![]() These insights will be of interest not only to students of (applied) linguistics, but also to foreign language learners in general.ģ Imagining the future is a fundamental cognitive capacity for shifting consciousness: through imagination we move beyond present experience and current thought into anticipated time and space (Chafe 1994). In this contribution, we want to explore how the traditional method for teaching verbal tenses can be complemented by authentic complex clausal patterns and lexical information for imagining the future in communicative actions. 2015), lexical approaches to language teaching were shown to benefit from taking grammatical patterns into account. In previous work conducted with Sabine De Knop and Fabio Mollica (De Knop et al. Rather, it allows for the integration of structures at the discourse and interactional levels, while including a grammar-lexicon continuum. ![]() Construction-based teaching offers an integrated approach to (communicative) language teaching, since it is not limited to constructions at sentence-level. ![]() ![]() 1 This research brings together scholars in two Belgian universities (Leuven and Liège), for whom Sabine De Knop has been a source of intellectual escapades, by asking intriguing questions: (1) how do we need to to consider and use in teaching the similarities and differences between L1 and L2 learners and their constructions (2) how can constructional research result in efficient teaching practices and resources?Ģ In this contribution, the extended version of a paper presented at CALP3 (kindly organized by Hans Boas at the University of Texas at Austin in 2018, in the Constructionist Approaches to Language Pedagogy conference series, first organized by Sabine De Knop in Brussels in 2013), we rethink traditional teaching practices by aligning the abstract theoretical apparatus of cognitive linguistics, more specifically Ron Langacker’s cognitive grammar (CG), to the naturalistic cross-linguistic output by L1 and L2 learners of Dutch and French, from the perspective of usage-based approaches. ![]()
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