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Part of
Bilingual Cognition and Language: The state of the science across its subfields
Edited by David Miller, Fatih Bayram, Jason Rothman and Ludovica Serratrice
[Studies in Bilingualism 54] 2018
► pp. 37–56

Chapter 3
Usage-based approaches to second language acquisition

| University of Florida
| University of Michigan

We present an overview of the cognitive underpinnings of usage-based approaches to second language acquisition (L2A). Not all constructions are equally learnable, even after years of (frequent) exposure. We present a usage-based analysis of this phenomenon in terms of fundamental principles of associative learning: Low salience, low contingency, and redundancy all lead to form-function mappings being less well learned. Compounding this, adult acquirers show effects of learned attention and blocking as a result of L1-tuned automatized processing of language. We also describe form-focused instruction studies that aim to recruit learners’ explicit, conscious processing capacities for noticing novel L2 constructions before subsequent implicit processing consolidates it into the system. We conclude with further readings which discuss wider coverage of usage-based L2A.

Article outline
  • 1.Introduction
  • 2.The targets of language learning: Constructions
  • 3.The processes of language learning: Exemplar-based rational contingency analysis
  • 4.The language system emerges from usage
  • 5.Lexical and grammatical constructions in first and second language acquisition
  • 6.Salience and learning
  • 7.Contingency and learning
  • 8.Learned attention
  • 9.Implications for language teaching
  • 10. Further reading
  • References
Published online: 8 March 2018
DOI logo
https://doi.org/10.1075/sibil.54.03wul
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