54 and 55: ANGELOVA 41APPENDIX APost-Survey on
Page 57 and 58: 44 THE IMPACT OF LANGUAGE VARIATION
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EDWARDS AND OWEN 47to remove any sa
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EDWARDS AND OWEN 49A range of reaso
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EDWARDS AND OWEN 51reported having
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54 THE IMPACT OF LANGUAGE VARIATION
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60 INTEGRATING LANGUAGE TEACHERS’
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80 CONSTRUCTING THEORETICAL NOTIONS
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92 WHAT’S THE USE OF LINGUISTICS?
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100 WHAT’S THE USE OF LINGUISTICS
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102 WHAT’S THE USE OF LINGUISTICS
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104 LINGUISTICS TRAINING IN APACHE
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120 WHAT TEACHERS SAY ABOUT DISCOUR
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136 RELEVANCE OF KNOWLEDGE OF SLAMA
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138 RELEVANCE OF KNOWLEDGE OF SLAan
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140 RELEVANCE OF KNOWLEDGE OF SLANa
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142 RELEVANCE OF KNOWLEDGE OF SLAAn
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144 RELEVANCE OF KNOWLEDGE OF SLAhe
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146 RELEVANCE OF KNOWLDGE OF SLASLA
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148 RELEVANCE OF KNOWLEDGE OF SLAse
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150 RELEVANCE OF KNOWLEDGE OF SLAin
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152 RELEVANCE OF KNOWLEDGE OF SLAEF
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154 RELEVANCE OF KNOWLEDGE OF SLAth
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156 RELEVANCE OF KNOWLEDGE OF SLAAP
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160 KAL AND THE GOOD LANGUAGE TEACH
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ANDREWS AND McNEIL 167same time, ho
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ANDREWS AND McNEIL 169isolation. Th
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ANDREWS AND McNEIL 171students she
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ANDREWS AND McNEIL 173association,
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ANDREWS AND McNEIL 175In relation t
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GRAMMAR COMPONENTA. Metalanguage pr
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Chapter 11Pre-Service ESL Teachers
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BIGELOW AND RANNEY 181language begi
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BIGELOW AND RANNEY 183difficulty, b
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BIGELOW AND RANNEY 185language obje
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BIGELOW AND RANNEY 187between forma
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BIGELOW AND RANNEY 189either by ask
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BIGELOW AND RANNEY 191traveling to
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BIGELOW AND RANNEY 193instruction s
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BIGELOW AND RANNEY 195success as ev
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BIGELOW AND RANNEY 197practices thi
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BIGELOW AND RANNEY 199about this is
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Chapter 12What ’s Phonetics Got t
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GREGORY 203most part to lab manual
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GREGORY 205The ParticipantsThe part
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GREGORY 207answers to the reflectio
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GREGORY 209speaker could be mistake
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GREGORY 211although it does mention
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GREGORY 213The last of the reflecti
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GREGORY 215outstanding participants
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GREGORY 217time to create an awaren
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GREGORY 219literature courses over
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Chapter 13Raising Orthographic Awar
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XIAO 223visual familiarity when pro
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XIAO 225phone calls, and classroom
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XIAO 227their teaching practices an
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XIAO 229Corrective Strategies Artic
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XIAO 231b. Teach the students to wr
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XIAO 233had a significant effect on
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Chapter 14Realisation(s): Systemic-
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BURNS AND KNOX 237between the level
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BURNS AND KNOX 239facts reported wi
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BURNS AND KNOX 241Sandra, in her ea
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BURNS AND KNOX 243and the pressures
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BURNS AND KNOX 245Masters course. W
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S:L:S:BURNS AND KNOX 247Yes, you sa
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BURNS AND KNOX 249Bobbi reported la
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BURNS AND KNOX 251but you’re stil
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BURNS AND KNOX 253mentioned were th
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BURNS AND KNOX 255mediated by a wid
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BURNS AND KNOX 257FINAL COMMENTSIn
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BURNS AND KNOX 259van Lier, L. (199
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Chapter 15Researching the Effective
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YATES AND WIGGLESWORTH 263breakdown
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YATES AND WIGGLESWORTH 265thought i
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YATES AND WIGGLESWORTH 267targeted.
