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23 - Construction-Based Language Learning and Teaching

from Part VI - Constructional Applications

Published online by Cambridge University Press:  30 January 2025

By
Sabine De Knop
Edited by
Mirjam Fried  and
Kiki Nikiforidou
Mirjam Fried
Affiliation:
Univerzita Karlova
Kiki Nikiforidou
Affiliation:
University of Athens, Greece
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Summary

Construction Grammar offers several assets that foster the learning and teaching of foreign languages. The constructionist approach focuses on well-entrenched form–meaning mappings of different degrees of complexity and abstraction. Thus, if learners have acquired the syntax and semantics of specific foreign constructions, they should be able to understand the semantic motivation behind the syntactic forms and infer the meaning of new instantiations. Moreover – an economical principle in the learning process – these units can be learned as part of a network of semantically related constructions. In learning L2-constructions, construction-based teaching strategies can be implemented, that is, the scaffolding strategy, structural priming and embodied construction practice. The scaffolding strategy elaborates on the semantic link between constructions of different degrees of syntactic complexity and on the family resemblance concept. Structural priming focuses on the creative repetition of similar structures with different slot-fillers. Finally, embodied practice applies to constructions referring to concrete events which can be represented with pictures or objects or can be enacted.

Keywords

construction-based learningconstruction-based teachingconstructional unitsconstructiconfrequencyscaffoldingstructural primingembodied cognition

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The Cambridge Handbook of Construction Grammar , pp. 596 - 622
Publisher: Cambridge University Press
Print publication year: 2025

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