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Usage-inspired L2 Instruction
Researched pedagogy
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Edited by:
Andrea E. Tyler
Language:
English
Published/Copyright:
2018
About this book
This book presents a set of compelling essays collectively making a persuasive case for why a usage-based perspective on language is fast becoming a leading theoretical framework for investigating second language (L2) learning and the foundation for effective, innovative, engaging pedagogy. Drawing on 20 years of research in psychology, psycholinguistics, cognitive science, and linguistic theory, including discourse analytic approaches, the combined contributions paint a picture of theoretically-informed L2 pedagogy which emphasizes all facets of language as meaningful, embodied, and socially situated. The introduction and conclusion offer an outline of five foundational tenets essential to a usage-inspired pedagogy and a heuristic for developing usage-inspired L2 research and pedagogy. Each essay provides a unique vantage on usage-inspired L2 instruction and a demonstration of the efficacy of usage-based pedagogy. This volume will be invaluable for SLA researchers, graduate students, and classroom teachers interested in exploring usage-inspired L2 pedagogy.
Topics
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Introduction
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An emergent, researched pedagogy Andrea E. Tyler and Lourdes Ortega Requires Authentication Unlicensed Licensed Download PDF |
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Part I. Usage-inspired L2 instruction through three lenses
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The case of English verb+noun collocations James P. Lantolf and Mei-Hsing Tsai Requires Authentication Unlicensed Licensed Download PDF |
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Audrey Rousse-Malpat and Marjolijn H. Verspoor Requires Authentication Unlicensed Licensed Download PDF |
55 |
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A usage-based perspective grounded in interactional sociolinguistics Catherine Evans Davies Requires Authentication Unlicensed Licensed Download PDF |
75 |
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Part II. How effective is usage-inspired L2 instruction?
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The case of French prepositions Kimberly Buescher and Susan Strauss Requires Authentication Unlicensed Licensed Download PDF |
95 |
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Kyoko Masuda and Angela Labarca Requires Authentication Unlicensed Licensed Download PDF |
117 |
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Irene Alonso-Aparicio Requires Authentication Unlicensed Licensed Download PDF |
143 |
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A complex systems approach to L2 listening instruction Shannon R. Becker and Jessica L. Sturm Requires Authentication Unlicensed Licensed Download PDF |
165 |
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An exploration of framing as a feature of tasks Joshua Kraut Requires Authentication Unlicensed Licensed Download PDF |
187 |
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Karin Madlener-Charpentier Requires Authentication Unlicensed Licensed Download PDF |
211 |
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Part III. A central role for corpus linguistics in usage-inspired L2 instruction
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A constructional approach Amir Zeldes Requires Authentication Unlicensed Licensed Download PDF |
237 |
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The case of nominalization in L2 academic writing Guillaume Gentil and Fanny Meunier Requires Authentication Unlicensed Licensed Download PDF |
267 |
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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 Requires Authentication Unlicensed Licensed Download PDF |
291 |
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Conclusion
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Some reflections and a heuristic Andrea E. Tyler and Lourdes Ortega Requires Authentication Unlicensed Licensed Download PDF |
315 |
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Publishing information
Pages and Images/Illustrations in book
eBook published on:
January 28, 2018
eBook ISBN:
9789027264466
Pages and Images/Illustrations in book
Main content:
324
eBook ISBN:
9789027264466
Keywords for this book
Applied linguistics; Language teaching; Multilingualism; Language acquisition
Audience(s) for this book
Professional and scholarly;
