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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. 117–142

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Chapter 6
Student perception and different performance in a combined usage-based and sociocultural theory approach to learning Japanese polysemous particles

 | Georgia Institute of Technology
 | Georgia Institute of Technology
Published online: 13 February 2018
DOI logo with link
https://doi.org/10.1075/lllt.49.06mas
Abstract
Recent second language studies have explored the implementation of a usage-based approach in the classroom (Csábi, 2004; Lam, 2009; Masuda, 2013; Tyler, Mueller, & 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 (N = 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.
Article outline
  • Introduction
  • Background
    • Japanese spatial polysemous particles
    • SCT and concept development
  • Study
    • Research questions
    • Participants
    • Design
    • Measures
  • Results and discussion
    • Performance on measures
      • Story-writing
      • Contextualized fill-in-the-blank-test
    • Student perception of instructional approach used
      • Instruction
      • Identifying function and matching cards
      • Reviewing each other’s story-writing
  • Conclusion
  • Acknowledgements
  • Notes
  • References
  • Appendix
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