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Usage-based approaches to language and language learning: an introduction to the special issue

  • ANDREA TYLER (a1) and LOURDES ORTEGA (a1)
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Abstract

Copyright

Corresponding author

*Address for correspondence: Andrea Tyler, Department of Linguistics, Georgetown University. e-mail: tyleran@georgetown.edu, and Lourdes Ortega, Department of Linguistics, Georgetown University. e-mail: lourdes.ortega@georgetown.edu

References

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Ambridge, B., Kidd, E., Rowland, C. F., & Theakston, A. L. (2015). The ubiquity of frequency effects in first language acquisition. Journal of Child Language, 42, 239273.
Blevins, J. P. (2014). The morphology of words. In Goldrick, M., Ferreira, V., & Miozzo, M. (Eds.), The Oxford handbook of language production (pp. 152164). Oxford: Oxford University Press.
Cadierno, T., & Eskildsen, S. W. (Eds.) (2015). Usage-based perspectives on second language learning. Berlin: Walter de Gruyter.
Cook, V., & Li, Wei (Eds.) (2016). The Cambridge handbook of linguistic multicompetence. Cambridge: Cambridge University Press.
Ellis, N. C., O’Donnell, M. B., & Römer, U. (2014). Argument constructions is sensitive to form, function, frequency, contingency, and prototypicality. Cognitive Linguistics, 25, 5598.
Goldberg, A. E. (1995). Constructions: a construction grammar approach to argument structure. Chicago, IL: University of Chicago Press.
Hay, J. (2001). Lexical frequency in morphology: Is everything relative? Linguistics, 39, 10411070.
Langacker, R. (1987). Foundations of grammar. Stanford, CA: Stanford University Press.
Shanks, D. R. (1995). The psychology of associative learning. Cambridge: Cambridge University Press.
Taylor, J. (2002). Cognitive grammar. Oxford: Oxford University Press.
Varela, J., Thompson, E., & Rosch, E. (1991). The embodied mind: cognitive science and human experience. Cambridge, MA: MIT Press.
Zima, E., & Brône, G. (Guest Eds.) (2015). Special issue on cognitive linguistics and interactional discourse. Language and Cognition, 7, 485590.

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