Edited by Andrea E. Tyler, Lourdes Ortega, Mariko Uno and Hae In Park
[Language Learning & Language Teaching 49] 2018
► pp. 3–26
Chapter 1Usage-inspired L2 instruction
An emergent, researched pedagogy
A new ethos for second language (L2) instruction is offered in this volume, one that gathers key instructed second language acquisition (SLA) scholars around usage-based perspectives grounded in over twenty years of exciting discoveries in psychology, psycholinguistics, cognitive science, linguistic theory, and other related fields. All authors contribute theoretical and empirical answers to two general questions: What might a usage-inspired language pedagogy look like? And does it work? In this chapter, we first outline five tenets of usage-based approaches that we consider foundational for the design of usage-inspired L2 instruction. We then present the chapters in the volume, highlighting their respective contributions.
- Five tenets that shape usage-inspired L2 instruction
- Usage-inspired L2 instruction through three lenses
- How effective is usage-inspired L2 instruction?
- A central role for corpus linguistics in usage-inspired L2 instruction
- Closing remarks
Cited by 14 other publications
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