%0 Journal Article
%T Between usage-based and meaningfully-motivated grammatical rules: A psycholinguistic basis of applied cognitive grammar
%A Król-Markefka, Agnieszka
%J Studia Linguistica Universitatis Iagellonicae Cracoviensis
%V 2014
%R 10.4467/20834624SL.14.003.1375
%N Volume 131, Issue 1
%P 43-65
%K applied cognitive linguistics, usage-based model, grammar teaching, grammatical rules
%@ 1897-1059
%D 2014
%U https://ejournals.eu/czasopismo/studia-linguistica-uic/artykul/between-usage-based-and-meaningfully-motivated-grammatical-rules-a-psycholinguistic-basis-of-applied-cognitive-grammar
%X 
	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.