As a usage-based language theory, cognitive linguistics is predestined to have an impact on applied research in such areas as language in society, ideology, language acquisition, language pedagogy. The 28thInternational LAUD Symposium, held at the University of Koblenz-Landau on March 27-30, 2000, was one of the first to concentrate on "AppliedCognitive Linguistics" - more particularly on the links between the theory and its application in the areas of language acquisition and language pedagogy. Although cognitive linguistics is a rapidly expanding linguistic paradigm, the impact of this linguistic theory on various branches of applied research and on their pedagogical implications is only now beginning to be felt. The present volumes are a first systematic attempt to carve out pathways from the links between language and cognition to the fields of language acquisition and language pedagogy and to deal with them in one coherent framework: applied cognitive linguistics.CONTENTS VOLUME I:AcknowledgementsList of ContributorsIntroduction: Martin Pütz, René Dirven and Susanne NiemeierSECTION 1: Cognitive approaches to the English tense systemR. W. Langacker: Cognitive linguistics, language pedagogy, and theEnglish present tenseJ. Cook-Gumperz / A. Kyratzis: Pretend play: trial ground for simple presentA. Tyler / V. Evans: The relation between experience, conceptual structure and meaning: non-temporal uses of tense and language teachingSECTION 2: Facets of prototypes in grammatical constructionsP. J. Hopper: Grammatical constructions and their discourse origins: prototype or family resemblance?S. Hwan Seong: Transitivity parameter and prominence typology: a cross-linguistic studySECTION 3: Neurocognitive and cognitive issues of language acquisition in generalS. Lamb: Learning syntax - a neurocognitive approachC. Goddard: Conceptual primes in early language developmentK. J. Rohlfing: No preposition required. The role of prepositions for the understanding of spatial relations in language acquisitionI. Kecskes: The 'Graded Salience Hypothesis' in second language acquisitionSubject IndexCONTENTS VOLUME II:AcknowledgementsList of ContributorsIntroduction: Martin Pütz, René Dirven and Susanne NiemeierSECTION 1:Bottom-up approaches: Phrasal verbs and phraseological expressionsR. Dirven: English phrasal verbs: theory and didactic applicationA. Kurtyka: Teaching English phrasal verbs: a cognitive approachK. ueller: A usage-based approach to modeling and teaching the phrasal lexiconSECTION 2: Top-down approaches: Metaphor and idiom studyZ. Kövecses: A cognitive linguistic view of learning idioms in an FLT contextA. Barcelona: On the systematic contrastive analysis of conceptual metaphors: case studies and proposed methodologySECTION 3: Systematical order instead of chaos in morphology and lexisK.-U. Panther and L. Thornburg: A conceptual analysis of English -er nominalsF. Ungerer: Basicness and conceptual hierarchies in foreign language teaching: a corpus-based studySECTION 4: Cultural models in educationH.-G. Wolf and A. Simo Bobda: The African cultural model of community inEnglish language instruction in Cameroon: the need for more systematicitySubject Index