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Usage-Inspired L2 Instruction: Researched Pedagogy. Language Learning & Language Teaching. Volume 49
Peer reviewed
Direct linkTyler, Andrea E., Ed.; Ortega, Lourdes, Ed.; Uno, Mariko, Ed.; Park, Hae In, Ed. – Language Learning & Language Teaching, 2018
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,…
Descriptors: Second Language Instruction, Language Usage, Educational Research, Instructional Effectiveness
Gudmestad, Aarnes, Ed.; Edmonds, Amanda, Ed. – Language Learning & Language Teaching, 2018
This edited volume offers critical reflections on an essential component of research method in the field of second language acquisition -- data. Scholars working on diverse areas (e.g., pragmatics, corrective feedback, phonology) and approaches (e.g., corpus linguistics, concept-oriented analyses, variationism) have come together to identify…
Descriptors: Second Language Learning, Second Language Instruction, Pragmatics, Role Playing
Housen, Alex, Ed.; Kuiken, Folkert, Ed.; Vedder, Ineke, Ed. – Language Learning & Language Teaching (MS), 2012
Research into complexity, accuracy and fluency (CAF) as basic dimensions of second language performance, proficiency and development has received increased attention in SLA. However, the larger picture in this field of research is often obscured by the breadth of scope, multiple objectives and lack of clarity as to how complexity, accuracy and…
Descriptors: Developmental Stages, Native Speakers, Interlanguage, Speech Communication
Myles, Florence – Language Learning & Language Teaching (MS), 2012
The purpose of this chapter is to investigate how complexity, accuracy and fluency interact in early L2 development, when learners' linguistic means are underdeveloped. Learners then resort to rote-learned formulaic sequences to complement their current grammar when it is unable to meet their communicative needs. The interplay between their…
Descriptors: Linguistics, Semantics, Interlanguage, Synchronous Communication
Agren, Malin; Granfeldt, Jonas; Schlyter, Suzanne – Language Learning & Language Teaching (MS), 2012
This chapter addresses the question of the growth of accuracy and complexity in L2 French from the perspective of developmental sequences of morphosyntax, developmental stages and linguistic profiling. The six developmental stages for L2 French proposed by Bartning and Schlyter (2004) are presented and exemplified and new results are added to the…
Descriptors: Developmental Stages, Language Proficiency, Morphology (Languages), French
Kuiken, Folkert; Vedder, Ineke – Language Learning & Language Teaching (MS), 2012
The research project reported in this chapter consists of three studies in which syntactic complexity, lexical variation and fluency appear as dependent variables. The independent variables are task complexity and proficiency level, as the three studies investigate the effect of task complexity on the written and oral performance of L2 learners of…
Descriptors: Difficulty Level, Syntax, Linguistic Performance, French
Gunnarsson, Cecilia – Language Learning & Language Teaching (MS), 2012
The present longitudinal case study investigated the development of fluency, complexity and accuracy--and the possible relationships between them--in the written production of L2 French. We assessed fluency and complexity in five intermediate learners by means of conventional indicators for written L2 (cf. Wolfe-Quintero et al. 1998), while…
Descriptors: Form Classes (Languages), Grammar, French, Language Fluency
