This article discusses, from a sociocognitive perspective, the integration of usage-based linguistics(UBL) models in favor of conversation analysis (CA) for second language acquisition (SLA).On this basis, it presents a pedagogical approach, viz. role-based interaction analysis (RBIA)for foreign language learning (FLL), by scaffolding, tracking and measuring learners’behaviorsof learning spoken grammatical and pragmatic features in intertextual affordances. Two groupswere designated randomly as the experimental group (n = 30) and the comparison group(n = 32) to examine their uptake of the targeted features via explicit and implicit RBIA (i.e. twodifferent ways of learning/processing in role-based interaction) respectively. Results showed: (1)there were significant differences between the two groups in the learning of grammatical features;(2) intergroup differences were significant in the development ofpragmatic features; (3) theexplicit RBIA learners outperformed the implicit RBIA learners in the appropriacy of expressingpragmatic meanings of social roles. These findings provide evidence for the integrated UBL modeland the plausibility of the RBIA-for-FLL approach in instructed FLL contexts.

Dr Hao-Zhang Xiao, professor（2nd Class Post） and PhD supervisor at South China Agricultural University; He studies at Nanyang Technological University (1995-96) and was a visiting scholarat the University of Sydney (including postdoctoral research, 2012-13) and Hawaii University (2019-20). His research interests include second language studies,ecolinguistics, UBL, interlanguage pragmatics, interaction, and context studies. He has completed 17 provincial and national research projects and published widely in SSCI/CSSCI-indexed journals such as Language Teaching Research, International Journal of Multilingualism, Pragmatics, Language Sciences, Foreign Language Teaching and Research, Modern Foreign Languages, and others. His publications also include four books. In those publications, he proposedsuch theoretical frameworks or concepts and approaches as ‘Ecointeractive Context Model’, ‘Ecolinguistic Continuum’, ‘the Multi-dimensional Alignment Continuum Model’,‘the Multi-dimensional Alignment Sustainability Model’(MASM),‘Role-based Interaction Analysis for FLL’(RBIA-for-FLL), ‘Sound-Meaning Mapping Prioritizing Hypothesis’, and others. In social service, he serves as the evaluation expert of National and Provincial Philosophy and Social Science Projects, Humanities and Social Science Fund Projects of the Ministry of Education, Humanities and Social Science Base of the Ministry of Education, and the like. In addition, he has reviewed for many journals including Q1 or renowned journals such as Language Teaching Research, Journal of Pragmatics, etc. He is a founding member of the National Society of Ecolinguistics and the first PhD program in ecolinguistics in China. Due to his commitment and contribution, he has been awarded the Excellent Teacher in Southern Guangdong, two Provincial Outstanding Teaching Achievement (2nd class) Prizes, the Provincial Middle-aged Key Teacher, and the Provincial Outstanding Class Teacher.