This book constitutes another step of the linguistic community in translating cognitive linguistics research into a set of guidelines applicable in the foreign language classroom. The authors, language scholars, and experienced practitioners discuss a collection of both more theoretical and practical issues from the area of second and foreign language pedagogy. These are matters that not only enhance our comprehension of particular grammatical and lexical problems, but also lead to the improvement of the efficiency of teaching a foreign language. The topics range from learners' emotions, teaching grammatical constructions, prepositions, and vocabulary, to specific issues in phonology. The observations concern the teaching of three different languages: English, French, and Italian. As a result, the book is of interest to scholars dealing with further developments of particular linguistic issues and practitioners who want to learn how to improve the quality of their classroom work.

Autorentext
Grzegorz Drod: Associate Professor in Linguistics University of Silesia, Katowice. Barbara Lewandowska-Tomaszczyk, State University of Applied Sciences in Konin.

Inhalt
Introduction
PART I. Cognitive assumptions as the foundations of teaching
Effects of non-native vs. native teaching scenarios on L2 student emotions
Imagery as a tool for describing the uses of French tenses
The Cognitive Grammar-based pedagogical grammar tenses as coherent categories
PART II. Cognitive theories in pedagogical application
The infinitive or the gerund? Cognitive linguistics in the teaching English post-verbal complementation
The Cognitive Grammar view of lexical polysemy and its application in foreign language pedagogy
A cognitive approach to teaching Italian prepositions to Polish students
LANGUAGE IS MUSIC metaphor as a didactic tool in descriptive phonetics and phonology classroom