Frontmatter -- Contents -- Introduction Section 1: Theorizing linguistic concepts -- (Reflexively) marked and unmarked anticausatives in grammars of German: A model for foreign/second language learners A Programme for L1 Norwegian grammar teaching on generative grounds Discourse grammar, discourse coherence, and discourse relations: Evidence from editing-based tasks for teaching English Section 2: Connecting linguistic research and language pedagogy -- "Translating" insights of theoretical linguistics into educational settings - with a special focus on resources for Hungarian as L1 On the use of (second) language acquisition research for grammar education - a language-acquisition-sensitive approach Section 3: The role of empirical data -- What can a corpus do for foreign language teaching? An activity proposal for Chinese learners of Portuguese Learning the perfective/imperfective aspectual alternation in L2 Italian through a Cognitive Grammar-inspired pedagogy: A quasi-experimental study Setting the base for an "acquisitionally informed pedagogy": The case of the French verbal system Section 4: Implementing linguistic categories into the foreign language learning classroom -- Visualizing English and Swabian tense semantics in the classroom Taking cognizance of variation and CLI effects in foreign language learning: The case of the English present perfect Teaching and learning the comparative in German: The role of semantic notions Conclusion Index