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‘Oscar sent Venice an elephant’: Construction Grammars and Second Language Learning

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Applying Cognitive Linguistics to Second Language Learning and Teaching

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Abstract

This chapter discusses the concept of construction grammar, which concerns the tendency of words to group together to form ‘constructions’ that have meanings of their own. These meanings relate to everyday experience and exist in radial categories. In first language acquisition, knowledge of constructions is acquired through interaction, and the language data that this interaction provides are thought to be analysed through pattern-finding and intention-reading skills. Although the data available to second language learners are different from those available to infants learning their first language, recent research has shown that this usage-based account of language acquisition is highly relevant. This chapter discusses the potential applications of construction grammars, and the theories as to how they are acquired, to second language learning, in both classroom-based and more naturalistic settings. It assesses the findings from studies that have explored the benefits of explicitly introducing second language learners to second language constructions. It also discusses the role played by gesture in constructions and examines the role played by ‘multimodal’ constructions in second language learning and teaching.

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  1. English Language and Linguistics, University of Birmingham, Birmingham, UK

    Jeannette Littlemore

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  1. Jeannette Littlemore
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Littlemore, J. (2023). ‘Oscar sent Venice an elephant’: Construction Grammars and Second Language Learning. In: Applying Cognitive Linguistics to Second Language Learning and Teaching. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-39796-7_9

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  • DOI: https://doi.org/10.1007/978-3-031-39796-7_9

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-031-39795-0

  • Online ISBN: 978-3-031-39796-7

  • eBook Packages: Social SciencesSocial Sciences (R0)

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