Part 2

He proposes a social-pragmatic theory (usage-based), which explains argues that children learn the linguistic structures through an intended revile (revile? uncommon word) of discursive interactions with others. Another Other significant studies, and also the more recent ones, concern the L2 speakers acquisition (not sure I understand exactly). They had have shown a the major role of input and interaction in the development of L2 competence. 

I owe you one ;)

Notes in blue

Corrections in red

Workshop on the usage-based language learning 

There had have been several studies on this subject, although, they each had a different focuses. The usage-based language learning topic The topic of usage-based language learning is important for linguistics and the studies on it provide new information for the development of the language competences, what which may lead to an improvement in the teaching of languages at school and learning them (lead to an improvement in learning them? sounds odd - maybe try: "may facilitate the process of learning them"), same for native languages, as for foreign languages learned by children and adults. This would apply not only to the teaching of one's mother tongue, but also to the instruction of foreign

Very important for the topic are studies conducted by an the American psychologist Michael Tomasello, who researched the acquisition of the L1 by young learners as an important aspect of their enculturation (not sure what you mean by enculturation - I've never heard this word used).

He proposes a social-pragmatic theory (usage-based), which explains that children learn the linguistic structures through an intended revile of discursive interactions with others. Another significant studies, and also the more recent ones, concern the L2 speakers acquisition. They had shown a major role of input and interaction in the development of L2 competence.
The workshop focused on six research questions :
1. Specific usage-based studies of L1 and L2 acquisition.
2. Comparison of the sequence and rate of acquisition of the same structure by L1 and L2 learners.
3. Properties of the input enabling or facilitation acquisition, comparison of the relative importance of these factors in L1 and L2
4. Interaction of usage-based processes of acquisition with individual or contextual factors.
5. Usage-based vs. other explanations for patterns of development in L1 and L2.
6. Impact of classroom teaching on usage-based patterns of development, and conversely, applications of usage-based findings to classroom teaching.

I owe you one ;)

Notes in blue

Corrections in red

Workshop on the usage-based language learning 

There had have been several studies on this subject, although, they each had a different focuses. The usage-based language learning topic The topic of usage-based language learning is important for linguistics and the studies on it provide new information for the development of the language competences (competences?), what which may lead to an improvement in the teaching of languages at school and learning them (lead to an improvement in learning them? sounds odd - maybe try: "may facilitate the process of learning them"), same for native languages, as for foreign languages learned by children and adults. This would apply not only to the teaching of one's mother tongue, but also to the instruction of foreign languages.

Very important for the this topic are studies conducted by an the American psychologist Michael Tomasello, who researched identified a young person's the acquisition of the L1 their mother tongue by young learners as an important aspect of their enculturation (not sure what you mean by enculturation - I've never heard this word used).