Introduction: Cognitive approaches to L2 learning and teaching.
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- Yearbook of the German Cognitive Linguistics Association, 2016, v. 4, n. 1, p. 3, doi. 10.1515/gcla-2016-0003
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- Article
Works matching IS 21972788 AND DT 2016 AND VI 4 AND IP 1
Results: 17
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German modals in second language acquisition: A constructionist approach.
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- Yearbook of the German Cognitive Linguistics Association, 2016, v. 4, n. 1, p. 9, doi. 10.1515/gcla-2016-0004
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- Article
3
'Im Deutschen kan das nicht' - Text type didactics for the teaching of German modal verb constructions.
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- Yearbook of the German Cognitive Linguistics Association, 2016, v. 4, n. 1, p. 31, doi. 10.1515/gcla-2016-0005
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- Article
4
Path encoding in German as a foreign language: Difficulties encountered by L1 Spanish learners.
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- Yearbook of the German Cognitive Linguistics Association, 2016, v. 4, n. 1, p. 47, doi. 10.1515/gcla-2016-0006
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- Article
5
One step closer to the target: Using Construction Grammar to teach the expression of motion events to Japanese learners of English.
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- Yearbook of the German Cognitive Linguistics Association, 2016, v. 4, n. 1, p. 67, doi. 10.1515/gcla-2016-0007
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- Article
6
Metaphors and grammar teaching.
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- Yearbook of the German Cognitive Linguistics Association, 2016, v. 4, n. 1, p. 89, doi. 10.1515/gcla-2016-0008
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- Article
7
The acquisition of the German case system by foreign language learners through computer animations based on cognitive linguistics.
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- Yearbook of the German Cognitive Linguistics Association, 2016, v. 4, n. 1, p. 113, doi. 10.1515/gcla-2016-0009
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- Article
8
Animation of grammar - Interplay of cognitive linguistics and multimedia learning: The example of German modal auxiliaries.
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- Yearbook of the German Cognitive Linguistics Association, 2016, v. 4, n. 1, p. 135, doi. 10.1515/gcla-2016-0010
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- Publication type:
- Article
9
Teaching the form-function mapping of German 'prefield' elements using Concept-Based Instruction.
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- Yearbook of the German Cognitive Linguistics Association, 2016, v. 4, n. 1, p. 153, doi. 10.1515/gcla-2016-0011
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- Article
10
Frame-based instruction: Teaching polysemous nouns in the L2.
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- Yearbook of the German Cognitive Linguistics Association, 2016, v. 4, n. 1, p. 171, doi. 10.1515/gcla-2016-0012
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- Article
11
Conceptual motivation as a tool for raising language awareness in the English as a foreign language classroom - Does it enhance learning outcomes? Insights from an empirical study.
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- Yearbook of the German Cognitive Linguistics Association, 2016, v. 4, n. 1, p. 193, doi. 10.1515/gcla-2016-0013
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- Article
12
A lexical-semantic analysis of the English prepositions at, on and in and their conceptual mapping onto Arabic.
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- Yearbook of the German Cognitive Linguistics Association, 2016, v. 4, n. 1, p. 211, doi. 10.1515/gcla-2016-0014
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- Article
13
The role of scaffolding in children's questions: Implications for (preschool) language assessment from a usage-based perspective.
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- Yearbook of the German Cognitive Linguistics Association, 2016, v. 4, n. 1, p. 237, doi. 10.1515/gcla-2016-0015
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- Article
14
Destabilisation, IL variation and restructuring in foreign language learning.
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- Yearbook of the German Cognitive Linguistics Association, 2016, v. 4, n. 1, p. 261, doi. 10.1515/gcla-2016-0016
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- Publication type:
- Article
15
Gesture as a window onto conceptualization in multiple tasks: Implications for second language teaching.
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- Yearbook of the German Cognitive Linguistics Association, 2016, v. 4, n. 1, p. 289, doi. 10.1515/gcla-2016-0017
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- Article
16
Titelei.
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- Yearbook of the German Cognitive Linguistics Association, 2016, v. 4, n. 1, p. i, doi. 10.1515/gcla-2016-fm
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- Article
17
Contents.
- Published in:
- Yearbook of the German Cognitive Linguistics Association, 2016, v. 4, n. 1, p. v, doi. 10.1515/gcla-2016-toc
- Publication type:
- Article