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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. 323–324

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Index

Published online: 13 February 2018
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https://doi.org/10.1075/lllt.49.index

A

  • academic discourse 270–271, 275, 281, 284–286
  • academic literacy 267–273, 285–287
  • academic writing 20–21, 267–268, 273, 276, 285
  • activity frame 16–17
  • agency of learner79
  • AIM method69
  • Artificial language learning (ALL) 14, 17–18, 148, 211–230, 319

C

  • cognitive linguistics (CL) 5, 7–8, 11–12, 14–15, 20, 35, 50, 95, 100, 105, 112, 117–118, 123, 149, 152, 159–162, 231–233, 264, 309, 316–317, 321
  • cognitive restructuring 15, 143, 145, 157
  • collocations 11, 29, 34, 38, 40–42, 44, 48–51, 167
  • communal (activity/processing/work) 118, 136
  • complexity 17, 77, 146, 165–172, 175–179, 182–183, 188, 212, 214–215, 227–229, 237–238, 248, 253, 267, 274, 284–285, 316–317, 319–320
  • complex adaptive system 15–16, 57, 165–166, 172, 177–178
  • compounding 20, 237–239, 241, 245–247, 250–254, 256–260
  • concept formation31
  • concept-based explanations/instruction 11, 14, 32, 95
  • Concept-Based Instruction (CBI) 11, 14, 32, 51, 105, 113, 118, 139
  • conceptual knowledge 30–32, 34–35, 37–38, 41–42, 45–46, 50–51, 105, 118
  • construction 8, 15, 17–18, 36, 39, 48, 57, 59–60, 101, 143, 145–148, 151–153, 157–158, 193, 195, 197–203, 213–216, 219–225, 227–229, 241–242, 247, 250, 257, 271, 281, 284–285, 319
  • Construction Grammar (CG) 239–240
  • context 8, 10, 12–14, 16–17, 20, 30–31, 56–57, 59–60, 62, 66, 70, 76–81, 83–84, 87–89, 97, 99, 106–107, 113, 122, 124–125, 128, 150, 165–166, 168–169, 176–178, 182–183, 187, 189–192, 197, 207–208, 212–214, 218, 224–225, 228–230, 260, 267–270, 274, 286–287, 292–295, 319
  • contextualization cues 13, 17, 76-77, 89
  • corpus linguistics 19, 41, 101-102, 242–243, 269, 277, 286, 317
  • cross-cultural 78, 80, 82, 85–86
  • crosslinguistic transfer 20, 268, 271–272, 287

D

  • data-driven learning (DDL) 22, 274-275
  • developmental education 11, 14, 16, 29–30, 32–34, 33, 37, 50
  • diagram 7, 11, 14, 20, 34, 118, 121, 122, 128, 132, 316
  • discourse analysis 12, 76, 78–79, 86, 100, 195, 197, 317
  • discourse community 8–9, 76
  • Dynamic Systems Theory 55–56, 145, 166, 170, 225
  • Dynamic Usage-Based (DUB) 12, 55–57, 60–61, 70–71

E

  • ecological validity 215, 217–218, 226, 230
  • emergent/emergentism 8, 55, 88, 166, 169, 171, 176–177, 183, 208, 212, 286
  • ethnography/ethnographer/ethnographic 13, 76, 87, 89, 178, 195, 318, 320
  • explicit
    • attention 18, 57, 66, 272
    • instruction/teaching/grammar 7, 10, 21, 56, 60, 63, 65, 67, 69, 137, 144, 147-148, 287
    • knowledge 123, 144, 227
    • learning 8-9, 18, 60, 71, 171, 211, 213, 218, 219, 223, 227, 229, 318
    • understanding11
  • Extended meaning 14, 122, 125

F

  • Falko 238, 242–244, 262, 264
  • figure/ground 8, 120-221
  • Fisher’s Exact Test 127–128
  • framing (in discourse) 189-190, 192, 206
  • frequency (in language) 5, 8-9, 58, 89, 152, 219-222, 270, 293, 308
  • FUMM (form-use-meaning mapping) 12, 57–58, 60–61, 65–66, 70

G

  • genre(s) 22, 112, 269–270, 272, 274–276, 279
  • grammatical metaphor (GM) 20–21, 271–272, 282, 287
  • graphic conceptual illustrations/schemata 103, 105, 119

