Chapter published in: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. 211–234
Do findings from artificial language learning generalize to second language classrooms?
Usage-based approaches assume that language acquisition proceeds predominantly incidentally and implicitly, based on the processing of meaningful input during contextualized social interaction. By contrast, there is a tradition of investigating the mechanisms of second language (L2) processing and learning through tightly controlled artificial language learning studies in the laboratory. This raises the question to what extent and under which conditions findings from such artificial language learning studies generalize to (instructed) L2 acquisition (and may therefore inform L2 pedagogy). I present and discuss convergent and divergent findings across several domains, including brain imaging, learned attention, and frequency effects. The latter are given special attention, as they are crucial to a usage-based perspective. Comparisons between prior laboratory and classroom studies and data from current classroom research (Madlener, 2015) suggest that (1) not all task types used in artificial language learning studies reliably generalize to (classroom) L2 learning and that (2) artificial language learning models some aspects of L2 acquisition more readily than others.
Published online: 13 February 2018
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Cited by 2 other publications
Tyler, Andrea E. & Lourdes Ortega
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