Acknowledgements

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