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

Roehr-Brackin, K (2014) 'Explicit Knowledge and Processes From a Usage-Based Perspective: The Developmental Trajectory of an Instructed L2 Learner.' Language Learning, 64 (4). 771 - 808. ISSN 0023-8333

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Abstract

© 2014 Language Learning Research Club, University of Michigan. 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.

Item Type: Article
Subjects: P Language and Literature > P Philology. Linguistics
Divisions: Faculty of Social Sciences > Language and Linguistics, Department of
Depositing User: Jim Jamieson
Date Deposited: 24 Nov 2014 10:22
Last Modified: 30 Jan 2019 16:18
URI: http://repository.essex.ac.uk/id/eprint/11866

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