03548nam a22004815i 4500001001800000003000900018005001700027007001500044008004100059020003700100024003500137050001300172072001500185072002300200072001400223100008400237245013700321250001800458264007900476300004400555336002600599337002600625338003600651347002400687505062800711520122301339650005502562650002802617650002602645650004302671650003102714650002802745650003402773710003402807773002602841776003602867776003602903776003602939856004602975912001403021912001403035999001703049978-3-031-53414-0DE-He21320251030111501.0cr nn 008mamaa240305s2024    sz |    s    |||| 0|eng d  a97830315341409978-3-031-53414-07 a10.1007/978-3-031-53414-02doi 4aP51-59.4 7aCJ2bicssc 7aEDU0290802bisacsh 7aCJ2thema1 aPemberton, Ian.eauthor.4aut4http://id.loc.gov/vocabulary/relators/aut97243710aUsage-Based Second Language Instructionh[electronic resource] :bA Context-Driven Multimedia Learning Approach /cby Ian Pemberton.  a1st ed. 2024. 1aCham :bSpringer Nature Switzerland :bImprint: Palgrave Macmillan,c2024.  aVIII, 260 p. 1 illus.bonline resource.  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier  atext filebPDF2rda0 aChapter 1: Introduction -- Part I: Making The Case For Change -- Chapter 2: Historical Teaching Approaches -- Chapter 3: The Scientific Period -- Chapter 4: The Communicative Period -- Chapter 5: Communicative Language Teaching -- Chapter 6: Other Communicative Approaches -- Chapter 7: The Lexical Approach -- PART II: Establishing a Theoretical Basis -- Chapter 8: First Language Acquisition -- Chapter 9: Foundations -- Chapter 10: Usage-Based Linguistics -- Chapter 11: Empirical Research -- PART III: Designing A Blueprint For Change -- Chapter 12: Principles -- Chapter 13: Materials Design -- Chapter 14: Conclusion.  aThis book proposes an innovative pedagogical approach, Usage-Based Second Language Instruction, which continues the tradition of challenges to existing paradigms such as Steven Krashen's Natural Approach, and Michael Lewis' Lexical Approach. It begins by analysing historical teaching methods to make the case for change. The author argues that Communicative Language Teaching lacks a theory of learning and overemphasises spoken production as a result. The book then examines theories of first language acquisition to establish a theoretical basis for change. It finds that usage-based theories offer a highly plausible account of language learning. The author sets out six principles to guide the application of usage-based theory to second language learning. The book will be of particular interest to students and researchers of Applied Linguistics and Language Education. Ian Pemberton has been teaching English for over thirty years, beginning in Japan. After returning to the UK, he completed a Master's degree in Applied Linguistics at the University of Reading before a brief stint teaching ESOL and then moving into EAP teaching. He also has extensive experience in preparing students for IELTS examinations. 0aLanguage and languagesxStudy and teaching.959962 0aMultilingualism.957175 0aDigital media.95927414aLanguage Teaching and Learning.97150124aLanguage Education.97072924aMultilingualism.95717524aDigital and New Media.9659452 aSpringerLink (Online service)0 tSpringer Nature eBook08iPrinted edition:z978303153413308iPrinted edition:z978303153415708iPrinted edition:z978303153416440uhttps://doi.org/10.1007/978-3-031-53414-0  aZDB-2-SLS  aZDB-2-SXS  c58115d58115