Usage-inspired L2 Instruction

Researched pedagogy

Editors

Andrea E. Tyler

| Georgetown University

Lourdes Ortega

| Georgetown University

Mariko Uno

| Georgetown University

Hae In Park

| University at Albany

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	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 H. 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 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 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

Cited by

Cited by other publications

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

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

Byrnes, Heidi

2020. In Complex Dynamic Systems Theory and L2 Writing Development [Language Learning & Language Teaching, 54], ► pp. 241 ff.

Dolgova, Natalia & Andrea Tyler

2019. 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.

This list is based on CrossRef data as of 29 september 2020. 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.

Subjects

Linguistics

BIC Subject: CJA – Language teaching theory & methods

BISAC Subject: FOR000000 – FOREIGN LANGUAGE STUDY / General

U.S. Library of Congress Control Number: 2017049436 | Marc record