Effects of construction-centered instruction on Korean students’ learning of English transitive resultative constructions

Kapitel in diesem Buch

1. Frontmatter i
2. Table of Contents v
3. List of Contributors vii
4. I. Introduction
5. Exploring L2 constructionist approaches 3
6. II. Constructionist approaches to L2 learning and teaching
7. Foreign language learning is construction learning – what Else? Moving towards Pedagogical Construction Grammar 21
8. A construction-based analysis of German ditransitive phraseologisms for language pedagogy 53
9. Effects of construction-centered instruction on Korean students’ learning of English transitive resultative constructions 89
10. Input-dependent L2 acquisition: Causative constructions in English as a foreign and second language 115
11. III. Crosslinguistic applications of constructionist approaches
12. Cognitive Pedagogical Grammar and meaning construction in L2 151
13. Learning the placement caused motion construction in L2 Spanish 185
14. The role of syntax and semantics in constructional priming: Experimental evidence from Italian university learners of English through a sentence-elicitation task 211
15. Do we also need to unlearn constructions? The case of constructional negative transfer from Spanish to Italian and its pedagogical implications 237
16. IV. Constructing a constructicon for L2 learners
17. Towards an n-grammar of English 271
18. Frames and constructions in an online learner’s dictionary of German 303
19. Constructicography meets (second) language education: On constructions in teaching aids and the usefulness of a Swedish constructicon 327
20. Index 357