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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.
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.
In the last 25 years foreign language teaching has been able to
increase its efficiency through an orientation towards authentic
language materials, pragmatic language functions and interactive
learning methods. However, so far foreign language teaching has
lacked a sufficiently strong theoretical framework to support the
teaching of language in all its aspects. Arguably, such a
linguistic theory has to be usage-based and cognition-oriented.
Since cognitive linguistics - and especially cognitive grammar - is
concerned with conceptual issues against the larger background of
human cognition and because it is based on actual language use, it
becomes a powerful tool for dealing adequately with the main issues
of a pedagogical grammar. A pedagogical grammar aims at providing
all the essential linguistic patterns considered relevant by
theoretical and descriptive linguistics for the preparation of
teaching materials and their exploitation in foreign language
instruction. The volume contains thirteen contributions organized
into three parts. In Part 1 Langacker, Taylor and Broccias
introduce the basic grammar concepts, rules and models that are
available in cognitive linguistics and which are directly relevant
to the construction of a pedagogical grammar. Meunier, on the other
hand, describes how such a grammar could benefit from corpus
linguistics. Part 2 looks at some cognitive tools and conceptual
errors with contributions by Danesi and Maldonado and also
reconsiders contrastive analysis in the papers by Ruiz de Mendoza
and Valenzuela & Rojo. Part 3, finally, discusses
language-specific constraints on a number of linguistic phenomena
such as the construal of motion events (papers by Cadierno and De
Knop & Dirven), distinctions in the tense-aspect system (papers
by Niemeier & Reif and Schmiedtova & Flecken), and voice
(Chen & Oller).
Trotz der allgemeinen Akzeptanz der Konstruktionsgrammatik fur die
Beschreibung sprachlicher Phanomene im englischen und deutschen
Sprachraum hat das Modell der Konstruktionsgrammatik bislang wenig
Interesse in der Romanistik gefunden. Dieser Band bietet zwoelf
konkrete Untersuchungen zu Konstruktionen unterschiedlicher
Komplexitatsgrade aus der Morphologie, der Syntax und der
Textlinguistik und zwar fur die romanischen Sprachen Franzoesisch,
Italienisch, Spanisch, und Katalanisch, sowie fur Latein, und zeigt
dabei den Nutzen konstruktionsgrammatischer Beschreibungsansatze
auf.
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