Usage-inspired L2 Instruction

Researched pedagogy

Editors

Andrea Tyler

Lourdes Ortega

Mariko Uno

Hae In Park

Hardbound – Available

ISBN 9789027200242 | EUR 99.00 | USD 149.00

Paperback – Available

ISBN 9789027200259 | EUR 36.00 | USD 54.00

e-Book –

ISBN 9789027264466 | EUR 99.00/36.00*
| USD 149.00/54.00*

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

https://doi.org/10.1075/lllt.49

Table of Contents

List of contributors | pp. xi–xv

Acknowledgements | p. xvii

Introduction

Chapter 1. Usage-inspired L2 instruction: An emergent, researched pedagogy

Andrea E. Tyler and Lourdes Ortega | pp. 3–26

Part I. Usage-inspired L2 instruction through three lenses

Chapter 2. L2 developmental education and systemic theoretical instruction: The case of English verb+noun collocations

James P. Lantolf and Mei-Hsing Tsai | pp. 29–53

Chapter 3. Foreign language instruction from a dynamic usage-based (DUB) perspective

Audrey Rousse-Malpat and Marjolijn Verspoor | pp. 55–73

Chapter 4. On the relationship between interaction and language learning: A usage-based perspective grounded in interactional sociolinguistics

Catherine Evans Davies | pp. 75–91

Part II. How effective is usage-inspired L2 instruction?

Chapter 5. Conceptual frameworks and L2 pedagogy: The case of French prepositions

Kimberly Buescher and Susan Strauss | pp. 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 | pp. 117–142

Chapter 7. The impact of prior knowledge on second language grammar practice

Irene Alonso-Aparicio | pp. 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 | pp. 165–185

Chapter 9. The role of ‘roles’ in task-design: An exploration of framing as a feature of tasks

Joshua Kraut | pp. 187–210

Chapter 10. Do findings from artificial language learning generalize to second language classrooms?

Karin Madlener | pp. 211–234

Part III. A central role for corpus linguistics in usage-inspired L2 instruction

Chapter 11. Compounds and productivity in advanced L2 German writing: A constructional approach

Amir Zeldes | pp. 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 | pp. 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 Y. Long, Ian Michalski and Megan Solon | pp. 291–311

Conclusion

Chapter 14. Usage-inspired L2 instruction: Some reflections and a heuristic

Andrea E. Tyler and Lourdes Ortega | pp. 315–321

Index | p. 323

Cited by (17)

Cited by 17 other publications

Order by:

Jach, Daniel

2024. What foreign language learners make of grammatical descriptions depends on description type, proficiency, and context. Review of Cognitive Linguistics 22:1 ► pp. 36 ff.

Wang, Yuanheng (Arthur) & Xiaofei Lu

2024. Conceptualizing Corpus-Based Genre Pedagogy as Usage-Inspired Second Language Instruction. Corpus-based Studies across Humanities 1:1 ► pp. 133 ff.

McManus, Kevin

2023. How and why can explicit instruction about L1 reduce the negative effects of crosslinguistic influence? Evidence from accuracy and reaction time signatures in L1 comprehension. Studies in Second Language Learning and Teaching 13:3 ► pp. 507 ff.

Qin, Jie, Zhangxin Wu & Shuneng Zhong

2023. When concept-based language instruction meets cognitive linguistics: teaching English phrasal verbs with up and out . International Review of Applied Linguistics in Language Teaching 61:4 ► pp. 1455 ff.

Römer, Ute

2023. Usage‐Based Approaches to Second Language Acquisition Vis‐à‐Vis Data‐Driven Learning. TESOL Quarterly

Korvesi, Evgenia & Marije Michel

2022. Chatting with Your Peers across Modalities: Effects of Performing Increasingly Complex Written Computer-Mediated Tasks on Oral L2 Development. Languages 7:4 ► pp. 276 ff.

PEKAREK DOEHLER, SIMONA & SØREN W. ESKILDSEN

2022. Emergent L2 Grammars in and for Social Interaction: Introduction to the Special Issue. The Modern Language Journal 106:S1 ► pp. 3 ff.

Peng, Hongying, Sake Jager & Wander Lowie

2022. A person-centred approach to L2 learners’ informal mobile language learning. Computer Assisted Language Learning 35:9 ► pp. 2148 ff.

Thomas, Anita

2021. Input Issues in the Development of L2 French Morphosyntax. Languages 6:1 ► pp. 34 ff.

Yeh, Ellen

2021. Intentional Plagiarism? Strategies for Teaching Language Learners Academic Integrity. Kappa Delta Pi Record 57:3 ► pp. 132 ff.

Byrnes, Heidi

2020. Chapter 10. Envisioning L2 writing development in CDST under a curricular optic. In Complex Dynamic Systems Theory and L2 Writing Development [Language Learning & Language Teaching, 54], ► pp. 241 ff.

Bagga-Gupta, Sangeeta, Helle Pia Laursen & Anne Golden

2019. Bridging Language, Literacy and Learning. In Reconceptualizing Connections between Language, Literacy and Learning [Educational Linguistics, 39], ► pp. 15 ff.

Dolgova, Natalia & Andrea Tyler

2019. Applications of Usage-Based Approaches to Language Teaching. In Second Handbook of English Language Teaching [Springer International Handbooks of Education, ], ► pp. 939 ff.

Römer, Ute & Cynthia M. Berger

2019. OBSERVING THE EMERGENCE OF CONSTRUCTIONAL KNOWLEDGE. Studies in Second Language Acquisition 41:5 ► pp. 1089 ff.

Siffrinn, Nicole E. & Ruth Harman

2019. Toward an Embodied Systemic Functional Linguistics Pedagogy. TESOL Quarterly 53:4 ► pp. 1162 ff.

[no author supplied]

2024. Textbook English [Studies in Corpus Linguistics, 116],

[no author supplied]

2024. Input, Interaction, and Output. In A Practical Guide to Second Language Teaching and Learning, ► pp. 74 ff.

This list is based on CrossRef data as of 27 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

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