Construction Learning as a Complex Adaptive System

Psycholinguistic Evidence from L2 Learners of English

Nonfiction, Reference & Language, Education & Teaching, Teaching, Language Experience Approach, Educational Theory, Educational Psychology, Language Arts
Cover of the book Construction Learning as a Complex Adaptive System by Annalisa Baicchi, Springer International Publishing
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Author: Annalisa Baicchi ISBN: 9783319182698
Publisher: Springer International Publishing Publication: April 25, 2015
Imprint: Springer Language: English
Author: Annalisa Baicchi
ISBN: 9783319182698
Publisher: Springer International Publishing
Publication: April 25, 2015
Imprint: Springer
Language: English

This book presents the current state of the art on Construction Grammar models and usage-based language learning research. It reports on three psycholinguistic experiments conducted with the participation of university-level Italian learners of English, whose second language proficiency corresponds to levels B1 and B2 of the ‘Common European Framework of Reference for Languages’ (CEFR). This empirical research on the role of constructions in the facilitation of language learning contributes to assessing how bilinguals deal with L2 constructions in the light of sentence-sorting, sentence-elicitation, and sentence-completion tasks. Divided into two parts, the book first introduces the main theoretical prerequisites and then reports on the experimental studies. It provides a comprehensive review of the current research in a range of disciplines, including complexity theories, cognitive semantics, construction grammars, usage-based linguistics, and language learning.

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This book presents the current state of the art on Construction Grammar models and usage-based language learning research. It reports on three psycholinguistic experiments conducted with the participation of university-level Italian learners of English, whose second language proficiency corresponds to levels B1 and B2 of the ‘Common European Framework of Reference for Languages’ (CEFR). This empirical research on the role of constructions in the facilitation of language learning contributes to assessing how bilinguals deal with L2 constructions in the light of sentence-sorting, sentence-elicitation, and sentence-completion tasks. Divided into two parts, the book first introduces the main theoretical prerequisites and then reports on the experimental studies. It provides a comprehensive review of the current research in a range of disciplines, including complexity theories, cognitive semantics, construction grammars, usage-based linguistics, and language learning.

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