219-7677 10 7500817 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 201801280023 ONIX title feed eng 01 EUR
68015910 03 01 01 JB John Benjamins Publishing Company 01 JB code LL&LT 49 Eb 15 9789027264466 06 10.1075/lllt.49 13 2017049436 DG 002 02 01 LL&LT 02 1569-9471 Language Learning & Language Teaching 49 <TitleType>01</TitleType> <TitleText textformat="02">Usage-inspired L2 Instruction</TitleText> <Subtitle textformat="02">Researched pedagogy</Subtitle> 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 01 https://benjamins.com/covers/475/lllt.49.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027200242.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027200242.tif 06 09 01 https://benjamins.com/covers/1200_front/lllt.49.hb.png 07 09 01 https://benjamins.com/covers/125/lllt.49.png 25 09 01 https://benjamins.com/covers/1200_back/lllt.49.hb.png 27 09 01 https://benjamins.com/covers/3d_web/lllt.49.hb.png 10 01 JB code lllt.49.loc xi xv 5 Miscellaneous 1 <TitleType>01</TitleType> <TitleText textformat="02">List of contributors</TitleText> 10 01 JB code lllt.49.ack xvii 1 Miscellaneous 2 <TitleType>01</TitleType> <TitleText textformat="02">Acknowledgements</TitleText> 10 01 JB code lllt.49.int 3 26 24 Section header 3 <TitleType>01</TitleType> <TitleText textformat="02">Introduction</TitleText> 10 01 JB code lllt.49.01tyl 3 26 24 Chapter 4 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;1. Usage-inspired L2 instruction</TitleText> <Subtitle textformat="02">An emergent, researched pedagogy</Subtitle> 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 JB code lllt.49.p1 27 91 65 Section header 5 <TitleType>01</TitleType> <TitleText textformat="02">Part&#160;I. Usage-inspired L2 instruction through three lenses</TitleText> 10 01 JB code lllt.49.02lan 29 53 25 Chapter 6 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;2. L2 developmental education and systemic theoretical instruction</TitleText> <Subtitle textformat="02">The case of English verb+noun collocations</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;3. Foreign language instruction from a dynamic usage-based (DUB) perspective</TitleText> 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&#160;&#8211; a movie approach and the Accelerative Integrated Method&#160;&#8211; 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 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;4. On the relationship between interaction and language learning</TitleText> <Subtitle textformat="02">A usage-based perspective grounded in interactional sociolinguistics</Subtitle> 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&#8217;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 JB code lllt.49.p2 96 234 139 Section header 9 <TitleType>01</TitleType> <TitleText textformat="02">Part&#160;II. How effective is usage-inspired L2 instruction?</TitleText> 10 01 JB code lllt.49.05bue 95 115 21 Chapter 10 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;5. Conceptual frameworks and L2 pedagogy</TitleText> <Subtitle textformat="02">The case of French prepositions</Subtitle> 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>&#224;, 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 JB code lllt.49.06mas 117 142 26 Chapter 11 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;6. Student perception and different performance in a combined usage-based and sociocultural theory approach to learning Japanese polysemous particles</TitleText> 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 (Cs&#225;bi, 2004; Lam, 2009; Masuda, 2013; Tyler, Mueller, &#38; 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>&#8239;=&#8239;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 01 JB code lllt.49.07alo 143 164 22 Chapter 12 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;7. The impact of prior knowledge on second language grammar practice</TitleText> 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-Garc&#237;a, 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, &#38; 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 01 JB code lllt.49.08bec 165 185 21 Chapter 13 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;8. Using metacognitive strategies to induce phase shifts</TitleText> <Subtitle textformat="02">A complex systems approach to L2 listening instruction</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;9. The role of &#8216;roles&#8217; in task-design</TitleText> <Subtitle textformat="02">An exploration of framing as a feature of tasks</Subtitle> 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, &#38; Falodun, 1993). The current study aimed to investigate an as-yet little-studied dimension of tasks, the phenomenon of framing. Framing derives from Goffman&#8217;s (1974) notion of activity frames, the idea that any stretch of human activity is organized by certain rules and principles to which people &#8220;fit their actions&#8221; including, crucially, their language. Framing thus represents a basic element of what speakers perceive as the <i>context</i> of a given interaction (Gumperz &#38; 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&#8217;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 &#38; 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. 