The notion of boundedness/unboundedness in the foreign language classroom

Chapters in this book

1. Frontmatter i
2. Table of contents vii
3. Opening chapter
4. How cognitive linguistics can foster effective vocabulary teaching 1
5. Part one: Refining the empirical evidence
6. Using conceptual metaphors and metonymies in vocabulary teaching 65
7. Conceptual metaphoric meaning clues in two idiom presentation methods 101
8. How cognitive linguistic motivations influence the learning of phrasal verbs 133
9. A discovery approach to figurative language learning with the use of corpora 159
10. Variables in the mnemonic effectiveness of pictorial elucidation 189
11. Part two: Broadening the scope
12. Reasoning figuratively in early EFL: Some implications for the development of vocabulary 219
13. Translating the senses: Teaching the metaphors in winespeak 241
14. What bilingual word associations can tell us 261
15. Factors which influence the process of collocation 291
16. The notion of boundedness/unboundedness in the foreign language classroom 309
17. Structural elaboration by the sound (and feel) of it 329
18. A quantitative comparison of the English and Spanish repertoires of figurative idioms 355
19. Closing chapter
20. From empirical findings to pedagogical practice 375
21. Backmatter 395