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Chapter 2. L2 developmental education and systemic theoretical instruction

The case of English verb+noun collocations
  • James P. Lantolf and Mei-Hsing Tsai
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Usage-inspired L2 Instruction
This chapter is in the book Usage-inspired L2 Instruction

Abstract

One of the difficult problems for language learners to master in English is verb+noun collocations, particularly with regard to verbs such as make and do. Using the educational framework informed by sociocultural psychology referred to as systemic theoretical instruction (STI), this chapter describes one aspect of a larger classroom study carried out in a Taiwanese college which addressed particularly problematic verb+noun collocations. This chapter deals with two of the five verbs addressed in the study: make and do. Instruction consisted of two major components: one focused on the meanings of the relevant collocations as derived from cognitive linguistic research; the other, involved students verbally and visually explaining their understandings of the meanings of the verb+noun collocations as a way of internalizing the appropriate meanings, as called for in STI. Student development is traced through their verbalizations and schematic drawings of the meanings of the verb+noun collocations.

Abstract

One of the difficult problems for language learners to master in English is verb+noun collocations, particularly with regard to verbs such as make and do. Using the educational framework informed by sociocultural psychology referred to as systemic theoretical instruction (STI), this chapter describes one aspect of a larger classroom study carried out in a Taiwanese college which addressed particularly problematic verb+noun collocations. This chapter deals with two of the five verbs addressed in the study: make and do. Instruction consisted of two major components: one focused on the meanings of the relevant collocations as derived from cognitive linguistic research; the other, involved students verbally and visually explaining their understandings of the meanings of the verb+noun collocations as a way of internalizing the appropriate meanings, as called for in STI. Student development is traced through their verbalizations and schematic drawings of the meanings of the verb+noun collocations.

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.49.02lan

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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