Exemplar-based instructed second language development and classroom experience

• Tomoko Tode ^[1] ; Hideki Sakai ^[2]
  1. [1] Niigata University of Health and Welfare

     Niigata University of Health and Welfare

     Nishi Ku, Japón

     
  2. [2] Shinshu University

     Shinshu University

     Japón

     
• Localización: ITL International Journal of Applied Linguistics, ISSN 0019-0810, ISSN-e 1783-1490, Vol. 167, Nº. 2, 2016, págs. 210-234
• Idioma: inglés
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• Resumen

  • This multiple-case study explored exemplar-based second language (L2) development in relation to classroom experience through the traceback methodology used in usage-based research. Four Japanese undergraduates taking a task-based English course wrote essays as reflective production after class every other week during one semester. Production in an essay was traced back to the previous essays and instructional data containing their task performance. We found that most of their output was created on the basis of previous instances by simple operations including substitution. We also observed some complex traces consisting of embedding and merging, in which case at least one pattern newly experienced in class tasks was incorporated into their production. This suggests classroom experience may have facilitated the complexification process of the participants’ inventories.