Phrasal verbs in EFL course books

Chapters in this book

1. Frontmatter i
2. Table of contents vii
3. Fostering language teaching efficiency through cognitive linguistics: Introduction 1
4. Part I – The importance of usage-based language acquisition, but why it may not suffice in contexts of second language learning
5. Language in the mind 27
6. Phrasal verbs in EFL course books 59
7. Basic-level salience in second language vocabulary acquisition 79
8. Does 'chunking' foster chunk-uptake? 99
9. Part II – How Cognitive Linguistics can inform decisions about what to teach
10. Having many meanings: A corpus study of Spanish EFL writers' construals with have 119
11. Seven events in three languages: Culture-specific conceptualizations and their implications for FLT 137
12. Canonicity and variation in idiomatic expressions: Evidence from business press headlines 167
13. The use of metaphor and metonymy in academic and professional discourse and their challenges for learners and teachers of English 189
14. Argument constructions and language processing: Evidence from a priming Experiment and pedagogical implications 213
15. Choosing motivated chunks for teaching 239
16. Part III – How Cognitive Lingusics can inform decisions about how to teach
17. Fostering the acquisition of English prepositions by Japanese learners with networks and prototypes 257
18. A prototype approach to auxiliary selection in the Italian passato prossimo 277
19. Obstacles to CM-guided L2 idiom interpretation 293
20. Corpus-informed integration of metaphor in materials for the business English classroom 317
21. Improving word learn-ability with lexical decomposition strategies 337
22. Cognitive theory as a tool for teaching pronunciation 357
23. Backmatter 381