A dynamic, usage-based approach to teaching L2 Dutch

Koster, Dietha Eugenie Simone

doi:10.1075/dujal.4.2.08kos

Article published In:

Dutch Journal of Applied Linguistics
Vol. 4:2 (2015) ► pp.257–264

A dynamic, usage-based approach to teaching L2 Dutch

Dietha Eugenie Simone Koster | University of Southern Denmark

Language teaching follows trends in theory of second language development (SLD). In recent years, a dynamic, usage-based (DUB) approach to SLD has gotten theoretical foothold. With DUB principles in mind, a teaching program was developed for teaching Dutch as a second language (L2), where authentic input stood central. The program was based on a popular Dutch movie and has been applied in a foreign language context, working with advanced, German learners of L2 Dutch at the University of Münster (Germany). In an exploratory study, we examined what effect the program had on students´ motivation and general language proficiency. Results indicate that students appreciated the method in several ways (learning, motivation) and that they showed a significant increase in language proficiency. The aim of this report is to provide supported ideas for engaging and effective L2 teaching.

Keywords: usage-based linguistics, Dynamic Systems Theory, motivation, language proficiency, L2 teaching, authentic input

Published online: 4 February 2016

https://doi.org/10.1075/dujal.4.2.08kos

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2024. Empirical Research. In Usage-Based Second Language Instruction, ► pp. 159 ff.

Rousse-Malpat, Audrey, Lise Koote, Rasmus Steinkrauss & Marjolijn Verspoor

2024. Parlez-vous francais? Effects of structure-based versus dynamic-usage-based approaches on oral proficiency. Language Teaching Research 28:5 ► pp. 1893 ff.

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