Usage-Inspired L2 Instruction : Researched Pedagogy.
Tyler, Andrea E.
Usage-Inspired L2 Instruction : Researched Pedagogy. - 1st ed. - 1 online resource (344 pages) - Language Learning and Language Teaching Series ; v.49 . - Language Learning and Language Teaching Series .
Intro -- Usage-inspired L2 Instruction -- Editorial page -- Title page -- LCC data -- Dedication page -- Table of contents -- List of contributors -- Acknowledgements -- Introduction -- Chapter 1. Usage-inspired L2 instruction: An emergent, researched pedagogy -- Introduction -- Five tenets that shape usage-inspired L2 instruction -- Usage-inspired L2 instruction through three lenses -- How effective is usage-inspired L2 instruction? -- A central role for corpus linguistics in usage-inspired L2 instruction -- Closing remarks -- References -- 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 -- Introduction -- Conceptual knowledge -- Concept formation and school instruction -- Systemic theoretical instruction -- Orienting basis of action -- Materialization -- Internalization -- Verbalization -- An STI study on L2 English verb+noun collocations -- Background -- SCOBAs -- Quantitative results -- Learner SCOBAS and languaging behavior -- Conclusion -- References -- Chapter 3. Foreign language instruction from a dynamic usage-based (DUB) perspective -- Introduction -- Theoretical underpinnings for a dynamic usage based (DUB) approach to language development -- Theoretical underpinnings for a dynamic usage based (DUB) approach to language development -- DUB approach to second language instruction -- The movie approach -- The accelerative integrated method -- Conclusion -- References -- Chapter 4. On the relationship between interaction and language learning: A usage-based perspective grounded in interactional sociolinguistics -- Introduction -- Interactional sociolinguistics: A précis -- Contexts of language learning -- The traditional language classroom -- ITA training as a special situation linked to a classroom context. Supplementary conversation groups -- Research as a context of teaching -- Typically invisible language learning opportunities -- Student is guided in becoming an ethnographer of his/her own communication -- Student is guided in becoming an ethnographer of his/her own communication -- Conclusion -- References -- Part II. How effective is usage-inspired L2 instruction? -- Chapter 5. Conceptual frameworks and L2 pedagogy: The case of French prepositions -- Introduction -- The knottiness of à, dans, and en from an L1 "equivalency" perspective -- Challenges from the trenches -- Cognitive linguistics and discourse analysis -- Sociocultural theory and cognitive linguistics -- Our pedagogy -- Student workshops -- Instructor workshops -- Results -- À -- Dans -- En -- Preposition use, comparing pre-test to post-test -- Instructor feedback -- Discussion and implications -- References -- Chapter 6. Student perception and different performance in a combined usage-based and sociocultural theory approach to learning Japanese polysemous particles -- Introduction -- Background -- Japanese spatial polysemous particles -- SCT and concept development -- Study -- Research questions -- Participants -- Design -- Measures -- Results and discussion -- Performance on measures -- Student perception of instructional approach used -- Conclusion -- Acknowledgements -- References -- Appendix 1 -- Appendix 2 -- Appendix 3 -- Appendix 4 -- Appendix 5 -- Appendix 6 -- Chapter 7. The impact of prior knowledge on second language grammar practice -- Introduction -- Practice in theoretical perspective: What is the relationship to L2 development? -- Practice in theoretical perspective: What is the relationship to L2 development? -- Practice in L2 instructional perspective: A role for prior knowledge? -- Research questions -- Method -- Target item and prior knowledge of the target item. Participants -- Design -- Instructional package -- Presentation and practice of the target form -- Data collection instruments -- Results -- Results from the multiple-choice task -- Results from the fill-in-the-blank task -- Results from the GJ and correction task -- Discussion and conclusion -- Acknowledgements -- References -- Appendix 1. Examples of test items (adapted) -- Appendix 2. Examples of practice activities (adapted) -- Actividad 3. Reacciones a la ley antitabaco -- Actividad 4. Titulares de periódico -- Chapter 8. Using metacognitive strategies to induce phase shifts: A complex systems approach to L2 listening instruction -- Introduction -- Complexity theory and language development -- Critical features of complex systems -- Systems and timescales in L2 instruction -- Complexity theory, listening, and metacognition in the classroom -- The original study -- A critical self-analysis using complexity theory design problems from a complexity perspective -- A critical self-analysis using complexity theory design problems from a complexity perspective -- Re-conceptualizing the research questions -- Designing studies and interpreting results with CAS theory -- Conclusion -- References -- Chapter 9. The role of 'roles' in task-design: An exploration of framing as a feature of tasks -- Introduction -- Background: Framing -- Study rationale and hypotheses -- Procedure, data collection, and participants -- Methodological background -- Results and discussion -- Framing and negotiation