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Chapter 1. Usage-inspired L2 instruction

An emergent, researched pedagogy
  • Andrea E. Tyler and Lourdes Ortega
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Usage-inspired L2 Instruction
This chapter is in the book Usage-inspired L2 Instruction

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.

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.

Chapters in this book

  1. Prelim pages i
  2. Table of contents vii
  3. List of contributors xi
  4. Acknowledgements xvii
  5. Introduction
  6. Chapter 1. Usage-inspired L2 instruction 3
  7. Part I. Usage-inspired L2 instruction through three lenses
  8. Chapter 2. L2 developmental education and systemic theoretical instruction 29
  9. Chapter 3. Foreign language instruction from a dynamic usage-based (DUB) perspective 55
  10. Chapter 4. On the relationship between interaction and language learning 75
  11. Part II. How effective is usage-inspired L2 instruction?
  12. Chapter 5. Conceptual frameworks and L2 pedagogy 95
  13. Chapter 6. Student perception and different performance in a combined usage-based and sociocultural theory approach to learning Japanese polysemous particles 117
  14. Chapter 7. The impact of prior knowledge on second language grammar practice 143
  15. Chapter 8. Using metacognitive strategies to induce phase shifts 165
  16. Chapter 9. The role of ‘roles’ in task-design 187
  17. Chapter 10. Do findings from artificial language learning generalize to second language classrooms? 211
  18. Part III. A central role for corpus linguistics in usage-inspired L2 instruction
  19. Chapter 11. Compounds and productivity in advanced L2 German writing 237
  20. Chapter 12. A systemic functional linguistic approach to usage-based research and instruction 267
  21. Chapter 13. Examining multifaceted sources of input 291
  22. Conclusion
  23. Chapter 14. Usage-inspired L2 instruction 315
  24. Index 323
https://doi.org/10.1075/lllt.49.01tyl

Chapters in this book

  1. Prelim pages i
  2. Table of contents vii
  3. List of contributors xi
  4. Acknowledgements xvii
  5. Introduction
  6. Chapter 1. Usage-inspired L2 instruction 3
  7. Part I. Usage-inspired L2 instruction through three lenses
  8. Chapter 2. L2 developmental education and systemic theoretical instruction 29
  9. Chapter 3. Foreign language instruction from a dynamic usage-based (DUB) perspective 55
  10. Chapter 4. On the relationship between interaction and language learning 75
  11. Part II. How effective is usage-inspired L2 instruction?
  12. Chapter 5. Conceptual frameworks and L2 pedagogy 95
  13. Chapter 6. Student perception and different performance in a combined usage-based and sociocultural theory approach to learning Japanese polysemous particles 117
  14. Chapter 7. The impact of prior knowledge on second language grammar practice 143
  15. Chapter 8. Using metacognitive strategies to induce phase shifts 165
  16. Chapter 9. The role of ‘roles’ in task-design 187
  17. Chapter 10. Do findings from artificial language learning generalize to second language classrooms? 211
  18. Part III. A central role for corpus linguistics in usage-inspired L2 instruction
  19. Chapter 11. Compounds and productivity in advanced L2 German writing 237
  20. Chapter 12. A systemic functional linguistic approach to usage-based research and instruction 267
  21. Chapter 13. Examining multifaceted sources of input 291
  22. Conclusion
  23. Chapter 14. Usage-inspired L2 instruction 315
  24. Index 323
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