219-7677
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7500817
John Benjamins Publishing Company
Marketing Department / Karin Plijnaar, Pieter Lamers
onix@benjamins.nl
201801280023
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Language Learning & Language Teaching
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Usage-inspired L2 Instruction
Researched pedagogy
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lllt.49
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https://benjamins.com
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https://benjamins.com/catalog/lllt.49
1
B01
Andrea E. Tyler
Tyler, Andrea E.
Andrea E.
Tyler
Georgetown University
2
B01
Lourdes Ortega
Ortega, Lourdes
Lourdes
Ortega
Georgetown University
3
B01
Mariko Uno
Uno, Mariko
Mariko
Uno
Georgetown University
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B01
Hae In Park
Park, Hae In
Hae In
Park
University at Albany
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This book presents a set of compelling essays collectively making a persuasive case for why a usage-based perspective on language is fast becoming a leading theoretical framework for investigating second language (L2) learning and the foundation for effective, innovative, engaging pedagogy. Drawing on 20 years of research in psychology, psycholinguistics, cognitive science, and linguistic theory, including discourse analytic approaches, the combined contributions paint a picture of theoretically-informed L2 pedagogy which emphasizes all facets of language as meaningful, embodied, and socially situated. The introduction and conclusion offer an outline of five foundational tenets essential to a usage-inspired pedagogy and a heuristic for developing usage-inspired L2 research and pedagogy. Each essay provides a unique vantage on usage-inspired L2 instruction and a demonstration of the efficacy of usage-based pedagogy. This volume will be invaluable for SLA researchers, graduate students, and classroom teachers interested in exploring usage-inspired L2 pedagogy.
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List of contributors
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Acknowledgements
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Introduction
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Chapter
4
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Chapter 1. Usage-inspired L2 instruction
An emergent, researched pedagogy
1
A01
Andrea E. Tyler
Tyler, Andrea E.
Andrea E.
Tyler
Georgetown University
2
A01
Lourdes Ortega
Ortega, Lourdes
Lourdes
Ortega
Georgetown University
01
A new ethos for second language (L2) instruction is offered in this volume, one that gathers key instructed second language acquisition (SLA) scholars around usage-based perspectives grounded in over twenty years of exciting discoveries in psychology, psycholinguistics, cognitive science, linguistic theory, and other related fields. All authors contribute theoretical and empirical answers to two general questions: What might a usage-inspired language pedagogy look like? And does it work? In this chapter, we first outline five tenets of usage-based approaches that we consider foundational for the design of usage-inspired L2 instruction. We then present the chapters in the volume, highlighting their respective contributions.
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Part I. Usage-inspired L2 instruction through three lenses
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Chapter 2. L2 developmental education and systemic theoretical instruction
The case of English verb+noun collocations
1
A01
James P. Lantolf
Lantolf, James P.
James P.
Lantolf
The Pennsylvania State University
2
A01
Mei-Hsing Tsai
Tsai, Mei-Hsing
Mei-Hsing
Tsai
National Taiwan University of Science and Technology
01
One of the difficult problems for language learners to master in English is verb+noun collocations, particularly with regard to verbs such as <i>make</i> and <i>do.</i> Using the educational framework informed by sociocultural psychology referred to as systemic theoretical instruction (STI), this chapter describes one aspect of a larger classroom study carried out in a Taiwanese college which addressed particularly problematic verb+noun collocations. This chapter deals with two of the five verbs addressed in the study: <i>make</i> and <i>do</i>. Instruction consisted of two major components: one focused on the meanings of the relevant collocations as derived from cognitive linguistic research; the other, involved students verbally and visually explaining their understandings of the meanings of the verb+noun collocations as a way of internalizing the appropriate meanings, as called for in STI. Student development is traced through their verbalizations and schematic drawings of the meanings of the verb+noun collocations.
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7
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Chapter 3. Foreign language instruction from a dynamic usage-based (DUB) perspective
1
A01
Audrey Rousse-Malpat
Rousse-Malpat, Audrey
Audrey
Rousse-Malpat
University of Groningen
2
A01
Marjolijn H. Verspoor
Verspoor, Marjolijn H.
Marjolijn H.
Verspoor
University of Groningen
01
In this chapter we combine ideas of usage based linguistics and dynamic systems theory to argue that language is a dynamic usage based system and L2 learning is a dynamic process. Two teaching approaches based on Dynamic Usage-based (DUB) principles with mainly implicit attention to form – a movie approach and the Accelerative Integrated Method – were compared with two more traditional teaching approaches. The results show that if effectiveness is operationalized as gain in general proficiency, both in spoken and written production, and if the intervention is at least one semester long, the DUB approaches are more effective than their traditional semi-communicative counterparts. We also argue that effects of such methods should not be measured in one-off interventions because implicit learning may take longer than explicit learning.
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Chapter 4. On the relationship between interaction and language learning
A usage-based perspective grounded in interactional sociolinguistics
1
A01
Catherine Evans Davies
Davies, Catherine Evans
Catherine Evans
Davies
The University of Alabama
01
Interactional Sociolinguistics (IS) offers a multifaceted perspective on how language is contextually interpreted, as well as a rich methodology for discovering the speaker’s choices when creating situated discourse. For those concerned with second language learning and the current usage-based turn, IS can provide important insights into language use and learning. This chapter gives a brief overview of the fundamentals of IS, followed by a set of examples concerning how an IS orientation has been implemented in practice, starting with classroom-based learning and moving into increasingly authentic contexts while at the same time increasing the agentivity of the learner. The key idea is that an approach rooted in interactional sociolinguistics highlights the development of skills in the learner to become an active agent and even an ethnographer of his/her/their own communication.
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Section header
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Part II. How effective is usage-inspired L2 instruction?
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115
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Chapter
10
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Chapter 5. Conceptual frameworks and L2 pedagogy
The case of French prepositions
1
A01
Kimberly Buescher
Buescher, Kimberly
Kimberly
Buescher
University of Massachusetts, Boston
2
A01
Susan Strauss
Strauss, Susan
Susan
Strauss
The Pennsylvania State University
01
Prepositions have historically posed challenges to second language (L2) learners, due largely to the fact that prepositions in the first language (L1) typically do not overlap in meaning, function, or use with L2 prepositions. Three prepositions in French, <i>à, dans,</i> and <i>en</i>, reflect this very issue. This chapter presents results from three instructional workshops involving students and teachers of French at a large public university in the northeastern U.S. We introduced our conceptualization-based framework for the target prepositions, based on discourse analysis of a corpus and designed to provide L2 learners and teachers with a unified and systematic conceptual mapping of the trajector and landmark relationships for each preposition, together with other symbols that graphically illustrate the meanings for each form. The combined Cognitive Linguistic (CL) (Langacker, 2008a, 2008b; Taylor, 2002; Tyler, 2012b) and Sociocultural Theoretical (SCT) (Vygotsky, 2012) Concept-Based Instructional (CBI) (see Haenen, 2001) approach helped early intermediate French L2 learners/teachers better understand these three French prepositions and be able to use them appropriately.
