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. 315–321

Chapter 14
Usage-inspired L2 instruction

Some reflections and a heuristic

| Georgetown University
| Georgetown University

The work gathered in this collection suggests that usage-inspired second language (L2) instruction is beginning to take hold in instructed second language acquisition (SLA) and has a bright future as a researched pedagogy in support of adult L2 learning and multilingualism. In this closing chapter, we offer our personal reflections on the study of usage-inspired L2 instruction as a new research domain within instructed SLA. We also propose four broad criteria by which one might be able to judge the degree to which a particular instructional proposal is usage-inspired, related to meaningfulness, contextualization, prior knowledge, and learning goals and mechanisms.

Article outline
  • Introduction
  • Unifying ethos, multiple pursuits
  • The complementarity of explicit and implicit learning
  • But is it usage-inspired?: A heuristic to evaluate instructional implementations
  • Conclusion
  • References
Published online: 13 February 2018
https://doi.org/10.1075/lllt.49.14tyl
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Morton, Tom
2020. Afterword: SFL, theoretical pluralism and content and language integration at the levels of curriculum, pedagogy and assessment. International Journal of Bilingual Education and Bilingualism ► pp. 1 ff. Crossref logo
Pérez-Paredes, Pascual
2022. A systematic review of the uses and spread of corpora and data-driven learning in CALL research during 2011–2015. Computer Assisted Language Learning 35:1-2 ► pp. 36 ff. Crossref logo
Suzuki, Yuichi, Masaki Eguchi & Nel de Jong
2022. Does the Reuse of Constructions Promote Fluency Development in Task Repetition? A Usage‐Based Perspective. TESOL Quarterly 56:4 ► pp. 1290 ff. Crossref logo

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