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Part of
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.
323
–
◄
previous
Index
A
academic discourse
270–271, 275, 281, 284–286
academic literacy
267–273, 285–287
academic writing
20–21, 267–268, 273, 276, 285
activity frame
16–17
agency of learner
79
AIM method
69
Artificial language learning (ALL)
14, 17–18, 148, 211–230, 319
C
cognitive linguistics (CL)
5, 7–8, 11–12, 14–15, 20, 35, 50, 95, 100, 105, 112, 117–118, 123, 149, 152, 159–162, 231–233, 264, 309, 316–317, 321
cognitive restructuring
15, 143, 145, 157
collocations
11, 29, 34, 38, 40–42, 44, 48–51, 167
communal (activity/processing/work)
118, 136
complexity
17, 77, 146, 165–172, 175–179, 182–183, 188, 212, 214–215, 227–229, 237–238, 248, 253, 267, 274, 284–285, 316–317, 319–320
complex adaptive system
15–16, 57, 165–166, 172, 177–178
compounding
20, 237–239, 241, 245–247, 250–254, 256–260
concept formation
31
concept-based explanations/instruction
11, 14, 32, 95
Concept-Based Instruction (CBI)
11, 14, 32, 51, 105, 113, 118, 139
conceptual knowledge
30–32, 34–35, 37–38, 41–42, 45–46, 50–51, 105, 118
construction
8, 15, 17–18, 36, 39, 48, 57, 59–60, 101, 143, 145–148, 151–153, 157–158, 193, 195, 197–203, 213–216, 219–225, 227–229, 241–242, 247, 250, 257, 271, 281, 284–285, 319
Construction Grammar (CG)
239–240
context
8, 10, 12–14, 16–17, 20, 30–31, 56–57, 59–60, 62, 66, 70, 76–81, 83–84, 87–89, 97, 99, 106–107, 113, 122, 124–125, 128, 150, 165–166, 168–169, 176–178, 182–183, 187, 189–192, 197, 207–208, 212–214, 218, 224–225, 228–230, 260, 267–270, 274, 286–287, 292–295, 319
contextualization cues
13, 17, 76-77, 89
corpus linguistics
19, 41, 101-102, 242–243, 269, 277, 286, 317
cross-cultural
78, 80, 82, 85–86
crosslinguistic transfer
20, 268, 271–272, 287
D
data-driven learning (DDL)
22, 274-275
developmental education
11, 14, 16, 29–30, 32–34, 33, 37, 50
diagram
7, 11, 14, 20, 34, 118, 121, 122, 128, 132, 316
discourse analysis
12, 76, 78–79, 86, 100, 195, 197, 317
discourse community
8–9, 76
Dynamic Systems Theory
55–56, 145, 166, 170, 225
Dynamic Usage-Based (DUB)
12, 55–57, 60–61, 70–71
E
ecological validity
215, 217–218, 226, 230
emergent/emergentism
8, 55, 88, 166, 169, 171, 176–177, 183, 208, 212, 286
ethnography/ethnographer/ethnographic
13, 76, 87, 89, 178, 195, 318, 320
explicit
attention
18, 57, 66, 272
instruction/teaching/grammar
7, 10, 21, 56, 60, 63, 65, 67, 69, 137, 144, 147-148, 287
knowledge
123, 144, 227
learning
8-9, 18, 60, 71, 171, 211, 213, 218, 219, 223, 227, 229, 318
understanding
11
Extended meaning
14, 122, 125
F
Falko
238, 242–244, 262, 264
figure/ground
8, 120-221
Fisher’s Exact Test
127–128
framing (in discourse)
189-190, 192, 206
frequency (in language)
5, 8-9, 58, 89, 152, 219-222, 270, 293, 308
FUMM (form-use-meaning mapping)
12, 57–58, 60–61, 65–66, 70
G
genre(s)
22, 112, 269–270, 272, 274–276, 279