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142
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11
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Chapter 6. Student perception and different performance in a combined usage-based and sociocultural theory approach to learning Japanese polysemous particles
1
A01
Kyoko Masuda
Masuda, Kyoko
Kyoko
Masuda
Georgia Institute of Technology
2
A01
Angela Labarca
Labarca, Angela
Angela
Labarca
Georgia Institute of Technology
01
Recent second language studies have explored the implementation of a usage-based approach in the classroom (Csábi, 2004; Lam, 2009; Masuda, 2013; Tyler, Mueller, & Ho, 2010; Tyler, 2012; White, 2012). Adding to this research, Masuda and Labarca (2015, 2018) have investigated the effects of usage-based instruction supported by schematic aids and conceptual explanations of usages when teaching Japanese polysemous particles to English-speaking college students (<i>N</i> = 28). Following sociocultural theory (SCT) tenets, it is equally necessary to explore the interaction between peers, given the role that working together plays in concept development (Lantolf, 2010). In this chapter, we examine student perception of such innovative teaching and pair-work from a SCT perspective along with student different performance by comparing usage-based instruction to traditional instruction. When perceptions were collected through a questionnaire, one-to-one interviews, and recorded pair exchanges or languaging, evidence was found for the value of visualization of the concept driven by schematic diagrams and guided conceptual tasks that had differential effects on student progress and longer retention.
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12
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Chapter 7. The impact of prior knowledge on second language grammar practice
1
A01
Irene Alonso-Aparicio
Alonso-Aparicio, Irene
Irene
Alonso-Aparicio
Columbia University
01
Both the skill building paradigm of language learning known as skills acquisition theory (DeKeyser, 2007) and the family of usage-based theories (N. Ellis, 2015; Tyler, 2012) hold that second language (L2) practice, broadly defined as repeated language usage, is pivotal to the learning of constructions. Intuition would thus suggest that L2 grammar pedagogy must rely on practice activities in the classroom. However, the praxis of practice is less clear. One variable that might moderate the effectiveness of practice is prior knowledge (PK), as it is reasonable to expect that the more learners can rely on PK that is relevant to a new target form, the less intensive or prolonged practice might need to be (Llopis-García, 2010). This chapter investigated the impact of prior knowledge (PK) of a given construction on practice of a new, related construction. It did so by comparing a group of students who, prior to the experiment, could already conjugate the present subjunctive and were familiar with the mood selection in some limited constructional contexts to another group of students who did not have any previous knowledge related to the mood selection in Spanish, and both to a control group. The goal was to ascertain whether PK modulates the benefits that can be obtained from activities that supported extensive practice of Spanish L2 mood selection over 6 weeks totaling 9 hours. Following a pretest/posttest design, results showed that, contrary to expectations, the group with no PK outperformed the group with PK. Results are discussed within the dynamic systems theory paradigm (Verspoor, de Bot, & Lowie, 2011). It is argued that mastery of Spanish L2 mood selection may be subject to processes of cognitive restructuring leading to a variable pathway as evidenced by a U-shaped learning curve.
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185
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13
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Chapter 8. Using metacognitive strategies to induce phase shifts
A complex systems approach to L2 listening instruction
1
A01
Shannon R. Becker
Becker, Shannon R.
Shannon R.
Becker
Northern Illinois University
2
A01
Jessica L. Sturm
Sturm, Jessica L.
Jessica L.
Sturm
Purdue University
01
In this chapter, we critically self-evaluate a previously published study through the lens of Complex Adaptive Systems (CAS) theory. In this way we propose a Complex Adaptive Systems approach to second language (L2) language development in order to examine the effectiveness of explicit listening instruction and metacognition. We do this by conceiving of problems in listening comprehension as attractors in the state space of L2 language development and interpreting explicit instruction as a way of inducing a phase shift. The original study used a traditional pretest-posttest design to evaluate the effectiveness of a teaching method using metacognitive listening strategies and audiovisual media. We present the original design and results, discuss why this method is insufficient for considering language from a usage-inspired complexity perspective, and offer some suggestions for how it may be re-conceptualized via CAS theory. We argue that a complex systems perspective allows for more freedom in interpreting results by taking into account the nonlinear nature of language development and its inherent variability.
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210
24
Chapter
14
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Chapter 9. The role of ‘roles’ in task-design
An exploration of framing as a feature of tasks
1
A01
Joshua Kraut
Kraut, Joshua
Joshua
Kraut
Hope College/Georgetown University
01
An important strand of research in the field of Task-Based Language Teaching (TBLT) has aimed to better understand the variables of task-design which render different tasks more or less effective in facilitating L2 acquisition (e.g., Pica, Kanagy, & Falodun, 1993). The current study aimed to investigate an as-yet little-studied dimension of tasks, the phenomenon of framing. Framing derives from Goffman’s (1974) notion of activity frames, the idea that any stretch of human activity is organized by certain rules and principles to which people “fit their actions” including, crucially, their language. Framing thus represents a basic element of what speakers perceive as the <i>context</i> of a given interaction (Gumperz & Cook-Gumperz, 2012). Framing therefore varies as the social <i>purpose</i> of interaction varies, which in turn should have an impact on the quality of interactions a given task yields. The study reveals that, while the particular manipulation in framing of learner’s talk featured had little effect on negotiation for meaning as traditionally measured (cf. Long, 1980), it had a marked impact on (1) the amount and quality of assistance learners provided each other in conversation, measured in co-constructions, other-corrections and continuers (Foster & Ohta, 2005), and (2) the type of questions produced, with one of the two experimental groups asking substantially more content questions, maintaining a highly argumentative dialogue. The construct of framing is thus seen as a potentially exploitable feature of task design, and one that is promising in moving TBLT closer to usage-inspired thinking about L2 instruction.
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Chapter 10. Do findings from artificial language learning generalize to second language classrooms?
1
A01
Karin Madlener-Charpentier
Madlener-Charpentier, Karin
Karin
Madlener-Charpentier
University of Basel
01
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.
