ABSTRACT
In recent years, the ascent of the usage-based constructionist approach to language and the embracement of it by SLA researchers and educators have generated considerable interest in integrating vocabulary and grammar in L2 pedagogy. This chapter provides corpus-based methods for teachers and learners of Chinese as a second language (CSL) to build collocational knowledge as part of the metacognitive and metalinguistic knowledge necessary for successful adult language learning. Drawing on corpus data on seven constructions that span the continuum between Chinese lexicon and grammar, we demonstrate how to integrate productive collocation patterns in Chinese pedagogical grammar and grammar pedagogy.
