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The Oxford Handbook of Cognitive Linguistics Part 118. In the past decade, Cognitive Linguistics has developed into one of the most dynamic and attractive frameworks within theoretical and descriptive linguistics The Oxford Handbook of Cognitive Linguistics is a major new reference that presents a comprehensive overview of the main theoretical concepts and descriptive/theoretical models of Cognitive Linguistics, and covers its various subfields, theoretical as well as applied. | 1140 MARTIN PÜTZ theory to language use in the foreign language classroom is restricted to very few theoretically sound studies. Some of these will be discussed in more detail in section 3. The chapter is organized in the following fashion Section 2 discusses some of the main tenets of Second Language Acquisition in the light of linguistic theories and relates them to the Cognitive Linguistics enterprise. Section 3 gives a brief overview of studies which so far have dealt with pedagogical considerations in light of the theory of Cognitive Linguistics. Section 4 outlines in detail the major mental principles or operations such as iconicity construal and prototypicality which are relevant for a didactic application of cognitive linguistic theory to practical fields such as organized language learning. Section 5 presents the main ideas methodologies and results of some of these studies in more detail by briefly exploring the teaching and learning strategies of specific grammatical and lexical constructions such as phrasal verbs and phraseology. In conclusion section 6 offers an outlook on future research. 2. Cognitive Linguistics and Second Language Acquisition Before outlining a Cognitive Linguistics inspired approach to language pedagogy I will briefly describe and evaluate from a cognitive linguistic perspective earlier accounts of foreign-language instruction and methods of grammar teaching which were formulated in the wake of successive approaches to linguistic theory. Historically it has always been a hotly debated question as to whether grammar should be taught deductively or inductively Johnson and Johnson 1998 14648 . On the deductive approach learners are supposed to consciously learn the rules of grammar and they should possess an explicit metalinguistic knowledge of these rules. The rationale is based on the traditional approach to the teaching of Latin and is commonly described by its detractors as the grammar-translation method. Sets of grammatical rules
