Usage-Based Dynamics in Second Language Development

Edited by: Wander Lowie, Marije Michel, Audrey Rousse-Malpat, Merel Keijzer, Rasmus Steinkrauss

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Multilingual Matters
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234mm x 156mm
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This book honours the contribution of Marjolijn Verspoor to the development and implementation of dynamic usage-based (DUB) approaches in second language (L2) research and pedagogy. With chapters written by renowned experts in the field, the book addresses the dynamics of language, language learning and language teaching from a usage-based perspective. The book contains both theory and empirical work: the initial theoretical chapters present cutting-edge thinking in relation to both the scope of DUB theory and its applications, providing conceptual perspectives from cognitive grammar and linguistics, thinking-for-speaking (TFS), and Complex Dynamic Systems Theory (CDST) approaches, united by their shared underpinnings of language as a dynamic system of conventionalized routines. The second half of the volume showcases state-of-the-art methodologies to study dynamic trajectories of language learning, empirical investigations into the above-mentioned theoretical concepts, and innovative classroom implementations of DUB language pedagogy.

In 14 contributions, 30 seasoned and novice researchers of linguistics and L2 learning and teaching pay tribute to Marjolijn Verspoor's scholarship. The umbrella provided by the Dynamic Usage-Based (DUB) account of L2 acquisition appears to be much wider than I had thought. DUB clearly is alive (and kicking). Warmly recommended.

Jan Hulstijn, University of Amsterdam, The Netherlands

This volume effectively illustrates how Complex Dynamic Systems Theory (CDST) helps us construct an empirically grounded, ecologically realistic understanding of second language learning, with each chapter exploring a different dimension of the approach. Together, these studies provide us with a real feast of ideas and data, all in support of this new perspective.

Brian MacWhinney, Carnegie Mellon University, USA

Wander Lowie is Full Professor and Chair of the Department of Applied Linguistics, University of Groningen, the Netherlands.

Marije Michel is Associate Professor and Chair of Language Learning, University of Groningen, the Netherlands.

Audrey Rousse-Malpat is Assistant Professor of Language Learning in the European Languages and Cultures program, University of Groningen, the Netherlands.

Merel Keijzer is Full Professor and Chair of English Linguistics and English as a Second Language, University of Groningen, the Netherlands.

Rasmus Steinkrauss is Assistant Professor of Applied Linguistics, University of Groningen, the Netherlands.


Prologue Kees de Bot


Chapter 1. Teresa Cadierno: Thinking for Speaking in an L2: From Research Findings to Pedagogical Implications

Chapter 2. Akira Murakami: On the Sample Size Required to Identify the Longitudinal L2 Development of Complexity and Accuracy Indices

Chapter 3. Bram Bulté & Alex Housen: A DUB-inspired Case Study of Multidimensional L2 Complexity Development: Competing or Connected Growers?

Chapter 4. Hongying Peng, Sake Jager, Steven Thorne, & Wander Lowie: A Holistic Person-centred Approach to Mobile-Assisted Language Learning

Chapter 5. Søren Eskildsen: Creativity and Routinization in L2 English: Two Usage-Based Case-Studies

Chapter 6. Attila Wind & Luke Harding: Attractor States in the Development of Linguistic Complexity in Second Language Writing and the Role of Self-Regulation: A Longitudinal Case Study

Chapter 7. Peter MacIntyre & Samantha Ayers-Glassey: Competence Appraisals: Dynamic Judgements of Communication Competence in Real Time

Chapter 8. Giulia Sulis, Joanna Davidson, & Marije Michel: Dynamic Changes in Motivation and Willingness to Communicate (WTC) in the Second Language (L2) Classroom: A Multiple Case Study

Chapter 9. Ronald W. Langacker: Nested Locatives: Conceptual Basis and Theoretical Import

Chapter 10. Andrea Tyler, Hana Jan, Nargas Mahpeykar, & Brandon Tullock: Getting Out the Word on Phrasal Verbs: It Turns Out Phrasal Verb Construction (PVC) Meanings are Systematic and Teachable

Chapter 11. Leslie Piggott, Elena Tribushinina, & Rick de Graaff: The Icing on the Cake? Effects of Explicit Form-Focused Instruction After Two Years of Implicit EFL Learning

Chapter 12. Tim Kassenberg, Fabio Galati, Diana de Vries-Zhuravleva, & Iryna Menke-Bazhutkina: Film-Language-Integrated-Learning (FLIL): A Usage-Inspired L2 Teaching Approach

Epilogue Diane Larsen-Freeman


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