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Part III. A central role for corpus linguistics in usage-inspired L2 instruction
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17
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Chapter 11. Compounds and productivity in advanced L2 German writing
A constructional approach
1
A01
Amir Zeldes
Zeldes, Amir
Amir
Zeldes
Georgetown University
01
The frequent formation of complex, hierarchically structured compounds is a striking property of German grammar to non-natives, to the point that German has been referred to as ‘compounding happy’ (Schlücker, 2012). This chapter asks how compounding works in second language (L2) German grammar, by exploring data from the error-annotated Falko corpus of native and advanced non-native German writing. Beyond differences in overall frequency and productivity of L2 compounding, I use a constructional approach based on compound paraphrases and partially filled prototypes to analyze differences between first language (L1) and L2 usage, as well as to identify frequent error types. Although errors are overall not very frequent (about 11% in total), the data show significant differences in compounding frequency based on learner native language, and some possible phonetic explanations are offered for morphological errors at the boundary between compound heads and modifiers. The results also reveal that productivity as evidenced by rare items in L2 output is a key factor in the native-like acquisition of compounding, and that proficiency as assessed by a C-Test correlates better with more complex productivity measures than with raw vocabulary size. Semantic errors are overall very rare but in many cases attributable to transfer effects, even from constructions that are not compounds in the underlying L1, or indeed from languages low in compounds. This suggests that both abstract and partially lexicalized compounding constructions are learned, and errors can affect either of these at the lexical level.
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Chapter 12. A systemic functional linguistic approach to usage-based research and instruction
The case of nominalization in L2 academic writing
1
A01
Guillaume Gentil
Gentil, Guillaume
Guillaume
Gentil
Carleton University
2
A01
Fanny Meunier
Meunier, Fanny
Fanny
Meunier
University of Louvain
01
The present chapter illustrates how Systemic Functional Linguistics (SFL) can inform a usage-inspired approach to researching and teaching L2 writing in a postsecondary context. We first outline an SFL perspective to multilingual academic literacy development and then illustrate this perspective by means of longitudinal, corpus data on nominalization use in the English academic writing of francophone university students over four years. By means of quantitative indicators (nominalization frequencies, erroneous forms, measures of L2 proficiency scores and syntactic complexity) and qualitative analyses (of the discourse functions that nominalization serve), we argue that French-speaking writers’ use of nominalization in English indexes both language-specific and language-interdependent aspects of multilingual academic literacy development. We conclude with implications for further SFL-informed research and instruction that aims to promote multilingual academic literacy development by raising crosslinguistic awareness of the forms and functions of nominalization in academic discourse.
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311
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19
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Chapter 13. Examining multifaceted sources of input
Variationist and usage-based approaches to understanding the L2 classroom
1
A01
Laura Gurzynski-Weiss
Gurzynski-Weiss, Laura
Laura
Gurzynski-Weiss
Indiana University
2
A01
Kimberly L. Geeslin
Geeslin, Kimberly L.
Kimberly L.
Geeslin
†
Indiana University
3
A01
Danielle Daidone
Daidone, Danielle
Danielle
Daidone
Indiana University
4
A01
Bret Linford
Linford, Bret
Bret
Linford
Grand Valley State University
5
A01
Avizia Y. Long
Long, Avizia Y.
Avizia Y.
Long
Texas Tech University
6
A01
Ian Michalski
Michalski, Ian
Ian
Michalski
Indiana University
7
A01
Megan Solon
Solon, Megan
Megan
Solon
The State University of New York at Albany
01
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.  
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Conclusion
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321
7
Chapter
21
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Chapter 14. Usage-inspired L2 instruction
Some reflections and a heuristic
1
A01
Andrea E. Tyler
Tyler, Andrea E.
Andrea E.
Tyler
Georgetown University
2
A01
Lourdes Ortega
Ortega, Lourdes
Lourdes
Ortega
Georgetown University
01
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.
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Miscellaneous
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Index
02
JBENJAMINS
John Benjamins Publishing Company
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415015909
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JB
John Benjamins Publishing Company
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JB code
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2017049436
BB
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1569-9471
Language Learning & Language Teaching
49
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Usage-inspired L2 Instruction
Researched pedagogy
01
lllt.49
01
https://benjamins.com
02
https://benjamins.com/catalog/lllt.49
1
B01
Andrea E. Tyler
Tyler, Andrea E.
Andrea E.
Tyler
Georgetown University
2
B01
Lourdes Ortega
Ortega, Lourdes
Lourdes
Ortega
Georgetown University
3
B01
Mariko Uno
Uno, Mariko
Mariko
Uno
Georgetown University
4
B01
Hae In Park
Park, Hae In
Hae In
Park
University at Albany
01
eng
342
xvii
324
FOR000000
v.2006
CJA
2
24
JB Subject Scheme
LIN.APPL
Applied linguistics
24
JB Subject Scheme
LIN.LA
Language acquisition
24
JB Subject Scheme
LIN.EDUC
Language teaching
24
JB Subject Scheme
LIN.BIL
Multilingualism
06
01
This book presents a set of compelling essays collectively making a persuasive case for why a usage-based perspective on language is fast becoming a leading theoretical framework for investigating second language (L2) learning and the foundation for effective, innovative, engaging pedagogy. Drawing on 20 years of research in psychology, psycholinguistics, cognitive science, and linguistic theory, including discourse analytic approaches, the combined contributions paint a picture of theoretically-informed L2 pedagogy which emphasizes all facets of language as meaningful, embodied, and socially situated. The introduction and conclusion offer an outline of five foundational tenets essential to a usage-inspired pedagogy and a heuristic for developing usage-inspired L2 research and pedagogy. Each essay provides a unique vantage on usage-inspired L2 instruction and a demonstration of the efficacy of usage-based pedagogy. This volume will be invaluable for SLA researchers, graduate students, and classroom teachers interested in exploring usage-inspired L2 pedagogy.
04
09
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https://benjamins.com/covers/475/lllt.49.png
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Miscellaneous
1
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List of contributors
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Miscellaneous
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Acknowledgements
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Introduction
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lllt.49.01tyl
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26
24
Chapter
4
01
Chapter 1. Usage-inspired L2 instruction
An emergent, researched pedagogy
1
A01
Andrea E. Tyler
Tyler, Andrea E.
Andrea E.
Tyler
Georgetown University
2
A01
Lourdes Ortega
Ortega, Lourdes
Lourdes
Ortega
Georgetown University
01
A new ethos for second language (L2) instruction is offered in this volume, one that gathers key instructed second language acquisition (SLA) scholars around usage-based perspectives grounded in over twenty years of exciting discoveries in psychology, psycholinguistics, cognitive science, linguistic theory, and other related fields. All authors contribute theoretical and empirical answers to two general questions: What might a usage-inspired language pedagogy look like? And does it work? In this chapter, we first outline five tenets of usage-based approaches that we consider foundational for the design of usage-inspired L2 instruction. We then present the chapters in the volume, highlighting their respective contributions.
