1897-1059 Between usage-based and meaningfully-motivated grammatical rules: A psycholinguistic basis of applied cognitive grammar Król-Markefka Agnieszka author Uniwersytet Jagielloński w Krakowie, Polska, ul. Gołębia 24, 31-007 Kraków Correspondence to: Agnieszka Król-Markefka agnieszka.krol-markefka@uj.edu.pl 06 02 2014 Volume 131, Issue 1 2014 43 65 Copyright © 2014 2014 <p>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> 1 Achard M., Niemeier S. 2004. Introduction: Cognitive linguistics, language acquisition, and pedagogy. – Achard M., Niemeier S. (eds.). Cognitive linguistics, second language acquisition and foreign language teaching. Berlin: 1–11. 2 Ausabel D.P. 1963. The psychology of meaningful verbal learning. New York. 3 Barlow M., Kemmer S.(eds.). 2000. Usage-based models of language. Stanford. 4 Boers F. 2004. 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