Usage-inspired L2 Instruction
Researched pedagogy
Editors
Andrea E. Tyler | Georgetown University
Lourdes Ortega | Georgetown UniversityMariko Uno | Georgetown University
Hae In Park | University at Albany
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
© John Benjamins
Table of Contents
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List of contributors | pp. xi–xv
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Acknowledgements | p. xvii
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Introduction
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Chapter 1. Usage-inspired L2 instruction: An emergent, researched pedagogyAndrea E. Tyler and Lourdes Ortega | pp. 3–26
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Part I. Usage-inspired L2 instruction through three lenses
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Chapter 2. L2 developmental education and systemic theoretical instruction: The case of English verb+noun collocationsJames P. Lantolf and Mei-Hsing Tsai | pp. 29–53
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Chapter 3. Foreign language instruction from a dynamic usage-based (DUB) perspectiveAudrey Rousse-Malpat and Marjolijn Verspoor | pp. 55–73
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Chapter 4. On the relationship between interaction and language learning: A usage-based perspective grounded in interactional sociolinguisticsCatherine Evans Davies | pp. 75–91
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Part II. How effective is usage-inspired L2 instruction?
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Chapter 5. Conceptual frameworks and L2 pedagogy: The case of French prepositionsKimberly Buescher and Susan Strauss | pp. 95–115
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Chapter 6. Student perception and different performance in a combined usage-based and sociocultural theory approach to learning Japanese polysemous particlesKyoko Masuda and Angela Labarca | pp. 117–142
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Chapter 7. The impact of prior knowledge on second language grammar practiceIrene Alonso-Aparicio | pp. 143–164
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Chapter 8. Using metacognitive strategies to induce phase shifts: A complex systems approach to L2 listening instructionShannon R. Becker and Jessica L. Sturm | pp. 165–185
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Chapter 9. The role of ‘roles’ in task-design: An exploration of framing as a feature of tasksJoshua Kraut | pp. 187–210
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Chapter 10. Do findings from artificial language learning generalize to second language classrooms?Karin Madlener | pp. 211–234
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Part III. A central role for corpus linguistics in usage-inspired L2 instruction
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Chapter 11. Compounds and productivity in advanced L2 German writing: A constructional approachAmir Zeldes | pp. 237–265
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Chapter 12. A systemic functional linguistic approach to usage-based research and instruction: The case of nominalization in L2 academic writingGuillaume Gentil and Fanny Meunier | pp. 267–289
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Chapter 13. Examining multifaceted sources of input: Variationist and usage-based approaches to understanding the L2 classroomLaura Gurzynski-Weiss, Kimberly L. Geeslin, Danielle Daidone, Bret Linford, Avizia Y. Long, Ian Michalski and Megan Solon | pp. 291–311
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Conclusion
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Chapter 14. Usage-inspired L2 instruction: Some reflections and a heuristicAndrea E. Tyler and Lourdes Ortega | pp. 315–321
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Index | p. 323
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. 
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.
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
2021. A person-centred approach to L2 learners’ informal mobile language learning.
Computer Assisted Language Learning ► pp. 1 ff.
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
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.
Yeh, Ellen
2021. Intentional Plagiarism? Strategies for Teaching Language Learners Academic Integrity.
Kappa Delta Pi Record 57:3 ► pp. 132 ff.
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
BISAC Subject: FOR000000 – FOREIGN LANGUAGE STUDY / General