10
01
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lllt.49.p1
27
91
65
Section header
5
01
Part I. Usage-inspired L2 instruction through three lenses
10
01
JB code
lllt.49.02lan
29
53
25
Chapter
6
01
Chapter 2. L2 developmental education and systemic theoretical instruction
The case of English verb+noun collocations
1
A01
James P. Lantolf
Lantolf, James P.
James P.
Lantolf
The Pennsylvania State University
2
A01
Mei-Hsing Tsai
Tsai, Mei-Hsing
Mei-Hsing
Tsai
National Taiwan University of Science and Technology
01
One of the difficult problems for language learners to master in English is verb+noun collocations, particularly with regard to verbs such as <i>make</i> and <i>do.</i> Using the educational framework informed by sociocultural psychology referred to as systemic theoretical instruction (STI), this chapter describes one aspect of a larger classroom study carried out in a Taiwanese college which addressed particularly problematic verb+noun collocations. This chapter deals with two of the five verbs addressed in the study: <i>make</i> and <i>do</i>. Instruction consisted of two major components: one focused on the meanings of the relevant collocations as derived from cognitive linguistic research; the other, involved students verbally and visually explaining their understandings of the meanings of the verb+noun collocations as a way of internalizing the appropriate meanings, as called for in STI. Student development is traced through their verbalizations and schematic drawings of the meanings of the verb+noun collocations.
10
01
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55
73
19
Chapter
7
01
Chapter 3. Foreign language instruction from a dynamic usage-based (DUB) perspective
1
A01
Audrey Rousse-Malpat
Rousse-Malpat, Audrey
Audrey
Rousse-Malpat
University of Groningen
2
A01
Marjolijn H. Verspoor
Verspoor, Marjolijn H.
Marjolijn H.
Verspoor
University of Groningen
01
In this chapter we combine ideas of usage based linguistics and dynamic systems theory to argue that language is a dynamic usage based system and L2 learning is a dynamic process. Two teaching approaches based on Dynamic Usage-based (DUB) principles with mainly implicit attention to form – a movie approach and the Accelerative Integrated Method – were compared with two more traditional teaching approaches. The results show that if effectiveness is operationalized as gain in general proficiency, both in spoken and written production, and if the intervention is at least one semester long, the DUB approaches are more effective than their traditional semi-communicative counterparts. We also argue that effects of such methods should not be measured in one-off interventions because implicit learning may take longer than explicit learning.
10
01
JB code
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75
91
17
Chapter
8
01
Chapter 4. On the relationship between interaction and language learning
A usage-based perspective grounded in interactional sociolinguistics
1
A01
Catherine Evans Davies
Davies, Catherine Evans
Catherine Evans
Davies
The University of Alabama
01
Interactional Sociolinguistics (IS) offers a multifaceted perspective on how language is contextually interpreted, as well as a rich methodology for discovering the speaker’s choices when creating situated discourse. For those concerned with second language learning and the current usage-based turn, IS can provide important insights into language use and learning. This chapter gives a brief overview of the fundamentals of IS, followed by a set of examples concerning how an IS orientation has been implemented in practice, starting with classroom-based learning and moving into increasingly authentic contexts while at the same time increasing the agentivity of the learner. The key idea is that an approach rooted in interactional sociolinguistics highlights the development of skills in the learner to become an active agent and even an ethnographer of his/her/their own communication.
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01
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139
Section header
9
01
Part II. How effective is usage-inspired L2 instruction?
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01
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115
21
Chapter
10
01
Chapter 5. Conceptual frameworks and L2 pedagogy
The case of French prepositions
1
A01
Kimberly Buescher
Buescher, Kimberly
Kimberly
Buescher
University of Massachusetts, Boston
2
A01
Susan Strauss
Strauss, Susan
Susan
Strauss
The Pennsylvania State University
01
Prepositions have historically posed challenges to second language (L2) learners, due largely to the fact that prepositions in the first language (L1) typically do not overlap in meaning, function, or use with L2 prepositions. Three prepositions in French, <i>à, dans,</i> and <i>en</i>, reflect this very issue. This chapter presents results from three instructional workshops involving students and teachers of French at a large public university in the northeastern U.S. We introduced our conceptualization-based framework for the target prepositions, based on discourse analysis of a corpus and designed to provide L2 learners and teachers with a unified and systematic conceptual mapping of the trajector and landmark relationships for each preposition, together with other symbols that graphically illustrate the meanings for each form. The combined Cognitive Linguistic (CL) (Langacker, 2008a, 2008b; Taylor, 2002; Tyler, 2012b) and Sociocultural Theoretical (SCT) (Vygotsky, 2012) Concept-Based Instructional (CBI) (see Haenen, 2001) approach helped early intermediate French L2 learners/teachers better understand these three French prepositions and be able to use them appropriately.
10
01
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lllt.49.06mas
117
142
26
Chapter
11
01
Chapter 6. Student perception and different performance in a combined usage-based and sociocultural theory approach to learning Japanese polysemous particles
1
A01
Kyoko Masuda
Masuda, Kyoko
Kyoko
Masuda
Georgia Institute of Technology
2
A01
Angela Labarca
Labarca, Angela
Angela
Labarca
Georgia Institute of Technology
01
Recent second language studies have explored the implementation of a usage-based approach in the classroom (Csábi, 2004; Lam, 2009; Masuda, 2013; Tyler, Mueller, & Ho, 2010; Tyler, 2012; White, 2012). Adding to this research, Masuda and Labarca (2015, 2018) have investigated the effects of usage-based instruction supported by schematic aids and conceptual explanations of usages when teaching Japanese polysemous particles to English-speaking college students (<i>N</i> = 28). Following sociocultural theory (SCT) tenets, it is equally necessary to explore the interaction between peers, given the role that working together plays in concept development (Lantolf, 2010). In this chapter, we examine student perception of such innovative teaching and pair-work from a SCT perspective along with student different performance by comparing usage-based instruction to traditional instruction. When perceptions were collected through a questionnaire, one-to-one interviews, and recorded pair exchanges or languaging, evidence was found for the value of visualization of the concept driven by schematic diagrams and guided conceptual tasks that had differential effects on student progress and longer retention.