grammatical metaphor (GM)
20–21, 271–272, 282, 287
graphic conceptual illustrations/schemata
103, 105, 119
I
implicit
instruction/teaching/treatment
7, 56, 220, 224
knowledge
9
learning
8, 9, 18, 60, 71, 211, 213, 216, 219, 223, 226-227, 316, 318, 320
processing
7
input
10, 12, 15, 21, 32, 56, 60-61, 65, 67, 70-71, 320, 144, 147-148, 153, 167-168, 171, 213, 215, 219, 220, 222-223, 292, 293-294, 307-308
instructed SLA
5, 16, 166, 170, 212, 316
interactional sociolinguistics (IS)
12, 75, 76-78, 81, 188–189, 192
internalization
11, 35–37, 123, 137
L
L2 listening
16, 165–166, 172
languaging
11–12, 15, 37, 42, 46, 51, 117, 123, 125–126, 134, 316
learned attention
9, 18, 211, 213, 218–219, 226, 230, 320
learner corpus/corpora
41, 242-244, 268, 273, 286, 296
learning mode
18, 214, 218, 227, 229
M
materialization
33–34, 105
metacognition
165, 170–171, 183
microgenetic analysis
170, 177–179, 182
Movie approach
12, 55, 61–65, 71
N
native-speaking instructors
291
negotiation for meaning
17, 187–189, 192, 194, 196
nominalization
20–21, 260, 267–268, 270–273, 275–286
non-linearity
166, 169, 176, 182, 316
O
oral classroom input
300
P
polysemous particles
117, 119
polysemy
6–7, 14, 103, 120, 319
practice
5, 15, 18, 37, 60, 63, 65, 66, 68, 71, 75, 78–79, 81, 83–84, 86–87,, 137, 143–145, 147–149, 151–153, 157–159, 239, 268, 317–318, 320
prepositions
14, 26, 95–103, 106–108, 111–113, 115, 138–139, 251, 321
prior knowledge
15, 18, 143, 145, 147–149, 152, 157–158, 211, 213, 221, 315, 320
proficiency
10, 18–21, 26, 55–56, 63, 65, 68–69, 71, 146, 167, 171, 183, 197, 217, 219, 230, 237, 239, 251–253, 255–256, 259-260, 267, 272–274, 276, 278–280, 285–286, 296, 308–309, 320
prototypical
46, 108, 120-122, 128, 131, 135, 148-150, 220, 223, 256
R
register
77, 113, 190, 269–271, 274–275, 287
S
schema
34, 39–40, 131–134, 136, 231, 256
schematic
20, 29, 55–56, 58, 117–118, 120–122, 124–125, 128, 131–133, 135–136
SCOBA
34, 38–40, 42–44, 46, 49–50
situated discourse
13, 75, 189
skewed input
148, 219–224, 226, 228, 233
Sociocultural Theory (SCT)
11, 14, 29, 32, 35, 95, 105, 117–118, 123–125, 131, 135–136, 316–317
sociolinguistic tasks
21, 291, 293, 297, 303, 305–307
Spanish mood
148–149, 152
Spanish subject expression
291, 297
Spanish subjunctive
15
Spatial language
115
Spatial particles
14, 19
stance
7–8, 13, 17, 70, 86, 111, 113, 196, 269
statistical learning
8-9, 215-216
Systemic Functional Linguistics (SFL)
20, 68, 267, 317
T
target hypothesis
244
task design
187, 189, 191, 207
task-based language teaching
4–5, 26, 151, 187, 209
temporal
33–35, 39–40, 96, 102, 109, 140, 170, 218
type frequency
219–222, 224–225, 227–228, 233
U
U-shaped learning
143, 145, 157
V
variability
10, 16, 81, 145–147, 157–159, 165–166, 170, 177–179, 182–183, 220–222, 247, 292, 309, 316–317
variable structure
291, 293, 296–297, 308
Vygotskian
11–12, 30, 35, 50, 52, 105, 114, 185, 316–317
W
written classroom input
291, 300, 307–308