868029737 03 01 01 JB John Benjamins Publishing Company 01 JB code TiLAR 35 Eb 15 9789027244130 06 10.1075/tilar.35 13 2026003303 DG 002 02 01 TiLAR 02 1569-0644 Trends in Language Acquisition Research 35 01 tilar.35 01 https://benjamins.com 02 https://benjamins.com/catalog/tilar.35 1 B01 Karin Madlener-Charpentier Madlener-Charpentier, Karin Karin Madlener-Charpentier Justus Liebig University Gießen 2 B01 Marjolijn H. Verspoor Verspoor, Marjolijn H. Marjolijn H. Verspoor University of Pannonia & University of Groningen 3 B01 Mirjam Weder Weder, Mirjam Mirjam Weder University of Basel 4 B01 Annelies Häcki Buhofer Häcki Buhofer, Annelies Annelies Häcki Buhofer University of Basel 01 eng 363 xx 343 LAN009070 v.2006 CFDC 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.BIL Multilingualism 06 01 Over the last three decades, usage-based (UB) approaches have developed into a leading paradigm in research on language, language use, and (first and second) language acquisition. This volume shows how current UB approaches—embracing diverse perspectives, disciplines, and methodologies—place authentic language use in interaction at center stage. The contributions explore a broad range of related questions: How can linguistic representations be described? How does constructional knowledge, including vocabulary, evolve in different languages and contexts? How do children develop discourse-level processing skills? Which input affordances, including scaffolding and frequency distributions, shape language acquisition? How can we explain individual learning trajectories, including for children with developmental language disorders? The chapters are framed by a preface outlining the origins of UB approaches and a postface addressing current and future directions and challenges. This is a volume in honour of Heike Behrens and her crucial contributions to theoretical and empirical UB research. It will be an interesting read for students, researchers, and practitioners interested in language, language use, language development, and multilingualism. 46 01 http://creativecommons.org/licenses/by-nc-nd/4.0/ 47 Open access -- this title is available under a CC BY-NC-ND license. For full details, see: http://creativecommons.org/licenses/by-nc-nd/4.0/ 04 09 01 https://benjamins.com/covers/475/tilar.35.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027233882.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027233882.tif 06 09 01 https://benjamins.com/covers/1200_front/tilar.35.hb.png 07 09 01 https://benjamins.com/covers/125/tilar.35.png 25 09 01 https://benjamins.com/covers/1200_back/tilar.35.hb.png 27 09 01 https://benjamins.com/covers/3d_web/tilar.35.hb.png 10 01 JB code tilar.35.prelim i iv 4 Prelim pages -1 10 01 JB code tilar.35.ded v vi 2 Dedication 0 10 01 JB code tilar.35.toc vii viii 2 Table of contents 1 10 01 JB code tilar.35.ack ix x 2 Acknowledgments 2 10 01 JB code tilar.35.authors xi xvi 6 To be specified 3 10 01 JB code tilar.35.preface xvii xx 4 Preface 4 1 A01 Elena Lieven Lieven, Elena Elena Lieven Professor Emerita, University of Manchester 10 01 JB code tilar.35.intro 1 19 19 Chapter 5 1 A01 Karin Madlener-Charpentier Madlener-Charpentier, Karin Karin Madlener-Charpentier University of Pannonia 2 A01 Marjolijn H. Verspoor Verspoor, Marjolijn H. Marjolijn H. Verspoor Justus-Liebig-Universität Gießen 3 A01 Mirjam Weder Weder, Mirjam Mirjam Weder University of Basel 20 child-directed speech 20 entrenchment 20 schematization 20 usage-based language development 20 usage-based linguistics 01 This introduction sketches current strands of UB research and outlines the structure of this edited volume, which pays tribute to Heike Behrens, who has contributed to and shaped <target target-type="index-entry-marker">usage-based (UB) research</target> efforts from the start. The chapter describes how various UB approaches have emerged and evolved over the last three decades, reshaping how we view, research, and model language and interaction, first and second language development, and multilingualism. It also describes how UB approaches have embraced differing perspectives, disciplines, and methodologies that share a focus on authentic language use and experience, shedding new light on processes of language usage and development. 10 01 JB code tilar.35.p01 21 228 208 Section header 6 10 01 JB code tilar.35.01slo 22 39 18 Chapter 7 1 A01 Dan I. Slobin Slobin, Dan I. Dan I. Slobin University of California, Berkeley 20 child-directed speech 20 crosslinguistic 20 discourse 20 morphosyntax 20 nativism 20 peer interaction 20 variation sets 20 vocabulary size 01 For well over a half-century, child language researchers have struggled with Chomsky’s characterization of “the poverty of the stimulus” — the assertion that the child does not receive enough linguistic data to arrive at knowledge of grammatical structure. Whatever one’s conception of linguistic competence, it is clear that the learner has to make use of both innate capacities and linguistic experience to master one or more native languages. This chapter focuses on experience — the speech encountered by the child learner. The past decades of child language research have revealed important ways in which “the stimulus” is really not so “impoverished”. Here I point to several examples of “the wealth of the stimulus” in my own research and that of colleagues. The learner gleans information about language from attending to ways in which linguistic forms change in the course of verbal interaction with others. Interlocutors expand and question children’s utterances; some of those modifications are taken up by learners. Interlocutors press for clarification, demand uptake. They rephrase their speech in successive utterances, offering a wealth of grammatical and lexical variety around a continuing topic. The interlocutors are not only caregivers, but also peers and older children who present different vocabularies and communicative demands. Children are actively engaged in linguistic worlds with many types of <target target-type="index-entry-marker">speech acts</target>. Eventual explanations of language acquisition will have to attend to realistic descriptions of the rich data available to learners. 