目录
【目录】
Acknowledgements
List of contributors
Fostering language teaching efficiency through cognitivelinguistics: IntroductionFrank Boers, Antoon De Rycker and Sabine De Knop
PartI
The importance of usage-based language acquisition, but whyit may not suffice in contexts of second language learning
Language in the mind
John R.Taylor
Phrasal verbs in EFL course books
RafaelAlejo Gonzalez, Ana Piquer Pfriz and GuadalupeReveriego Sierra
Basic-level salience in second languagevocabulary acquisitionXiaoyan Xia and Hans-Georg Wolf
Does 'chunking'foster chunk-uptake?Helene Stengers, Frank Boers, Alex Housen and June Eyckmans
PartⅡ
How Cognitive Linguistics can inform decisions aboutwhat to teach
Having many meanings: A corpus study of Spanish EFLwriters' construals with haveJoAnne Neff-van Aertselaer and Caroline Bunce
Seven events in three languages: Culture-specificconceptualizations and their implications for FLTZhuo Jing-Schmidt
Canonicity and variation in idiomatic expressions:Evidence from business press headlinesHonesto Herrera and Michael White
The use of metaphor and metonymy in academic andprofessional discourse and their challenges for learnersand teachers of English
Jeannette Littlemore, Phyllis Chen, Polly Liyen Tang,Almut Koester and John Barnden
Argument constructions and language processing: Evidencefrom a priming experiment and pedagogical implicationsDavid Eddington and Francisco Ruiz de Mendoza
Choosing motivated chunks for teachingFrank Boers, Julie Deconinck and Seth Lindstromberg
Part Ⅲ
How Cognitive Linguisics can inform decisions abouthow to teach
Fostering the acquisition of English prepositions byJapanese learners with networks and prototypesKanako Cho
A prototype approach to auxiliary selection in theItalian passato prossimoPhillip Hamrick and Salvatore Attardo
Obstacles to CM-guided L2 idiom interpretation
Ying-Hsueh Hu and Yu-Ying Fong
Corpus-informed integration of metaphor in materialsfor the business English classroomConstanze Juchem-Grundmann and Tina Krennmayr
Improving word learn-ability with lexicaldecomposition strategiesChristina Sanchez-Stockhammer
Cognitive theory as a tool for teaching second languagepronunciationHelen Fraser
Subject index
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