Volume 23 (2010)Applied Cognitive Linguistics in Second Language Learning and Teaching
Edited by Jeannette Littlemore & Constanze Juchem-Grundmann
University of Birmingham | University of Koblenz-Landau
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Introduction to the interplay between cognitive linguistics and second language learning and teachingJeannette Littlemore & Constanze Juchem-Grundmann | pp. 1–6
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Explicit knowledge and learning in SLA: A cognitive linguistics perspectiveKaren Roehr | pp. 7–29
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Applying cognitive linguistics to instructed L2 learning: The English modalsAndrea Tyler, Charles M. Mueller & Vu Ho | pp. 30–49
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Making sense of phrasal verbs: A cognitive linguistic account of L2 learningRafael Alejo-González | pp. 50–71
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Why cognitive grammar works in the L2 classroom: A case study of mood selection in SpanishReyes Llopis-García | pp. 72–94
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Helping learners engage with L2 words: The form–meaning fitJulie Deconinck, Frank Boers & June Eyckmans | pp. 95–114
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Construction grammars: Towards a pedagogical modelRandal Holme | pp. 115–133
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Metonymic inferencing and second language acquisitionAntonio Barcelona | pp. 134–155
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Metaphorical competence in EFL: Where are we and where should we be going? A view from the language classroomFiona MacArthur | pp. 155–173
Articles