Usage-Based Second Language Instruction: A Context-Driven Multimedia Learning Approach

✍ Scribed by Ian Pemberton

• Publisher: Palgrave Macmillan
• Year: 2024
• Tongue: English
• Leaves: 262
• Category: Library

✦ Synopsis

This book proposes an innovative pedagogical approach, Usage-Based Second Language Instruction, which continues the tradition of challenges to existing paradigms such as Steven Krashen's Natural Approach, and Michael Lewis' Lexical Approach. It begins by analysing historical teaching methods to make the case for change. The author argues that Communicative Language Teaching lacks a theory of learning and overemphasises spoken production as a result. The book then examines theories of first language acquisition to establish a theoretical basis for change. It finds that usage-based theories offer a highly plausible account of language learning. The author sets out six principles to guide the application of usage-based theory to second language learning. The book will be of particular interest to students and researchers of Applied Linguistics and Language Education.

✦ Table of Contents

Contents
1 Introduction
1.1 Rationale
1.2 Outline
References
Part I Making the Case for Change
2 Historical Teaching Approaches
2.1 The Classical Period
2.1.1 The Grammar-Translation Method
2.2 The Reform Period
2.2.1 The Rational Method
2.2.2 The Mastery System
2.2.3 The Series Method
2.2.4 The Direct Method
2.3 Summary
2.4 Implications
References
3 The Scientific Period
3.1 The Structural Syllabus
3.2 The Situational Syllabus
3.3 The Audiolingual Method
3.4 Universal Grammar
3.5 Communicative Competence
3.6 Summary
3.7 Implications
References
4 The Communicative Period
4.1 The Notional-Functional Syllabus
4.1.1 Semantico-grammar
4.1.2 Modal Meaning
4.1.3 Communicative Functions
4.2 The Natural Approach
4.2.1 The Acquisition-Learning Hypothesis
4.2.2 The Natural Order Hypothesis
4.2.3 The Monitor Hypothesis
4.2.4 The Input Hypothesis
4.2.5 The Affective Filter Hypothesis
4.2.6 Teaching Procedures
4.3 Summary
References
5 Communicative Language Teaching
5.1 Strong and Weak Versions
5.2 Classical and Current Versions
5.3 Communicative Principles
5.3.1 Aim
5.3.2 Theory of Learning
5.3.3 Inputs
5.3.4 Authentic Materials
5.3.5 Active Learning
5.3.6 Interaction
5.3.7 Meaningfulness
5.3.8 Treatment of Errors
5.4 Communicative Activities
5.4.1 Information Gap
5.4.2 Jigsaw
5.4.3 Information Transfer
5.4.4 Information Gathering
5.4.5 Role Play and Simulation
5.4.6 Discussion
5.5 Criticisms
5.6 Summary
References
6 Other Communicative Approaches
6.1 Content-Based Instruction
6.2 Task-Based Instruction
6.2.1 Defining Task
6.2.2 Task Types
6.2.3 Terminology
6.2.4 Learning Theory
6.2.5 Willis’s Task Cycle
6.2.6 Nunan’s Task Cycle
6.2.7 Focus on Form
6.2.8 Negotiation of Meaning
6.2.9 Criticisms
6.3 Summary
References
7 The Lexical Approach
7.1 Lexical Categories
7.1.1 Words
7.1.2 Collocations
7.1.3 Fixed (Institutionalized) Expressions
7.2 Theory of Language
7.3 Learning Theory
7.4 Methodology
7.4.1 Identifying Chunks
7.4.2 Matching
7.4.3 Completing
7.4.4 Categorizing
7.4.5 Sequencing
7.4.6 Deleting
7.4.7 Drills
7.4.8 Discussion
7.4.9 Production
7.5 Notebooks
7.5.1 Organizing Principles
7.5.2 Formats
7.6 Criticisms
7.7 Summary
References
Part II Establishing a Theoretical Basis
8 First Language Acquisition
8.1 Evolution
8.2 Primary Biological Skills
8.3 Constructivism
8.3.1 Sensorimotor Stage: Birth to 24 Months
8.3.2 Preoperational Stage: 2 to 7 Years
