Applications of Usage-Based Approaches to Language Teaching

Dolgova, Natalia; Tyler, Andrea

doi:10.1007/978-3-319-58542-0_49-1

Cited by 2 publications

(1 citation statement)

References 66 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Scholars like Richards and Rodgers (2001) underscored the importance of CLT in prioritizing communicative competence over mere grammatical accuracy, reflecting a paradigm shift toward more interactive and studentcentered language instruction. In recent years, usage-based theories of language, such as cognitive and systemic functional linguistics, have gained recognition for their focus on meaning in human communication, presenting promising implications for teaching second language learners despite the relatively limited number of empirical studies validating their applicability to L2 teaching and learning processes (Dolgova and Tyler, 2019). For instance, Larsen-Freeman (2003) highlights the dominance of grammar-based approaches in traditional methods, emphasizing the historical focus on structural aspects of language instruction.…”

Section: Introductionmentioning

confidence: 99%

Applying the MSMLP model in advancing language teaching and learning: a longitudinal case study on soft skills development

Elleuch

2024

Front. Educ.

View full text Add to dashboard Cite

Language is a dynamic phenomenon that transcends mere verbal expression. In the educational setting, and particularly language teaching and learning, understanding the processes that underlie communication is crucial for effective pedagogy. The Multi-Stratal Model of Language Processing (MSMLP) emerges as a neurolinguistic framework that not only dissects the complexities of language processing but also offers a multifaceted perspective through which language education can be advanced, moving beyond traditional linguistic boundaries by integrating social, cultural, emotional, gestural, and linguistic components. The study unfolds by examining the foundational linguistic strata, emphasizing the integration of pragmatics, morphosyntax, semantics, and phonology into a more holistic language curriculum. Social dimensions, encompassing sociolinguistic variables, social context, and conversation analysis, are explored, guiding educators to incorporate these elements into their teaching methodologies. The longitudinal case study focuses on soft skills development among first-year English students at the Faculty of Arts and Humanities in Sfax, emphasizing real-world scenarios and comprehensive assessments. The iterative approach assesses the curriculum’s impact on students’ soft skills, highlighting MSMLP’s applicability in language teaching and curriculum design. The study advocates for embracing the MSMLP, fostering a holistic language teaching approach to prepare students for effective communication in diverse real-world contexts, and unraveling the profound connection between language and the expression of thoughts and feelings beyond explicit verbalization.

show abstract

Section: Introductionmentioning

confidence: 99%

Applying the MSMLP model in advancing language teaching and learning: a longitudinal case study on soft skills development

Elleuch

2024

Front. Educ.

View full text Add to dashboard Cite

show abstract

An analysis of lexicogrammatical development in English textbooks in Turkey: A usage-based construction grammar approach

Gedik

2021

ExELL

View full text Add to dashboard Cite

This article measures the syntactic development indices in grade 5-12 English textbooks in Turkey. Through a usage-based construction grammar approach, it argues that the textbooks show an inconsistent development in verb-argument constructions (VAC) and other usage-based indices. The study employs an automatic software tool that detects variations in these indices and runs a statistical analysis on a corpus compiled by the author. Statistically significant results demonstrate that textbooks lack lexicogrammatical variation. As such, learners who use these textbooks are likely to experience a limited array of VACs that are limited in lemma-construction combinations. Findings also indicate that learners may not be exposed to the conventional usage patterns and frequencies of VACs when compared against a reference corpus. These findings may have an influence on the learners’ generalization process, their low-proficiency level in English, and poor idiomatic uses of the language.

show abstract

Applications of Usage-Based Approaches to Language Teaching

Cited by 2 publications

References 66 publications

Applying the MSMLP model in advancing language teaching and learning: a longitudinal case study on soft skills development

Applying the MSMLP model in advancing language teaching and learning: a longitudinal case study on soft skills development

An analysis of lexicogrammatical development in English textbooks in Turkey: A usage-based construction grammar approach

Contact Info

Product

Resources

About