安德烈娅·E. 泰勒（Andrea E. Tyler）：美国乔治敦大学语言学系名誉教授，在认知语言学领域著述颇丰，主要研究兴趣为认知语言学在第二语言学习、跨文化语用学和话语分析中的应用。
洛德丝·奥尔特加（Lourdes Ortega）：美国乔治敦大学语言学系教授，主要研究方向为第二语言习得，特别是成人二语习得中的使用驱动、双语现象、教育维度等。
宇野真理子（Mariko Uno）：美国亚利桑那大学东亚研究系访问助理教授，主要研究方向为认知语言学、儿童语言习得等。
哈·因·帕克（Hae In Park）：美国纽约州立大学奥尔巴尼分校教育理论与实践系助理教授，主要研究方向为双语现象与认知、实验心理语言学、成人二语习得等。
目錄：
Table of contents
Chapter 1 Usage-inspired L2 instruction: An emergent， researched pedagogy 3
Chapter 2 L2 developmental education and systemic theoretical instruction: The case of English verb noun collocations 29
Chapter 3 Foreign language instruction from a dynamic usage-based (DUB) perspective 55
Chapter 4 On the relationship between interaction and language learning: A usage-based perspective grounded in interactional sociolinguistics 75
Chapter 5 Conceptual frameworks and L2 pedagogy: The case of French prepositions 95
Chapter 6 Student perception and different performance in a combined usage-based and sociocultural theory approach to learning Japanese polysemous particles 117
Chapter 7 The impact of prior knowledge on second language grammar practice 143
Chapter 8 Using metacognitive strategies to induce phase shifts: A complex systems approach to L2 listening instruction 165
Chapter 9 The role of ‘roles’ in task-design: An exploration of framing as a feature of tasks 187
Chapter 10 Do findings from artificial language learning generalize to second language classrooms? 211
Chapter 11 Compounds and productivity in advanced L2 German writing: A constructional approach 237
Chapter 12 A systemic functional linguistic approach to usage-based research and instruction: The case of nominalization in L2 academic writing 267
Chapter 13 Examining multifaceted sources of input: Variationist and usage-based approaches to understanding the L2 classroom 291
Chapter 14 Usage-inspired L2 instruction: Some reflections and a heuristic 315
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