000			01429nam a22002297a 4500
003			OSt
005			20260119133247.0
008			260119b |||||||| |||| 00| 0 eng d
020			_a978-3-642-27454-1
040			_aDLC _bEn _cDLC
050			_aDUCE P117
100			_aBielak,Jakub _qJakub Bielak
245			_aApplying Cognitive Grammar in the Foreign Language Classroom: _bteaching english tense and aspect/ _cJakub Bielak
260			_aNew York: _bSpringer, _c2013.
300			_axi,295p.; _bill.;
500			_aIncludes index.
520			_aIn the last several decades, vast amounts of effort have been devoted to both theorizing and empirical research concerning various aspects of the teaching and learning of second or foreign language grammar. These endeavors have been undertaken not only in the fields of second language acquisition (SLA) and foreign language teaching, but also in related research areas such as linguistics, cognitive science, or psychology. A few examples of the issues which have been investigated are the sequences and orders of acquisition of different grammatical elements (e.g. Dulay and Burt 1974b; Meisel et al. 1981; _uhttp://172.20.27.22:4000/handle/123456789/64
650			_2Lingustic
700			_aJakub Bielak;Mirosław Pawlak _eAuthors _qJakub Bielak
856			_yhttp://172.20.27.22:4000/handle/123456789/64 _uhttp://172.20.27.22:4000/handle/123456789/64
942			_2lcc _cBK _n0
999			_c4333 _d4333