This volume of the AILA Review focuses on the substantial contribution Cognitive Linguistics can make to language teaching. After almost three decades of empirical research into the motivated aspects of language, Cognitive Linguistic findings are gradually being applied to Second Language Acquisition (SLA). The volume covers the key areas of the research in the area. Framed by an introduction to the field and a conclusion evaluating the presented areas of research and identifying avenues for future research, the papers in this volume focus on those areas of Cognitive Linguistics that are most likely to be of particular relevance to SLA. These areas are: radial categories, prototypes and `fuzzy boundaries'; encyclopaedic knowledge; construal; metaphor; metonymy; embodiment; and construction grammars. Some of the papers have a primarily theoretical focus whereas others describe empirical studies of the effectiveness of Cognitive Linguistics-inspired approaches to language teaching.
1. Introduction to the interplay between cognitive linguistics and second language learning and teaching (by Littlemore, Jeannette); 2. Articles; 3. Explicit knowledge and learning in SLA: A cognitive linguistics perspective (by Roehr, Karen); 4. Applying cognitive linguistics to instructed L2 learning: The English modals (by Tyler, Andrea); 5. Making sense of phrasal verbs: A cognitive linguistic account of L2 learning (by Alejo-Gonzalez, Rafael); 6. Why cognitive grammar works in the L2 classroom: A case study of mood selection in Spanish (by Llopis-Garcia, Reyes); 7. Helping learners engage with L2 words: The form-meaning fit (by Deconinck, Julie); 8. Construction grammars: Towards a pedagogical model (by Holme, Randal); 9. Metonymic inferencing and second language acquisition (by Barcelona, Antonio); 10. Metaphorical competence in EFL: Where are we and where should we be going? A view from the language classroom (by MacArthur, Fiona)