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Usage-inspired L2 Instruction: Researched pedagogy
Edited by Andrea E. Tyler, Lourdes Ortega, Mariko Uno and Hae In Park
[Language Learning & Language Teaching 49] 2018
► pp. 55–73

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

| University of Groningen
| University of Groningen

In this chapter we combine ideas of usage based linguistics and dynamic systems theory to argue that language is a dynamic usage based system and L2 learning is a dynamic process. Two teaching approaches based on Dynamic Usage-based (DUB) principles with mainly implicit attention to form – a movie approach and the Accelerative Integrated Method – were compared with two more traditional teaching approaches. The results show that if effectiveness is operationalized as gain in general proficiency, both in spoken and written production, and if the intervention is at least one semester long, the DUB approaches are more effective than their traditional semi-communicative counterparts. We also argue that effects of such methods should not be measured in one-off interventions because implicit learning may take longer than explicit learning.

Article outline
  • Introduction
  • Theoretical underpinnings for a dynamic usage based (DUB) approach to language development
  • DUB approach to second language instruction
    • The movie approach
    • The accelerative integrated method
  • Conclusion
  • References
Published online: 13 February 2018
DOI logo
https://doi.org/10.1075/lllt.49.03rou
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