Applications of Usage-Based Approaches to Language Teaching

The role of the input frequency in L1 Spanish phonological acquisition. A corpus-based study

“…The use of corpora for assessing phonological development has been extensively promoted by researchers (Demuth, 2009;Dolgova and Tyler, 2019;Ellis, 2017;MacWhinney, 1996;Stoll, 2009, among others) as a complement to tests carried out in artificial contexts in order to observe the production of selected words. The acquisition of a sound is gradual, and its production is maintained for a certain period, fluctuating between the correct form and the non-targeted alternatives to its fossilisation.…”

“…First language (L1 henceforth) acquisition and development have drawn the attention of researchers for centuries. However, new technology development from the last few decades has entailed a qualitative change in research (Dolgova & Tyler, 2019;Ellis, 2017;Kern et al, 2014;MacWhinney, 1996). The gradual introduction of new technological tools and the adoption of common methodologies and procedures made the design of the first corpora of child language possible.…”

What frame semantics can offer to task‐based language teaching

“…Frame semantics and TBLT are brought together here because they are usage‐based approaches to language and language learning, respectively. According to Dolgova and Tyler (2019), all usage‐based approaches emphasize the primacy of communicative language use, the determining role of context in creating meaning, and the importance of frequent co‐occurrence patterns in facilitating language learning (p. 941). Context, within which natural and meaningful language occurs, is considered “at various levels of granularity, from the surrounding linguistic environment to the discourse context to the wider social context” (Tyler & Ortega, 2016, p. 341).…”

“…Context, within which natural and meaningful language occurs, is considered “at various levels of granularity, from the surrounding linguistic environment to the discourse context to the wider social context” (Tyler & Ortega, 2016, p. 341). For example, in cognitive linguistics (and thus in frame semantics) linguistic expressions are linked to “usage events” that capture users' knowledge of “the physical, social, cultural, and linguistic context,” and foreign language learning involves “determining structure from usage” while also drawing learners' attention to target form–meaning pairings (Dolgova & Tyler, 2019, p. 944). Similarly, in TBLT language learning takes place gradually through using the target language in real‐life communicative tasks, while attention can also be attracted to linguistic forms and their patterns (Ellis, 2017, pp.…”

“…Frame semantics and TBLT are brought together here because they are usage-based approaches to language and language learning, respectively. According to Dolgova and Tyler (2019), all occurs, is considered "at various levels of granularity, from the surrounding linguistic environment to the discourse context to the wider social context" (Tyler & Ortega, 2016, p. 341). For example, in cognitive linguistics (and thus in frame semantics) linguistic expressions are linked to "usage events" that capture users' knowledge of "the physical, social, cultural, and linguistic context," and foreign language learning involves "determining structure from usage" while also drawing learners' attention to target form-meaning pairings (Dolgova & Tyler, 2019, p. 944).…”