Contribution to Book
Chapter 13. Examining multifaceted sources of input: Variationist and usage-based approaches to understanding the L2 classroom
Usage-inspired L2 instruction: Researched pedagogy
(2018)
Abstract
Input is a central, driving component in nearly all theories of second language acquisition, but little is known about the relationship between the instructor-provided input to which classroom second language learners are exposed and attested patterns of acquisition. Our study investigates this relationship through an examination of instructors’ Spanish subject expression in oral and written classroom input, as well as their subject expression during three sociolinguistic tasks. Our analysis of five native-speaking instructors’ subject expression, a variable structure, revealed several common patterns across input modes, such as the distribution of the three most common subject forms, as well as subtle differences in the factors constraining use across input modes and tasks. Findings are discussed in relationship to what is known about the acquisition of Spanish subject forms by second language learners, and implications and areas for future research are outlined.
Disciplines
Publication Date
January 28, 2018
Editor
Andrea E. Tyler, Lourdes Ortega, Mariko Uno, and Hae In Park
Publisher
John Benjamins
Series
Language Learning & Language Teaching 49
ISBN
9789027200259
DOI
10.1075/lllt.49.13gur
Publisher Statement
SJSU users: use the following link to login and access the ebook via the SJSU library catalog.
Citation Information
Laura Gurzynski-Weiss, Kimberly L. Geeslin, Danielle Daidone, Bret Linford, et al.. "Chapter 13. Examining multifaceted sources of input: Variationist and usage-based approaches to understanding the L2 classroom" AmsterdamUsage-inspired L2 instruction: Researched pedagogy (2018) p. 291 - 311 Available at: http://works.bepress.com/avizia-long/16/