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. 291–311
Examining multifaceted sources of input
Variationist and usage-based approaches to understanding the L2 classroom
Input is a central, driving component in nearly all theories of second language acquisition, but little is known about the relationship between the instructor-provided input to which classroom second language learners are exposed and attested patterns of acquisition. Our study investigates this relationship through an examination of instructors’ Spanish subject expression in oral and written classroom input, as well as their subject expression during three sociolinguistic tasks. Our analysis of five native-speaking instructors’ subject expression, a variable structure, revealed several common patterns across input modes, such as the distribution of the three most common subject forms, as well as subtle differences in the factors constraining use across input modes and tasks. Findings are discussed in relationship to what is known about the acquisition of Spanish subject forms by second language learners, and implications and areas for future research are outlined.
Published online: 13 February 2018
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Cited by 10 other publications
No author info given
Geeslin, Kimberly L.
Geeslin, Kimberly L. & Travis Evans-Sago
Geeslin, Kimberly L., Aarnes Gudmestad, Matthew Kanwit, Bret Linford, Avizia Yim Long, Lauren Schmidt & Megan Solon
Gurzynski-Weiss, Laura, Kimberly L. Geeslin, Avizia Yim Long & Danielle Daidone
Gurzynski-Weiss, Laura & Luke Plonsky
Long, Avizia Yim & Kimberly L. Geeslin
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