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Chapter 13. Examining multifaceted sources of input

Variationist and usage-based approaches to understanding the L2 classroom
  • Laura Gurzynski-Weiss , Kimberly L. Geeslin✝ , Danielle Daidone , Bret Linford , Avizia Y. Long , Ian Michalski and Megan Solon
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Usage-inspired L2 Instruction
This chapter is in the book Usage-inspired L2 Instruction

Abstract

Input is a central, driving component in nearly all theories of second language acquisition, but little is known about the relationship between the instructor-provided input to which classroom second language learners are exposed and attested patterns of acquisition. Our study investigates this relationship through an examination of instructors’ Spanish subject expression in oral and written classroom input, as well as their subject expression during three sociolinguistic tasks. Our analysis of five native-speaking instructors’ subject expression, a variable structure, revealed several common patterns across input modes, such as the distribution of the three most common subject forms, as well as subtle differences in the factors constraining use across input modes and tasks. Findings are discussed in relationship to what is known about the acquisition of Spanish subject forms by second language learners, and implications and areas for future research are outlined.  

Abstract

Input is a central, driving component in nearly all theories of second language acquisition, but little is known about the relationship between the instructor-provided input to which classroom second language learners are exposed and attested patterns of acquisition. Our study investigates this relationship through an examination of instructors’ Spanish subject expression in oral and written classroom input, as well as their subject expression during three sociolinguistic tasks. Our analysis of five native-speaking instructors’ subject expression, a variable structure, revealed several common patterns across input modes, such as the distribution of the three most common subject forms, as well as subtle differences in the factors constraining use across input modes and tasks. Findings are discussed in relationship to what is known about the acquisition of Spanish subject forms by second language learners, and implications and areas for future research are outlined.  

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.49.13gur

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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