10 01 JB code tilar.35.02kla 40 68 29 Chapter 8 1 A01 Marie Klatt Klatt, Marie Marie Klatt University of Freiburg 2 A01 Stefan Pfänder Pfänder, Stefan Stefan Pfänder University of Freiburg 20 conversation analysis 20 interaction acquisition support system 20 multimodal 20 parent-child-interaction 20 scaffolding 01 This article proposes a micro-sequential and multimodal approach to scaffolding in parent-child interactions. We argue for a more detailed understanding of how parents manage to transform their scaffolding into a time-limited intervention, transferring responsibility for the task to the child as soon as possible. In a social-interactional perspective following usage-based accounts of language acquisition (Tomasello, 2003), adults play a supportive role, helping children to develop linguistic and discourse skills through structured and dialogical interactions (cf. the <i>Language Acquisition Support System</i> <x> </x>LASS, Bruner, 1981, and the <i>Discourse Acquisition Support System</i> DASS, Hausendorf &#38; Quasthoff, 2005). Whereas traditional approaches focus on asymmetry — where adults model and correct language — a more dynamic perspective, namely the <i>Interaction Acquisition Support System</i> (IASS, Behrens &#38; Pfänder, 2024), recognises interaction as a collaborative and dynamic process. Based on the notions of <i>contingency</i>, <i>fading</i> and <i>transfer</i> (Van de Pol, Volman, &#38; Beishuizen, 2010), we propose a more nuanced view of these three elements of caregivers’ scaffolding. Based on recordings of French families living in Germany, we present a refined scaffolding approach that provides a detailed understanding of how parents manage to limit their intervention while encouraging their child’s active agency. 10 01 JB code tilar.35.03ell 69 110 42 Chapter 9 1 A01 Nick C. Ellis Ellis, Nick C. Nick C. Ellis University of Michigan 20 cognitive linguistics 20 corpus linguistics 20 embodied cognition 20 learning to mean 20 phraseology 20 usage-based approaches 01 How do words mean? Scholars have historically taken different views. Shakespeare (1597) and de Saussure (1916) emphasized <i> <target target-type="index-entry-marker">signification</target> </i>; Firth (1957) “you shall know a word by the company it keeps”; and Wittgenstein (1953) “in most cases meaning is use”. These maxims have influenced major contemporary research areas — <i>signification</i> imbues structuralism, semiotics, cognitive linguistics, psycholinguistics, embodied (4E) cognition, and neuroscience; <target target-type="index-entry-marker">lexical <i>company</i> </target> inspires corpus linguistics, computer science, and artificial intelligence (AI); and <target target-type="index-entry-marker">usage-based approaches</target> relate everyday <i>social use</i> to language acquisition and pedagogy. This chapter examines the historical and logical lineages of these ideas. Language is a complex adaptive system involving many types of agents — words and meanings, speeches and texts, speakers and social groups, cultures and customs. In language learning, signification, lexical company, and social usage are separable but symbiotic sources to meaning. In words, these sources of information are fused together. And who has done the fusing? You. You contain multitudes. You are a strange loop, an agentive self-referential hierarchical conscious system, who has hosted and dynamically merged these three complementary streams of information over the course of your lifetime, from before your first word, probably some version of <i>mother</i>, to now. This chapter reviews how. 10 01 JB code tilar.35.04row 111 140 30 Chapter 10 1 A01 Caroline F. Rowland Rowland, Caroline F. Caroline F. Rowland Max Planck Institute for Psycholinguistics | Donders Institute for Brain, Cognition & Behaviour 2 A01 Gary Jones Jones, Gary Gary Jones Nottingham Trent University 3 A01 Michelle. Peter Peter, Michelle. Michelle. Peter Great Ormond Street Hospital for Children NHS Foundation Trust 4 A01 Amy Bidgood Bidgood, Amy Amy Bidgood Liverpool John Moores University 5 A01 Andrew Jessop Jessop, Andrew Andrew Jessop University of Liverpool 6 A01 Samantha Durrant Durrant, Samantha Samantha Durrant University of Manchester 7 A01 Paula Stinson Stinson, Paula Paula Stinson University of Liverpool 8 A01 Julian M. Pine Pine, Julian M. Julian M. Pine University of Liverpool 20 CLASSIC model 20 inter-individual variation 20 non-word repetition 20 speed of processing 20 vocabulary acquisition 20 working memory capacity 01 Our goal in this chapter was to test a usage-based computational model of vocabulary learning (CLASSIC). CLASSIC simulates variation in vocabulary growth as a product of interactions between linguistic input quantity and the child’s current knowledge state, using an associative learning mechanism with a fixed capacity limited processing window. We directly compared the model’s results to