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Chapter 14. Usage-inspired L2 instruction

Some reflections and a heuristic
  • Andrea E. Tyler and Lourdes Ortega
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Usage-inspired L2 Instruction
This chapter is in the book Usage-inspired L2 Instruction

Abstract

The work gathered in this collection suggests that usage-inspired second language (L2) instruction is beginning to take hold in instructed second language acquisition (SLA) and has a bright future as a researched pedagogy in support of adult L2 learning and multilingualism. In this closing chapter, we offer our personal reflections on the study of usage-inspired L2 instruction as a new research domain within instructed SLA. We also propose four broad criteria by which one might be able to judge the degree to which a particular instructional proposal is usage-inspired, related to meaningfulness, contextualization, prior knowledge, and learning goals and mechanisms.

Abstract

The work gathered in this collection suggests that usage-inspired second language (L2) instruction is beginning to take hold in instructed second language acquisition (SLA) and has a bright future as a researched pedagogy in support of adult L2 learning and multilingualism. In this closing chapter, we offer our personal reflections on the study of usage-inspired L2 instruction as a new research domain within instructed SLA. We also propose four broad criteria by which one might be able to judge the degree to which a particular instructional proposal is usage-inspired, related to meaningfulness, contextualization, prior knowledge, and learning goals and mechanisms.

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.49.14tyl

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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