Overview
- Takes a multidisciplinary approach to language learning
- Appeals to a wide range of readers, in a range of fields in education
- Advances our understanding of constructions as the building blocks of language learning
- Includes supplementary material: sn.pub/extras
Part of the book series: SpringerBriefs in Education (BRIEFSEDUCAT)
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Table of contents (9 chapters)
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Constructional Approaches to Language Complexity
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Experimental Studies. Psycholinguistic Evidence of Constructional Meaning
Keywords
About this book
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.
Authors and Affiliations
Bibliographic Information
Book Title: Construction Learning as a Complex Adaptive System
Book Subtitle: Psycholinguistic Evidence from L2 Learners of English
Authors: Annalisa Baicchi
Series Title: SpringerBriefs in Education
DOI: https://doi.org/10.1007/978-3-319-18269-8
Publisher: Springer Cham
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: The Author(s) 2015
Softcover ISBN: 978-3-319-18268-1Published: 06 May 2015
eBook ISBN: 978-3-319-18269-8Published: 25 April 2015
Series ISSN: 2211-1921
Series E-ISSN: 2211-193X
Edition Number: 1
Number of Pages: IX, 131
Number of Illustrations: 10 b/w illustrations
Topics: Language Education, Learning & Instruction, Educational Psychology