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143
164
22
Chapter
12
01
Chapter 7. The impact of prior knowledge on second language grammar practice
1
A01
Irene Alonso-Aparicio
Alonso-Aparicio, Irene
Irene
Alonso-Aparicio
Columbia University
01
Both the skill building paradigm of language learning known as skills acquisition theory (DeKeyser, 2007) and the family of usage-based theories (N. Ellis, 2015; Tyler, 2012) hold that second language (L2) practice, broadly defined as repeated language usage, is pivotal to the learning of constructions. Intuition would thus suggest that L2 grammar pedagogy must rely on practice activities in the classroom. However, the praxis of practice is less clear. One variable that might moderate the effectiveness of practice is prior knowledge (PK), as it is reasonable to expect that the more learners can rely on PK that is relevant to a new target form, the less intensive or prolonged practice might need to be (Llopis-García, 2010). This chapter investigated the impact of prior knowledge (PK) of a given construction on practice of a new, related construction. It did so by comparing a group of students who, prior to the experiment, could already conjugate the present subjunctive and were familiar with the mood selection in some limited constructional contexts to another group of students who did not have any previous knowledge related to the mood selection in Spanish, and both to a control group. The goal was to ascertain whether PK modulates the benefits that can be obtained from activities that supported extensive practice of Spanish L2 mood selection over 6 weeks totaling 9 hours. Following a pretest/posttest design, results showed that, contrary to expectations, the group with no PK outperformed the group with PK. Results are discussed within the dynamic systems theory paradigm (Verspoor, de Bot, & Lowie, 2011). It is argued that mastery of Spanish L2 mood selection may be subject to processes of cognitive restructuring leading to a variable pathway as evidenced by a U-shaped learning curve.
10
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lllt.49.08bec
165
185
21
Chapter
13
01
Chapter 8. Using metacognitive strategies to induce phase shifts
A complex systems approach to L2 listening instruction
1
A01
Shannon R. Becker
Becker, Shannon R.
Shannon R.
Becker
Northern Illinois University
2
A01
Jessica L. Sturm
Sturm, Jessica L.
Jessica L.
Sturm
Purdue University
01
In this chapter, we critically self-evaluate a previously published study through the lens of Complex Adaptive Systems (CAS) theory. In this way we propose a Complex Adaptive Systems approach to second language (L2) language development in order to examine the effectiveness of explicit listening instruction and metacognition. We do this by conceiving of problems in listening comprehension as attractors in the state space of L2 language development and interpreting explicit instruction as a way of inducing a phase shift. The original study used a traditional pretest-posttest design to evaluate the effectiveness of a teaching method using metacognitive listening strategies and audiovisual media. We present the original design and results, discuss why this method is insufficient for considering language from a usage-inspired complexity perspective, and offer some suggestions for how it may be re-conceptualized via CAS theory. We argue that a complex systems perspective allows for more freedom in interpreting results by taking into account the nonlinear nature of language development and its inherent variability.
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187
210
24
Chapter
14
01
Chapter 9. The role of ‘roles’ in task-design
An exploration of framing as a feature of tasks
1
A01
Joshua Kraut
Kraut, Joshua
Joshua
Kraut
Hope College/Georgetown University
01
An important strand of research in the field of Task-Based Language Teaching (TBLT) has aimed to better understand the variables of task-design which render different tasks more or less effective in facilitating L2 acquisition (e.g., Pica, Kanagy, & Falodun, 1993). The current study aimed to investigate an as-yet little-studied dimension of tasks, the phenomenon of framing. Framing derives from Goffman’s (1974) notion of activity frames, the idea that any stretch of human activity is organized by certain rules and principles to which people “fit their actions” including, crucially, their language. Framing thus represents a basic element of what speakers perceive as the <i>context</i> of a given interaction (Gumperz & Cook-Gumperz, 2012). Framing therefore varies as the social <i>purpose</i> of interaction varies, which in turn should have an impact on the quality of interactions a given task yields. The study reveals that, while the particular manipulation in framing of learner’s talk featured had little effect on negotiation for meaning as traditionally measured (cf. Long, 1980), it had a marked impact on (1) the amount and quality of assistance learners provided each other in conversation, measured in co-constructions, other-corrections and continuers (Foster & Ohta, 2005), and (2) the type of questions produced, with one of the two experimental groups asking substantially more content questions, maintaining a highly argumentative dialogue. The construct of framing is thus seen as a potentially exploitable feature of task design, and one that is promising in moving TBLT closer to usage-inspired thinking about L2 instruction.
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15
01
Chapter 10. Do findings from artificial language learning generalize to second language classrooms?
1
A01
Karin Madlener-Charpentier
Madlener-Charpentier, Karin
Karin
Madlener-Charpentier
University of Basel
01
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.
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Section header
16
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Part III. A central role for corpus linguistics in usage-inspired L2 instruction
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265
29
Chapter
17
01
Chapter 11. Compounds and productivity in advanced L2 German writing
A constructional approach
1
A01
Amir Zeldes
Zeldes, Amir
Amir
Zeldes
Georgetown University
01
The frequent formation of complex, hierarchically structured compounds is a striking property of German grammar to non-natives, to the point that German has been referred to as ‘compounding happy’ (Schlücker, 2012). This chapter asks how compounding works in second language (L2) German grammar, by exploring data from the error-annotated Falko corpus of native and advanced non-native German writing. Beyond differences in overall frequency and productivity of L2 compounding, I use a constructional approach based on compound paraphrases and partially filled prototypes to analyze differences between first language (L1) and L2 usage, as well as to identify frequent error types. Although errors are overall not very frequent (about 11% in total), the data show significant differences in compounding frequency based on learner native language, and some possible phonetic explanations are offered for morphological errors at the boundary between compound heads and modifiers. The results also reveal that productivity as evidenced by rare items in L2 output is a key factor in the native-like acquisition of compounding, and that proficiency as assessed by a C-Test correlates better with more complex productivity measures than with raw vocabulary size. Semantic errors are overall very rare but in many cases attributable to transfer effects, even from constructions that are not compounds in the underlying L1, or indeed from languages low in compounds. This suggests that both abstract and partially lexicalized compounding constructions are learned, and errors can affect either of these at the lexical level.
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18
01
Chapter 12. A systemic functional linguistic approach to usage-based research and instruction
The case of nominalization in L2 academic writing
1
A01
Guillaume Gentil
Gentil, Guillaume
Guillaume
Gentil
Carleton University
2
A01
Fanny Meunier
Meunier, Fanny
Fanny
Meunier
University of Louvain
01
The present chapter illustrates how Systemic Functional Linguistics (SFL) can inform a usage-inspired approach to researching and teaching L2 writing in a postsecondary context. We first outline an SFL perspective to multilingual academic literacy development and then illustrate this perspective by means of longitudinal, corpus data on nominalization use in the English academic writing of francophone university students over four years. By means of quantitative indicators (nominalization frequencies, erroneous forms, measures of L2 proficiency scores and syntactic complexity) and qualitative analyses (of the discourse functions that nominalization serve), we argue that French-speaking writers’ use of nominalization in English indexes both language-specific and language-interdependent aspects of multilingual academic literacy development. We conclude with implications for further SFL-informed research and instruction that aims to promote multilingual academic literacy development by raising crosslinguistic awareness of the forms and functions of nominalization in academic discourse.
