| | | Acknowledgements | | |
| | | List of Contributors | | |
| | | Introduction by Martin Putz and Susanne Niemeier and Rene Dirven | | |
| Sect. 1 | | Bottom-up approaches: Phrasal verbs and phraseological expressions | | |
| | | English phrasal verbs: theory and didactic application by Rene Dirven | | 3 |
| | | Teaching English phrasal verbs: a cognitive approach by Andrzej Kurtyka | | 29 |
| | | A usage-based approach to modeling and teaching the phrasal lexicon by Kurt Queller | | 55 |
| Sect. 2 | | Top-down approaches: Metaphor and idiom study | | |
| | | A cognitive linguistic view of learning idioms in an FLT context by Zoltan Kovecses | | 87 |
| | | On the systematic contrastive analysis of conceptual metaphors: case studies and proposed methodology by Antonio Barcelona | | 117 |
| Sect. 3 | | Systematical order instead of chaos in morphology and lexis | | |
| | | A conceptual analysis of English -er nominals by Klaus-Uwe Panther and Linda Thornburg | | 149 |
| | | Basicness and conceptual hierarchies in foreign language learning: a corpus-based study by Friedrich Ungerer | | 201 |
| Sect. 4 | | Cultural models in education | | |
| | | The African cultural model of community in English language instruction in Cameroon: the need for more systematicity by Hans-Georg Wolf and Augustin Simo Bobda | | 225 |
| | | Subject Index | | 261 |