@article{e2f5fed8-c0d8-439d-8639-d4e8a5da9c01,
author = {Agnieszka  Król-Markefka},
title = {<p>
	Between usage-based and meaningfully-motivated grammatical rules: A psycholinguistic basis of applied cognitive grammar</p>},
journal = {Studia Linguistica Universitatis Iagellonicae Cracoviensis},
volume = {2014},
year = {2014},
doi = {10.4467/20834624SL.14.003.1375},
issn = {1897-1059},
pages = {43-65},keywords = {applied cognitive linguistics; usage-based model; grammar teaching; grammatical rules},
abstract = {<p style="text-align: justify;">
	The aim of the article is to present a usage-based theory of second language acquisition (SLA) which might serve as a framework for explaining the learning mechanisms that are operating when students are exposed to the meaningfully-motivated Cognitive Grammar-based teaching materials. Currently, two seemingly quite different stands of Cognitive Grammar (CG) applications are advocated: one focusing on the use of meaningfully-motivated linguistic explanations and the other on the usage-based nature of language. The article outlines a unified psycholinguistic theory, inspired by Brian MacWhinney’s Competition Model and developed by Nick C. Ellis, which is compatible with both the meaning-based and the usage-based conceptions of language assumed by CG, and which can provide a more fine-grained frame of reference for introducing Cognitive Grammar into the teaching practice. Finally, some suggestions are made concerning practical application of CG-inspired pedagogical rules that should enhance the effectiveness of meaningfully motivated grammatical instruction.</p>},
url = {https://ejournals.eu/czasopismo/studia-linguistica-uic/artykul/between-usage-based-and-meaningfully-motivated-grammatical-rules-a-psycholinguistic-basis-of-applied-cognitive-grammar}
}