Chapter 10. Do findings from artificial language learning generalize to second language classrooms?
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Karin Madlener-Charpentier
Abstract
Usage-based approaches assume that language acquisition proceeds predominantly incidentally and implicitly, based on the processing of meaningful input during contextualized social interaction. By contrast, there is a tradition of investigating the mechanisms of second language (L2) processing and learning through tightly controlled artificial language learning studies in the laboratory. This raises the question to what extent and under which conditions findings from such artificial language learning studies generalize to (instructed) L2 acquisition (and may therefore inform L2 pedagogy). I present and discuss convergent and divergent findings across several domains, including brain imaging, learned attention, and frequency effects. The latter are given special attention, as they are crucial to a usage-based perspective. Comparisons between prior laboratory and classroom studies and data from current classroom research (Madlener, 2015) suggest that (1) not all task types used in artificial language learning studies reliably generalize to (classroom) L2 learning and that (2) artificial language learning models some aspects of L2 acquisition more readily than others.
Abstract
Usage-based approaches assume that language acquisition proceeds predominantly incidentally and implicitly, based on the processing of meaningful input during contextualized social interaction. By contrast, there is a tradition of investigating the mechanisms of second language (L2) processing and learning through tightly controlled artificial language learning studies in the laboratory. This raises the question to what extent and under which conditions findings from such artificial language learning studies generalize to (instructed) L2 acquisition (and may therefore inform L2 pedagogy). I present and discuss convergent and divergent findings across several domains, including brain imaging, learned attention, and frequency effects. The latter are given special attention, as they are crucial to a usage-based perspective. Comparisons between prior laboratory and classroom studies and data from current classroom research (Madlener, 2015) suggest that (1) not all task types used in artificial language learning studies reliably generalize to (classroom) L2 learning and that (2) artificial language learning models some aspects of L2 acquisition more readily than others.
Chapters in this book
- 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
Chapters in this book
- 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
