Aimed at second language (L2) teachers and teacher trainers, this text applies the framework of relevance theory to verbal input for instructed foreign language learners. Data for the study was collected in secondary school English as a Foreign Language classrooms in Poland. The author concludes by discussing the implications of this interpretation of instructional input for the development of fluency and accuracy in foreign language teaching contexts. Nizegorodcew teaches applied linguistics at the Jagiellonian U. of Krakow, Poland. Distributed in the U.S. by UTP Distribution. Annotation ©2007 Book News, Inc., Portland, OR (booknews.com)