I

  • implicit
    • instruction/teaching/treatment 7, 56, 220, 224
    • knowledge9
    • learning 8, 9, 18, 60, 71, 211, 213, 216, 219, 223, 226-227, 316, 318, 320
    • processing7
  • input 10, 12, 15, 21, 32, 56, 60-61, 65, 67, 70-71, 320, 144, 147-148, 153, 167-168, 171, 213, 215, 219, 220, 222-223, 292, 293-294, 307-308
  • instructed SLA 5, 16, 166, 170, 212, 316
  • interactional sociolinguistics (IS) 12, 75, 76-78, 81, 188–189, 192
  • internalization 11, 35–37, 123, 137

L

  • L2 listening 16, 165–166, 172
  • languaging 11–12, 15, 37, 42, 46, 51, 117, 123, 125–126, 134, 316
  • learned attention 9, 18, 211, 213, 218–219, 226, 230, 320
  • learner corpus/corpora 41, 242-244, 268, 273, 286, 296
  • learning mode 18, 214, 218, 227, 229

M

  • materialization 33–34, 105
  • metacognition 165, 170–171, 183
  • microgenetic analysis 170, 177–179, 182
  • Movie approach 12, 55, 61–65, 71

N

  • native-speaking instructors291
  • negotiation for meaning 17, 187–189, 192, 194, 196
  • nominalization 20–21, 260, 267–268, 270–273, 275–286
  • non-linearity 166, 169, 176, 182, 316

O

  • oral classroom input300

P

  • polysemous particles 117, 119
  • polysemy 6–7, 14, 103, 120, 319
  • practice 5, 15, 18, 37, 60, 63, 65, 66, 68, 71, 75, 78–79, 81, 83–84, 86–87,, 137, 143–145, 147–149, 151–153, 157–159, 239, 268, 317–318, 320
  • prepositions 14, 26, 95–103, 106–108, 111–113, 115, 138–139, 251, 321
  • prior knowledge 15, 18, 143, 145, 147–149, 152, 157–158, 211, 213, 221, 315, 320
  • proficiency 10, 18–21, 26, 55–56, 63, 65, 68–69, 71, 146, 167, 171, 183, 197, 217, 219, 230, 237, 239, 251–253, 255–256, 259-260, 267, 272–274, 276, 278–280, 285–286, 296, 308–309, 320
  • prototypical 46, 108, 120-122, 128, 131, 135, 148-150, 220, 223, 256

R

  • register 77, 113, 190, 269–271, 274–275, 287

S

  • schema 34, 39–40, 131–134, 136, 231, 256
  • schematic 20, 29, 55–56, 58, 117–118, 120–122, 124–125, 128, 131–133, 135–136
  • SCOBA 34, 38–40, 42–44, 46, 49–50
  • situated discourse 13, 75, 189
  • skewed input 148, 219–224, 226, 228, 233
  • Sociocultural Theory (SCT) 11, 14, 29, 32, 35, 95, 105, 117–118, 123–125, 131, 135–136, 316–317
  • sociolinguistic tasks 21, 291, 293, 297, 303, 305–307
  • Spanish mood 148–149, 152
  • Spanish subject expression 291, 297
  • Spanish subjunctive15
  • Spatial language115
  • Spatial particles 14, 19
  • stance 7–8, 13, 17, 70, 86, 111, 113, 196, 269
  • statistical learning 8-9, 215-216
  • Systemic Functional Linguistics (SFL) 20, 68, 267, 317

T

  • target hypothesis244
  • task design 187, 189, 191, 207
  • task-based language teaching 4–5, 26, 151, 187, 209
  • temporal 33–35, 39–40, 96, 102, 109, 140, 170, 218
  • type frequency 219–222, 224–225, 227–228, 233

U

  • U-shaped learning 143, 145, 157

V

  • variability 10, 16, 81, 145–147, 157–159, 165–166, 170, 177–179, 182–183, 220–222, 247, 292, 309, 316–317
  • variable structure 291, 293, 296–297, 308
  • Vygotskian 11–12, 30, 35, 50, 52, 105, 114, 185, 316–317

W

  • written classroom input 291, 300, 307–308
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