This book presents the current state of the art on Construction Grammar models and usage-based
language learning research. It reports on three psycholinguistic experiments conducted with the
participation of university-level Italian learners of English whose second language
proficiency corresponds to levels B1 and B2 of the 'Common European Framework of Reference for
Languages' (CEFR). This empirical research on the role of constructions in the facilitation of
language learning contributes to assessing how bilinguals deal with L2 constructions in the
light of sentence-sorting sentence-elicitation and sentence-completion tasks. Divided into
two parts the book first introduces the main theoretical prerequisites and then reports on the
experimental studies. It provides a comprehensive review of the current research in a range of
disciplines including complexity theories cognitive semantics construction grammars
usage-based linguistics and language learning.
