ABSTRACT
Cognitive Linguistics and usage-based models explain how we learn language using environmentally adaptive, domain-general, cognitive abilities (such as attention scheduling and working memory). We learn language while processing input and doing things with words and gesture in socially conventionalized ways (narratives, conversations) to communicate intentions and ideas to others (see Bybee, 2006; Goldberg, 2006; Gullberg, 2006; Hudson, 2007; Langacker, 1999; MacWhinney, 1999; O’Grady, 2005; Talmy, 2000; Tomasello, 2003 and their chapters in this volume). Functionalist and concept-oriented approaches to First and Second Language Acquisition (SLA) share complementary interests in these issues (e.g., Andersen, 1984; Bardovi-Harlig, 2000; Bates, 1976; Bates & MacWhinney, 1982; Becker & Carroll, 1997; Berman, 1987; Berman & Slobin, 1994; Bloom, 1970; Cromer, 1974; Dietrich, Klein & Noyau, 1995; Givón, 1985, 1995; Greenfield & Smith, 1976; Hickman, 2003; Karmiloff-Smith, 1979; Klein, 1986; Li & Shirai, 2000; Mandler, 2004a; Nelson, 1996; Perdue, 1993a, 1993b; Sato, 1990; Schlesinger, 1982; Schumann, 1978; Slobin, 1973, 1985; Snow & Ferguson, 1977; Stromqvist & Verhoeven, 2004; Tomlin, 1990; von Stutterheim & Klein, 1987). Cognitive Linguistics describes how cognitive routines (focusing attention, event construal) and conceptual structure interface with language in the mind, and how the processes that give rise to learning are embodied in adaptive responses to communicative contexts and task demands (Coventry & Guijarro Fuentes, this volume; Lakoff & Johnson, 1998; MacWhinney, 1999;
Tomasello, 1999, 2003; Tomasello, Kruger & Ratner, 1993) which mediate, and so variably direct and support them (Ceci, 1996; Dai & Sternberg, 2004; Engestrom & Middleton, 1996; Lave & Wenger, 1991; Snow, 1994; Sternberg & Wagner, 1994; Suchman, 1987).
