Frontmatter -- Table of contents -- Fostering language teaching efficiency through cognitive linguistics: Introduction -- Part I - The importance of usage-based language acquisition, but why it may not suffice in contexts of second language learning -- Language in the mind -- Phrasal verbs in EFL course books -- Basic-level salience in second language vocabulary acquisition -- Does 'chunking' foster chunk-uptake? -- Part II - How Cognitive Linguistics can inform decisions about what to teach -- Having many meanings: A corpus study of Spanish EFL writers' construals with have -- Seven events in three languages: Culture-specific conceptualizations and their implications for FLT -- Canonicity and variation in idiomatic expressions: Evidence from business press headlines -- The use of metaphor and metonymy in academic and professional discourse and their challenges for learners and teachers of English -- Argument constructions and language processing: Evidence from a priming Experiment and pedagogical implications -- Choosing motivated chunks for teaching -- Part III - How Cognitive Lingusics can inform decisions about how to teach -- Fostering the acquisition of English prepositions by Japanese learners with networks and prototypes -- A prototype approach to auxiliary selection in the Italian passato prossimo -- Obstacles to CM-guided L2 idiom interpretation -- Corpus-informed integration of metaphor in materials for the business English classroom -- Improving word learn-ability with lexical decomposition strategies -- Cognitive theory as a tool for teaching pronunciation -- Backmatter