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In:Usage-inspired L2 Instruction: Researched pedagogy
Edited by Andrea E. Tyler, Lourdes Ortega, Mariko Uno and Hae In Park
[Language Learning & Language Teaching 49] 2018
► pp. 3–26

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Chapter 1
Usage-inspired L2 instruction

An emergent, researched pedagogy

 | Georgetown University
 | Georgetown University
Published online: 13 February 2018
DOI logo with link
https://doi.org/10.1075/lllt.49.01tyl
Abstract
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.
Article outline
  • Introduction
  • Five tenets that shape usage-inspired L2 instruction
  • Usage-inspired L2 instruction through three lenses
  • How effective is usage-inspired L2 instruction?
  • A central role for corpus linguistics in usage-inspired L2 instruction
  • Closing remarks
  • References
References (74)
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