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题名/责任者:

Usage-inspired L2 instruction : researched pedagogy = 使用驱动的二语教学 : 实证依据 / [美]Andrea E. Tyler, [美]Lourdes Ortega, [日]Mariko Uno and [美]Hae In Park编 ; 徐锦芬导读.

出版发行项:

Beijing : Foreign Language Teaching and Research Press, 2022.

ISBN:

9787521338904

载体形态项:

xxxvii, 324 pages : illustrations ; 23 cm.

变异题名:

使用驱动的二语教学 : 实证依据

丛编说明:

当代国外语言学与应用语言学文库(升级版)

丛编统一题名:

当代国外语言学与应用语言学文库.

个人责任者:

Tyler, Andrea, editor.

附加个人名称:

Tyler, Andrea, editor.

附加个人名称:

Ortega, Lourdes, editor.

附加个人名称:

Uno, Mariko, editor.

附加个人名称:

Park, Hae In, 1982- editor.

附加个人名称:

Xu, Jinfen writer of introduction.

论题主题:

Second language acquisition.

论题主题:

Language and languages-Study and teaching.

中图法分类号:

H09

书目附注:

Includes bibliographical references and index.

内容附注:

Usage-inspired L2 instruction: an emergent, researched pedagogy / Andrea E. Tyler and Lourdes Ortega -- L2 developmental education and systemic theoretical instruction: the case of English verb+noun collocations / James P. Lantolf and Mei-Hsing Tsai -- Foreign language instruction from a dynamic usage-based (DUB) perspective / Audrey Rousse-Malpat and Marjolijn Verspoor -- On the relationship between interaction and language learning: a usage-based perspective grounded in interactional sociolinguistics / Catherine Evans Davies -- Conceptual frameworks and L2 pedagogy: the case of French prepositions / Kimberly Buescher and Susan Strauss -- Student perception and differential performance in a combined usage-based and sociocultural theory approach to learning Japanese polysemous particles / Kyoko Masuda and Angela Labarca -- The impact of prior knowledge on second language grammar practice / Irene Alonso-Aparicio -- Using metacognitive strategies to induce phase shifts: a complex systems approach to L2 listening instruction / Shannon R. Becker and Jessica L. Sturm -- The role of "roles" in task-design: an exploration of framing as a feature of tasks / Joshua Kraut -- Do findings from artificial language learning generalize to second language classrooms? / Karin Madlener -- Compounds and productivity in advanced L2 German writing: a constructional approach / Amir Zeldes -- A systemic functional linguistic approach to usage-based research and instruction: the case of nominalization in L2 academic writing / Guillaume Gentil and Fanny Meunier -- Examining multifaceted sources of input: variationist and usage-based approaches to understanding the L2 classroom / Laura Gurzynski-Weiss, Kimberly L. Geeslin, Danielle Daidone, Bret Linford, Avizia Y. Long, Ian Michalski and Megan Solon.

摘要附注:

"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"--

原版附注:

Reprint. Originally published: Amsterdam : John Benjamins Publishing Company, c2018.

豆瓣简介：