Usage-Inspired L2 Instruction: Researched Pedagogy

344 Pages·2018·4.687 MB·Language learning and language teaching

by  Ortega, Lourdes, Park, Hae In, Tyler, Andrea, Uno, Mariko

Language Learning & Language Teaching 49

Usage-inspired
L2 Instruction
Researched pedagogy
Edited by
Andrea E. Tyler
Lourdes Ortega
Mariko Uno
Hae In Park
John Benjamins Publishing Company
Usage-inspired L2 Instruction
Language Learning & Language Teaching (LL&LT)
issn 1569-9471
The LL&LT monograph series publishes monographs, edited volumes and
text books on applied and methodological issues in the field of language
pedagogy. The focus of the series is on subjects such as classroom discourse
and interaction; language diversity in educational settings; bilingual
education; language testing and language assessment; teaching methods and
teaching performance; learning trajectories in second language acquisition;
and written language learning in educational settings.
For an overview of all books published in this series, please see
http://benjamins.com/catalog/lllt
Editors
Nina Spada Nelleke Van Deusen-Scholl
Ontario Institute for Studies in Education Center for Language Study
University of Toronto Yale University
Volume 49
Usage-inspired L2 Instruction. Researched pedagogy
Edited by Andrea E. Tyler, Lourdes Ortega, Mariko Uno and Hae In Park
Usage-inspired L2 Instruction
Researched pedagogy
Edited by
Andrea E. Tyler
Georgetown University
Lourdes Ortega
Georgetown University
Mariko Uno
University of Arizona
Hae In Park
University at Albany, SUNY
John Benjamins Publishing Company
Amsterdam / Philadelphia
TM The paper used in this publication meets the minimum requirements of
8
the American National Standard for Information Sciences – Permanence
of Paper for Printed Library Materials, ansi z39.48-1984.
doi 10.1075/lllt.49
Cataloging-in-Publication Data available from Library of Congress.
isbn 978 90 272 0024 2 (Hb)
isbn 978 90 272 0025 9 (Pb)
isbn 978 90 272 6446 6 (e-book)
© 2018 – John Benjamins B.V.
No part of this book may be reproduced in any form, by print, photoprint, microfilm, or any
other means, without written permission from the publisher.
John Benjamins Publishing Company · https://benjamins.com
For David, Junior, Chris and Katherine
and their multi-lingual, multi-cultural journey

Table of contents
List of contributors xi
Acknowledgements xvii
Introduction
Chapter 1
Usage-inspired L2 instruction: An emergent, researched pedagogy 3
Andrea E. Tyler and Lourdes Ortega
Part I. Usage-inspired L2 instruction through three lenses
Chapter 2
L2 developmental education and systemic theoretical instruction:
The case of English verb+noun collocations 29
James P. Lantolf and Mei-Hsing Tsai
Chapter 3
Foreign language instruction from a dynamic usage-based
(DUB) perspective 55
Audrey Rousse-Malpat and Marjolijn Verspoor
Chapter 4
On the relationship between interaction and language learning:
A usage-based perspective grounded in interactional sociolinguistics 75
Catherine Evans Davies
Part II. How effective is usage-inspired L2 instruction?
Chapter 5
Conceptual frameworks and L2 pedagogy: The case of French prepositions 95
Kimberly Buescher and Susan Strauss
viii Usage-inspired L2 Instruction
Chapter 6
Student perception and different performance in a combined
usage-based and sociocultural theory approach to learning
Japanese polysemous particles 117
Kyoko Masuda and Angela Labarca
Chapter 7
The impact of prior knowledge on second language grammar practice 143
Irene Alonso-Aparicio
Chapter 8
Using metacognitive strategies to induce phase shifts:
A complex systems approach to L2 listening instruction 165
Shannon R. Becker and Jessica L. Sturm
Chapter 9
The role of ‘roles’ in task-design: An exploration of framing
as a feature of tasks 187
Joshua Kraut
Chapter 10
Do findings from artificial language learning generalize
to second language classrooms? 211
Karin Madlener
Part III. A central role for corpus linguistics in usage-inspired L2 instruction
Chapter 11
Compounds and productivity in advanced L2 German writing:
A constructional approach 237
Amir Zeldes
Chapter 12
A systemic functional linguistic approach to usage-based research
and instruction: The case of nominalization in L2 academic writing 267
Guillaume Gentil and Fanny Meunier
Table of contents ix
Chapter 13
Examining multifaceted sources of input: Variationist and usage-based
approaches to understanding the L2 classroom 291
Laura Gurzynski-Weiss, Kimberly L. Geeslin, Danielle Daidone,
Bret Linford, Avizia Y. Long, Ian Michalski and Megan Solon
Conclusion
Chapter 14
Usage-inspired L2 instruction: Some reflections and a heuristic 315
Andrea E. Tyler and Lourdes Ortega
Index 323