those from children taking part in a number of empirical tasks and showed that, simply by varying the amount of input received by the model, we can successfully simulate a number of effects that we see in the children’s performance: individual differences in the rate of vocabulary growth between 19 and 30 months of age; correlations between vocabulary size, familiar word processing speed (as measured by Looking-While-Listening tasks) and phonological working memory capacity (as measured by non-word repetition tasks), and the effect of processing speed and non-word repetition performance on subsequent vocabulary growth. The results suggest that exposure to linguistic input, read through a fixed capacity processing constraint, leads learners to store phonological knowledge in chunks of information of varying size, and it is this stored knowledge that, at least partially, determines familiar word processing speed, non-word repetition performance, and vocabulary growth. 10 01 JB code tilar.35.05die 141 167 27 Chapter 11 1 A01 Holger Diessel Diessel, Holger Holger Diessel 20 construction families 20 Construction Grammar 20 grammar network 20 grammatical paradigms 20 horizontal relations 20 usage-based 01 It is a standard assumption of construction grammar that grammar constitutes a network, known as the constructicon. Thus far, research on the constructicon has been mainly concerned with the taxonomic organization of grammar. However, a number of recent studies have argued that the constructicon is not only a taxonomy of hierarchically related grammatical patterns but that it also includes horizontal relations between constructions at the same level of abstraction (e.g., Cappelle, 2006; Diessel, 2019a; Sommerer &#38; Smirnova, 2020; Van de Velde, 2014). Building on this view, the current paper argues that horizontal relations are crucial to the analysis of two general phenomena of grammar: construction families and grammatical paradigms. Construction families are groups of similar constructions that share some of their semantic and formal properties, whereas grammatical paradigms are pairs, or sets, of alternating constructions that profile a particular contrast or set of oppositions. Psycholinguistic evidence for horizontal relations comes from research on syntactic priming, linguistic productivity, blocking (or preemption), and neighborhood effects in language use and acquisition. 10 01 JB code tilar.35.06ste 168 199 32 Chapter 12 1 A01 Rasmus Steinkrauss Steinkrauss, Rasmus Rasmus Steinkrauss University of Groningen 20 ditransitive construction 20 German 20 input frequency 20 L1 acquisition 20 verb-argument-construction 01 Usage-based approaches assume that children acquire grammatical constructions by linking form and meaning from ambient speech. Input shape is crucial in this process. One key construction type is verb-argument constructions (VACs), such as the ditransitive construction. Studies on the acquisition of English show that the verbs in VACs exhibit a Zipfian frequency distribution, with prototypical verbs occurring most often, facilitating learning. This study extends the investigation to L1 German by analyzing the development of the ditransitive VAC in a dense corpus of a child’s speech (aged 2–5) and caregiver input. Results confirm a Zipfian distribution of the ditransitive VAC verbs in the input, supporting abstraction of VAC meaning. In his ditransitive VAC production, the child initially uses prototypical verbs expressing transfer but quickly expands verb variety, and coercion occurs from early on. This rapid development is linked to the child’s growing construction network, communicative needs, and familiarity with transfer event scripts. 10 01 JB code tilar.35.07mat 200 222 23 Chapter 13 1 A01 Danielle Matthews Matthews, Danielle Danielle Matthews 20 anaphora 20 coherence 20 conversation 20 inference 20 narrative 20 Question Under Discussion (QUD) 01 UB approaches have recently expanded to investigate the active role language learners have in unfolding conversations while using language to do things together (Behrens &#38; Pfänder, 2022, p. 231). In this chapter, I will expand on this notion further from a pragmatic point of view, defined by Behrens (2009) as the relation between language forms and their functions with respect to language users as opposed to the world they are talking about (semantics). We will review how children’s language develops once they have surmounted the hurdles of prelinguistic development, and of learning words and early sentence structures, so that we find them able to string sentences together. At this point, managing topics extended in time relies on pragmatic skills that allow us to choose linguistic forms in harmony with our human cognitive systems — limited memory spans, fluctuating attentional states, and models of the world, the other, and the discourse — so that we can find joint purpose through communication. Here, cognitive-conceptual development and language development go hand in hand. 10 01 JB code tilar.35.p02 223 342 120 Section header 14 10 01 JB code tilar.35.08esk 224 247 24 Chapter 15 1 A01 Søren W. Eskildsen Eskildsen, Søren W. Søren W. Eskildsen University of Southern Denmark 20 learning behaviors 20 conversation analytic L2 research (“CA-SLA”) 20 exemplar-based learning 20 learning in the wild 20 traceback methodology 01 Drawing on conversation analysis and usage-based models of language, this chapter is part of larger on-going projects exploring the social-local worlds of second language (L2) speakers’ daily lives and investigating and mapping out their L2 learning, in situ and over time. The projects describe and analyze L2 learning as a matter of developing resources in and for social interaction — that is, they tackle L2 learning as a matter of locally instantiated, observable behaviors and long-term development of linguistic resources for accomplishing actions in concert with others in social interaction. <br />Drawing on a longitudinal corpus of L2 Icelandic data from the everyday life of a Canadian English-speaking learner of Icelandic, I will show how two linguistic patterns (subject-verb congruence in 1st person plural present tense and congruence between a modal verb and adjacent main verbs) are exemplar-driven in learning and how productive construction templates emerge in repair sequences. 