In recent years, Cognitive Linguistics (CL) has established itself not only as a solid theoretical approach but also as an important source from which different applications to other fields have emerged. In this volume we identify some of the current, most relevant topics in applied CL-oriented studies - analyses of figurative language (both metaphor and metonymy) in use, constructions and typology -, and present high-quality research papers that illustrate best practices in the research foci identified and their application to different fields including intercultural communication, the psychology of emotions, second and first language acquisition, discourse analysis and translation studies. It is also shown how different methodologies - the use of linguistic corpora, psycholinguistic experiments or discourse analytic procedures - can shed some light on the basic premises of CL as well as providing insights into how CL can be applied in real world contexts. Finally, all the studies included in the volume are based on empirical data and there are some analyses of languages other than English (Japanese, Russian, Spanish, Danish, German and Polish), thus, overcoming the contentions that CL-theoretically-based research is often based on linguistic intuition and focused only on the English language.0We hope that the present volume will not only contribute to a better understanding of how CL can be applied but that it will also help to encourage, even further, more robust empirical research in this field.0Originally published as a special issue of 'Review of Cognitive Linguistics' 14:1 (2016).

• Applying Cognitive Linguistics
• Editorial page
• Title page
• LCC data
• Table of contents
• Applying Cognitive Linguistic: Identifying some current research foci
  • 1. Introduction
  • 2. From theoretical principles to practical applications
  • 3. Analyses of figurative language (metaphor and metonymy) in use
  • 4. Constructing meaning in language (L1 and L2 acquisition)
  • 5. Typology
  • 6. Conclusions
  • References
  • Authors’ address
• Section I. Figurative language in use
• Overt and covert uses of metaphor in the academic mentoring in English of Spanish undergraduates
  • 1. Introduction
  • 2. Background
  • 3. The data
    • 3.1 Participants and procedure
    • 3.2 Overview of the lecturer-student conversations
  • 4. Metaphors in the corpus of office hours’ consultations
    • 4.1 Identification of covert and overt uses of metaphor in the corpus
    • 4.2 Lecturers’ overt uses of metaphor
    • 4.3 Covert uses of metaphor
  • 5. Conclusions
  • References
  • Author’s address
• The interpretation of metonymy by Japanese learners of English
  • 1. Introduction
  • 2. Methodology
  • 3. Findings
  • 4. Conclusions
  • References
  • Appendix 1
  • Appendix 2
  • Appendix 3
  • Appendix 4
  • Authors’ addresses
• Methodological triangulation in the study of emotion: The case of ‘anger’ in three language groups
  • 1. Introduction
  • 2. Cross-cultural differences in anger experiences
    • 2.1 Research hypotheses
  • 3. Methods
    • 3.1 Anger situation-labelling task (Study 1)
    • 3.2 Feature-based meaning profiles of anger nouns (Study 2)
    • 3.3 Metaphorical construal of anger concepts (Study 3)
  • 4. Results
    • 4.1 Word use in the anger situation-labelling task
    • 4.2 Differences in the feature-based profiles of anger nouns
    • 4.3 Differences in the metaphorical profiles of anger nouns
  • 5. Summary and discussion
  • 6. Conclusions
  • References
  • Annex 1
  • Authors’ addresses
• Section II. Constructing meaning in language (L1 and L2 acquisition)
• On-line processing of verb-argument constructions: Visual recognition threshold and naming latency
  • 1. Background
    • 1.1 Principles of the associative learning of categories
      • 1.1.1 Construction frequency
      • 1.1.2 Contingency of form-function mapping
      • 1.1.3 Function (prototypicality of meaning)
    • 1.2 Corpus analysis of VACs in Usage
    • 1.3 Analysis of knowledge of VACs
    • 1.4 Motivations for the current experiments
  • 2. Experiment 1: VAC recognition threshold
    • 2.1 Participants
    • 2.2 Method
      • 2.2.1 Stimulus materials
      • 2.2.2 Procedure
    • 2.3 Results
      • 2.3.1 Exposure time
      • 2.3.2 Errors
    • 2.4 Discussion
  • 3. Experiment 2: Naming latency
    • 3.1 Participants
    • 3.2 Method
      • 3.2.1 Stimulus materials
      • 3.2.2 Procedure
    • 3.3 Results
  • 4. General discussion
    • 4.1 Recognition threshold
    • 4.2 Naming
    • 4.3 Comparison of findings with those from free association tasks
    • 4.4 Limitations
    • 4.5 Conclusions
  • References
  • Appendix A
• The role of force dynamics and intentionality in the reconstruction of L2 verb meaning
  • 1. Introduction
  • 2. Force dynamics and intentionality in placement events
  • 3. Methodology
    • 3.1 Participants
    • 3.2 Data collection
  • 4. Analysis
    • 4.1 Different intentionality and different force dynamics in Group A
    • 4.2 Different force dynamics and same intentionality in Group B
  • 5. Discussion
  • 6. Conclusions
  • References
  • Authors’ addresses
• Cross-linguistic influence in the interpretation of boundary-crossing events in L2 acquisition
  • 1. Introduction
  • 2. Thinking for speaking in SLA
  • 3. The boundary-crossing constraint
  • 4. The study
    • 4.1 Participants
    • 4.2 Stimulus and procedures
    • 4.3 Coding
  • 5. Results
    • 5.1 Category: CMM, NCMM, CMM/NCMM
    • 5.2 Type of boundary-crossing event
  • 6. Discussion
  • 7. Conclusion
  • References
  • Author’s address
• Section III. Typology
• Thinking for translating and intra-typological variation in satellite-framed languages
  • 1. Introduction
  • 2. Theoretical background
    • 2.1 Talmy’s (1991, 2000) typology of motion events
    • 2.2 Slobin’s (1991, 1996) “Thinking for speaking” hypothesis
    • 2.3 Inter- and intra-typological variation in the expression of motion
  • 3. The present study
    • 3.1 Methodology
    • 3.2 Results and discussion
      • 3.2.1 Dealing with Manner
      • 3.2.2 Dealing with Path
  • 4. Conclusions
  • References
  • Appendix 1
  • Authors’ addresses
• Showing versus telling: Representing speech events in English and Spanish
  • 1. Introduction
  • 2. Reporting speech events
  • 3. Method and data
  • 4. Results
  • 5. Two ways of cueing speakers’ intentions and actions
  • 6. Conclusions
  • References
  • Appendix
• Subject index