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Chapter 4. On the relationship between interaction and language learning

A usage-based perspective grounded in interactional sociolinguistics
  • Catherine Evans Davies
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Usage-inspired L2 Instruction
This chapter is in the book Usage-inspired L2 Instruction

Abstract

Interactional Sociolinguistics (IS) offers a multifaceted perspective on how language is contextually interpreted, as well as a rich methodology for discovering the speaker’s choices when creating situated discourse. For those concerned with second language learning and the current usage-based turn, IS can provide important insights into language use and learning. This chapter gives a brief overview of the fundamentals of IS, followed by a set of examples concerning how an IS orientation has been implemented in practice, starting with classroom-based learning and moving into increasingly authentic contexts while at the same time increasing the agentivity of the learner. The key idea is that an approach rooted in interactional sociolinguistics highlights the development of skills in the learner to become an active agent and even an ethnographer of his/her/their own communication.

Abstract

Interactional Sociolinguistics (IS) offers a multifaceted perspective on how language is contextually interpreted, as well as a rich methodology for discovering the speaker’s choices when creating situated discourse. For those concerned with second language learning and the current usage-based turn, IS can provide important insights into language use and learning. This chapter gives a brief overview of the fundamentals of IS, followed by a set of examples concerning how an IS orientation has been implemented in practice, starting with classroom-based learning and moving into increasingly authentic contexts while at the same time increasing the agentivity of the learner. The key idea is that an approach rooted in interactional sociolinguistics highlights the development of skills in the learner to become an active agent and even an ethnographer of his/her/their own communication.

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.49.04dav

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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