10 01 JB code tilar.35.09koy 248 271 24 Chapter 16 1 A01 Zeynep Köylü Köylü, Zeynep Zeynep Köylü University of Basel 20 dynamic usage-based indices 20 frequency 20 strength of association 20 study abroad 20 verb-argument constructions 20 written L2 development 01 Research on studying abroad (SA) suggests that input-rich contexts help L2 learners develop advanced word use embedded in target-like multiword constructions, or formulaicity. Native-like formulaic use is a key indicator of L2 proficiency, but little research has explored SA contexts to confirm its impact on formulaicity development. Using a dynamic usage-based (DUB) approach (Verspoor &#38; Behrens, 2011), this study examines how verb-argument constructions (VACs) develop in written L2 English during SA. Data come from the SALA Diary Subcorpus (Pérez-Vidal, 2014), collected from 26 Catalan/Spanish advanced L2 learners over a semester (12–17 weeks) in an anglophone context. VACs were analyzed using TAALES (Kyle et al., 2018). A generalized additive mixed-effects model showed significant effects of random (participant behavior) and fixed factors (time), supporting the DUB claim of nonlinear, variable individual trajectories. Participants achieved significantly higher association strength scores for VACs. Further analysis confirmed the link between syntactic, lexical, and VAC indices with holistic formulaicity scores, implying that human raters consider all subdimensions of written L2 performance when making holistic judgements. 10 01 JB code tilar.35.10azi 272 303 32 Chapter 17 1 A01 Feisal Aziez Aziez, Feisal Feisal Aziez Universitas Muhammadiyah Purwokerto 2 A01 Szilvia Bátyi Bátyi, Szilvia Szilvia Bátyi University of Pannonia 3 A01 Simone E. Pfenninger Pfenninger, Simone E. Simone E. Pfenninger University of Zurich 4 A01 Marjolijn H. Verspoor Verspoor, Marjolijn H. Marjolijn H. Verspoor University of Pannonia 20 dynamic usage-based approach 20 English as a Foreign Language 20 generalized additive mixed modelling 20 longitudinal 20 peer-to-peer interaction 01 Taking a dynamic usage-based perspective (Verspoor &#38; Behrens, 2011), this study explores the written English as a foreign language (EFL) development of adolescent learners in their first two years at a <i>pesantren</i>, a commonly found Indonesian Islamic boarding school in which English learning is promoted especially through extensive peer interaction. Usage-based approaches posit that languages are acquired through meaningful exposure and interaction. Research in second language acquisition has demonstrated that peer interaction can facilitate foreign language (FL) development, particularly when learners provide corrective feedback to one another (see Loewen &#38; Sato, 2018). However, it remains unclear what occurs when FL learners primarily interact with each other, with minimal meaningful input from expert language users. Using qualitative analyses and generalized additive mixed modelling (GAMM), we found that (1) students rarely use corrective feedback, (2) prior knowledge of English makes a significant difference in EFL growth, (3) a discernible effect on EFL learning can be observed in year 1, whereas in the subsequent year, minimal to negligible progress is noted, and (4) the texts contained various non-target-like forms, especially L1 forms and constructions. 10 01 JB code tilar.35.11sko 304 330 27 Chapter 18 1 A01 Katrin Skoruppa Skoruppa, Katrin Katrin Skoruppa Université de Neuchâtel 20 developmental language disorder 20 language assessment 20 language intervention 20 speech and language therapy 20 usage-based 01 Parallel to the rise of usage-based, emergentist, and constructivist theories on language acquisition over the last decades, context and usage have also come into focus in the area of speech-<target target-type="index-entry-marker">language therapy</target> (SLT), where the traditional medical model of a “specialist fixing the patient’s speech and language system” is increasingly called into question. Focusing on oral language disorders in monolingual and bilingual children, in particular developmental language disorder (DLD), I will detail the role of the cognitive underpinnings and of the linguistic and socio-interactional context, both for more theoretical research on the nature of these disorders and for applied research on SLT assessment, intervention, and prevention. 