Working out multiword verbs within an Applied Cognitive Construction Grammar framework

Sergio Torres-Martínez

doi:10.1515/eujal-2016-0003

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Working out multiword verbs within an Applied Cognitive Construction Grammar framework

Sergio Torres-Martínez

Veröffentlicht/Copyright: 12. Juli 2016

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Aus der Zeitschrift European Journal of Applied Linguistics Band 5 Heft 1

Abstract

This article presents a constructionist approach to the teaching of multiword verbs. To that end, I outline a pedagogical model, Applied Cognitive Construction Grammar (ACCxG), which is deemed to provide insight into a novel classification of multiword verbs as constructions (form-function pairings). The ACCxG framework integrates four cognitively-driven rationales, namely Focus on Form, Task-based Language Teaching, Data-driven Learning, and Paper-based Data-Driven Learning. It is argued that the syntax-semantics of multiword verbs can be better understood through recourse to their relation with syntactic constructions (Argument Structure Constructions). Endorsing this rationale entails, among other things, the recognition that the same general cognitive mechanisms intervening in the construction of our experience of the world are at play during the construction of linguistic knowledge.

Resumen

El presente artículo introduce un enfoque construccionista para la enseñanza de los verbos frasales. Para tal fin se describe un nuevo modelo pedagógico denominado Applied Cognitive Construction Grammar (ACCxG) el cual sirve como base para la implementación de una conceptualización de los verbos frasales como construcciones (unidades de forma y función). La ACCxG reúne cuatro enfoques cognitivos para la enseñanza de una segunda lengua: Focus on Form, Task-based Language Teaching, Data-driven Learning, y Paper-based Data-Driven Learning. Dicho marco teórico parte del supuesto de que la morfología y sintaxis de los verbos frasales puede comprenderse mejor a través de su asociación con construcciones sintácticas llamadas Construcciones Argumentales Estructurales (CAEs). La adopción de este constructo presupone la intervención de habilidades cognitivas generales en la construcción del conocimiento lingüístico, el cual, se sugiere, ocurre de manera análoga a la construcción de nuestra experiencia con el mundo físico.

Zusammenfassung

Der vorliegende Aufsatz widmet sich der Untersuchung von Partikelverben im Rahmen der Angewandten kognitiven Konstruktionsgrammatik (AKK). Folglich werden Partikelverben als Form-Funktion Beziehungen (Konstruktionen) analysiert. Diese konstruktionsgrammatische Auffassung stützt sich auf einen Gebrauchsbasierten Konstruktionbegriff, der Partikelverben mit spezifischen Argumentstrukturen assoziert. Darüber hinaus lässt sich das Verhältnis von Partikelverbkonstruktionen zu syntaktischen Konstruktionen (Argumentstrukturkonstruktionen) mit Hilfe von vier kognitiv-basierten pädagogischen Modellen fassen: Focus on Form, Task-based Language Teaching, Data-driven Learning, und Paper-based Data-Driven Learning. Die grundlegende Annahme der AKK zur Gebrauchsbasiertheit der Sprachen dient vor allem dazu, die spezifischen Lernstufen der Sprachkonstruktion im Klassenzimmer fassen zu können, wobei grammatische Strukturen auf den gleichen Lernmechanismen der Generalisierung und Strukturbildung (die zur Wahrnehmung der Welt gebraucht werden) aufbauen.

Keywords: Argument Structure Constructions; Applied Cognitive Construction Grammar; Constructions; Data-driven Learning; Focus on Form; multiword verbs; Task-based Language Teaching; Paper-based Data-Driven Learning.

Palabras clave: Construcciones Argumentales Estructurales; Gramática Construccional Cognitiva Aplicada; Construcciones; Focus on Form; Task-based Language Teaching; Data-driven Learning; Paper-based Data-Driven Learning; verbos frasales.

Schlüsselwörter: Angewandte Kognitive Konstruktionsgrammatik; Argumentstrukturkonstruktionen; Data-driven Learning; Focus on Form; Konstruktionen; Paper-based Data-Driven Learning; Partikelverben; Task-based Language Teaching.

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APPENDIX A

Constructional templates describing the combination of verbal meaning with the meanings of specific Argument Structure Constructions.

Figure 6

Caused motion MWV (free combination).

Figure 7

Intransitive-motion MWV (free combination).

Figure 8

Removal MWV (free combination).

Figure 9

Resultative MWV (free combination).

Figure 10

Transfer MWV (phrasal verb).

Figure 11

Transitive MWV (phrasal verb).

Figure 12

Way-bound MWV (free combination).

Published Online: 2016-7-12

Published in Print: 2017-3-1

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Artikel in diesem Heft

https://doi.org/10.1515/eujal-2016-0003

Schlagwörter für diesen Artikel

Argument Structure Constructions; Applied Cognitive Construction Grammar; Constructions; Data-driven Learning; Focus on Form; multiword verbs; Task-based Language Teaching; Paper-based Data-Driven Learning.