That students of English as a Foreign Language transfer skills from their first language to the production of English has been well known for decades. Yet until now, no detailed analysis of the transfer mechanism has been proposed. This book applies the insights of conceptual blending theory to the study of learner constructions and transfer, showing them to be the result of crosslinguistic blending. Such blends disassemble acceptable L1- specific constructions and reblend them with FL lexemes, creating unusual, non-standard utterances that may or may not be comprehensible to...