10 01 JB code tilar.35.12rom 331 339 9 Chapter 19 1 A01 Ute Römer-Barron Römer-Barron, Ute Ute Römer-Barron Georgia State University 10 01 JB code tilar.35.index 341 343 3 Index 20 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20260521 2026 John Benjamins B.V. 02 WORLD 13 15 9789027233882 01 JB 3 John Benjamins e-Platform 03 jbe-platform.com 09 WORLD 40 01 61029736 03 01 01 JB John Benjamins Publishing Company 01 JB code TiLAR 35 Hb 15 9789027233882 13 2026003302 BB 01 TiLAR 02 1569-0644 Trends in Language Acquisition Research 35 01 tilar.35 01 https://benjamins.com 02 https://benjamins.com/catalog/tilar.35 1 B01 Karin Madlener-Charpentier Madlener-Charpentier, Karin Karin Madlener-Charpentier Justus Liebig University Gießen 2 B01 Marjolijn H. Verspoor Verspoor, Marjolijn H. Marjolijn H. Verspoor University of Pannonia & University of Groningen 3 B01 Mirjam Weder Weder, Mirjam Mirjam Weder University of Basel 4 B01 Annelies Häcki Buhofer Häcki Buhofer, Annelies Annelies Häcki Buhofer University of Basel 01 eng 363 xx 343 LAN009070 v.2006 CFDC 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.BIL Multilingualism 06 01 Over the last three decades, usage-based (UB) approaches have developed into a leading paradigm in research on language, language use, and (first and second) language acquisition. This volume shows how current UB approaches—embracing diverse perspectives, disciplines, and methodologies—place authentic language use in interaction at center stage. The contributions explore a broad range of related questions: How can linguistic representations be described? How does constructional knowledge, including vocabulary, evolve in different languages and contexts? How do children develop discourse-level processing skills? Which input affordances, including scaffolding and frequency distributions, shape language acquisition? How can we explain individual learning trajectories, including for children with developmental language disorders? The chapters are framed by a preface outlining the origins of UB approaches and a postface addressing current and future directions and challenges. This is a volume in honour of Heike Behrens and her crucial contributions to theoretical and empirical UB research. It will be an interesting read for students, researchers, and practitioners interested in language, language use, language development, and multilingualism. 04 09 01 https://benjamins.com/covers/475/tilar.35.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027233882.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027233882.tif 06 09 01 https://benjamins.com/covers/1200_front/tilar.35.hb.png 07 09 01 https://benjamins.com/covers/125/tilar.35.png 25 09 01 https://benjamins.com/covers/1200_back/tilar.35.hb.png 27 09 01 https://benjamins.com/covers/3d_web/tilar.35.hb.png 10 01 JB code tilar.35.prelim i iv 4 Prelim pages -1 10 01 JB code tilar.35.ded v vi 2 Dedication 0 10 01 JB code tilar.35.toc vii viii 2 Table of contents 1 10 01 JB code tilar.35.ack ix x 2 Acknowledgments 2 10 01 JB code tilar.35.authors xi xvi 6 To be specified 3 10 01 JB code tilar.35.preface xvii xx 4 Preface 4 1 A01 Elena Lieven Lieven, Elena Elena Lieven Professor Emerita, University of Manchester 10 01 JB code tilar.35.intro 1 19 19 Chapter 5 1 A01 Karin Madlener-Charpentier Madlener-Charpentier, Karin Karin Madlener-Charpentier University of Pannonia 2 A01 Marjolijn H. Verspoor Verspoor, Marjolijn H. Marjolijn H. Verspoor Justus-Liebig-Universität Gießen 3 A01 Mirjam Weder Weder, Mirjam Mirjam Weder University of Basel 20 child-directed speech 20 entrenchment 20 schematization 20 usage-based language development 20 usage-based linguistics 01 This introduction sketches current strands of UB research and outlines the structure of this edited volume, which pays tribute to Heike Behrens, who has contributed to and shaped <target target-type="index-entry-marker">usage-based (UB) research</target> efforts from the start. The chapter describes how various UB approaches have emerged and evolved over the last three decades, reshaping how we view, research, and model language and interaction, first and second language development, and multilingualism. It also describes how UB approaches have embraced differing perspectives, disciplines, and methodologies that share a focus on authentic language use and experience, shedding new light on processes of language usage and development. 10 01 JB code tilar.35.p01 21 228 208 Section header 6 10 01 JB code tilar.35.01slo 22 39 18 Chapter 7 1 A01 Dan I. Slobin Slobin, Dan I. Dan I. Slobin University of California, Berkeley 20 child-directed speech 20 crosslinguistic 20 discourse 20 morphosyntax 20 nativism 20 peer interaction 20 variation sets 20 vocabulary size 01 For well over a half-century, child language researchers have struggled with Chomsky’s characterization of “the poverty of the stimulus” — the assertion that the child does not receive enough linguistic data to arrive at knowledge of grammatical structure. Whatever one’s conception of linguistic competence, it is clear that the learner has to make use of both innate capacities and linguistic experience to master one or more native languages. This chapter focuses on experience — the speech encountered by the child learner. The past decades of child language research have revealed important ways in which “the stimulus” is really not so “impoverished”. Here I point to several examples of “the wealth of the stimulus” in my own research and that of colleagues. The learner gleans information about language from attending to ways in which linguistic forms change in the course of verbal interaction with others. Interlocutors expand and question children’s utterances; some of those modifications are taken up by learners. Interlocutors press for clarification, demand uptake. They rephrase their speech in successive utterances, offering a wealth of grammatical and lexical variety around a continuing topic. The interlocutors are not only caregivers, but also peers and older children who present different vocabularies and communicative demands. Children are actively engaged in linguistic worlds with many types of <target target-type="index-entry-marker">speech acts</target>. Eventual explanations of language acquisition will have to attend to realistic descriptions of the rich data available to learners. 