10 01 JB code lllt.49.10mad 211 234 24 Chapter 15 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;10. Do findings from artificial language learning generalize to second language classrooms?</TitleText> 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. 10 01 JB code lllt.49.p3 238 311 74 Section header 16 <TitleType>01</TitleType> <TitleText textformat="02">Part&#160;III. A central role for corpus linguistics in usage-inspired L2 instruction</TitleText> 10 01 JB code lllt.49.11zel 237 265 29 Chapter 17 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;11. Compounds and productivity in advanced L2 German writing</TitleText> <Subtitle textformat="02">A constructional approach</Subtitle> 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 &#8216;compounding happy&#8217; (Schl&#252;cker, 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. 10 01 JB code lllt.49.12gen 267 289 23 Chapter 18 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;12. A systemic functional linguistic approach to usage-based research and instruction</TitleText> <Subtitle textformat="02">The case of nominalization in L2 academic writing</Subtitle> 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&#8217; 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 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;13. Examining multifaceted sources of input</TitleText> <Subtitle textformat="02">Variationist and usage-based approaches to understanding the L2 classroom</Subtitle> 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&#8217; 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&#8217; 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. &#8195; 10 01 JB code lllt.49.con 315 321 7 Section header 20 <TitleType>01</TitleType> <TitleText textformat="02">Conclusion</TitleText> 10 01 JB code lllt.49.14tyl 315 321 7 Chapter 21 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;14. Usage-inspired L2 instruction</TitleText> <Subtitle textformat="02">Some reflections and a heuristic</Subtitle> 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. 10 01 JB code lllt.49.index 323 1 Miscellaneous 22 <TitleType>01</TitleType> <TitleText textformat="02">Index</TitleText> 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20180213 2018 John Benjamins B.V. 02 WORLD 13 15 9789027200242 01 JB 3 John Benjamins e-Platform 03 jbe-platform.com 09 WORLD 21 01 06 Institutional price 00 99.00 EUR R 01 05 Consumer price 00 36.00 EUR R 01 06 Institutional price 00 83.00 GBP Z 01 05 Consumer price 00 30.00 GBP Z 01 06 Institutional price inst 00 149.00 USD S 01 05 Consumer price cons 00 54.00 USD S 415015909 03 01 01 JB John Benjamins Publishing Company 01 JB code LL&LT 49 Hb 15 9789027200242 13 2017049436 BB 01 LL&LT 02 1569-9471 Language Learning & Language Teaching 49 <TitleType>01</TitleType> <TitleText textformat="02">Usage-inspired L2 Instruction</TitleText> <Subtitle textformat="02">Researched pedagogy</Subtitle> 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 01 https://benjamins.com/covers/475/lllt.49.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027200242.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027200242.tif 06 09 01 https://benjamins.com/covers/1200_front/lllt.49.hb.png 07 09 01 https://benjamins.com/covers/125/lllt.49.png 25 09 01 https://benjamins.com/covers/1200_back/lllt.49.hb.png 27 09 01 https://benjamins.com/covers/3d_web/lllt.49.hb.png 10 01 JB code lllt.49.loc xi xv 5 Miscellaneous 1 <TitleType>01</TitleType> <TitleText textformat="02">List of contributors</TitleText> 10 01 JB code lllt.49.ack xvii 1 Miscellaneous 2 <TitleType>01</TitleType> <TitleText textformat="02">Acknowledgements</TitleText> 10 01 JB code lllt.49.int 3 26 24 Section header 3 <TitleType>01</TitleType> <TitleText textformat="02">Introduction</TitleText> 10 01 JB code lllt.49.01tyl 3 26 24 Chapter 4 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;1. Usage-inspired L2 instruction</TitleText> <Subtitle textformat="02">An emergent, researched pedagogy</Subtitle> 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 JB code lllt.49.p1 27 91 65 Section header 5 <TitleType>01</TitleType> <TitleText textformat="02">Part&#160;I. Usage-inspired L2 instruction through three lenses</TitleText> 10 01 JB code lllt.49.02lan 29 53 25 Chapter 6 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;2. L2 developmental education and systemic theoretical instruction</TitleText> <Subtitle textformat="02">The case of English verb+noun collocations</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;3. Foreign language instruction from a dynamic usage-based (DUB) perspective</TitleText> 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&#160;&#8211; a movie approach and the Accelerative Integrated Method&#160;&#8211; 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 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;4. On the relationship between interaction and language learning</TitleText> <Subtitle textformat="02">A usage-based perspective grounded in interactional sociolinguistics</Subtitle> 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&#8217;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 JB code lllt.49.p2 96 234 139 Section header 9 <TitleType>01</TitleType> <TitleText textformat="02">Part&#160;II. How effective is usage-inspired L2 instruction?</TitleText> 10 01 JB code lllt.49.05bue 95 115 21 Chapter 10 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;5. Conceptual frameworks and L2 pedagogy</TitleText> <Subtitle textformat="02">The case of French prepositions</Subtitle> 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>&#224;, 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 JB code lllt.49.06mas 117 142 26 Chapter 11 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;6. Student perception and different performance in a combined usage-based and sociocultural theory approach to learning Japanese polysemous particles</TitleText> 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 (Cs&#225;bi, 2004; Lam, 2009; Masuda, 2013; Tyler, Mueller, &#38; 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>&#8239;=&#8239;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 01 JB code lllt.49.07alo 143 164 22 Chapter 12 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;7. The impact of prior knowledge on second language grammar practice</TitleText> 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-Garc&#237;a, 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, &#38; 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 01 JB code lllt.49.08bec 165 185 21 Chapter 13 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;8. Using metacognitive strategies to induce phase shifts</TitleText> <Subtitle textformat="02">A complex systems approach to L2 listening instruction</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;9. The role of &#8216;roles&#8217; in task-design</TitleText> <Subtitle textformat="02">An exploration of framing as a feature of tasks</Subtitle> 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, &#38; Falodun, 1993). The current study aimed to investigate an as-yet little-studied dimension of tasks, the phenomenon of framing. Framing derives from Goffman&#8217;s (1974) notion of activity frames, the idea that any stretch of human activity is organized by certain rules and principles to which people &#8220;fit their actions&#8221; including, crucially, their language. Framing thus represents a basic element of what speakers perceive as the <i>context</i> of a given interaction (Gumperz &#38; 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&#8217;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 &#38; 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. 10 01 JB code lllt.49.10mad 211 234 24 Chapter 15 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;10. Do findings from artificial language learning generalize to second language classrooms?</TitleText> 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. 10 01 JB code lllt.49.p3 238 311 74 Section header 16 <TitleType>01</TitleType> <TitleText textformat="02">Part&#160;III. A central role for corpus linguistics in usage-inspired L2 instruction</TitleText> 10 01 JB code lllt.49.11zel 237 265 29 Chapter 17 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;11. Compounds and productivity in advanced L2 German writing</TitleText> <Subtitle textformat="02">A constructional approach</Subtitle> 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 &#8216;compounding happy&#8217; (Schl&#252;cker, 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. 