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. vii–x
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Published online: 13 February 2018
https://doi.org/10.1075/lllt.49.toc
https://doi.org/10.1075/lllt.49.toc
Table of contents
List of contributors
XI
Acknowledgements
XVII
Introduction
Chapter 1.Usage-inspired L2 instruction: An emergent, researched pedagogy
3
Andrea E. Tyler
Lourdes Ortega
Part I.Usage-inspired L2 instruction through three lenses
Chapter 2.L2 developmental education and systemic theoretical instruction: The case of English verb-noun collocations
29
James P. Lantolf
Mei-Hsing Tsai
Chapter 3.Foreign language instruction from a dynamic usage-based (DUB) perspective
55
Audrey Rousse-Malpat
Marjolijn Verspoor
Chapter 4.On the relationship between interaction and language learning: A usage-based perspective grounded in interactional sociolinguistics
75
Catherine Evans Davies
Part II.How effective is usage-inspired L2 instruction?
Chapter 5.Conceptual frameworks and L2 pedagogy: The case of French prepositions
95
Kimberly Buescher
Susan Strauss
Chapter 6.Student perception and different performance in a combined usage-based and sociocultural theory approach to learning Japanese polysemous particles
117
Kyoko Masuda
Angela Labarca
Chapter 7.The impact of prior knowledge on second language grammar practice
143
Irene Alonso-Aparicio
Chapter 8.Using metacognitive strategies to induce phase shifts: A complex systems approach to L2 listening instruction
165
Shannon Becker
Jessica L. Sturm
Chapter 9.The role of “roles” in task-design: An exploration of framing as a feature of tasks
187
Joshua Kraut
Chapter 10.Do findings from artificial language learning generalize to second language classrooms?
211
Karin Madlener
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 approach
237
Amir Zeldes
Chapter 12.A systemic functional linguistic approach to usage-based research and instruction: The case of nominalization in L2 academic writing
267
Guillaume Gentil
Fanny Meunier
Chapter 13.Examining multifaceted sources of input: Variationist and usage-based approaches to understanding the L2 classroom
291
Laura Gurzynski-Weiss
Kimberly L. Geeslin
Danielle Daidone
Bret Linford
Avizia Y. Long
Ian Michalski
Megan Solon
Conclusion
Chapter 14.Usage-inspired L2 instruction: Some reflections and a heuristic
315
Andrea E. Tyler
Lourdes Ortega
Index
