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. 315–321
Chapter 14Usage-inspired L2 instruction
Some reflections and a heuristic
Published online: 13 February 2018
https://doi.org/10.1075/lllt.49.14tyl
https://doi.org/10.1075/lllt.49.14tyl
Abstract
The work gathered in this collection suggests that usage-inspired second language (L2) instruction is beginning to take hold in instructed second language acquisition (SLA) and has a bright future as a researched pedagogy in support of adult L2 learning and multilingualism. In this closing chapter, we offer our personal reflections on the study of usage-inspired L2 instruction as a new research domain within instructed SLA. We also propose four broad criteria by which one might be able to judge the degree to which a particular instructional proposal is usage-inspired, related to meaningfulness, contextualization, prior knowledge, and learning goals and mechanisms.
Article outline
- Introduction
- Unifying ethos, multiple pursuits
- The complementarity of explicit and implicit learning
- But is it usage-inspired? A heuristic to evaluate instructional implementations
- Conclusion
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This list is based on CrossRef data as of 26 november 2025. 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.