Table of contents

Introduction

Chapter 1 Usage-inspired L2 instruction: An emergent, researched pedagogy 3

Part I. Usage-inspired L2 instruction through three lenses

Chapter 2 L2 developmental education and systemic theoretical instruction: The case of English verb+noun collocations 29

Chapter 3 Foreign language instruction from a dynamic usage-based (DUB) perspective 55

Chapter 4 On the relationship between interaction and language learning: A usage-based perspective grounded in interactional sociolinguistics 75

Part II. How effective is usage-inspired L2 instruction?

Chapter 5 Conceptual frameworks and L2 pedagogy: The case of French prepositions 95

Chapter 6 Student perception and different performance in a combined usage-based and sociocultural theory approach to learning Japanese polysemous particles 117

Chapter 7 The impact of prior knowledge on second language grammar practice 143

Chapter 8 Using metacognitive strategies to induce phase shifts: A complex systems approach to L2 listening instruction 165

Chapter 9 The role of ��roles�� in task-design: An exploration of framing as a feature of tasks 187

Chapter 10 Do findings from artificial language learning generalize to second language classrooms? 211

Part III. A central role for corpus linguistics in usage-inspired L2 instruction

Chapter 11 Compounds and productivity in advanced L2 German writing: A constructional approach 237

Chapter 12 A systemic functional linguistic approach to usage-based research and instruction: The case of nominalization in L2 academic writing 267

Chapter 13 Examining multifaceted sources of input: Variationist and usage-based approaches to understanding the L2 classroom 291

Conclusion

Chapter 14 Usage-inspired L2 instruction: Some reflections and a heuristic 315

Index 323