摘要：Cognitive linguistics offers a way out of the dilemma between helpful, productive
linguistics and helpless, unproductive linguistics in second language pedagogy. This
paper applies cognitive linguistics insights to grammatical instruction of the verb find
and its complementation in communicative activities, searching for descriptively
adequate, intuitively acceptable, and easily accessible accounts of how the verb find
functions and how widely various uses of the verb find are systematically related to one
another. This paper also claims that the potential of learner corpora and the concept of
entrenchment in cognitive linguistics make a positive contribution to grammatical
instruction. In second language pedagogy, a data-driven analysis on the basis of both a
learner corpus and a native speaker corpus is essential to explain the concept of
entrenchment. Consequently, this paper shows some significant results in the
data-driven analysis with respect to not only complementation patterns of the verb find
that Japanese-speaking learners of English use, but also those that native speakers of
English use.
