This collection of twelve papers demonstrates that the concepts developed within the Cognitive Linguistics movement afford an insightful perspective on several important areas of second language acquisition and pedagogy. In the first part of the book, three papers show how three Cognitive Linguistics constructs provide a useful theoretical frame within which second language acquisition data can be analyzed. First, Talmy's typology of motion events is argued to constitute the base relative to which acquisition discrepancies in motion events are most valuably investigated. Secondly, the notion of "construction" is invoked in order to account for systematic differences between the native and non-native speakers' use of the English verb get. Finally, frequency and similarity effects are shown to play a crucial part in the learning of prepositions in a second language.The second part of the book shows that the key concepts commonly invoked in Cognitive Linguistics analyses allow language teachers to insightfully structure the presentation of problematic material in the foreign language classroom. These concepts include, among others, polysemy, the figure/ground gestalt, the usage-based conception of grammar, the radial organization of categories, metaphors, and cultural scripts. The Cognitive Linguistics paradigm has already shown its viability to analyze a wide array of linguistic phenomena. This book establishes its relevance in the areas of second language acquisition and language pedagogy. Its intended public is composed of Cognitive Linguists, Second Language Acquisition specialists, as well as foreign language pedagogy researchers, instructors, and students.From the Contents:Cognitive Linguistics, Language Acquisition, and Pedagogy MICHEL ACHARD AND SUSANNE NIEMEIERExpressing Motion Events in a Second Language: a Cognitive Typological Perspective TERESA CADIERNOConstrual, Convention, and Constructions in L2 Speech RENEE WAARAInput Versus Transfer? - The Role of Frequency and Similarity in the Acquisition of L2 Prepositions WANDER LOWIE AND MARJOLIJN VERSPOORLinguistic and Cultural Relativity - Reconsidered for the Foreign Language ClassroomSUSANNE NIEMEIERThe Figure / Ground Gestalt and Language Teaching Methodology PETER GRUNDY "Cultural Scripts": a New Medium for Ethnopragmatic Instruction CLIFF GODDARDGrammatical Instruction in the Natural Approach: a Cognitive Grammar View MICHEL ACHARDTeaching Temporal Connectors and their Prototypical Non-temporal Extensions ANGELIKI ATHANASIADOUExpanding Learners'Vocabulary Through Metaphor Awareness:What Expansion, What Learners, What Vocabulary? FRANK BOERSA cognitive Linguistic View of Polysemy in English and its Implications for Teaching SZILVIA CSÁBIApplying Cognitive Linguistics to Pedagogical Grammar:The Case of Over ANDREA TYLER AND VYVYAN EVANSIndexSIGN UP FOR OUR FREE ELECTRONIC NEWSLETTER AT WWW.DEGRUYTER.DE/NEWSLETTER.To order, please contact SFG-Servicecenter-FachverlagePostfach 434372774 Reutlingen, GermanyFax: +49 (0)7071 - 93 53 - 33E-mail: deGruyter@s-f-g.com For USA, Canada and Mexico:Walter de Gruyter, Inc.200 Saw Mill River RoadHawthorne, NY 10532, USAFax: +1 (914) 747-1326E-mail: cs@degruyterny.comPlease visit our website for other publications by Mouton de Gruyter: http://www.mouton-publishers.com