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Abstract
This article reports on the Instructor-Student (IS) dynamic in two synchronous computer-mediated communication (SCMC) environments, one form-and-meaning focused (FMF) and one meaning-focused (MF), in terms of instructor-marginalization and the implicit feedback strategies she adopted. The data for this article were extracted from the qualitative findings of a larger study on "The Development of Grammatical Competence through Synchronous Computer-mediated Communication" (Fiori, 2004) which investigated the role of consciousness-raising (CR) in the two aforementioned chat environments for the development of the Spanish a) copular verbs ser/estar and b) ...