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311
21
Chapter
19
01
Chapter 13. Examining multifaceted sources of input
Variationist and usage-based approaches to understanding the L2 classroom
1
A01
Laura Gurzynski-Weiss
Gurzynski-Weiss, Laura
Laura
Gurzynski-Weiss
Indiana University
2
A01
Kimberly L. Geeslin
Geeslin, Kimberly L.
Kimberly L.
Geeslin
†
Indiana University
3
A01
Danielle Daidone
Daidone, Danielle
Danielle
Daidone
Indiana University
4
A01
Bret Linford
Linford, Bret
Bret
Linford
Grand Valley State University
5
A01
Avizia Y. Long
Long, Avizia Y.
Avizia Y.
Long
Texas Tech University
6
A01
Ian Michalski
Michalski, Ian
Ian
Michalski
Indiana University
7
A01
Megan Solon
Solon, Megan
Megan
Solon
The State University of New York at Albany
01
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.  
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Section header
20
01
Conclusion
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01
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321
7
Chapter
21
01
Chapter 14. Usage-inspired L2 instruction
Some reflections and a heuristic
1
A01
Andrea E. Tyler
Tyler, Andrea E.
Andrea E.
Tyler
Georgetown University
2
A01
Lourdes Ortega
Ortega, Lourdes
Lourdes
Ortega
Georgetown University
01
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.
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Miscellaneous
22
01
Index
02
JBENJAMINS
John Benjamins Publishing Company
01
John Benjamins Publishing Company
Amsterdam/Philadelphia
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20180213
2018
John Benjamins B.V.
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John Benjamins Publishing Company
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bookorder@benjamins.nl
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https://benjamins.com
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bebc
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John Benjamins North America
+1 800 562-5666
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benjamins@presswarehouse.com
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https://benjamins.com
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149.00
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9789027200259
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Language Learning & Language Teaching
49
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Usage-inspired L2 Instruction
Researched pedagogy
01
lllt.49
01
https://benjamins.com
02
https://benjamins.com/catalog/lllt.49
1
B01
Andrea E. Tyler
Tyler, Andrea E.
Andrea E.
Tyler
Georgetown University
2
B01
Lourdes Ortega
Ortega, Lourdes
Lourdes
Ortega
Georgetown University
3
B01
Mariko Uno
Uno, Mariko
Mariko
Uno
Georgetown University
4
B01
Hae In Park
Park, Hae In
Hae In
Park
University at Albany
01
eng
342
xvii
324
FOR000000
v.2006
CJA
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LIN.APPL
Applied linguistics
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Language acquisition
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Language teaching
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LIN.BIL
Multilingualism
06
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This book presents a set of compelling essays collectively making a persuasive case for why a usage-based perspective on language is fast becoming a leading theoretical framework for investigating second language (L2) learning and the foundation for effective, innovative, engaging pedagogy. Drawing on 20 years of research in psychology, psycholinguistics, cognitive science, and linguistic theory, including discourse analytic approaches, the combined contributions paint a picture of theoretically-informed L2 pedagogy which emphasizes all facets of language as meaningful, embodied, and socially situated. The introduction and conclusion offer an outline of five foundational tenets essential to a usage-inspired pedagogy and a heuristic for developing usage-inspired L2 research and pedagogy. Each essay provides a unique vantage on usage-inspired L2 instruction and a demonstration of the efficacy of usage-based pedagogy. This volume will be invaluable for SLA researchers, graduate students, and classroom teachers interested in exploring usage-inspired L2 pedagogy.
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Miscellaneous
1
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List of contributors
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Miscellaneous
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Acknowledgements
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Section header
3
01
Introduction
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lllt.49.01tyl
3
26
24
Chapter
4
01
Chapter 1. Usage-inspired L2 instruction
An emergent, researched pedagogy
1
A01
Andrea E. Tyler
Tyler, Andrea E.
Andrea E.
Tyler
Georgetown University
2
A01
Lourdes Ortega
Ortega, Lourdes
Lourdes
Ortega
Georgetown University
01
A new ethos for second language (L2) instruction is offered in this volume, one that gathers key instructed second language acquisition (SLA) scholars around usage-based perspectives grounded in over twenty years of exciting discoveries in psychology, psycholinguistics, cognitive science, linguistic theory, and other related fields. All authors contribute theoretical and empirical answers to two general questions: What might a usage-inspired language pedagogy look like? And does it work? In this chapter, we first outline five tenets of usage-based approaches that we consider foundational for the design of usage-inspired L2 instruction. We then present the chapters in the volume, highlighting their respective contributions.
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Section header
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01
Part I. Usage-inspired L2 instruction through three lenses
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29
53
25
Chapter
6
01
Chapter 2. L2 developmental education and systemic theoretical instruction
The case of English verb+noun collocations
1
A01
James P. Lantolf
Lantolf, James P.
James P.
Lantolf
The Pennsylvania State University
2
A01
Mei-Hsing Tsai
Tsai, Mei-Hsing
Mei-Hsing
Tsai
National Taiwan University of Science and Technology
01
One of the difficult problems for language learners to master in English is verb+noun collocations, particularly with regard to verbs such as <i>make</i> and <i>do.</i> Using the educational framework informed by sociocultural psychology referred to as systemic theoretical instruction (STI), this chapter describes one aspect of a larger classroom study carried out in a Taiwanese college which addressed particularly problematic verb+noun collocations. This chapter deals with two of the five verbs addressed in the study: <i>make</i> and <i>do</i>. Instruction consisted of two major components: one focused on the meanings of the relevant collocations as derived from cognitive linguistic research; the other, involved students verbally and visually explaining their understandings of the meanings of the verb+noun collocations as a way of internalizing the appropriate meanings, as called for in STI. Student development is traced through their verbalizations and schematic drawings of the meanings of the verb+noun collocations.
10
01
JB code
lllt.49.03rou
55
73
19
Chapter
7
01
Chapter 3. Foreign language instruction from a dynamic usage-based (DUB) perspective
1
A01
Audrey Rousse-Malpat
Rousse-Malpat, Audrey
Audrey
Rousse-Malpat
University of Groningen
2
A01
Marjolijn H. Verspoor
Verspoor, Marjolijn H.
Marjolijn H.
Verspoor
University of Groningen
01
In this chapter we combine ideas of usage based linguistics and dynamic systems theory to argue that language is a dynamic usage based system and L2 learning is a dynamic process. Two teaching approaches based on Dynamic Usage-based (DUB) principles with mainly implicit attention to form – a movie approach and the Accelerative Integrated Method – were compared with two more traditional teaching approaches. The results show that if effectiveness is operationalized as gain in general proficiency, both in spoken and written production, and if the intervention is at least one semester long, the DUB approaches are more effective than their traditional semi-communicative counterparts. We also argue that effects of such methods should not be measured in one-off interventions because implicit learning may take longer than explicit learning.
