Frontmatter -- Acknowledgements -- Table of contents -- List of contributors -- Preface -- 1. Advancing cognitive linguistic approaches to Japanese language learning and instruction -- I. Usage-based and schema-based approaches to language learning and instruction -- 2. Item-based patterns in second vs. first language learners' use of Japanese polysemous particles, ni, de and kara -- 3. The second language acquisition of challenging Japanese locative particles, ni and de: A usage-based and discourse approach -- 4. Characterizing learners' use of passive through constructions: A corpus-driven approach -- 5. A usage-based approach to presenting the polysemous particles ni and de in JFL instruction -- 6. A comparative study of the efficacy of using image schema-based versus rule-based instruction in presenting the Japanese particles ga, o and ni with instructional videos -- II. Prototype approaches to language learning and instruction -- 7. L2 acquisition of the Japanese verbal hedge omou: A prototype approach -- 8. The effect of form-focused instruction on L2 acquisition of Japanese imperfective -teiru using prototype and traditional approaches -- 9. How to effectively teach the polysemous Japanese particle de in the classroom: Assessing the Projection Model in semantics -- III. Towards better integration of cognitive linguistics and language pedagogy -- 10. Future directions for informed language pedagogy from cognitive linguistics and sociocultural theory -- Author index -- Subject index