Construction learning as category learning: A cognitive analysis

Ellis, Nick C.; O’Donnell, Marike

doi:10.1515/9783110356854.71

Cited by 6 publications

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“…Collocations and collostructions, that is, associations between grammatical constructions and lexical elements filling variable slots (e.g., give in the ditransitive noun phrase [NP]-verb [V]-NP-NP construction), have been in the focus of corpusbased research on entrenchment for some time (see Evert, 2004, for a survey, as well as Ellis & OʼDonnell, 2014;Schmid & Küchenhoff, 2013;Stefanowitsch & Gries, 2003;Wiechmann, 2008;Zeschel, 2012). Although collocations can be explained from a psychological perspective as a loose form of chunking (see Gobet, Chapter 11, this volume) based on syntagmatic co-occurrence tendencies, collostructions involve schematization and are conducive to the emergence of paradigmatic relations between the lexical items that are more or less likely to occur in the variable slot.…”

Section: Frequency Effects On Entrenchment In Terms Of Chunking and H...mentioning

confidence: 99%

A framework for understanding linguistic entrenchment and its psychological foundations.

Schmid¹

2017

Entrenchment and the Psychology of Language Learning: How We Reorganize and Adapt Linguistic Knowledge.

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Section: Frequency Effects On Entrenchment In Terms Of Chunking and H...mentioning

confidence: 99%

A framework for understanding linguistic entrenchment and its psychological foundations.

Schmid¹

2017

Entrenchment and the Psychology of Language Learning: How We Reorganize and Adapt Linguistic Knowledge.

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A corpus perspective on the development of verb constructions in second language learners

Römer

2019

IJCL

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This article reports initial findings from a study that uses written data from second language (L2) learners of English at different proficiency levels (CEFR A1 to C1) in a large-scale investigation of verb-argument construction (VAC) emergence. The findings provide insights into first VACs in L2 learner production, changes in the learners’ VAC repertoire from low to high proficiency levels, and changes in learners’ dominant verb-VAC associations from low to high proficiency levels. The article also addresses the question what role formulaic sequences play in the L2 acquisition of VACs. Data analyses indicate that, from lowest to highest proficiency levels, the VAC repertoire of L2 English learners shows an increase in VAC types, growth in VAC productivity and complexity, and a development from predominantly fixed sequences to more flexible and productive ones. The findings help to expand our understanding of the processes that underlie construction acquisition in an L2 context.

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The development of verb constructions in spoken learner English

Römer

Garner

2019

IJLCR

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Based on datasets of L1 Italian and Spanish learner language culled from the Trinity Lancaster Corpus Sample, this paper investigates how verb-argument constructions (VACs) develop in the spoken English of L2 learners across proficiency levels. In addition to proficiency and L1 effects, we focus on the potential influence of native English usage on learner VAC production. Insights into learners’ productive knowledge of five target VACs and the verbs used in those VACs are gained through (1) comparisons of normalized entropy scores for verbs in VACs; (2) correlation analyses comparing for each VAC the verbs produced by groups of learners and by native English speakers; and (3) regression analyses comparing learner verb-VAC associations against indices of VAC usage, including verb-VAC frequency, VAC-verb association strength and contingency. Results indicate that, across L1 backgrounds, more proficient learners are more productive in their VAC use and closer to patterns in L1 English usage than less proficient learners.

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Construction learning as category learning: A cognitive analysis

Cited by 6 publications

References 0 publications

A framework for understanding linguistic entrenchment and its psychological foundations.

A framework for understanding linguistic entrenchment and its psychological foundations.

A corpus perspective on the development of verb constructions in second language learners

The development of verb constructions in spoken learner English

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