Construction Grammar In Second Language Teaching
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Construction Grammar in Second Language Teaching
Studienarbeit aus dem Jahr 2016 im Fachbereich Anglistik - Linguistik, Note: 1,3, Friedrich-Schiller-Universität Jena (Institut für Anglistik/Amerikanistik), Veranstaltung: Cognitive Linguistics: Construction Grammar, Sprache: Deutsch, Abstract: For more than 20 years now, the concept of constructions has been playing a more and more important role in theories of language acquisition and language use. In the 1980s Fillmore, Kay and O’Conner were the first linguists interested in constructionist approaches; and with her two books Constructions: A Construction Grammar Approach to Argument Structure and Construction at Work: The Nature of Generalization in Language Goldberg eventually paved the way for this alternative view on grammar. By now, Construction Grammar has become a wellaccepted descriptive and processing model that is based on a substantial body of scientific publications. However, the big interest of Construction Grammar research in first language acquisition and native speakers’ language use contrasts the little interest in the branch of second language acquisition. It is only recently that linguists have approached the question whether second language learners’ linguistic competence relies on constructions as well. Hence, it is no surprise that there has been only little interest in application of Construction Grammar in second language teaching as well. In my opinion, this is a wasted opportunity. If Construction Grammar is widely accepted in the field of first language acquisition, it is also necessary to transfer this concept to second language acquisition and teaching in order to create suitable teaching materials and methods. Thus, this paper is supposed to advocate an applied Construction Grammar in second language teaching.
Applying Cognitive Linguistics to Second Language Learning and Teaching
Author: Jeannette Littlemore
language: en
Publisher: Springer Nature
Release Date: 2023-10-27
This is a revised and updated edition of a seminal text in the field of Cognitive Linguistics, written in an engaging and accessible style for a new generation of scholars and students. The author surveys and incorporates a wealth of more recent studies conducted in different areas since the book’s original publication in 2009, exploring how new areas of research within Cognitive Linguistics have emerged and flourished, and taking account of key studies that have progressed the field since its inception. This new edition has been revised throughout to review, analyse and synthesise the latest state of the art in Cognitive Linguistics–inspired second language learning and teaching research, and suggests other areas that might benefit from further exploration. It will be essential reading for academics, educators and students across Linguistics and Education, particularly those with an interest in cognitive linguistics, second language acquisition, foreign language teaching and language education.
Applied Construction Grammar
Author: Sabine De Knop
language: en
Publisher: Walter de Gruyter GmbH & Co KG
Release Date: 2016-04-25
Current research within the framework of Construction Grammar (CxG) has mainly adopted a theoretical or descriptive approach, neglecting the more applied perspective and especially the question of how language acquisition and pedagogy can benefit from a CxG-based approach. The present volume explores various aspects of “Applied Construction Grammar” through a collection of studies that apply CxG and CxG-inspired approaches to relevant issues in L2 acquisition and teaching. Relying on empirical data and covering a wide range of constructions and languages, the chapters show how the cross-fertilization of CxG and L2 acquisition/teaching can improve the description of learners’ use of constructions, provide theoretical insights into the processes underlying their acquisition (e.g. with reference to inheritance links or transfer from the L1), or lead to novel teaching practices and resources aimed to help learners make the generalizations that native speakers make naturally from the input they receive.