This book makes Relevance Theory (RT) relevant for L2 teachers and
L2 teacher educators, in particular those working in foreign
language teaching contexts. L2 classroom discourse data collected
in seven research projects in the years 1984 - 2004 are
reinterpreted in this book in the light of Relevance Theory - a
theory of interpretation of the incoming messages. In this
perspective the teachers' input for instructed L2 learners
facilitates shifts in the learners' attention from meaning to form
and vice versa. Such shifts of attention, according to Relevance
Theory, change the level of expected optimal relevance of classroom
communication, either focusing the students on form-oriented
communication (accuracy), on meaning-oriented communication
(fluency) or on meaning and form-oriented communication (fluency
combined with accuracy). The latter is considered optimal for L2
learning/acquisition. Apart from the main focus on the
relevance-theoretic interpretation of the teachers' input, the book
presents an overview of other theoretical approaches to the
question of input for instructed L2 learners: the SLA approach, the
communicative L2 teaching perspective, and the L2 classroom
discourse approach.
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