Chapter 6. Student perception and different performance in a combined usage-based and sociocultural theory approach to learning Japanese polysemous particles
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Kyoko Masuda
Abstract
Recent second language studies have explored the implementation of a usage-based approach in the classroom (Csábi, 2004; Lam, 2009; Masuda, 2013; Tyler, Mueller, & Ho, 2010; Tyler, 2012; White, 2012). Adding to this research, Masuda and Labarca (2015, 2018) have investigated the effects of usage-based instruction supported by schematic aids and conceptual explanations of usages when teaching Japanese polysemous particles to English-speaking college students (N = 28). Following sociocultural theory (SCT) tenets, it is equally necessary to explore the interaction between peers, given the role that working together plays in concept development (Lantolf, 2010). In this chapter, we examine student perception of such innovative teaching and pair-work from a SCT perspective along with student different performance by comparing usage-based instruction to traditional instruction. When perceptions were collected through a questionnaire, one-to-one interviews, and recorded pair exchanges or languaging, evidence was found for the value of visualization of the concept driven by schematic diagrams and guided conceptual tasks that had differential effects on student progress and longer retention.
Abstract
Recent second language studies have explored the implementation of a usage-based approach in the classroom (Csábi, 2004; Lam, 2009; Masuda, 2013; Tyler, Mueller, & Ho, 2010; Tyler, 2012; White, 2012). Adding to this research, Masuda and Labarca (2015, 2018) have investigated the effects of usage-based instruction supported by schematic aids and conceptual explanations of usages when teaching Japanese polysemous particles to English-speaking college students (N = 28). Following sociocultural theory (SCT) tenets, it is equally necessary to explore the interaction between peers, given the role that working together plays in concept development (Lantolf, 2010). In this chapter, we examine student perception of such innovative teaching and pair-work from a SCT perspective along with student different performance by comparing usage-based instruction to traditional instruction. When perceptions were collected through a questionnaire, one-to-one interviews, and recorded pair exchanges or languaging, evidence was found for the value of visualization of the concept driven by schematic diagrams and guided conceptual tasks that had differential effects on student progress and longer retention.
Kapitel in diesem Buch
- Prelim pages i
- Table of contents vii
- List of contributors xi
- Acknowledgements xvii
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Introduction
- Chapter 1. Usage-inspired L2 instruction 3
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Part I. Usage-inspired L2 instruction through three lenses
- Chapter 2. L2 developmental education and systemic theoretical instruction 29
- Chapter 3. Foreign language instruction from a dynamic usage-based (DUB) perspective 55
- Chapter 4. On the relationship between interaction and language learning 75
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Part II. How effective is usage-inspired L2 instruction?
- Chapter 5. Conceptual frameworks and L2 pedagogy 95
- Chapter 6. Student perception and different performance in a combined usage-based and sociocultural theory approach to learning Japanese polysemous particles 117
- Chapter 7. The impact of prior knowledge on second language grammar practice 143
- Chapter 8. Using metacognitive strategies to induce phase shifts 165
- Chapter 9. The role of ‘roles’ in task-design 187
- Chapter 10. Do findings from artificial language learning generalize to second language classrooms? 211
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Part III. A central role for corpus linguistics in usage-inspired L2 instruction
- Chapter 11. Compounds and productivity in advanced L2 German writing 237
- Chapter 12. A systemic functional linguistic approach to usage-based research and instruction 267
- Chapter 13. Examining multifaceted sources of input 291
-
Conclusion
- Chapter 14. Usage-inspired L2 instruction 315
- Index 323
Kapitel in diesem Buch
- Prelim pages i
- Table of contents vii
- List of contributors xi
- Acknowledgements xvii
-
Introduction
- Chapter 1. Usage-inspired L2 instruction 3
-
Part I. Usage-inspired L2 instruction through three lenses
- Chapter 2. L2 developmental education and systemic theoretical instruction 29
- Chapter 3. Foreign language instruction from a dynamic usage-based (DUB) perspective 55
- Chapter 4. On the relationship between interaction and language learning 75
-
Part II. How effective is usage-inspired L2 instruction?
- Chapter 5. Conceptual frameworks and L2 pedagogy 95
- Chapter 6. Student perception and different performance in a combined usage-based and sociocultural theory approach to learning Japanese polysemous particles 117
- Chapter 7. The impact of prior knowledge on second language grammar practice 143
- Chapter 8. Using metacognitive strategies to induce phase shifts 165
- Chapter 9. The role of ‘roles’ in task-design 187
- Chapter 10. Do findings from artificial language learning generalize to second language classrooms? 211
-
Part III. A central role for corpus linguistics in usage-inspired L2 instruction
- Chapter 11. Compounds and productivity in advanced L2 German writing 237
- Chapter 12. A systemic functional linguistic approach to usage-based research and instruction 267
- Chapter 13. Examining multifaceted sources of input 291
-
Conclusion
- Chapter 14. Usage-inspired L2 instruction 315
- Index 323
