Usage-inspired L2 Instruction

Researched pedagogy

Editors
| Georgetown University
| Georgetown University
| Georgetown University
| University at Albany
HardboundAvailable
ISBN 9789027200242 | EUR 99.00 | USD 149.00
 
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ISBN 9789027200259 | EUR 36.00 | USD 54.00
 
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This book presents a set of compelling essays collectively making a persuasive case for why a usage-based perspective on language is fast becoming a leading theoretical framework for investigating second language (L2) learning and the foundation for effective, innovative, engaging pedagogy. Drawing on 20 years of research in psychology, psycholinguistics, cognitive science, and linguistic theory, including discourse analytic approaches, the combined contributions paint a picture of theoretically-informed L2 pedagogy which emphasizes all facets of language as meaningful, embodied, and socially situated. The introduction and conclusion offer an outline of five foundational tenets essential to a usage-inspired pedagogy and a heuristic for developing usage-inspired L2 research and pedagogy. Each essay provides a unique vantage on usage-inspired L2 instruction and a demonstration of the efficacy of usage-based pedagogy. This volume will be invaluable for SLA researchers, graduate students, and classroom teachers interested in exploring usage-inspired L2 pedagogy.
[Language Learning & Language Teaching, 49]  2018.  xvii, 324 pp.
Publishing status: Available
Table of Contents
List of contributors
xi–xv
Acknowledgements
xvii
Introduction
3–26
Chapter 1. Usage-inspired L2 instruction: An emergent, researched pedagogy
Andrea E. Tyler and Lourdes Ortega
3–26
Part I. Usage-inspired L2 instruction through three lenses
27–91
Chapter 2. L2 developmental education and systemic theoretical instruction: The case of English verb+noun collocations
James P. Lantolf and Mei-Hsing Tsai
29–53
Chapter 3. Foreign language instruction from a dynamic usage-based (DUB) perspective
Audrey Rousse-Malpat and Marjolijn Verspoor
55–73
Chapter 4. On the relationship between interaction and language learning: A usage-based perspective grounded in interactional sociolinguistics
Catherine Evans Davies
75–91
Part II. How effective is usage-inspired L2 instruction?
96–234
Chapter 5. Conceptual frameworks and L2 pedagogy: The case of French prepositions
Kimberly Buescher and Susan G. Strauss
95–115
Chapter 6. Student perception and different performance in a combined usage-based and sociocultural theory approach to learning Japanese polysemous particles
Kyoko Masuda and Angela Labarca
117–142
Chapter 7. The impact of prior knowledge on second language grammar practice
Irene Alonso-Aparicio
143–164
Chapter 8. Using metacognitive strategies to induce phase shifts: A complex systems approach to L2 listening instruction
Shannon R. Becker and Jessica L. Sturm
165–185
Chapter 9. The role of ‘roles’ in task-design: An exploration of framing as a feature of tasks
Joshua Kraut
187–210
Chapter 10. Do findings from artificial language learning generalize to second language classrooms?
Karin Madlener
211–234
Part III. A central role for corpus linguistics in usage-inspired L2 instruction
238–311
Chapter 11. Compounds and productivity in advanced L2 German writing: A constructional approach
Amir Zeldes
237–265
Chapter 12. A systemic functional linguistic approach to usage-based research and instruction: The case of nominalization in L2 academic writing
Guillaume Gentil and Fanny Meunier
267–289
Chapter 13. Examining multifaceted sources of input: Variationist and usage-based approaches to understanding the L2 classroom
Laura Gurzynski-Weiss, Kimberly L. Geeslin, Danielle Daidone, Bret Linford, Avizia Yim Long, Ian Michalski and Megan Solon
291–311
Conclusion
315–321
Chapter 14. Usage-inspired L2 instruction: Some reflections and a heuristic
Andrea E. Tyler and Lourdes Ortega
315–321
Index
323
Subjects
BIC Subject: CJA – Language teaching theory & methods
BISAC Subject: FOR000000 – FOREIGN LANGUAGE STUDY / General
U.S. Library of Congress Control Number:  2017049436
Examination Copy