8.3.3 Concrete Operational Stage: 7 to 11 Years
8.3.4 Formal Operational Stage: Ages 12 and Up
8.3.5 Constructivism and Second Language Acquisition
8.4 Sociocultural Theory
8.4.1 Vygotsky’s Theory of Language Development
8.4.2 Sociocultural Theory and Communicative Language Teaching
8.5 Social-Pragmatic Theory
8.5.1 Intention-Reading Skills
8.5.2 Cultural Learning
8.5.3 Pattern Finding
8.6 Summary
8.7 Implications
References
9 Foundations
9.1 Dynamic Systems Theory
9.1.1 Complexity
9.1.1.1 Subsystems
9.1.1.2 The Lexicon
9.1.1.3 The Learning Process
9.1.2 Dynamism
9.1.3 Openness
9.1.4 Self-Organization
9.1.5 Adaptation
9.1.6 Non-linearity
9.1.7 Emergence
9.2 Construction Grammars
9.2.1 Constructions
9.2.2 Continuum
9.2.3 Constructicon
9.3 Summary
References
10 Usage-Based Linguistics
10.1 Fundamentals
10.1.1 Constructions
10.1.2 Continuum
10.1.3 Constructicon
10.2 Entrenchment
10.3 Association
10.3.1 Symbolic Association
10.3.2 Syntagmatic Association
10.3.3 Paradigmatic Association
10.3.4 Pragmatic Association
10.4 Categorization
10.5 Analogy
10.6 Schematization
10.7 Summary
10.8 Implications
References
11 Empirical Research
11.1 Case studies
11.1.1 Mellow (2006)
11.1.2 Eskildsen (2012)
11.1.3 Li et al. (2014)
11.1.4 Roehr-Brackin (2014)
11.2 Cross-Sectional Studies
11.2.1 Verspoor et al. (2012)
11.2.2 Verspoor and Smiskova (2012)
11.2.3 Gustaffson and Verspoor (2017)
11.2.4 Dahl (2015)
11.2.5 Piggott et al. (2020)
11.2.6 Rousse-Malpat and Verspoor (2012)
11.3 Corpus Analyses
11.3.1 Romer and Berger (2019)
11.3.2 Jo and Oh (2021)
11.4 Variation and Variability Studies
11.4.1 Bardovi-Harlig (2002)
11.4.2 Larsen-Freeman (2006)
11.4.3 Spoelman and Verspoor (2010)
11.4.4 Lowie et al. (2018)
11.4.5 Bulte and Housen (2020)
11.5 Multimedia Studies
11.5.1 Bylund and Athanasopolous (2015)
11.5.2 Nguyen (2013)
11.5.3 Koster (2015)
11.5.4 Irshad (2015)
11.6 Autonomy Studies
11.6.1 Toffoli and Sockett (2010)
11.6.2 Sockett and Toffoli (2012)
11.6.3 Sockett (2013)
11.6.4 Kusyk (2017)
11.7 Summary
References
Part III Designing a Blueprint for Change
12 Principles
12.1 Environmental Principles
12.1.1 The Context Principle
12.1.1.1 Authenticity
12.1.1.2 Paralinguistic Information
12.1.1.3 Conceptual Schema
12.1.1.4 Language Schema
12.1.1.5 Frequency
12.1.1.6 Connotation
12.1.2 The Input Principle
12.1.3 The Modality Principle
12.1.3.1 Audio Materials
12.1.3.2 Multimedia Materials
12.1.4 The Autonomy Principle
12.2 Behavioural Principles
12.2.1 The Iteration Principle
12.2.1.1 The Comprehension Approach
12.2.1.2 The Comprehension Approach: Problems
12.2.1.3 The Comprehension Approach: Solutions
12.2.2 The Attention Principle
12.2.2.1 Incidental Learning
12.2.2.2 Working Memory
12.2.2.3 Shadowing
12.3 Summary
References
13 Materials Design
13.1 The Role of the Teacher
13.2 Multimedia Materials
13.3 Ideational Content
13.3.1 Title(s)
13.3.2 Introductions
13.3.3 Text Types
13.3.4 Topic Sentences
13.3.5 Logical Division of Ideas
13.4 Constructions
13.5 Pre-Watching Activities
13.6 While Watching Activities
13.6.1 Activity Types
13.6.2 Captions
13.6.3 Recording Vocabulary
13.7 Post-Watching Activities
13.7.1 Flashcards
13.7.2 Pronunciation
13.7.3 Recounts
13.7.4 Transcript
13.7.5 Knowledge Integration
13.7.6 Assessment
13.8 Limitations
13.8.1 Level
13.8.2 Resources
13.8.3 Mental Flexibility
13.8.4 Motivation
References
14 Conclusion
14.1 Making the Case for Change
14.2 Imagining a Contextual Approach
14.3 Designing a Contextual Approach
14.4 Implementing a Contextual Approach
14.5 Conclusion
Index