Mastering the vocabulary of a foreign language is one of the most daunting tasks that language learners face. The immensity of the task is underscored by the realisation that it is not only single words but also numerous standardised phrases (idioms, collocations, etc.) that need to be acquired. There is thus a clear need for instructional methods that help learners tackle this task, and yet few proposals for vocabulary instruction have so far gone beyond techniques for rote-learning and familiar means of promoting of noticing. The reason for this is that vocabulary and phraseology have long been assumed arbitrary. The volumeoffers a long-overdue alternative by exploring and exploiting the presence of linguistic 'motivation' - or, systematic non-arbitrariness - in the lexicon. The first half of the volume reports ample empirical evidence of the pedagogical effectiveness of presenting vocabulary to learners as non-arbitrary. The data reported indicate that the proposed instructional methods can benefit when both the nature of the target lexis and the basic cognitive orientations of particular learners are taken into account. The first half of the book mostly targets lexis that has already attracted a fair amount of attention from Cognitive Linguists in the past (e.g. phrasal verbs and figurative idioms). The second half broadens the scope considerably by revealing the non-arbitrariness of diverse other lexical patterns, including collocations and word partnerships generally. This is achieved by recognising some long-neglected dimensions of linguistic motivation - etymological and phonological motivation, in particular. Concrete suggestions are made for putting the non-arbitrary nature of words and phrases to good use in instructed language learning. The volumeis therefore of interest not only to applied linguists and researchers in Second Language Acquisition/Foreign Language Teaching, but also to second and foreign language teaching professionals.

Many SLA professionals remain unaware of what CL and Applied Cognitive Linguistics are and of the tremendous potential these approaches offer for our understanding of L2 learning and pedagogy. The volume addresses this gap by presenting theoretically-grounded, empirically-based studies which illustrate the application of key concepts of CL and demonstrate the efficacy of using the concepts in the classroom or in basic L2 research.

Empirically validated techniques to accelerate learners' uptake of 'chunks' demonstrate that pathways for insightful chunk-learning become available if one is willing to question the assumption that lexis is arbitrary. Care is taken to ensure that the pedagogical proposals are in accordance with insights from vocabulary research generally.

Cognitive Linguistics takes an experientialist approach towards language, emphasizing the centrality of (physical) experience for cognitive development. That is, cognition is regarded as embodied, and language - as part of the human cognitive system - is shaped by how human beings interact with their physical and social environment. Thus, language is usage-based and form-meaning mappings can be explained and systematized on the basis of their conceptual motivation. Despite the pedagogical potential of this theory, Cognitive Linguistic applications in foreign language teaching and learning are still in their initial stages and empirical research testing the effect of Cognitive-Linguistic teaching approaches in real classroom settings is rather scarce. The aim of this monograph is to provide insight into key tenets of the Cognitive Linguistic framework under the premise of their relevance for foreign language pedagogy. Empirical studies are presented focusing on how phrasal verbs can be taught from a Cognitive Linguistic perspective via awareness-raising methods. Based on statistical analyses and considering individual learner variables such as language aptitude, cognitive load and how students evaluated their own learning outcome, the author discusses the merits of a Cognitive Linguistic approach to phrasal verbs.

This book illustrates the ways that cognitive linguistics, a relatively new paradigm in language studies, can illuminate and facilitate language research and teaching. The first part of the book introduces the basics of cognitive linguistic theory in a way that is geared toward second language teachers and researchers. The second part of the book provides experimental evidence of the usefulness of applying cognitive linguistics to the teaching of English. Included is a thorough review of the existing literature on cognitive linguistic applications to teaching and cognitive linguistic-based experiments. Three chapters report original experiments which focus on teaching modals, prepositions and syntactic constructions, elements of English that learners tend to find challenging. A chapter on “future directions” reports on an innovative analysis of English conditionals. Pedagogical aids such as diagrams and sample exercises round out this pioneering and innovative text.

In contexts of instructed second language acquisition there is a need for teaching methods that are optimally efficient, i.e. teaching interventions that generate a maximal return on learners' and teachers' investment of time and effort. In the past couple of decades, many researchers have argued that insights from Cognitive Linguistics (CL) - when suitably translated for pedagogical purposes - can make a major contribution to fostering such language teaching efficiency. This collective volume assesses and supplements those CL proposals. The first part of the book positions CL-inspired language pedagogy vis-à-vis recent trends in mainstream applied linguistics and illustrates through several case studies that language-focused instruction (including CL-inspired instruction) is a useful - if not indispensable - complement to learner-autonomous, incidental acquisition. The second part demonstrates how CL research can help pedagogues identify hitherto neglected language elements that merit explicit targeting in second language instruction. The third part consists of contributions that put the pedagogical efficiency of several CL-inspired interventions to the test in classroom experiments. Additions to the currently available armoury of teaching methods are proposed. The kinds of target language items under examination in the book range from single words over multiword units to grammar patterns. Throughout, the volume illustrates how much pedagogy-oriented Cognitive Linguistics has matured in recent years.

The contributions in this volume go beyond the Contemporary Theory of Metaphor complementing it in a number of relevant ways. Some of the papers argue for a more dynamic, interdisciplinary approach to metaphor looking into it from semiotic, psychological and socio-cultural perspectives. Other contributions focus on the crucial role played by metaphor and metonymy in meaning construction at a discourse/textual level. Finally, the volume also includes proposals which revolve around the alleged universal nature of metaphorical mappings and their suitability to account for grammatical phenomena. The contributions in this volume display an ample gamut of theoretical approaches pointing to the viability of taking a functional-cognitive stance on the analysis of metaphor and metonymy in contrast to a purely cognitive one. This book is structured into three major sections: i) the Contemporary Theory of Metaphor: revisions and recent developments; ii) metaphor and/or metonymy across different discourse/genre types; and iii) the Contemporary Theory of Metaphor: current applications. Originally published in Review of Cognitive Linguistics 9:1 (2011).