Usage-inspired L2 Instruction

Researched pedagogy

Andrea E. Tyler | Georgetown University
ORCID logoLourdes Ortega | Georgetown University
Mariko Uno | Georgetown University
Hae In Park | University at Albany
ISBN 9789027200242 | EUR 99.00 | USD 149.00
ISBN 9789027200259 | EUR 36.00 | USD 54.00
ISBN 9789027264466 | EUR 99.00/36.00*
| USD 149.00/54.00*
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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.
[Language Learning & Language Teaching, 49] 2018.  xvii, 324 pp.
Publishing status: Available
Table of Contents
Cited by

Cited by 14 other publications

Bagga-Gupta, Sangeeta, Helle Pia Laursen & Anne Golden
2019. Bridging Language, Literacy and Learning. In Reconceptualizing Connections between Language, Literacy and Learning [Educational Linguistics, 39],  pp. 15 ff. DOI logo
Byrnes, Heidi
2020. Chapter 10. Envisioning L2 writing development in CDST under a curricular optic. In Complex Dynamic Systems Theory and L2 Writing Development [Language Learning & Language Teaching, 54],  pp. 241 ff. DOI logo
Dolgova, Natalia & Andrea Tyler
2019. Applications of Usage-Based Approaches to Language Teaching. In Second Handbook of English Language Teaching [Springer International Handbooks of Education, ],  pp. 939 ff. DOI logo
Korvesi, Evgenia & Marije Michel
2022. Chatting with Your Peers across Modalities: Effects of Performing Increasingly Complex Written Computer-Mediated Tasks on Oral L2 Development. Languages 7:4  pp. 276 ff. DOI logo
McManus, Kevin
2023. How and why can explicit instruction about L1 reduce the negative effects of crosslinguistic influence? Evidence from accuracy and reaction time signatures in L1 comprehension. Studies in Second Language Learning and Teaching 13:3  pp. 507 ff. DOI logo
2022. Emergent L2 Grammars in and for Social Interaction: Introduction to the Special Issue. The Modern Language Journal 106:S1  pp. 3 ff. DOI logo
Peng, Hongying, Sake Jager & Wander Lowie
2022. A person-centred approach to L2 learners’ informal mobile language learning. Computer Assisted Language Learning 35:9  pp. 2148 ff. DOI logo
Qin, Jie, Zhangxin Wu & Shuneng Zhong
2023. When concept-based language instruction meets cognitive linguistics: teaching English phrasal verbs with up and out . International Review of Applied Linguistics in Language Teaching 61:4  pp. 1455 ff. DOI logo
Römer, Ute
2023. Usage‐Based Approaches to Second Language Acquisition Vis‐à‐Vis Data‐Driven Learning. TESOL Quarterly DOI logo
Römer, Ute & Cynthia M. Berger
2019. OBSERVING THE EMERGENCE OF CONSTRUCTIONAL KNOWLEDGE. Studies in Second Language Acquisition 41:5  pp. 1089 ff. DOI logo
Siffrinn, Nicole E. & Ruth Harman
2019. Toward an Embodied Systemic Functional Linguistics Pedagogy. TESOL Quarterly 53:4  pp. 1162 ff. DOI logo
Wang, Yuanheng (Arthur) & Xiaofei Lu
2023. Conceptualizing Corpus-Based Genre Pedagogy as Usage-Inspired Second Language Instruction. Corpus-based Studies across Humanities 0:0 DOI logo
Yeh, Ellen
2021. Intentional Plagiarism? Strategies for Teaching Language Learners Academic Integrity. Kappa Delta Pi Record 57:3  pp. 132 ff. DOI logo

This list is based on CrossRef data as of 20 february 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.


Main BIC Subject

CJA: Language teaching theory & methods

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U.S. Library of Congress Control Number:  2017049436 | Marc record