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This cutting-edge volume describes the implications of Cognitive Linguistics for the study of second language acquisition (SLA). Chapters in the first two sections identify theoretical and empirical strands of Cognitive Linguistics, presenting them as a coherent whole. Chapters in the third section discuss the relevance of Cognitive Linguistics to SLA and define a research agenda linking these fields with implications for language instruction. Its comprehensive range and tutorial-style chapters make this "Handbook of Cognitive Linguistics and Second Language Acquisition" a valuable resource for students and researchers alike.

Peter Robinson is a Professor of Linguistics and Second Language Acquisition in the Department of English at Aoyama Gakuin University. His research interests are in second language acquisition; applied psycholinguistics; cognitive psychology; cognitive linguistics; consciousness and awareness during SLA; attention and memory during SLA; second language task complexity; intelligence, aptitude and SLA; experimental research methods; SL syllabus design. He has published extensively in International Review of Applied Linguistics, Behavioral and Brain Sciences, Language Learning, and Applied Linguistics. He is on the editorial boards of Asian Journal of English Language Teaching, International Review of Applied Linguistics, TESOL Quarterly, and Studies in Second Language Acquisiton.

Nick Ellis is Professor of Psychology at University of Michigan, Ann Arbor. His research interests address a range of issues in applied psycholinguistics. He has published broadly in the areas of first and second language acquisition; implicit and explicit learning; dyslexia; vocabulary acquisition; the role of working memory; and computational modeling. He was the editor of Language Learning from 1998-2002. Consideration of usage-based and connectionist models of language and their insights for second language learning have been important themes in his research for the past several years. His most recent work focuses on frequency effects and their possible implications for second language acquisition. (from Amazon.com)

List of figures viii
List of tables ix
List of contributors x
PART I Introduction 1
1 An introduction to Cognitive Linguistics, Second
Language Acquisition, and language instruction 3
NICK C. ELLIS AND PETER ROBINSON
PART II Cognitive Linguistics and cognition 25
2 Aspects of attention in language 27
LEONARD TALMY
3 Prototypes in Cognitive Linguistics 39
JOHN R. TAYLOR
4 Cognitive Grammar as a basis for language instruction 66
RONALD W. LANGACKER
5 Word Grammar, Cognitive Linguistics, and second
language learning and teaching 89
RICHARD HUDSON
6 Spatial language learning and the functional geometric
framework 114
KENNY R. COVENTRY AND PEDRO GUIJARRO-FUENTES
7 Language without grammar 139
WILLIAM O’GRADY
8 Children’s first language acquistion from a usage-based perspective 168
ELENA LIEVEN AND MICHAEL TOMASELLO
9 Construction learning and Second Language Acquisition 197
ADELE E. GOLDBERG AND DEVIN CASENHISER
10 Usage-based grammar and Second Language Acquisition 216
JOAN BYBEE
PART III Cognitive Linguistics, Second Language Acquisition,and L2 instruction 237
11 Learning to talk about motion in a foreign language 239
TERESA CADIERNO
12 Gestures and Second Language Acquisition 276
MARIANNE GULLBERG
13 Conceptual transfer and meaning extensions 306
TERENCE ODLIN
14 A unified model 341
BRIAN MACWHINNEY
15 Usage-based and form-focused language acquisition:
The associative learning of constructions, learned
attention, and the limited L2 endstate 372
NICK C. ELLIS
16 Corpus-based methods in analyses of Second Language Acquisition data 406
STEFAN TH. GRIES
17 Teaching construal: Cognitive Pedagogical Grammar 432
MICHEL ACHARD
18 Cognitive Linguistics and second language instruction 456
ANDREA TYLER
19 Conclusion: Cognitive Linguistics, Second Language
Acquisition and L2 instruction—issues for research 489
PETER ROBINSON AND NICK C. ELLIS
Author index 547
Subject index 555
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