10
01
JB code
lllt.49.04dav
75
91
17
Chapter
8
01
Chapter 4. On the relationship between interaction and language learning
A usage-based perspective grounded in interactional sociolinguistics
1
A01
Catherine Evans Davies
Davies, Catherine Evans
Catherine Evans
Davies
The University of Alabama
01
Interactional Sociolinguistics (IS) offers a multifaceted perspective on how language is contextually interpreted, as well as a rich methodology for discovering the speaker’s choices when creating situated discourse. For those concerned with second language learning and the current usage-based turn, IS can provide important insights into language use and learning. This chapter gives a brief overview of the fundamentals of IS, followed by a set of examples concerning how an IS orientation has been implemented in practice, starting with classroom-based learning and moving into increasingly authentic contexts while at the same time increasing the agentivity of the learner. The key idea is that an approach rooted in interactional sociolinguistics highlights the development of skills in the learner to become an active agent and even an ethnographer of his/her/their own communication.
10
01
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234
139
Section header
9
01
Part II. How effective is usage-inspired L2 instruction?
10
01
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lllt.49.05bue
95
115
21
Chapter
10
01
Chapter 5. Conceptual frameworks and L2 pedagogy
The case of French prepositions
1
A01
Kimberly Buescher
Buescher, Kimberly
Kimberly
Buescher
University of Massachusetts, Boston
2
A01
Susan Strauss
Strauss, Susan
Susan
Strauss
The Pennsylvania State University
01
Prepositions have historically posed challenges to second language (L2) learners, due largely to the fact that prepositions in the first language (L1) typically do not overlap in meaning, function, or use with L2 prepositions. Three prepositions in French, <i>à, dans,</i> and <i>en</i>, reflect this very issue. This chapter presents results from three instructional workshops involving students and teachers of French at a large public university in the northeastern U.S. We introduced our conceptualization-based framework for the target prepositions, based on discourse analysis of a corpus and designed to provide L2 learners and teachers with a unified and systematic conceptual mapping of the trajector and landmark relationships for each preposition, together with other symbols that graphically illustrate the meanings for each form. The combined Cognitive Linguistic (CL) (Langacker, 2008a, 2008b; Taylor, 2002; Tyler, 2012b) and Sociocultural Theoretical (SCT) (Vygotsky, 2012) Concept-Based Instructional (CBI) (see Haenen, 2001) approach helped early intermediate French L2 learners/teachers better understand these three French prepositions and be able to use them appropriately.
10
01
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lllt.49.06mas
117
142
26
Chapter
11
01
Chapter 6. Student perception and different performance in a combined usage-based and sociocultural theory approach to learning Japanese polysemous particles
1
A01
Kyoko Masuda
Masuda, Kyoko
Kyoko
Masuda
Georgia Institute of Technology
2
A01
Angela Labarca
Labarca, Angela
Angela
Labarca
Georgia Institute of Technology
01
Recent second language studies have explored the implementation of a usage-based approach in the classroom (Csábi, 2004; Lam, 2009; Masuda, 2013; Tyler, Mueller, & Ho, 2010; Tyler, 2012; White, 2012). Adding to this research, Masuda and Labarca (2015, 2018) have investigated the effects of usage-based instruction supported by schematic aids and conceptual explanations of usages when teaching Japanese polysemous particles to English-speaking college students (<i>N</i> = 28). Following sociocultural theory (SCT) tenets, it is equally necessary to explore the interaction between peers, given the role that working together plays in concept development (Lantolf, 2010). In this chapter, we examine student perception of such innovative teaching and pair-work from a SCT perspective along with student different performance by comparing usage-based instruction to traditional instruction. When perceptions were collected through a questionnaire, one-to-one interviews, and recorded pair exchanges or languaging, evidence was found for the value of visualization of the concept driven by schematic diagrams and guided conceptual tasks that had differential effects on student progress and longer retention.
10
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JB code
lllt.49.07alo
143
164
22
Chapter
12
01
Chapter 7. The impact of prior knowledge on second language grammar practice
1
A01
Irene Alonso-Aparicio
Alonso-Aparicio, Irene
Irene
Alonso-Aparicio
Columbia University
01
Both the skill building paradigm of language learning known as skills acquisition theory (DeKeyser, 2007) and the family of usage-based theories (N. Ellis, 2015; Tyler, 2012) hold that second language (L2) practice, broadly defined as repeated language usage, is pivotal to the learning of constructions. Intuition would thus suggest that L2 grammar pedagogy must rely on practice activities in the classroom. However, the praxis of practice is less clear. One variable that might moderate the effectiveness of practice is prior knowledge (PK), as it is reasonable to expect that the more learners can rely on PK that is relevant to a new target form, the less intensive or prolonged practice might need to be (Llopis-García, 2010). This chapter investigated the impact of prior knowledge (PK) of a given construction on practice of a new, related construction. It did so by comparing a group of students who, prior to the experiment, could already conjugate the present subjunctive and were familiar with the mood selection in some limited constructional contexts to another group of students who did not have any previous knowledge related to the mood selection in Spanish, and both to a control group. The goal was to ascertain whether PK modulates the benefits that can be obtained from activities that supported extensive practice of Spanish L2 mood selection over 6 weeks totaling 9 hours. Following a pretest/posttest design, results showed that, contrary to expectations, the group with no PK outperformed the group with PK. Results are discussed within the dynamic systems theory paradigm (Verspoor, de Bot, & Lowie, 2011). It is argued that mastery of Spanish L2 mood selection may be subject to processes of cognitive restructuring leading to a variable pathway as evidenced by a U-shaped learning curve.
10
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JB code
lllt.49.08bec
165
185
21
Chapter
13
01
Chapter 8. Using metacognitive strategies to induce phase shifts
A complex systems approach to L2 listening instruction
1
A01
Shannon R. Becker
Becker, Shannon R.
Shannon R.
Becker
Northern Illinois University
2
A01
Jessica L. Sturm
Sturm, Jessica L.
Jessica L.
Sturm
Purdue University
01
In this chapter, we critically self-evaluate a previously published study through the lens of Complex Adaptive Systems (CAS) theory. In this way we propose a Complex Adaptive Systems approach to second language (L2) language development in order to examine the effectiveness of explicit listening instruction and metacognition. We do this by conceiving of problems in listening comprehension as attractors in the state space of L2 language development and interpreting explicit instruction as a way of inducing a phase shift. The original study used a traditional pretest-posttest design to evaluate the effectiveness of a teaching method using metacognitive listening strategies and audiovisual media. We present the original design and results, discuss why this method is insufficient for considering language from a usage-inspired complexity perspective, and offer some suggestions for how it may be re-conceptualized via CAS theory. We argue that a complex systems perspective allows for more freedom in interpreting results by taking into account the nonlinear nature of language development and its inherent variability.
