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This text aims to show that the notions developed within the cognitive linguistics movement afford an insightful perspective on several important areas of second language acquisition and pedagogy. The key concepts commonly invoked in cognitive analyses such as the usage-based conception of grammar, the radial organization of categories, metaphors, or cultural scripsts, do not only represent powerful constructs within which the process of second language acquisition can be valuably investigated, but also allow teachers to successfully introduce problematic material in the foreign language classroom.
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