for meaning -- Framing and assistance moves -- Framing and content questions -- Concluding thoughts -- Acknowledgements -- References -- Chapter 10. Do findings from artificial language learning generalize to second language classrooms? -- Introduction -- Definition and types of artificial language learning experiments. Rationales for and against generalizing from artificial to natural languages -- Converging evidence -- Diverging evidence -- Type frequency effects -- Skewed input effects -- Summary: Maximal generalization from minimal input -- Understanding the limits of the generalizability from artificial language learning to SLA: Explanatory factors -- General effects of laboratory settings -- Learning mode and test mode -- Interactions of variables -- Meaning(fulness) and context(ualization) -- Conclusion -- Acknowledgement -- References -- 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 -- Introduction -- Theoretical underpinnings -- Method -- Results -- Errors in L2 compounds -- Native compounds versus learner compounds -- Compounding and productivity -- Conclusion -- Acknowledgments -- References -- Appendix. ISO 639-3 three letter language codes -- Chapter 12. A systemic functional linguistic approach to usage-based research and instruction: The case of nominalization in L2 academic writing -- Introduction -- An SFL perspective to multilingual academic literacy development -- Nominalization use and academic literacy development -- An exploratory study of nominalization use -- Curricular context and participants -- Data sources -- Operationalizing and counting nominalizations -- Insights from quantitative analyses of nominalization -- Additional insights from finer-grained analyses of two focal learners -- Implications for usage-based theory-building, research, and instruction -- References -- Chapter 13. Examining multifaceted sources of input: Variationist and usage-based approaches to understanding the L2 classroom -- Introduction -- The centrality of input -- Subject forms in Spanish -- Subject expression in L2 Spanish. The current study -- Participants -- Tasks and procedure -- Coding and analysis -- Results -- Oral input -- Written input -- Sociolinguistic tasks -- Results summary -- Discussion -- Conclusion and future directions -- References -- Conclusion -- Chapter 14. Usage-inspired L2 instruction: Some reflections and a heuristic -- Introduction -- Unifying ethos, multiple pursuits -- The complementarity of explicit and implicit learning -- But is it usage-inspired?: A heuristic to evaluate instructional implementations -- Conclusion -- References -- Index.
9789027264466
Language and languages-Usage.
Second language acquisition.
Electronic books.
P301 .U834 2018
417.7
Usage-Inspired L2 Instruction : Researched Pedagogy. - 1st ed. - 1 online resource (344 pages) - Language Learning and Language Teaching Series ; v.49 . - Language Learning and Language Teaching Series .
Intro -- Usage-inspired L2 Instruction -- Editorial page -- Title page -- LCC data -- Dedication page -- Table of contents -- List of contributors -- Acknowledgements -- Introduction -- Chapter 1. Usage-inspired L2 instruction: An emergent, researched pedagogy -- Introduction -- Five tenets that shape usage-inspired L2 instruction -- Usage-inspired L2 instruction through three lenses -- How effective is usage-inspired L2 instruction? -- A central role for corpus linguistics in usage-inspired L2 instruction -- Closing remarks -- References -- 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 -- Introduction -- Conceptual knowledge -- Concept formation and school instruction -- Systemic theoretical instruction -- Orienting basis of action -- Materialization -- Internalization -- Verbalization -- An STI study on L2 English verb+noun collocations -- Background -- SCOBAs -- Quantitative results -- Learner SCOBAS and languaging behavior -- Conclusion -- References -- Chapter 3. Foreign language instruction from a dynamic usage-based (DUB) perspective -- Introduction -- Theoretical underpinnings for a dynamic usage based (DUB) approach to language development -- Theoretical underpinnings for a dynamic usage based (DUB) approach to language development -- DUB approach to second language instruction -- The movie approach -- The accelerative integrated method -- Conclusion -- References -- Chapter 4. On the relationship between interaction and language learning: A usage-based perspective grounded in interactional sociolinguistics -- Introduction -- Interactional sociolinguistics: A précis -- Contexts of language learning -- The traditional language classroom -- ITA training as a special situation linked to a classroom context. Supplementary conversation groups -- Research as a context of teaching -- Typically invisible language learning opportunities -- Student is guided in becoming an ethnographer of his/her own communication -- Student is guided in becoming an ethnographer of his/her own communication -- Conclusion -- References -- Part II. How effective is usage-inspired L2 instruction? -- Chapter 5. Conceptual frameworks and L2 pedagogy: The case of French prepositions -- Introduction -- The knottiness of à, dans, and en from an L1 "equivalency" perspective -- Challenges from the trenches -- Cognitive linguistics and discourse analysis -- Sociocultural theory and cognitive linguistics -- Our pedagogy -- Student workshops -- Instructor workshops -- Results -- À -- Dans -- En -- Preposition use, comparing pre-test to post-test -- Instructor feedback -- Discussion and implications -- References -- Chapter 6. Student perception and different performance in a combined usage-based and sociocultural theory approach to learning Japanese polysemous particles -- Introduction -- Background -- Japanese spatial polysemous particles -- SCT and concept development -- Study -- Research questions -- Participants -- Design -- Measures -- Results and discussion -- Performance on measures -- Student perception of instructional approach used -- Conclusion -- Acknowledgements -- References -- Appendix 1 -- Appendix 2 -- Appendix 3 -- Appendix 4 -- Appendix 5 -- Appendix 6 -- Chapter 7. The impact of prior knowledge on second language grammar practice -- Introduction -- Practice in theoretical perspective: What is the relationship to L2 development? -- Practice in theoretical perspective: What is the relationship to L2 development? -- Practice in L2 instructional perspective: A role for prior knowledge? -- Research questions -- Method -- Target item and prior knowledge of the target item. Participants -- Design -- Instructional package -- Presentation and practice of the target form -- Data collection instruments -- Results -- Results from the multiple-choice task -- Results from the fill-in-the-blank task -- Results from the GJ and correction task -- Discussion and conclusion -- Acknowledgements -- References -- Appendix 1. Examples of test items (adapted) -- Appendix 2. Examples of practice activities (adapted) -- Actividad 3. Reacciones a la ley antitabaco -- Actividad 4. Titulares de periódico -- Chapter 8. Using metacognitive strategies to induce phase shifts: A complex systems approach to L2 listening instruction -- Introduction -- Complexity theory and language development -- Critical features of complex systems -- Systems and timescales in L2 instruction -- Complexity theory, listening, and metacognition in the classroom -- The original study -- A critical self-analysis using complexity theory design problems from a complexity perspective -- A critical self-analysis using complexity theory design problems from a complexity perspective -- Re-conceptualizing the research questions -- Designing studies and interpreting results with CAS theory -- Conclusion -- References -- Chapter 9. The role of 'roles' in task-design: An exploration of framing as a feature of tasks -- Introduction -- Background: Framing -- Study rationale and hypotheses -- Procedure, data collection, and participants -- Methodological background -- Results and discussion -- Framing and negotiation for meaning -- Framing and assistance moves -- Framing and content questions -- Concluding thoughts -- Acknowledgements -- References -- Chapter 10. Do findings from artificial language learning generalize to second language classrooms? -- Introduction -- Definition and types of artificial language learning experiments. Rationales for and against generalizing from artificial to natural languages -- Converging evidence -- Diverging evidence -- Type frequency effects -- Skewed input effects -- Summary: Maximal generalization from minimal input -- Understanding the limits of the generalizability from artificial language learning to SLA: Explanatory factors -- General effects of laboratory settings -- Learning mode and test mode -- Interactions of variables -- Meaning(fulness) and context(ualization) -- Conclusion -- Acknowledgement -- References -- 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 -- Introduction -- Theoretical underpinnings -- Method -- Results -- Errors in L2 compounds -- Native compounds versus learner compounds -- Compounding and productivity -- Conclusion -- Acknowledgments -- References -- Appendix. ISO 639-3 three letter language codes -- Chapter 12. A systemic functional linguistic approach to usage-based research and instruction: The case of nominalization in L2 academic writing -- Introduction -- An SFL perspective to multilingual academic literacy development -- Nominalization use and academic literacy development -- An exploratory study of nominalization use -- Curricular context and participants -- Data sources -- Operationalizing and counting nominalizations -- Insights from quantitative analyses of nominalization -- Additional insights from finer-grained analyses of two focal learners -- Implications for usage-based theory-building, research, and instruction -- References -- Chapter 13. Examining multifaceted sources of input: Variationist and usage-based approaches to understanding the L2 classroom -- Introduction -- The centrality of input -- Subject forms in Spanish -- Subject expression in L2 Spanish. The current study -- Participants -- Tasks and procedure -- Coding and analysis -- Results -- Oral input -- Written input -- Sociolinguistic tasks -- Results summary -- Discussion -- Conclusion and future directions -- References -- Conclusion -- Chapter 14. Usage-inspired L2 instruction: Some reflections and a heuristic -- Introduction -- Unifying ethos, multiple pursuits -- The complementarity of explicit and implicit learning -- But is it usage-inspired?: A heuristic to evaluate instructional implementations -- Conclusion -- References -- Index.
9789027264466
Language and languages-Usage.
Second language acquisition.
Electronic books.
P301 .U834 2018
417.7