Usage-based second language acquisition: How it works

Paice, Susannah Madeline 2025. Usage-based second language acquisition: How it works. PhD Thesis, Cardiff University. Item availability restricted.

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Abstract

Usage-based theories of language are now relatively well established in the field of first language acquisition, but their application to second language (L2) acquisition is under-researched. This thesis aims to develop our understanding of what usage-based L2 acquisition looks like. First, it outlines a model of usage-based L2 acquisition and, based on that model, proposes six key tenets that a fully usage-based L2 learning programme would adhere to. These tenets relate to the quality and quantity of linguistic input and output opportunities a usage-based programme would provide, the proportion of implicit teaching and learning it would rely on, and the way in which it would view learners’ learning trajectories. Second, it explores how the usage-based model of L2 acquisition applies to the instructed learning context, using the online Welsh L2 learning programme SaySomethingin (SSi) as a case study. SSi is first shown to adhere to most of the tenets and could be adapted relatively easily to fulfil all six. Then, potential strengths and weaknesses of usage-based programmes are identified using a traceback analysis conducted on the output produced by three SSi users during an interview and a questionnaire of 52 participants. The use of an existing mostly-usage-based L2 programme as an observational case study contributes to the field, as research has previously been theoretical or experimental using programmes created for the purpose. Finally, the thesis considers how viable usage-based programmes would be in various learning contexts by exploring whether the potential weaknesses identified previously are likely to be generalisable to fully usage-based programmes. Overall, the research finds that usage-based L2 programmes are fundamentally viable. Such programmes would likely benefit learners, such as by increasing communicative ability and motivation to learn. However, a shift in teaching norms and learner expectations may be needed to implement them in all learning contexts.

Item Type:	Thesis (PhD)
Date Type:	Completion
Status:	Unpublished
Schools:	Schools > English, Communication and Philosophy
Subjects:	P Language and Literature > PE English
Funders:	Economic and Social Research Council - Welsh Graduate School for the Social Sciences
Date of First Compliant Deposit:	16 July 2026
Last Modified:	16 Jul 2026 13:49
URI:	https://orca.cardiff.ac.uk/id/eprint/188259

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