Usage-based SLA: A Research Habitus Whose Time Has Come

Ortega, Lourdes

doi:10.1515/9783110378528-016

Cited by 12 publications

(5 citation statements)

References 15 publications

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“…As Ortega (2015b) points out, usage-based approaches do not constitute a single monolithic framework, but describe a habitus in the Bourdieuian sense, i.e., a set of socially learned and constructed ways to perspectivize language that challenge the previous status quo in many subfields. Central assumptions guiding the methodology and theoretical embedding are summarized in Larsen-Freeman (2006), Ellis and Wulff (2015), and Ortega (2015a).…”

Section: Native Speakers and The Concept Of The Target Languagementioning

confidence: 99%

A Challenge for Contrastive L1/L2 Corpus Studies: Large Inter- and Intra-Individual Variation Across Morphological, but Not Global Syntactic Categories in Task-Based Corpus Data of a Homogeneous L1 German Group

et al. 2021

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In this paper, we present corpus data that questions the concept of native speaker homogeneity as it is presumed in many studies using native speakers (L1) as a control group for learner data (L2), especially in corpus contexts. Usage-based research on second and foreign language acquisition often investigates quantitative differences between learners, and usually a group of native speakers serves as a control group, but often without elaborating on differences within this group to the same extent. We examine inter-personal differences using data from two well-controlled German native speaker corpora collected as control groups in the context of second and foreign language research. Our results suggest that certain linguistic aspects vary to an extent in the native speaker data that undermines general statements about quantitative expectations in L1. However, we also find differences between phenomena: while morphological and syntactic sub-classes of verbs and nouns show great variability in their distribution in native speaker writing, other, coarser categories, like parts of speech, or types of syntactic dependencies, behave more predictably and homogeneously. Our results highlight the necessity of accounting for inter-individual variance in native speakers where L1 is used as a target ideal for L2. They also raise theoretical questions concerning a) explanations for the divergence between phenomena, b) the role of frequency distributions of morphosyntactic phenomena in usage-based linguistic frameworks, and c) the notion of the individual adult native speaker as a general representative of the target language in language acquisition studies or language in general.

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Section: Native Speakers and The Concept Of The Target Languagementioning

confidence: 99%

A Challenge for Contrastive L1/L2 Corpus Studies: Large Inter- and Intra-Individual Variation Across Morphological, but Not Global Syntactic Categories in Task-Based Corpus Data of a Homogeneous L1 German Group

et al. 2021

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“…Those qualities are now increasingly foregrounded in several theoretical frameworks, among them chaos/complexity theory (see, for example, Larsen-Freeman, 2011, 2015a, 2015b, 2016, 2017), dynamic systems theory (de Bot, Lowie, & Verspoor, 2007), usage-based approaches (Cadierno & Eskildsen, 2015, especially the concluding chapter by Ortega, 2015), and sociocultural theory (Lantolf, 2006). While their appropriateness, descriptive and explanatory usefulness, and epistemological merits for understanding instructed learning and development remain topics of debate (see, for example, Cook, 2008; Hulstijn, Young, & Ortega, 2014; King & Mackey, 2016; Ortega, 2013; The Douglas Fir Group, 2016), it can fairly be said that they have moved from being alternative approaches (see Atkinson, 2011) to offering the possibility of a shared conceptual space within which the educational context is taken seriously (see, for example, contributions in Eskildsen & Majlesi, 2018).…”

Section: Steps Toward Recovering the ‘Instructed Context’ Of Islamentioning

confidence: 99%

Affirming the context of instructed SLA: The potential of curricular thinking

Byrnes

2018

Language Teaching Research

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Offered as a conceptual and programmatic piece, this article suggests that, due to its explicit educational orientation, the domain of instructed second language acquisition (ISLA) is challenged to align theoretical choices, research preferences, and educational practices in the interest of improving instructed L2 learning. It addresses the current disjuncture by proposing the constructs of ‘development’ along with ‘curricular thinking’, particularly when they are informed by complexity theory, in order to accomplish three interrelated goals: first, to specify a given educational context in a manner that allows for principled inquiry into how instructed L2 learning evolves in that setting; second, to affirm and operationalize its longitudinal trajectory in a traceable and actionable manner; and, third, to embed the situated and contingent forms of ‘doing teaching’ and ‘doing learning’ within a framework that gives them meaning, value, and significance for long-term development. The article discusses core issues arising from such an approach and briefly exemplifies it with curriculum development in a collegiate foreign language (FL) department. It concludes with a consideration of benefits for ISLA.

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“…This could help learners to associate visuals with the linguistic forms, strengthening learners' understanding of the function of DC constructions. Moreover, multimodal input that is strongly motivating to learners is beneficial for driving L2 development (Ortega, 2015), and this is supported by empirical research. For example, Bylund and Athanasopoulos (2015) found that L1 Swedish speakers with English as a foreign language who frequently watched television in English demonstrated shifts toward the English‐speaking preference for the categorization of motion events.…”

Section: Discussionmentioning

confidence: 92%

Effects of structural complexity and L1 experience on L2 acquisition of Chinese multiword sequences

2023

Foreign Language Annals

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Usage-based SLA: A Research Habitus Whose Time Has Come

Cited by 12 publications

References 15 publications

A Challenge for Contrastive L1/L2 Corpus Studies: Large Inter- and Intra-Individual Variation Across Morphological, but Not Global Syntactic Categories in Task-Based Corpus Data of a Homogeneous L1 German Group

A Challenge for Contrastive L1/L2 Corpus Studies: Large Inter- and Intra-Individual Variation Across Morphological, but Not Global Syntactic Categories in Task-Based Corpus Data of a Homogeneous L1 German Group

Affirming the context of instructed SLA: The potential of curricular thinking

Effects of structural complexity and L1 experience on L2 acquisition of Chinese multiword sequences

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