A Model-based Approach to Second-Language Learning of Grammatical Constructions

The goal of this work is to examine how second-language learners acquire grammatical knowledge. To measure this knowledge, our research examines how native speakers of English choose between constructions that have similar meanings, but occur in different discourse contexts. An example is the dative alternation (give someone the book vs. give the book to someone). The distribution of these two constructions is explained by a four-factor model that describes the patterns or rules that underlie native-speaker usage. We hypothesized that training examples could be selected to instantiate these four factors in a way that would lead to improved learning of the dative alternation. In addition, we predicted that explicit instruction of the four grammar principles would further enhance learning. Two studies were conducted. Results showed rapid learning and good retention across a week-long delay. Examples that were labeled as “easy” or prototypical by the grammar model were learned faster than “hard” examples. In addition, explicit instruction gave an additional boost in performance. We conclude with a description of ongoing work in computational modeling and new studies that test transfer of learning based on the four-factor model. The long-term goal is to use this approach to design learning interventions that are cognitively and linguistically based and that lead to robust learning of grammar in a second language.