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100   $a20150425d2015      u|             0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt
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183   $acr
200 10$aConstruction Learning as a Complex Adaptive System$b[electronic resource] $ePsycholinguistic Evidence from L2 Learners of English /$fby Annalisa Baicchi
205   $a1st ed. 2015.
210  1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2015.
215   $a1 online resource (133 p.)
225 1 $aSpringerBriefs in Education,$x2211-1921
300   $aDescription based upon print version of record.
311   $a3-319-18268-4 
320   $aIncludes bibliographical references.
327   $aPart I. Constructional Approaches to Language Complexity -- Introduction: Theoretical Prerequisites -- 1. Complex Adaptive Systems: The Case of Language -- 2. The Complex Dynamics of Meaning Construction -- 3. Construction Grammars -- Part II. Experimental Studies: Psychological Evidence of Constructional Meaning -- Introduction: Priming -- 4. Sentence-sorting Experiment -- 5. Sentence-elicitation Experiment -- 6. Sentence-completion Experiment -- 7. Concluding Remarks.
330   $aThis book presents the current state of the art on Construction Grammar models and usage-based language learning research. It reports on three psycholinguistic experiments conducted with the participation of university-level Italian learners of English, whose second language proficiency corresponds to levels B1 and B2 of the ?Common European Framework of Reference for Languages? (CEFR). This empirical research on the role of constructions in the facilitation of language learning contributes to assessing how bilinguals deal with L2 constructions in the light of sentence-sorting, sentence-elicitation, and sentence-completion tasks. Divided into two parts, the book first introduces the main theoretical prerequisites and then reports on the experimental studies. It provides a comprehensive review of the current research in a range of disciplines, including complexity theories, cognitive semantics, construction grammars, usage-based linguistics, and language learning.
410  0$aSpringerBriefs in Education,$x2211-1921
606   $aLanguage and education
606   $aLearning
606   $aInstruction
606   $aEducational psychology
606   $aEducation?Psychology
606   $aLanguage Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O23000
606   $aLearning & Instruction$3https://scigraph.springernature.com/ontologies/product-market-codes/O22000
606   $aEducational Psychology$3https://scigraph.springernature.com/ontologies/product-market-codes/O39000
615  0$aLanguage and education.
615  0$aLearning.
615  0$aInstruction.
615  0$aEducational psychology.
615  0$aEducation?Psychology.
615 14$aLanguage Education.
615 24$aLearning & Instruction.
615 24$aEducational Psychology.
676   $a401/.9
700   $aBaicchi$b Annalisa$4aut$4http://id.loc.gov/vocabulary/relators/aut$01224774
906   $aBOOK
912   $a9910482972703321
996   $aConstruction Learning as a Complex Adaptive System$92843806
997   $aUNINA