10
01
JB code
lllt.49.09kra
187
210
24
Chapter
14
01
Chapter 9. The role of ‘roles’ in task-design
An exploration of framing as a feature of tasks
1
A01
Joshua Kraut
Kraut, Joshua
Joshua
Kraut
Hope College/Georgetown University
01
An important strand of research in the field of Task-Based Language Teaching (TBLT) has aimed to better understand the variables of task-design which render different tasks more or less effective in facilitating L2 acquisition (e.g., Pica, Kanagy, & Falodun, 1993). The current study aimed to investigate an as-yet little-studied dimension of tasks, the phenomenon of framing. Framing derives from Goffman’s (1974) notion of activity frames, the idea that any stretch of human activity is organized by certain rules and principles to which people “fit their actions” including, crucially, their language. Framing thus represents a basic element of what speakers perceive as the <i>context</i> of a given interaction (Gumperz & Cook-Gumperz, 2012). Framing therefore varies as the social <i>purpose</i> of interaction varies, which in turn should have an impact on the quality of interactions a given task yields. The study reveals that, while the particular manipulation in framing of learner’s talk featured had little effect on negotiation for meaning as traditionally measured (cf. Long, 1980), it had a marked impact on (1) the amount and quality of assistance learners provided each other in conversation, measured in co-constructions, other-corrections and continuers (Foster & Ohta, 2005), and (2) the type of questions produced, with one of the two experimental groups asking substantially more content questions, maintaining a highly argumentative dialogue. The construct of framing is thus seen as a potentially exploitable feature of task design, and one that is promising in moving TBLT closer to usage-inspired thinking about L2 instruction.
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01
JB code
lllt.49.10mad
211
234
24
Chapter
15
01
Chapter 10. Do findings from artificial language learning generalize to second language classrooms?
1
A01
Karin Madlener-Charpentier
Madlener-Charpentier, Karin
Karin
Madlener-Charpentier
University of Basel
01
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.
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JB code
lllt.49.p3
238
311
74
Section header
16
01
Part III. A central role for corpus linguistics in usage-inspired L2 instruction
10
01
JB code
lllt.49.11zel
237
265
29
Chapter
17
01
Chapter 11. Compounds and productivity in advanced L2 German writing
A constructional approach
1
A01
Amir Zeldes
Zeldes, Amir
Amir
Zeldes
Georgetown University
01
The frequent formation of complex, hierarchically structured compounds is a striking property of German grammar to non-natives, to the point that German has been referred to as ‘compounding happy’ (Schlücker, 2012). This chapter asks how compounding works in second language (L2) German grammar, by exploring data from the error-annotated Falko corpus of native and advanced non-native German writing. Beyond differences in overall frequency and productivity of L2 compounding, I use a constructional approach based on compound paraphrases and partially filled prototypes to analyze differences between first language (L1) and L2 usage, as well as to identify frequent error types. Although errors are overall not very frequent (about 11% in total), the data show significant differences in compounding frequency based on learner native language, and some possible phonetic explanations are offered for morphological errors at the boundary between compound heads and modifiers. The results also reveal that productivity as evidenced by rare items in L2 output is a key factor in the native-like acquisition of compounding, and that proficiency as assessed by a C-Test correlates better with more complex productivity measures than with raw vocabulary size. Semantic errors are overall very rare but in many cases attributable to transfer effects, even from constructions that are not compounds in the underlying L1, or indeed from languages low in compounds. This suggests that both abstract and partially lexicalized compounding constructions are learned, and errors can affect either of these at the lexical level.
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01
JB code
lllt.49.12gen
267
289
23
Chapter
18
01
Chapter 12. A systemic functional linguistic approach to usage-based research and instruction
The case of nominalization in L2 academic writing
1
A01
Guillaume Gentil
Gentil, Guillaume
Guillaume
Gentil
Carleton University
2
A01
Fanny Meunier
Meunier, Fanny
Fanny
Meunier
University of Louvain
01
The present chapter illustrates how Systemic Functional Linguistics (SFL) can inform a usage-inspired approach to researching and teaching L2 writing in a postsecondary context. We first outline an SFL perspective to multilingual academic literacy development and then illustrate this perspective by means of longitudinal, corpus data on nominalization use in the English academic writing of francophone university students over four years. By means of quantitative indicators (nominalization frequencies, erroneous forms, measures of L2 proficiency scores and syntactic complexity) and qualitative analyses (of the discourse functions that nominalization serve), we argue that French-speaking writers’ use of nominalization in English indexes both language-specific and language-interdependent aspects of multilingual academic literacy development. We conclude with implications for further SFL-informed research and instruction that aims to promote multilingual academic literacy development by raising crosslinguistic awareness of the forms and functions of nominalization in academic discourse.
10
01
JB code
lllt.49.13gur
291
311
21
Chapter
19
01
Chapter 13. Examining multifaceted sources of input
Variationist and usage-based approaches to understanding the L2 classroom
1
A01
Laura Gurzynski-Weiss
Gurzynski-Weiss, Laura
Laura
Gurzynski-Weiss
Indiana University
2
A01
Kimberly L. Geeslin
Geeslin, Kimberly L.
Kimberly L.
Geeslin
†
Indiana University
3
A01
Danielle Daidone
Daidone, Danielle
Danielle
Daidone
Indiana University
4
A01
Bret Linford
Linford, Bret
Bret
Linford
Grand Valley State University
5
A01
Avizia Y. Long
Long, Avizia Y.
Avizia Y.
Long
Texas Tech University
6
A01
Ian Michalski
Michalski, Ian
Ian
Michalski
Indiana University
7
A01
Megan Solon
Solon, Megan
Megan
Solon
The State University of New York at Albany
01
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.  
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JB code
lllt.49.con
315
321
7
Section header
20
01
Conclusion
10
01
JB code
lllt.49.14tyl
315
321
7
Chapter
21
01
Chapter 14. Usage-inspired L2 instruction
Some reflections and a heuristic
1
A01
Andrea E. Tyler
Tyler, Andrea E.
Andrea E.
Tyler
Georgetown University
2
A01
Lourdes Ortega
Ortega, Lourdes
Lourdes
Ortega
Georgetown University
01
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.
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01
JB code
lllt.49.index
323
1
Miscellaneous
22
01
Index
02
JBENJAMINS
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