本书对使用驱动的二语教学进行了全面系统的介绍，主要涉及理论视角、教学效果以及语料库语言学在其中的核心作用三个方面。使用驱动的二语教学相较于传统交际型教学法有独特的优势，能够为教学目标和教学内容的确定、教学效果的评估等方面提供重要参考。

List of contributors
Acknowledgements
Introduction
CHAPTER 1
Usage-inspired L2 instruction: An emergent, researched pedagogy
Andrea E. Tyler and Lourdes Ortega
Part I. Usage-inspired L2 instruction through three lenses
CHAPTER 2
L2 developmental education and systemic theoretical instruction:
The case of English verb+noun collocations
James P. Lantolf and Mei-Hsing Tsai
CHAPTER 3
Foreign language instruction from a dynamic usage-based
(DUB) perspective
Audrey Rousse-Malpat and Marjolijn Verspoor
CHAPTER 4
On the relationship between interaction and language learning:
A usage-based perspective grounded in interactional sociolinguistics
Catherine Evans Davies
Part II. How effective is usage-inspired L2 instruction?
CHAPTER 5
Conceptual frameworks and L2 pedagogy: The case of French prepositions
Kimberly Buescher and Susan Strauss
CHAPTER 6
Student perception and different performance in a combined
usage-based and sociocultural theory approach to learning
Japanese polysemous particles
Kyoko Masuda and Angela Labarca
CHAPTER 7
The impact of prior knowledge on second language grammar practice
Irene Alonso-Aparicio
CHAPTER 8
Using metacognitive strategies to induce phase shifts:
A complex systems approach to L2 listening instruction
Shannon R. Becker and Jessica L. Sturm
CHAPTER 9
The role of 'roles' in task-design: An exploration of framing
as a feature of tasks
Joshua Kraut
CHAPTER 10
Do findings from artificial language learning generalize
to second language classrooms?
Karin Madlener
Part III. A central role for corpus linguistics in usage-inspired L2 instruction
CHAPTER 11
Compounds and productivity in advanced L2 German writing:
A constructional approach
Amir Zeldes
CHAPTER 12
A systemic functional linguistic approach to usage-based research
and instruction: The case of nominalization in L2 academic writing
Guillaume Gentil and Fanny Meunier
CHAPTER 13
Examining multifaceted sources of input: Variationist and usage-based
approaches to understanding the L2 classroom
Laura Gurzynski-Weiss, Kimberly L. Geeslin, Danielle Daidone,
Bret Linford, Avizia Y. Long, Ian Michalski and Megan Solon
Conclusion
CHAPTER 14
Usage-inspired L2 instruction: Some reflections and a heuristic
Andrea E. Tyler and Lourdes Ortega
Index