10 01 JB code tilar.35.02kla 40 68 29 Chapter 8 1 A01 Marie Klatt Klatt, Marie Marie Klatt University of Freiburg 2 A01 Stefan Pfänder Pfänder, Stefan Stefan Pfänder University of Freiburg 20 conversation analysis 20 interaction acquisition support system 20 multimodal 20 parent-child-interaction 20 scaffolding 01 This article proposes a micro-sequential and multimodal approach to scaffolding in parent-child interactions. We argue for a more detailed understanding of how parents manage to transform their scaffolding into a time-limited intervention, transferring responsibility for the task to the child as soon as possible. In a social-interactional perspective following usage-based accounts of language acquisition (Tomasello, 2003), adults play a supportive role, helping children to develop linguistic and discourse skills through structured and dialogical interactions (cf. the <i>Language Acquisition Support System</i> <x> </x>LASS, Bruner, 1981, and the <i>Discourse Acquisition Support System</i> DASS, Hausendorf &#38; Quasthoff, 2005). Whereas traditional approaches focus on asymmetry — where adults model and correct language — a more dynamic perspective, namely the <i>Interaction Acquisition Support System</i> (IASS, Behrens &#38; Pfänder, 2024), recognises interaction as a collaborative and dynamic process. Based on the notions of <i>contingency</i>, <i>fading</i> and <i>transfer</i> (Van de Pol, Volman, &#38; Beishuizen, 2010), we propose a more nuanced view of these three elements of caregivers’ scaffolding. Based on recordings of French families living in Germany, we present a refined scaffolding approach that provides a detailed understanding of how parents manage to limit their intervention while encouraging their child’s active agency. 10 01 JB code tilar.35.03ell 69 110 42 Chapter 9 1 A01 Nick C. Ellis Ellis, Nick C. Nick C. Ellis University of Michigan 20 cognitive linguistics 20 corpus linguistics 20 embodied cognition 20 learning to mean 20 phraseology 20 usage-based approaches 01 How do words mean? Scholars have historically taken different views. Shakespeare (1597) and de Saussure (1916) emphasized <i> <target target-type="index-entry-marker">signification</target> </i>; Firth (1957) “you shall know a word by the company it keeps”; and Wittgenstein (1953) “in most cases meaning is use”. These maxims have influenced major contemporary research areas — <i>signification</i> imbues structuralism, semiotics, cognitive linguistics, psycholinguistics, embodied (4E) cognition, and neuroscience; <target target-type="index-entry-marker">lexical <i>company</i> </target> inspires corpus linguistics, computer science, and artificial intelligence (AI); and <target target-type="index-entry-marker">usage-based approaches</target> relate everyday <i>social use</i> to language acquisition and pedagogy. This chapter examines the historical and logical lineages of these ideas. Language is a complex adaptive system involving many types of agents — words and meanings, speeches and texts, speakers and social groups, cultures and customs. In language learning, signification, lexical company, and social usage are separable but symbiotic sources to meaning. In words, these sources of information are fused together. And who has done the fusing? You. You contain multitudes. You are a strange loop, an agentive self-referential hierarchical conscious system, who has hosted and dynamically merged these three complementary streams of information over the course of your lifetime, from before your first word, probably some version of <i>mother</i>, to now. This chapter reviews how. 10 01 JB code tilar.35.04row 111 140 30 Chapter 10 1 A01 Caroline F. Rowland Rowland, Caroline F. Caroline F. Rowland Max Planck Institute for Psycholinguistics | Donders Institute for Brain, Cognition & Behaviour 2 A01 Gary Jones Jones, Gary Gary Jones Nottingham Trent University 3 A01 Michelle. Peter Peter, Michelle. Michelle. Peter Great Ormond Street Hospital for Children NHS Foundation Trust 4 A01 Amy Bidgood Bidgood, Amy Amy Bidgood Liverpool John Moores University 5 A01 Andrew Jessop Jessop, Andrew Andrew Jessop University of Liverpool 6 A01 Samantha Durrant Durrant, Samantha Samantha Durrant University of Manchester 7 A01 Paula Stinson Stinson, Paula Paula Stinson University of Liverpool 8 A01 Julian M. Pine Pine, Julian M. Julian M. Pine University of Liverpool 20 CLASSIC model 20 inter-individual variation 20 non-word repetition 20 speed of processing 20 vocabulary acquisition 20 working memory capacity 01 Our goal in this chapter was to test a usage-based computational model of vocabulary learning (CLASSIC). CLASSIC simulates variation in vocabulary growth as a product of interactions between linguistic input quantity and the child’s current knowledge state, using an associative learning mechanism with a fixed capacity limited processing window. We directly compared the model’s results to those from children taking part in a number of empirical tasks and showed that, simply by varying the amount of input received by the model, we can successfully simulate a number of effects that we see in the children’s performance: individual differences in the rate of vocabulary growth between 19 and 30 months of age; correlations between vocabulary size, familiar word processing speed (as measured by Looking-While-Listening tasks) and phonological working memory capacity (as measured by non-word repetition tasks), and the effect of processing speed and non-word repetition performance on subsequent vocabulary growth. The results suggest that exposure to linguistic input, read through a fixed capacity processing constraint, leads learners to store phonological knowledge in chunks of information of varying size, and it is this stored knowledge that, at least partially, determines familiar word processing speed, non-word repetition performance, and vocabulary growth. 