Constructing learner speech: On the use of spoken data in Applied Construction Grammar

Gilquin, Gaëtanelle
(2022) Directions for Pedagogical Construction Grammar: Learning and Teaching (with) Constructions — ISBN: [9783110746648], 73-96, published

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Construction Grammar, like many other theoretical frameworks in linguistics, tends to be characterized by a bias toward the study of written, rather than spoken, language. This bias is also visible in the young field of Applied Construction Grammar, which is the focus of this paper. Adopting a three-fold perspective, the paper pleads for more research on speech in Applied Construction Grammar. First, it argues that, from a descriptive point of view, we cannot dispense with the investigation of constructions (and constructicons) in speech and in learner speech in particular. Second, turning to applications among foreign language learners, it highlights the potential benefits of the study of spoken language for the learning and teaching of constructions. Finally, it considers more theoretical issues, showing how the recognition of speech can help refine the (Applied) Construction Grammar model.
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Gilquin, G. (2022). Constructing learner speech: On the use of spoken data in Applied Construction Grammar. In H. Boas (ed.), Directions for Pedagogical Construction Grammar: Learning and Teaching (with) Constructions (pp. 73-96). De Gruyter. https://doi.org/10.1515/9783110746723-003