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ERIC Number: EJ1044982
Record Type: Journal
Publication Date: 2014-Dec
Pages: 38
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0023-8333
Explicit Knowledge and Processes from a Usage-Based Perspective: The Developmental Trajectory of an Instructed L2 Learner
Roehr-Brackin, Karen
Language Learning, v64 n4 p771-808 Dec 2014
This article considers explicit knowledge and processes in second language (L2) learning from a usage-based theoretical perspective. It reports on the long-term development of a single instructed adult learner's use of two L2 constructions, the German Perfekt of "gehen" ("go," "walk") and "fahren" ("go by vehicle"), which was tracked over a period of more than 3 years. The results indicate that explicit knowledge and processes seemed to have a powerful impact on the participant's L2 learning and use, apparently enabling him to override the predicted bottom-up developmental path in certain circumstances and take a top-down approach instead. Specifically, it was found that the development of fahren was consistent with the predicted trajectory of moving from item-based to more schematic constructions. By contrast, the participant's use of gehen was characterized by schematic constructions almost from the beginning, suggesting a shortcut facilitated by explicit knowledge and processes. Both potential benefits and pitfalls associated with this alternative learning path are highlighted. The findings are explicated with reference to usage-based and complexity/dynamic-systems-theoretic concepts, thus offering an integration of explicit knowledge and processes in L2 learning and use into this particular theoretical framework.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A