10 01 JB code tilar.35.05die 141 167 27 Chapter 11 1 A01 Holger Diessel Diessel, Holger Holger Diessel 20 construction families 20 Construction Grammar 20 grammar network 20 grammatical paradigms 20 horizontal relations 20 usage-based 01 It is a standard assumption of construction grammar that grammar constitutes a network, known as the constructicon. Thus far, research on the constructicon has been mainly concerned with the taxonomic organization of grammar. However, a number of recent studies have argued that the constructicon is not only a taxonomy of hierarchically related grammatical patterns but that it also includes horizontal relations between constructions at the same level of abstraction (e.g., Cappelle, 2006; Diessel, 2019a; Sommerer &#38; Smirnova, 2020; Van de Velde, 2014). Building on this view, the current paper argues that horizontal relations are crucial to the analysis of two general phenomena of grammar: construction families and grammatical paradigms. Construction families are groups of similar constructions that share some of their semantic and formal properties, whereas grammatical paradigms are pairs, or sets, of alternating constructions that profile a particular contrast or set of oppositions. Psycholinguistic evidence for horizontal relations comes from research on syntactic priming, linguistic productivity, blocking (or preemption), and neighborhood effects in language use and acquisition. 10 01 JB code tilar.35.06ste 168 199 32 Chapter 12 1 A01 Rasmus Steinkrauss Steinkrauss, Rasmus Rasmus Steinkrauss University of Groningen 20 ditransitive construction 20 German 20 input frequency 20 L1 acquisition 20 verb-argument-construction 01 Usage-based approaches assume that children acquire grammatical constructions by linking form and meaning from ambient speech. Input shape is crucial in this process. One key construction type is verb-argument constructions (VACs), such as the ditransitive construction. Studies on the acquisition of English show that the verbs in VACs exhibit a Zipfian frequency distribution, with prototypical verbs occurring most often, facilitating learning. This study extends the investigation to L1 German by analyzing the development of the ditransitive VAC in a dense corpus of a child’s speech (aged 2–5) and caregiver input. Results confirm a Zipfian distribution of the ditransitive VAC verbs in the input, supporting abstraction of VAC meaning. In his ditransitive VAC production, the child initially uses prototypical verbs expressing transfer but quickly expands verb variety, and coercion occurs from early on. This rapid development is linked to the child’s growing construction network, communicative needs, and familiarity with transfer event scripts. 10 01 JB code tilar.35.07mat 200 222 23 Chapter 13 1 A01 Danielle Matthews Matthews, Danielle Danielle Matthews 20 anaphora 20 coherence 20 conversation 20 inference 20 narrative 20 Question Under Discussion (QUD) 01 UB approaches have recently expanded to investigate the active role language learners have in unfolding conversations while using language to do things together (Behrens &#38; Pfänder, 2022, p. 231). In this chapter, I will expand on this notion further from a pragmatic point of view, defined by Behrens (2009) as the relation between language forms and their functions with respect to language users as opposed to the world they are talking about (semantics). We will review how children’s language develops once they have surmounted the hurdles of prelinguistic development, and of learning words and early sentence structures, so that we find them able to string sentences together. At this point, managing topics extended in time relies on pragmatic skills that allow us to choose linguistic forms in harmony with our human cognitive systems — limited memory spans, fluctuating attentional states, and models of the world, the other, and the discourse — so that we can find joint purpose through communication. Here, cognitive-conceptual development and language development go hand in hand. 10 01 JB code tilar.35.p02 223 342 120 Section header 14 10 01 JB code tilar.35.08esk 224 247 24 Chapter 15 1 A01 Søren W. Eskildsen Eskildsen, Søren W. Søren W. Eskildsen University of Southern Denmark 20 learning behaviors 20 conversation analytic L2 research (“CA-SLA”) 20 exemplar-based learning 20 learning in the wild 20 traceback methodology 01 Drawing on conversation analysis and usage-based models of language, this chapter is part of larger on-going projects exploring the social-local worlds of second language (L2) speakers’ daily lives and investigating and mapping out their L2 learning, in situ and over time. The projects describe and analyze L2 learning as a matter of developing resources in and for social interaction — that is, they tackle L2 learning as a matter of locally instantiated, observable behaviors and long-term development of linguistic resources for accomplishing actions in concert with others in social interaction. <br />Drawing on a longitudinal corpus of L2 Icelandic data from the everyday life of a Canadian English-speaking learner of Icelandic, I will show how two linguistic patterns (subject-verb congruence in 1st person plural present tense and congruence between a modal verb and adjacent main verbs) are exemplar-driven in learning and how productive construction templates emerge in repair sequences. 