Thinking About Multiword Constructions: Usage‐Based Approaches to Acquisition and Processing

Usage‐based approaches to language hold that we learn multiword expressions as patterns of language from language usage, and that knowledge of these patterns underlies fluent language processing. This paper explores these claims by focusing upon verb–argument constructions (VACs) such as “V(erb) about n(oun phrase).” These are productive constructions that bind syntax, lexis, and semantics. It presents (a) analyses of usage patterns of English VACs in terms of their grammatical form, semantics, lexical constituency, and distribution patterns in large corpora; (b) patterns of VAC usage in child‐directed speech and child language acquisition; and (c) investigations of VAC free‐association and psycholinguistic studies of online processing. We conclude that VACs are highly patterned in usage, that this patterning drives language acquisition, and that language processing is sensitive to the forms of the syntagmatic construction and their distributional statistics, the contingency of their association with meaning, and spreading activation and prototypicality effects in semantic reference. Language users have rich implicit knowledge of the statistics of multiword sequences.Ellis & Ogden examine the acquisition, processing and usage of verb‐argument constructions in English. They analyze the semantic, grammatical and distributional features of these multiword constructions in a large corpus; describes their use by both L1 and L2 learners; and reviews psycholinguistic findings on their processing by native and non‐native speakers. The findings demonstrate that language users have rich implicit statistical knowledge of multiword patterns and use this knowledge in learning and processing.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/137734/1/tops12256.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/137734/2/tops12256_am.pd

More is more in language learning:reconsidering the less-is-more hypothesis

The Less-is-More hypothesis was proposed to explain age-of-acquisition effects in first language (L1) acquisition and second language (L2) attainment. We scrutinize different renditions of the hypothesis by examining how learning outcomes are affected by (1) limited cognitive capacity, (2) reduced interference resulting from less prior knowledge, and (3) simplified language input. While there is little-to-no evidence of benefits of limited cognitive capacity, there is ample support for a More-is-More account linking enhanced capacity with better L1- and L2-learning outcomes, and reduced capacity with childhood language disorders. Instead, reduced prior knowledge (relative to adults) may afford children with greater flexibility in inductive inference; this contradicts the idea that children benefit from a more constrained hypothesis space. Finally, studies of childdirected speech (CDS) confirm benefits from less complex input at early stages, but also emphasize how greater lexical and syntactic complexity of the input confers benefits in L1-attainment

ELF and language change at the individual level

In this chapter we attempt to separate the communal and the individual level of language representation and explore how linguistic regularities emerge at each of them. We sample one communal and ten individual corpora of language use from the same ELF environment and examine to what extent syntactic structure, priming and chunking influence linguistic choice in each corpus by looking at the variation between contracted and full forms (it is/it’s). We find clear differences in how these three factors work across the corpora and attempt to interpret them in relation to the properties of individual languages, language change and the role of ELF.Peer reviewe

Frequency Effects of Multi-Word Sequences on L2 Learning : Unfolding the Complexity of L2 Syntax Modeling

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Formulaic sequences as a regulatory mechanism for cognitive perturbations during the achievement of social goals

This paper explores two questions central to understanding the nature of formulaic sequences: (1) What are they for? and (2) What determines how many there are? The “Communicative Impact” model draws into a single account how language is shaped by cognitive processing on the one hand and socio-interactional function on the other: Formulaic sequences play a range of coordinated roles in neutralizing unanticipated perturbations in the cognitive management of language, so the speaker's socio-interactional goals can still be achieved. One role involves compensatory actions to sustain fluency. However, these actions are themselves context-sensitive, so the balance of types of formulaic sequence will vary according to situation. The model applies equally to temporary cognitive pressure and chronic problems such as dementia and limited linguistic competency in a foreign language

Perceptual chunking of spontaneous speech : Validating a new method with non-native listeners

Human perception relies on chunking up an incoming information stream into smaller units to make sense of it. Evidence of chunking has been found across different domains, including visual events, music, and dance movement. It is largely uncontested that language processing must also proceed in smaller chunks of some kind. What these online chunks consist in is much less understood. In this paper, we propose that cognitively relevant chunks can be identified by crowdsourcing listener perceptions of chunk boundaries in real-time speech, even if the listeners are non-native speakers of the language. We present a paradigm in which experiment participants simultaneously listen to short extracts of authentic speech and mark chunk boundaries using a custom-built tablet application. We then test the internal validity of the method by measuring the extent to which fluent L2 listeners agree on chunk boundaries. To do this, we use three datasets collected within the paradigm and a suite of different statistical methods. The external validity of the method is studied in a separate paper and is briefly discussed at the end.Peer reviewe

