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Usage-Inspired L2 Instruction: Researched Pedagogy PDF

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

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