Vol. 70 in the Linguistic Insights - Studies in Language and Communication series.

About the Author: "Tomoko Tode is an associate professor of English as a foreign language at Niigata University of Health and Welfare. She received her Ph.D. (Education) from Hyago University of Teacher Education. Her research interest is in second language learning from a usage-based perspective and instructed second language learning."

Includes bibliographical references (p. [183]-192) and index.

"The view of exemplar-based second language learning emphasizes the importance of frequency in learning grammar. According to this view, type frequency rather than token frequency contributes to learning generalized knowledge beyond item-based constructions. This book investigates how frequency in experiencing exemplars affects the learning of the English primary verb be by junior high school students in Japan. The study consists of a quasi-experiment and stimulated-recall analysis of the data. The quasi-experiment compares three kinds of output practice: practice with increased type frequency, practice with increased token frequency, and practice without increased frequency. The experiment also explores how the frequency effects relate to the extent of explicit knowledge about the target structures. In the stimulated-recall analysis, learners engaging in the type frequency practice and those engaging in the token frequency practice are compared in terms of thought processes employed while practicing. The book discusses how frequency promotes classroom second language learning by taking the role of awareness of form-meaning connections into consideration." (Book Cover)

CONTENTS:

Acknowledgements

1. Introduction
1.1 Focus of inquiry
1.2 Outline of the book

2. Exemplar-based Theories of Language and Learning

2.1 Introduction

2.2 Usage-based models of language representation

2.3 Exemplar-based theories of learning mechanism
2.3.1 Connectionism
2.3.2 ACT-R theory
2.3.3 Comparisons with behaviorism

2.4 Exemplar-based approach to L1 acquisition

2.5 Conclusion

3. Frequency Effects in Classroom Second Language Learning

3.1 Introduction

3.2 Exemplar-based L2 learning

3.3 The role of explicit instruction in L2 learning

3.4 Implicit learning and explicit learning

3.5 Processing instruction and output practice
3.5.1 Processing instruction
3.5.2 Output practice

3.6 Conclusion

4. The Learning of the Primary Verb "Be" by Junior High School Students in Japan
4.1 Introduction
4.2 Problems in learning the English primary verb "be" 4.3 Factors of difficulty
4.4 Explicit instruction on the role of the copula "be"
4.5 Conclusion and aims of the present study

5. Methodology for the Present Study

5.1 Introduction

5.2 Participants

5.3 Procedure and materials
5.3.1 Pretesting
5.3.2 Instruction
5.3.2.1 Overall scheme of instruction
5.3.2.2 PI and output practice: introductory session
5.3.2.3 Additional structured output practice
5.3.3 Thought-process data collection
5.3.4 Post-testing

5.4 Scoring procedures
5.4.1 Scoring of the oral test
5.4.2 Scoring of the written test

5.5 Methodology for analysis

6. Analysis and Results

6.1 Introduction

6.2 Analysis for Research Question 1

6.3 Analysis for Research Question 2

6.4 Analysis for Research Question 3
6.4.1 Coding
6.4.2 Results

6.5 Analysis for Research Question 4

6.6 Analysis for Research Question 5

6.7 Post-hoc analysis

6.8 Conclusion

7. Conclusions and Discussion
7.1 Conclusions
7.2 Discussion

Appendices
1. Items of each form of the oral production test
2. Picture cards for the oral production test
3. Sequence of items of the oral production test
4. An excerpt from the written production test
5. Test items of each form of the written production test
6. Pictures and passage used at the beginning of the explicit instruction phase
7. The worksheet of the explicit instruction phase 8. Hint Card 1 and Hint Card 2
9. The worksheet used for the structured input practice
10. List of Japanese sentences describing Ichiro
11. Exemplars of target structures used in the introductory output practice
12. Exemplars adopted for additional structured output practice for each group
13. Samples of the picture sheets used for additional structured output practice
14. Extra exemplars for the Type Group participants at the thought-process data collection

References

Index