Alternative guidelines to design pedagogical resources with compounds in Spanish as a second language

En el presente artículo, se desarrolla una propuesta de recursos didácticos con compuestos del español. Partimos de la premisa de que la familiarización con los principios que gobiernan la formación e interpretación de compuestos puede contribuir a la mejora de habilidades comunicativas esenciales de los aprendientes de español. Los compuestos no solo son contribuciones valiosas al léxico del estudiante, sino que además poseen ciertas propiedades (su motivación semántica; su pertenencia a registros marcados) que los hacen valiosos para objetivos de aprendizaje como: promover la conciencia metalingüística del estudiante, estimular su creatividad y su curiosidad por la lengua y la cultura hispanohablantes. Para garantizar estos resultados de aprendizaje, analizamos previamente los recursos pedagógicos existentes sobre el tema, y desarrollamos un experimento piloto con estudiantes chinos de español. Seguimos unas orientaciones metodológicas de diseño afines a las que se proponen en los aprendizajes basados en tareas y en los aprendizajes gamificados. Las actividades son predominantemente cooperativas y contemplan el trabajo de la comprensión y producción lingüísticas oral y escrita en el contexto de un tema de gramática (p.e., la morfología de plural) o una tarea comunicativa (p.e., la descripción).The aim of this paper is to present and argue for alternative didactic resources with Spanish compounds. The working assumption is the idea that the principles that govern compound formation are crucial as a means of improving a number of student skills in L2 Spanish. Compounds constitute valuable lexical additions to a speaker’s repertoire, and to a wide range of communicative goals. They also show certain properties (e.g., meaning motivation, membership of marked registers) that render them especially useful for a number of learning targets, such as encouraging students’ metalinguistic reasoning, fostering their creativity, and stimulating their curiosity about Spanish language and culture. To guarantee diverse learning results, several pedagogical resources were analyzed, and the activities were tested with Chinese learners of Spanish. Methodological guidelines were followed akin to those used in the task-based approaches and gamified learning. The activities are mostly cooperative and aimed at working on both comprehension and production (auditive and written) around a grammatical topic (e.g. plural) or a communicative task (e.g. description)

Neurodidactics of Languages: Neuromyths in Multilingual Learners

From the perspective of neuroscience applied to education and the teaching of foreign languages, this exploratory study analyzes the beliefs and conceptions about the functioning of the brain and language learning in students enrolled in Education degrees at the Melilla campus of the University of Granada. The sample consisted of 397 participants. The data collection was carried out by means of a questionnaire designed for this purpose, consisting of questions related to the context and linguistic background of the respondents and to educational neuromyths regarding language learning. The data were analyzed using the SPSS version 27 statistical software, and univariate and bivariate analyses were carried out according to the three grouping dimensions: (a) brain functioning, (b) multiple intelligences and learning styles, and (c) language learning. The results indicate the prevalence of neuromyths related to general concepts, which determine the learning comprehension. This corroborates the findings of research studies in other contexts. Although the participants do not show a prevalence of neuromyths regarding foreign language learning, presumably due to their experiences in multilingual contexts, which constitutes the main contribution of this study

Neurodidactics of Languages: Neuromyths in Multilingual Learners

From the perspective of neuroscience applied to education and the teaching of foreign languages, this exploratory study analyzes the beliefs and conceptions about the functioning of the brain and language learning in students enrolled in Education degrees at the Melilla campus of the University of Granada. The sample consisted of 397 participants. The data collection was carried out by means of a questionnaire designed for this purpose, consisting of questions related to the context and linguistic background of the respondents and to educational neuromyths regarding language learning. The data were analyzed using the SPSS version 27 statistical software, and univariate and bivariate analyses were carried out according to the three grouping dimensions: (a) brain functioning, (b) multiple intelligences and learning styles, and (c) language learning. The results indicate the prevalence of neuromyths related to general concepts, which determine the learning comprehension. This corroborates the findings of research studies in other contexts. Although the participants do not show a prevalence of neuromyths regarding foreign language learning, presumably due to their experiences in multilingual contexts, which constitutes the main contribution of this study.Partial funding for open access charge: Universidad de Málag