The ‘Graded Salience Hypothesis’ in second language acquisition

Chapters in this book

1. Frontmatter i
2. Acknowledgements v
3. List of Contributors vii
4. Contents ix
5. Contents of volume II xi
6. Introduction xiii
7. Section 1: Cognitive approaches to the English tense system
8. Cognitive linguistics, language pedagogy, and the English present tense 3
9. Pretend play: trial ground for the simple present 41
10. The relation between experience, conceptual structure and meaning: non-temporal uses of tense and language teaching 63
11. Section 2: Facets of prototypes in grammatical constructions
12. Grammatical constructions and their discourse origins: prototype or family resemblance? 109
13. Transitivity parameter and prominence typology: a cross-linguistic study 131
14. Section 3: Neurocognitive and cognitive issues of language acquisition in general
15. Learning syntax - a neurocognitive approach 167
16. Conceptual primes in early language development 193
17. No preposition required. The role of prepositions for the understanding of spatial relations in language acquisition 229
18. The ‘Graded Salience Hypothesis’ in second language acquisition 249
19. Subject Index 271
20. 275-276 275