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Usage-inspired L2 Instruction
Researched pedagogy
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.
[Language Learning & Language Teaching, 49] 2018. xvii, 324 pp.
Publishing status: Available
Published online on 28 January 2018
Published online on 28 January 2018
© John Benjamins
Table of Contents
- List of contributors | pp. xi–xv
- Acknowledgements | pp. xvii–17
- Introduction
- Chapter 1. Usage-inspired L2 instruction: An emergent, researched pedagogyAndrea E. Tyler and Lourdes Ortega | pp. 3–26
- Part I. Usage-inspired L2 instruction through three lenses
- Chapter 2. L2 developmental education and systemic theoretical instruction: The case of English verb+noun collocationsJames P. Lantolf and Mei-Hsing Tsai | pp. 29–53
- Chapter 3. Foreign language instruction from a dynamic usage-based (DUB) perspectiveAudrey Rousse-Malpat and Marjolijn Verspoor | pp. 55–73
- Chapter 4. On the relationship between interaction and language learning: A usage-based perspective grounded in interactional sociolinguisticsCatherine Evans Davies | pp. 75–91
- Part II. How effective is usage-inspired L2 instruction?
- Chapter 5. Conceptual frameworks and L2 pedagogy: The case of French prepositionsKimberly Buescher and Susan Strauss | pp. 95–115
- Chapter 6. Student perception and different performance in a combined usage-based and sociocultural theory approach to learning Japanese polysemous particlesKyoko Masuda and Angela Labarca | pp. 117–142
- Chapter 7. The impact of prior knowledge on second language grammar practiceIrene Alonso-Aparicio | pp. 143–164
- Chapter 8. Using metacognitive strategies to induce phase shifts: A complex systems approach to L2 listening instructionShannon R. Becker and Jessica L. Sturm | pp. 165–185
- Chapter 9. The role of ‘roles’ in task-design: An exploration of framing as a feature of tasksJoshua Kraut | pp. 187–210
- Chapter 10. Do findings from artificial language learning generalize to second language classrooms?Karin Madlener | pp. 211–234
- Part III. A central role for corpus linguistics in usage-inspired L2 instruction
- Chapter 11. Compounds and productivity in advanced L2 German writing: A constructional approachAmir Zeldes | pp. 237–265
- Chapter 12. A systemic functional linguistic approach to usage-based research and instruction: The case of nominalization in L2 academic writingGuillaume Gentil and Fanny Meunier | pp. 267–289
- Chapter 13. Examining multifaceted sources of input: Variationist and usage-based approaches to understanding the L2 classroomLaura Gurzynski-Weiss, Kimberly L. Geeslin, Danielle Daidone, Bret Linford, Avizia Y. Long, Ian Michalski and Megan Solon | pp. 291–311
- Conclusion
- Chapter 14. Usage-inspired L2 instruction: Some reflections and a heuristicAndrea E. Tyler and Lourdes Ortega | pp. 315–321
- Index | pp. 323–324
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