10 01 JB code tilar.35.09koy 248 271 24 Chapter 16 1 A01 Zeynep Köylü Köylü, Zeynep Zeynep Köylü University of Basel 20 dynamic usage-based indices 20 frequency 20 strength of association 20 study abroad 20 verb-argument constructions 20 written L2 development 01 Research on studying abroad (SA) suggests that input-rich contexts help L2 learners develop advanced word use embedded in target-like multiword constructions, or formulaicity. Native-like formulaic use is a key indicator of L2 proficiency, but little research has explored SA contexts to confirm its impact on formulaicity development. Using a dynamic usage-based (DUB) approach (Verspoor &#38; Behrens, 2011), this study examines how verb-argument constructions (VACs) develop in written L2 English during SA. Data come from the SALA Diary Subcorpus (Pérez-Vidal, 2014), collected from 26 Catalan/Spanish advanced L2 learners over a semester (12–17 weeks) in an anglophone context. VACs were analyzed using TAALES (Kyle et al., 2018). A generalized additive mixed-effects model showed significant effects of random (participant behavior) and fixed factors (time), supporting the DUB claim of nonlinear, variable individual trajectories. Participants achieved significantly higher association strength scores for VACs. Further analysis confirmed the link between syntactic, lexical, and VAC indices with holistic formulaicity scores, implying that human raters consider all subdimensions of written L2 performance when making holistic judgements. 10 01 JB code tilar.35.10azi 272 303 32 Chapter 17 1 A01 Feisal Aziez Aziez, Feisal Feisal Aziez Universitas Muhammadiyah Purwokerto 2 A01 Szilvia Bátyi Bátyi, Szilvia Szilvia Bátyi University of Pannonia 3 A01 Simone E. Pfenninger Pfenninger, Simone E. Simone E. Pfenninger University of Zurich 4 A01 Marjolijn H. Verspoor Verspoor, Marjolijn H. Marjolijn H. Verspoor University of Pannonia 20 dynamic usage-based approach 20 English as a Foreign Language 20 generalized additive mixed modelling 20 longitudinal 20 peer-to-peer interaction 01 Taking a dynamic usage-based perspective (Verspoor &#38; Behrens, 2011), this study explores the written English as a foreign language (EFL) development of adolescent learners in their first two years at a <i>pesantren</i>, a commonly found Indonesian Islamic boarding school in which English learning is promoted especially through extensive peer interaction. Usage-based approaches posit that languages are acquired through meaningful exposure and interaction. Research in second language acquisition has demonstrated that peer interaction can facilitate foreign language (FL) development, particularly when learners provide corrective feedback to one another (see Loewen &#38; Sato, 2018). However, it remains unclear what occurs when FL learners primarily interact with each other, with minimal meaningful input from expert language users. Using qualitative analyses and generalized additive mixed modelling (GAMM), we found that (1) students rarely use corrective feedback, (2) prior knowledge of English makes a significant difference in EFL growth, (3) a discernible effect on EFL learning can be observed in year 1, whereas in the subsequent year, minimal to negligible progress is noted, and (4) the texts contained various non-target-like forms, especially L1 forms and constructions. 10 01 JB code tilar.35.11sko 304 330 27 Chapter 18 1 A01 Katrin Skoruppa Skoruppa, Katrin Katrin Skoruppa Université de Neuchâtel 20 developmental language disorder 20 language assessment 20 language intervention 20 speech and language therapy 20 usage-based 01 Parallel to the rise of usage-based, emergentist, and constructivist theories on language acquisition over the last decades, context and usage have also come into focus in the area of speech-<target target-type="index-entry-marker">language therapy</target> (SLT), where the traditional medical model of a “specialist fixing the patient’s speech and language system” is increasingly called into question. Focusing on oral language disorders in monolingual and bilingual children, in particular developmental language disorder (DLD), I will detail the role of the cognitive underpinnings and of the linguistic and socio-interactional context, both for more theoretical research on the nature of these disorders and for applied research on SLT assessment, intervention, and prevention. 10 01 JB code tilar.35.12rom 331 339 9 Chapter 19 1 A01 Ute Römer-Barron Römer-Barron, Ute Ute Römer-Barron Georgia State University 10 01 JB code tilar.35.index 341 343 3 Index 20 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20260521 2026 John Benjamins B.V. 02 WORLD 08 795 gr 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 01 WORLD US CA MX 20 44 18 01 02 JB 1 00 130.00 EUR R 02 02 JB 1 00 137.80 EUR R 01 JB 10 John Benjamins Publishing Company +31 20 6304747 bookorder@benjamins.nl 01 GB 20 18 02 02 JB 1 00 109.00 GBP Z 01 JB 2 Casemate Academic 610-853-9131 610-853-9143 Girard.Kratz@casematepublishers.com 01 https://benjamins.com 02 US CA MX 20 18 01 gen 02 JB 1 00 169.00 USD