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YATES AND WIGGLESWORTH 269much more
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YATES AND WIGGLESWORTH 271C: [...]
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YATES AND WIGGLESWORTH 273set of ma
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YATES AND WIGGLESWORTH 275Many reco
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YATES AND WIGGLESWORTH 277consolida
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YATES AND WIGGLESWORTH 279Yates, L
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Chapter 16Why Teachers Don’t Use
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LANA CHAVEZ DE CASTRO 283unstructur
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LANA CHAVEZ DE CASTRO 285despite th
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LANA CHAVEZ DE CASTRO 287The lack o
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LANA CHAVEZ DE CASTRO 289would not
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LANA CHAVEZ DE CASTRO 291Robinson,
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LANA CHAVEZ DE CASTRO 293No.( )9) D
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Chapter 17Teacher Trainees’ Expli
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HISLAM AND CAJKLER 297(1988) had ar
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HISLAM AND CAJKLER 299using their l
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HISLAM AND CAJKLER 301Filming was f
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HISLAM AND CAJKLER 303words (an NLS
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HISLAM AND CAJKLER 3055.3 Case Stud
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HISLAM AND CAJKLER 307the objective
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HISLAM AND CAJKLER 309You have to l
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HISLAM AND CAJKLER 311about languag
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Chapter 18Knowledge about Language
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JONES-MCKENZIE 315examination condi
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JONES-MCKENZIE 317clarification of
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JONES-MCKENZIE 319role-playing and
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JONES-MCKENZIE 321The teachers’ k
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JONES-MCKENZIE 323during class sess
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Chapter 19Experience, Knowledge abo
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5.BORG 327post-observation intervie
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BORG 329The connections between KAL
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5.6.7.BORG 331The teacher now gives
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1.2 DaveBORG 3331.2.1 ContextDave (
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Dave:BORG 335It was a word in Latin
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BORG 337He did actually examine thi
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BORG 339where the importance of und
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Chapter 20Discourse Analysis and Fo
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BELZ 343do the teachers in this stu
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BELZ 345respect to language functio
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4.1 Teacher agencyBELZ 3474.1.1 Cas
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BELZ 349Hoffman’s short story The
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BELZ 351idea of trying to teach lan
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BELZ 353those he names also...The u
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BELZ 355only to the extent to which
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BELZ 357would parallel the existing
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BELZ 359departments. It may be the
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BELZ 361apply equally well to the s
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BELZ 363Long, M. (1990). The least
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Chapter 21Storytelling into Underst
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HAZELRIGG 367In the view of many ed
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HAZELRIGG 369strategies and “rule
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HAZELRIGG 371The StoriesIn the syst
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HAZELRIGG 373They are What We Could
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HAZELRIGG 375Figure 1: Field Model
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HAZELRIGG 377Figure 2: Model develo
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HAZELRIGG 379this. What do you thin
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HAZELRIGG 381features of both Disco
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HAZELRIGG 383that it allowed her st
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HAZELRIGG 385Fitzgerald, J. (1995).
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Chapter 22How MA-TESOL Students Use
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POPKO 389during their MA-TESL cours
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POPKO 391Theory courses.If a course
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POPKO 393detailed discussions of la
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POPKO 395not seem to see this type
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POPKO 397In the end, Daisy clearly
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POPKO 399ability to take that idea
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POPKO 401Joyce: “It’s not that
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POPKO 403NOTES1. Pseudonyms were us
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Chapter 23Applied Linguistics and L
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BARTELS 407de Castro’s teachers (
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BARTELS 409Furthermore, when there
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BARTELS 411The results of Ericsson,
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BARTELS 413cognition and it is this
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BARTELS 415(Widdowson, 1990: 25) of
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BARTELS 4176) Applied linguistics a
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BARTELS 419Furthermore, we need to
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BARTELS 421Chi, M., Feltovich, P.,
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BARTELS 423Novick, L. (1988) Analog
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INDEXAaccent, 43, 55, 217, 405acqui
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INDEX 427257, 258, 278, 284, 290, 2
Page 442:
INDEX 429Wwriting, 13, 19, 26, 31,
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