Abstract
The present study investigated whether construction-grammar-based instruction would help Korean EFL learners with their sentence production. It also examined to what extent the constructional networks can play a role in enhancing sentence production ability. A total of 51 college-level students were divided into three groups: constructional networking group (CNG), construction- only group (COG), and non-constructional group (NCG). All groups participated in three testing sessions and four instructional sessions, targeting the six core argument structure constructions. Their performance was measured using the picture description task. The results showed that the construction-based instruction had significant effects on the learners’ sentence production in the immediate posttest. In addition, the constructional networks played a crucial role in maintaining instructional effects relatively longer than the non-networked approach.
Published Version
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