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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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ELLIS, NICK C.
2019. Essentials of a Theory of Language Cognition. The Modern Language Journal 103:S1 ► pp. 39 ff. DOI logo
Ellis, Nick C.
2022. Fuzzy Representations. Bilingualism: Language and Cognition 25:2 ► pp. 210 ff. DOI logo
MCMANUS, KEVIN & EMMA MARSDEN
2019. Using Explicit Instruction About L1 to Reduce Crosslinguistic Effects in L2 Grammar Learning: Evidence From Oral Production in L2 French . The Modern Language Journal 103:2 ► pp. 459 ff. DOI logo
Pennington, Martha C. & Pamela Rogerson-Revell
2019. Pronunciation in the Classroom: Teachers and Teaching Methods. In English Pronunciation Teaching and Research [Research and Practice in Applied Linguistics, ], ► pp. 173 ff. DOI logo
Pennington, Martha C. & Pamela Rogerson-Revell
2019. Phonology in Language Learning. In English Pronunciation Teaching and Research [Research and Practice in Applied Linguistics, ], ► pp. 57 ff. DOI logo
Rothman, Jason, Jorge González Alonso & Eloi Puig-Mayenco
2019. Third Language Acquisition and Linguistic Transfer, DOI logo
Zyzik, Eve
2019. INCOMPLETE ACQUISITION FROM A USAGE-BASED PERSPECTIVE. Studies in Second Language Acquisition 41:2 ► pp. 279 ff. DOI logo
Bayram, Fatih, David Miller, Jason Rothman & Ludovica Serratrice
2018. Studies in bilingualism. In Bilingual Cognition and Language [Studies in Bilingualism, 54], ► pp. 1 ff. DOI logo
Puig-Mayenco, Eloi, Ian Cunnings, Fatih Bayram, David Miller, Susagna Tubau & Jason Rothman
2018. Language Dominance Affects Bilingual Performance and Processing Outcomes in Adulthood. Frontiers in Psychology 9 DOI logo
[no author supplied]
2021. Cognitive Aphasiology – A Usage-Based Approach to Language in Aphasia [Constructional Approaches to Language, 31], DOI logo
[no author supplied]
2021. Dynamic Variation in Second Language Acquisition [Processability Approaches to Language Acquisition Research & Teaching, 8], DOI logo
[no author supplied]
2024. Beyond Disfluency [Advances in Interaction Studies, 11], DOI logo

This list is based on CrossRef data as of 27 december 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.