28.5090, Confs: Applied Linguistics, Linguistic Theories/France

[The LINGUIST List]

LINGUIST List: Vol-28-5090. Mon Dec 04 2017. ISSN: 1069 - 4875.

Subject: 28.5090, Confs: Applied Linguistics, Linguistic Theories/France

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Date: Mon, 04 Dec 2017 15:46:13
From: Sabine De Knop [sabine.deknop at usaintlouis.be]
Subject: Constructionist Approaches to Language Teaching

 
Constructionist Approaches to Language Teaching 

Date: 16-Jul-2018 - 18-Jul-2018 
Location: Paris, France 
Contact: Sabine De Knop 
Contact Email: sabine.deknop at usaintlouis.be 

Linguistic Field(s): Applied Linguistics; Linguistic Theories 

Meeting Description: 

Theme session: ''Constructionist approaches to language teaching''
Sabine De Knop, Ferran Suñer, Cornelia Wermuth

Recent research in foreign language teaching (FLT) and learning (FLL) has
widely recognized the need to focus not only on what should be learned but
also on how learning processes can be fostered (Boers et al. 2010; Herbst
2016). In learning a foreign language the use of both authentic language data
and larger linguistic sequences seem to play a central role (see among others
Boers 2011, Nattinger & DeCarrico 1992, Wong-Fillmore 1976, or Wray 2002) next
to the communicative competence both in general and more specialized settings
(Boers 2011; De Knop et al. 2015). A Construction Grammar (CxG) based approach
can contribute in a substantial way to optimizing the process of learning a
foreign language (compare Ellis & Cadierno 2009, Ellis et al. 2016, and
Robinson & Ellis 2008). In this framework, most studies are based on
Goldberg’s (1995 and 2006) model, which defines constructions as conventional
form-meaning mappings with different degrees of abstractness and open slots to
be filled. Having a meaning of their own, such abstract constructions enable
learners to infer the meaning of new constructional instantiations from
previous knowledge associated with these constructions. This assumption is
highly relevant for both teaching and learning foreign language structures.
But CxG has more to offer to FLT and FLL, e.g. the definition of semantic
links between constructions or the description of a constructicon. Still,
except for the volume edited by De Knop & Gilquin (2016), up to now little
research has been done on the usefulness of the construction-based approach in
the context of FLT and FLL. The thematic session wants to make up for this
deficit and to deal among others with the following questions: What does the
mental representation of the L1 and L2 constructions look like and to what
extent do they interact with each other? In how far can insights from research
into embodiment and metaphors contribute to optimizing construction-based
teaching approaches? How can form-meaning mismatches between L1 and L2
constructions be presented to learners in order to facilitate L2 language
learning? How can the most relevant constructions of a language (both L1 and
L2) be defined and how useful is a constructicon of the foreign language? What
is the role of a construction-based approach in teaching and learning
specialized languages? Against this backdrop, the present introductory talk to
the theme session will examine the contribution of the most advanced research
in the field of applied cognitive linguistics to answering some of these
questions. Furthermore, it will explore some learning and teaching pathways in
creating synergies between different methodological approaches in order to
leverage and open up new perspectives for construction-based foreign language
teaching.

See also conference website: https://iccg10.sciencesconf.org
 






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