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Applied Construction Grammar (ACxG) aims to offer an applied perspective on the framework of Construction Grammar (CxG). The adjective ‘applied’ is to be understood in a rather restricted sense, referring to the learning and teaching of a second or foreign language (L2). The term ‘Applied Construction Grammar’ was first used by De Knop & Gilquin (2016), who defined it as “the acquisitional and pedagogical implications of Construction Grammar in second/foreign language teaching and learning” (Gilquin & De Knop 2016: 8). However, some earlier publications already dealt with the possible applications of CxG to L2 learning and teaching. Over the last few years, a growing body of literature has been devoted to this field of research. Several studies have demonstrated the value of CxG to gain insights into L2 learning processes, but also the efficiency of CxG-based principles for L2 teaching. While several theories within CxG have relevance for applied purposes, the focus here will be on Cognitive Construction Grammar (Lakoff 1987; Goldberg 1995, 2006, 2019). The article starts with a description of the birth and development of ACxG (Section 2). Then, it outlines the main topics and contributions of the field, distinguishing between learning (Section 3.1) and teaching (Section 3.2). Section 4 deals with the data and methods used in ACxG, while Section 5 discusses some critical issues and possible avenues for future research.
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Gilquin, G., & De Knop, S. (2027). Applied construction grammar. In C. Sinha & X. Wen (ed.), The Cambridge Encyclopedia of Cognitive Linguistics. Cambridge University Press. https://hdl.handle.net/2078.5/234761