10 01 JB code lllt.49.12gen 267 289 23 Chapter 18 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;12. A systemic functional linguistic approach to usage-based research and instruction</TitleText> <Subtitle textformat="02">The case of nominalization in L2 academic writing</Subtitle> 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&#8217; 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 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;13. Examining multifaceted sources of input</TitleText> <Subtitle textformat="02">Variationist and usage-based approaches to understanding the L2 classroom</Subtitle> 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&#8217; 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&#8217; 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. &#8195; 10 01 JB code lllt.49.con 315 321 7 Section header 20 <TitleType>01</TitleType> <TitleText textformat="02">Conclusion</TitleText> 10 01 JB code lllt.49.14tyl 315 321 7 Chapter 21 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;14. Usage-inspired L2 instruction</TitleText> <Subtitle textformat="02">Some reflections and a heuristic</Subtitle> 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. 10 01 JB code lllt.49.index 323 1 Miscellaneous 22 <TitleType>01</TitleType> <TitleText textformat="02">Index</TitleText> 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20180213 2018 John Benjamins B.V. 02 WORLD 08 740 gr 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 01 WORLD US CA MX 21 30 20 01 02 JB 1 00 99.00 EUR R 02 02 JB 1 00 104.94 EUR R 01 JB 10 bebc +44 1202 712 934 +44 1202 712 913 sales@bebc.co.uk 03 GB 21 20 02 02 JB 1 00 83.00 GBP Z 01 JB 2 John Benjamins North America +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 01 US CA MX 21 1 20 01 gen 02 JB 1 00 149.00 USD 660015911 03 01 01 JB John Benjamins Publishing Company 01 JB code LL&LT 49 Pb 15 9789027200259 13 2017049436 BC 01 LL&LT 02 1569-9471 Language Learning & Language Teaching 49 <TitleType>01</TitleType> <TitleText textformat="02">Usage-inspired L2 Instruction</TitleText> <Subtitle textformat="02">Researched pedagogy</Subtitle> 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 01 https://benjamins.com/covers/475/lllt.49.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027200242.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027200242.tif 06 09 01 https://benjamins.com/covers/1200_front/lllt.49.pb.png 07 09 01 https://benjamins.com/covers/125/lllt.49.png 25 09 01 https://benjamins.com/covers/1200_back/lllt.49.pb.png 27 09 01 https://benjamins.com/covers/3d_web/lllt.49.pb.png 10 01 JB code lllt.49.loc xi xv 5 Miscellaneous 1 <TitleType>01</TitleType> <TitleText textformat="02">List of contributors</TitleText> 10 01 JB code lllt.49.ack xvii 1 Miscellaneous 2 <TitleType>01</TitleType> <TitleText textformat="02">Acknowledgements</TitleText> 10 01 JB code lllt.49.int 3 26 24 Section header 3 <TitleType>01</TitleType> <TitleText textformat="02">Introduction</TitleText> 10 01 JB code lllt.49.01tyl 3 26 24 Chapter 4 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;1. Usage-inspired L2 instruction</TitleText> <Subtitle textformat="02">An emergent, researched pedagogy</Subtitle> 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 JB code lllt.49.p1 27 91 65 Section header 5 <TitleType>01</TitleType> <TitleText textformat="02">Part&#160;I. Usage-inspired L2 instruction through three lenses</TitleText> 10 01 JB code lllt.49.02lan 29 53 25 Chapter 6 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;2. L2 developmental education and systemic theoretical instruction</TitleText> <Subtitle textformat="02">The case of English verb+noun collocations</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;3. Foreign language instruction from a dynamic usage-based (DUB) perspective</TitleText> 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&#160;&#8211; a movie approach and the Accelerative Integrated Method&#160;&#8211; 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 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;4. On the relationship between interaction and language learning</TitleText> <Subtitle textformat="02">A usage-based perspective grounded in interactional sociolinguistics</Subtitle> 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&#8217;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 JB code lllt.49.p2 96 234 139 Section header 9 <TitleType>01</TitleType> <TitleText textformat="02">Part&#160;II. How effective is usage-inspired L2 instruction?