A dynamic, usage-based approach to teaching L2 Dutch

Abstract

Language teaching follows trends in theory of second language development (SLD). In recent years, a dynamic, usage-based (DUB) approach to SLD has gotten theoretical foothold. With DUB principles in mind, a teaching program was developed for teaching Dutch as a second language (L2), where authentic input stood central. The program was based on a popular Dutch movie and has been applied in a foreign language context, working with advanced, German learners of L2 Dutch at the University of Münster (Germany). In an exploratory study, we examined what effect the program had on students´ motivation and general language proficiency. Results indicate that students appreciated the method in several ways (learning, motivation) and that they showed a significant increase in language proficiency. The aim of this report is to provide supported ideas for engaging and effective L2 teaching.

Parlez-vous francais? Effects of structure-based versus dynamic-usage-based approaches on oral proficiency

“…There are probably many examples of effective teaching approaches that are in line with DUB principles in that they focus on meaningful exposure, such as the comprehension approach, total physical response and storytelling (TPRS), the movie method (Hong, 2013;Irshad et al, 2019;Koster, 2015) and AIM (Maxwell, 2001). However, as far as we know, there is very little empirical evidence, especially in long-term studies.…”

12. Film Language Integrated Learning: A Usage-Inspired L2 Teaching Approach

“…Consequently, the implementations of FLIL discussed in the next section (Hong, 2013;Irshad, 2015;Koster, 2015) are built on the premise that repeated exposure to meaningful, authentic usage events will allow for both item-based and exemplar-based acquisition of FUMMs as well as the emergence of abstract (grammatical) schema through processes of entrenchment, selective reinforcement and abstractions of commonalities and differences between usage events.…”

“…To date, three major studies have sought to operationalise DUB principles for a comprehensive FLIL course, which we shall call 'stand-alone FLIL', namely Hong (2013), Koster (2015) and Irshad (2015).…”

“…However, not until recently have the principles of usage-inspired instruction been applied to this use of video materials in the (second) language classroom. This approach has gained form in Film Language Integrated Learning (FLIL), pioneered by Marjolijn Verspoor and Nguyen Hong (2013), Mufeeda Irshad (2015) and Dietha Koster (2015), among others.…”

“…Stand-alone FLIL incorporates short film scenes into a somewhat fixed instructional sequence that forms a complete teaching approach in itself. Three empirical studies, Hong (2013), Koster (2015) and Irshad (2015), provide evidence for its effectiveness on broad General English Proficiency (GEP) measures and writing proficiency. Embedded FLIL uses elements from stand-alone FLIL inside a broader language course, which allows for more learner output.…”