Explicit Knowledge and Processes From a Usage-Based Perspective: The Developmental Trajectory of an Instructed L2 Learner  

Oleh:

Roehr-Brackin, Karen

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Learning: A Journal of Research in Language Studies (Full Text) vol. 64 no. 4 (2014), page 771–808.
Topik: explicit knowledge and learning; instructed L2 learning; usage-based approach; complexity theory; dynamic systems theory; longitudinal case study
Fulltext: 64_04_Roehr-Brackin.pdf (231.62KB)

Isi artikel

This article considers explicit knowledge and processes in second language (L2) learning from a usage-based theoretical perspective. It reports on the long-term development of a single instructed adult learner’s use of two L2 constructions, the German Perfekt of gehen (“go,” “walk”) and fahren (“go by vehicle”), which was tracked over a period of more than 3 years. The results indicate that explicit knowledge and processes seemed to have a powerful impact on the participant’s L2 learning and use, apparently enabling him to override the predicted bottom-up developmental path in certain circumstances and take a top-down approach instead. Specifically, it was found that the development of fahren was consistent with the predicted trajectory of moving from item-based to more schematic constructions. By contrast, the participant’s use of gehen was characterized by schematic constructions almost from the beginning, suggesting a shortcut facilitated by explicit knowledge and processes. Both potential benefits and pitfalls associated with this alternative learning path are highlighted. The findings are explicated with reference to usage-based and complexity/dynamic-systems-theoretic concepts, thus offering an integration of explicit knowledge and processes in L2 learning and use into this particular theoretical framework.

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