Usage-inspired L2 Instruction

Researched pedagogy

Andrea E. Tyler | Georgetown University
Lourdes Ortega | Georgetown University
Mariko Uno | Georgetown University
Hae In Park | University at Albany
ISBN 9789027200242 | EUR 99.00 | USD 149.00
ISBN 9789027200259 | EUR 36.00 | USD 54.00
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
Table of Contents
Cited by

Cited by 9 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. Crossref logo
Byrnes, Heidi
2020.  In Complex Dynamic Systems Theory and L2 Writing Development [Language Learning & Language Teaching, 54],  pp. 241 ff. Crossref logo
Dolgova, Natalia & Andrea Tyler
2019.  In Second Handbook of English Language Teaching [Springer International Handbooks of Education, ],  pp. 939 ff. Crossref logo
2022. Emergent L2 Grammars in and for Social Interaction: Introduction to the Special Issue. The Modern Language Journal 106:S1  pp. 3 ff. Crossref logo
Peng, Hongying, Sake Jager & Wander Lowie
2021. A person-centred approach to L2 learners’ informal mobile language learning. Computer Assisted Language Learning  pp. 1 ff. Crossref logo
Qin, Jie, Zhangxin Wu & Shuneng Zhong
2022. When concept-based language instruction meets cognitive linguistics: teaching English phrasal verbs with up and out . International Review of Applied Linguistics in Language Teaching 0:0 Crossref logo
Römer, Ute & Cynthia M. Berger
2019. OBSERVING THE EMERGENCE OF CONSTRUCTIONAL KNOWLEDGE. Studies in Second Language Acquisition 41:5  pp. 1089 ff. Crossref logo
Siffrinn, Nicole E. & Ruth Harman
2019. Toward an Embodied Systemic Functional Linguistics Pedagogy. TESOL Quarterly 53:4  pp. 1162 ff. Crossref logo
Yeh, Ellen
2021. Intentional Plagiarism? Strategies for Teaching Language Learners Academic Integrity. Kappa Delta Pi Record 57:3  pp. 132 ff. Crossref logo

This list is based on CrossRef data as of 08 october 2022. 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 & Metadata
BIC Subject: CJA – Language teaching theory & methods
ONIX Metadata
ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  2017049436 | Marc record