Frontmatter -- Table of contents -- By way of introduction -- Part I: Cognition and usage: Defining grammar, -- rules, models and corpora -- The relevance of Cognitive Grammar for language -- pedagogy -- Some pedagogical implications of cognitive -- linguistics -- Cognitive linguistic theories of grammar and -- grammar teaching -- Corpora, cognition and pedagogical grammars: An -- account of convergences and divergences -- Part II: Tools for conceptual teaching: Contrastive -- and error analysis -- Cross-linguistic analysis, second language teaching -- and cognitive semantics: The case of Spanish diminutives and reflexive -- constructions -- Spanish middle syntax: A usage-based proposal for -- grammar teaching -- What can language learners tell us about -- constructions? -- Conceptual errors in second-language -- learning -- Part III: Conceptual learning: Construal of motion, -- temporal structure, and dynamic action -- Motion events in Danish and Spanish: A -- focus-on-form pedagogical approach -- Motion and location events in German, French and -- English: A typological, contrastive and pedagogical approach -- Making progress simpler? Applying cognitive grammar -- to tense-aspect teaching in the German EFL classroom -- Aspectual concepts across languages: Some -- considerations for second language learning -- The use of passives and alternatives in English by -- Chinese speakers -- Backmatter