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The last few decades have seen extensive research focusing of the relative effectiveness of different instructional options that can be employed in teaching grammar structures (e.g., deduction and induction, different types of corrective feedback, input-based vs. output-based practice). However, the contribution of such pedagogical intervention and the resulting knowledge of target language grammar are mediated by a number of factors related to a specific context, the properties of the features being taught and, most importantly, individual learner profiles. Nonetheless, research into the...

This book shows how Cognitive Grammar can be used in foreign language classrooms to help learners better grasp the complexities of English grammar. Reports on a study comparing traditional pedagogic methods with CG-grounded ones, and discusses future research.

The book explores the relationships between the personality traits of Polish university students learning English as a foreign language and their use of language learning strategies (LLS). It provides a solid theoretical background for the investigation of the interface between the two constructs, describes the applied analytical procedures in detail, and reports the results and implications of a large-scale study. Chapter 1 presents multiple perspectives on the investigation of human personality and presents insights from a selection of studies into the role of personality in foreign...