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By integrating cognitive linguistics and sociocultural theories,
this groundbreaking book presents empirical studies on selected
grammatical and semantic aspects that are challenging for
second/foreign language learners. Through in-depth studies
exploring eight different languages, this book offers insights
generated through the synergy between cognitive linguistics and
sociocultural theories that can be readily incorporated into
teaching.
This volume, grounded on usage-based models of language, is an
edited collection of empirical research examining how cognitive
linguistics can advance Japanese pedagogy. Each chapter presents an
acquisition or classroom study which focuses on challenging
features and leads instructors and researchers into new realms of
analysis by showing innovative views and practices resulting in
better understanding and improved L2 learning of Japanese.
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