TY - BOOK ID - 32784916 TI - Usage-based approaches to language acquisition and language teaching AU - Evers-Vermeul, Jacqueline AU - Tribushinina, Elena PY - 2017 VL - 55 SN - 9781501514562 9781501505492 9781501505423 1501514563 1501505491 1501505424 9781501505508 1501505505 PB - Berlin: De Gruyter Mouton, DB - UniCat KW - Psycholinguistics KW - Comparative linguistics KW - Didactics of languages KW - Language acquisition. KW - Acquisition of language KW - Developmental linguistics KW - Developmental psycholinguistics KW - Language and languages KW - Language development in children KW - Psycholinguistics, Developmental KW - Interpersonal communication in children KW - Acquisition KW - Cognitive linguistics KW - Language acquisition KW - Second language acquisition KW - Cognitive grammar KW - Construction grammar KW - Children KW - Cognitive grammar. KW - Construction grammar. KW - Second language acquisition. KW - Study and teaching KW - Usage KW - Language KW - Language. KW - Study and teaching. KW - Usage. KW - Cognitive Linguistics. KW - Language Acquisition. KW - Language Teaching. KW - Usage-Based Approaches. UR - https://www.unicat.be/uniCat?func=search&query=sysid:32784916 AB - Although usage-based approaches have been successfully applied to the study of both first and second language acquisition, to monolingual and bilingual development, and to naturalistic and instructed settings, it is not common to consider these different kinds of acquisition in tandem. The present volume takes an integrative approach and shows that usage-based theories provide a much needed unified framework for the study of first, second and foreign language acquisition, in monolingual and bilingual contexts. The contributions target the acquisition of a wide range of linguistic phenomena and critically assess the applicability and explanatory power of the usage-based paradigm. The book also systematically examines a range of cognitive and linguistic factors involved in the process of language development and relates relevant findings to language teaching. Finally, this volume contributes to the assessment and refinement of empirical methods currently employed in usage-based acquisition research. This book is of interest to scholars of language acquisition, language pedagogy, developmental psychology, as well as Cognitive Linguistics and Construction Grammar. ER -