Table of contents
List of contributors
XI
Acknowledgements
XVII
Introduction
Chapter 1.Usage-inspired L2 instruction: An emergent, researched pedagogy
3
Part I.Usage-inspired L2 instruction through three lenses
Chapter 2.L2 developmental education and systemic theoretical instruction: The case of English verb-noun collocations
29
Chapter 3.Foreign language instruction from a dynamic usage-based (DUB) perspective
55
Chapter 4.On the relationship between interaction and language learning: A usage-based perspective grounded in interactional sociolinguistics
75
Part II.How effective is usage-inspired L2 instruction?
Chapter 5.Conceptual frameworks and L2 pedagogy: The case of French prepositions
95
Chapter 6.Student perception and different performance in a combined usage-based and sociocultural theory approach to learning Japanese polysemous particles
117
Chapter 7.The impact of prior knowledge on second language grammar practice
143
Chapter 8.Using metacognitive strategies to induce phase shifts: A complex systems approach to L2 listening instruction
165
Chapter 9.The role of “roles” in task-design: An exploration of framing as a feature of tasks
187
Chapter 10.Do findings from artificial language learning generalize to second language classrooms?
211
Part III.A central role for corpus linguistics in usage-inspired L2 instruction
Chapter 11.Compounds and productivity in advanced L2 German writing: A constructional approach
237
Chapter 12.A systemic functional linguistic approach to usage-based research and instruction: The case of nominalization in L2 academic writing
267
Chapter 13.Examining multifaceted sources of input: Variationist and usage-based approaches to understanding the L2 classroom
291
Conclusion
Chapter 14.Usage-inspired L2 instruction: Some reflections and a heuristic
315
Index
This article is available free of charge.