0 a young man who loves, or is having a relationship with, a woman --
Swain was granted bail, released into the community, and continued to take his medication and see a psychiatrist.
Swain penned detailed accounts of his transcontinental journey.
The maid, with scorn, turns up her nose and walks away, leaving the two rejected swains very dejected and alone.
He tells his swain to fetch his harp, and hurls the harp against the floor, breaking twelve strings, and then five more (str. 13).
What happens if the wandering swain comes back?
But how many young swains have loitered for the chance of a glimpse of an unobtainable object of desire?
Swain (1985) pointed out the need for increased modified output in the classroom in order to encourage learners to engage in more syntactic processing and, thus, make more form-meaning connections.
Swain's chapter focuses on the nature of collaborative dialogue and examines it within the context of contemporary views about the role of interaction in second language learning.
