用認知語言學提高語言教學效率＝Fostering language teaching efficiency through cognitive linguistics

Acknowledgements
List of contributors
Fostering language teaching efficiency through cognitive
linguistics: Introduction
Frank Boers, Antoon De Rycker and Sabine De Knop

Part Ⅰ
The importance of usage-based language acquisition, but why
it may not suffice in contexts of second language learning
Language in the mind
John R. Taylor
Phrasal verbs in EFL course books
Rafael Alejo Gonzdlez, Ana Piquer Ptriz and Guadalupe
Reveriego Sierra
Basic-level salience in second language
vocabulary acquisition
Xiaoyan Xia and Hans-Georg Wolf
Does 'chunking' foster chunk-uptake?
Helene Stengers, Frank Boers, Alex Housen and June Eyekmans

Part Ⅱ
How Cognitive Linguistics can inform decisions about
what to teach
Having many meanings: A corpus study of Spanish EFL
writers' construals with have
JoAnne Neff-van Aertselaer and Caroline Bunce
Seven events in three languages: Culture-specific
conceptualizations and their implications for FLT
Zhuo Jing-Sehmidt
Canonicity and variation in idiomatic expressions:
Evidence from business press headlines
Honesto Herrera and Michael White
The use of metaphor and metonymy in academic and
professional discourse and their challenges for learners
and teachers of English
Jeannette Littlemore, Phyllis Chen, Polly Liyen Tang,
Almut Koester and John Barnden
Argument constructions and language processing: Evidence
from a priming experiment and pedagogical implications
David Eddington and Francisco Ruiz de Mendoza
Choosing motivated chunks for teaching
Frank Boers, Julie Deconinck and Seth Lindstromberg

Part Ⅲ
How Cognitive Linguisics can inform decisions about
how to teach
Fostering the acquisition of English prepositions by
Japanese learners with networks and prototypes
Kanako Cho
A prototype approach to auxiliary selection in the
Italian passato prossimo
Phillip Hamriek and Salvatore Attardo
Obstacles to CM-guided L2 idiom interpretation