</TitleText> 10 01 JB code lllt.49.05bue 95 115 21 Chapter 10 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;5. Conceptual frameworks and L2 pedagogy</TitleText> <Subtitle textformat="02">The case of French prepositions</Subtitle> 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>&#224;, 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 JB code lllt.49.06mas 117 142 26 Chapter 11 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;6. Student perception and different performance in a combined usage-based and sociocultural theory approach to learning Japanese polysemous particles</TitleText> 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 (Cs&#225;bi, 2004; Lam, 2009; Masuda, 2013; Tyler, Mueller, &#38; 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>&#8239;=&#8239;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 01 JB code lllt.49.07alo 143 164 22 Chapter 12 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;7. The impact of prior knowledge on second language grammar practice</TitleText> 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-Garc&#237;a, 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, &#38; 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 01 JB code lllt.49.08bec 165 185 21 Chapter 13 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;8. Using metacognitive strategies to induce phase shifts</TitleText> <Subtitle textformat="02">A complex systems approach to L2 listening instruction</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;9. The role of &#8216;roles&#8217; in task-design</TitleText> <Subtitle textformat="02">An exploration of framing as a feature of tasks</Subtitle> 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, &#38; Falodun, 1993). The current study aimed to investigate an as-yet little-studied dimension of tasks, the phenomenon of framing. Framing derives from Goffman&#8217;s (1974) notion of activity frames, the idea that any stretch of human activity is organized by certain rules and principles to which people &#8220;fit their actions&#8221; including, crucially, their language. Framing thus represents a basic element of what speakers perceive as the <i>context</i> of a given interaction (Gumperz &#38; 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&#8217;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 &#38; 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. 10 01 JB code lllt.49.10mad 211 234 24 Chapter 15 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;10. Do findings from artificial language learning generalize to second language classrooms?</TitleText> 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. 10 01 JB code lllt.49.p3 238 311 74 Section header 16 <TitleType>01</TitleType> <TitleText textformat="02">Part&#160;III. A central role for corpus linguistics in usage-inspired L2 instruction</TitleText> 10 01 JB code lllt.49.11zel 237 265 29 Chapter 17 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;11. Compounds and productivity in advanced L2 German writing</TitleText> <Subtitle textformat="02">A constructional approach</Subtitle> 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 &#8216;compounding happy&#8217; (Schl&#252;cker, 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. 10 01 JB code lllt.49.12gen 267 289 23 Chapter 18 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;12. A systemic functional linguistic approach to usage-based research and instruction</TitleText> <Subtitle textformat="02">The case of nominalization in L2 academic writing</Subtitle> 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&#8217; 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 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;13. Examining multifaceted sources of input</TitleText> <Subtitle textformat="02">Variationist and usage-based approaches to understanding the L2 classroom</Subtitle> 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&#8217; 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&#8217; 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. &#8195; 10 01 JB code lllt.49.con 315 321 7 Section header 20 <TitleType>01</TitleType> <TitleText textformat="02">Conclusion</TitleText> 10 01 JB code lllt.49.14tyl 315 321 7 Chapter 21 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;14. Usage-inspired L2 instruction</TitleText> <Subtitle textformat="02">Some reflections and a heuristic</Subtitle> 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. 10 01 JB code lllt.49.index 323 1 Miscellaneous 22 <TitleType>01</TitleType> <TitleText textformat="02">Index</TitleText> 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20180213 2018 John Benjamins B.V. 02 WORLD 08 610 gr 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 01 WORLD US CA MX 21 69 16 01 02 JB 1 00 36.00 EUR R 02 02 JB 1 00 38.16 EUR R 01 JB 10 bebc +44 1202 712 934 +44 1202 712 913 sales@bebc.co.uk 03 GB 21 16 02 02 JB 1 00 30.00 GBP Z 01 JB 2 John Benjamins North America +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 01 US CA MX 21 4 16 01 gen 02 JB 1 00 54.00 USD