Contents 7 -- Acknowledgements 13 -- Introduction 15 -- PART I: FOCUS ON FORM 19 -- Chapter One: On the importance of noticing: attention 21 -- 1. Selectivity of attention 22 -- 1.1. Attentional selectivity: main research paths to date 22 -- 1.1.1. Focusing in controlled vs. automated processing 27 -- 1.1.2. Extensive and intensive attention 29 -- 1.2. Working memory and attention 32 -- 2. The problem of consciousness 38 -- 2.1. The easy problems of consciousness 40 -- 2.2. The hard problem of consciousness - Chalmers' dualism vs. Dennett's physicalism 47 -- 2.3. Dual Process Theories 51 -- 2.3.1. Epstein's Cognitive-Experiential Self-Theory 51 -- 2.3.2. Bargh and Wegner's automatic processing 53 -- 2.3.3. Chaiken's heuristic and systematic information processing 53 -- 3. Attention and language learning 54 -- 3.1. Attentional selectivity in language processing 54 -- 3.1.1. Selectivity in language processing. Treisman revisited 54 -- 3.1.2. Attentional selectivity in language learning. The constraints on the process 63 -- 3.1.2.1. Selectivity in input processing. Form/meaning trade-off effects 64 -- 3.1.2.2. Selectivity in output processing 69 -- 3.2. On noticing. The problem of conscious awareness 73 -- 3.2.1. The Noticing Hypothesis - strong and weak versions 74 -- 3.2.2. The levels of conscious awareness 76 -- 3.2.2.1. Awareness on the level of noticing 76 -- 3.2.2.2. Awareness on the level of understanding 81 -- 3.2.2.3. The strong version of the Noticing Hypothesis. A discussion 84 -- 3.2.4. Constraints on noticing 90 -- Chapter Two: Language instruction: Theoretical underpinnings and practical options 97 -- 1. Implicit and explicit learning 100 -- 1.1. Implicit learning 100 -- 1.1.1. Defining the implicit. The terminological hoax 101 -- 1.1.2. Implicit learning paradigms 106 -- 1.1.3. Implicit learning and educating intuition 113.

1.2. Explicit learning 115 -- 1.2.1. Defining the explicit 115 -- 1.2.2. Explicit learning paradigms and models 119 -- 2. Implicit and explicit learning of languages 126 -- 2.1. Implicit language learning 127 -- 2.1.1. Deductive implicit models: the Identity Hypothesis and UG-based approaches 127 -- 2.1.2. Inductive-implicit models: the Interlanguage Theory, the Monitor Model and the Competition Model 130 -- 2.1.3. Acquisition by Processing - the APT model 137 -- 2.2. Explicit language learning 140 -- 2.2.1. Input Processing (IP) 140 -- 2.2.2. Output/interaction-based approaches 142 -- 2.2.3. Language as a cognitive skill 144 -- 2.2.4. Theoretical underpinnings of instructed learning 146 -- 3. Focus-on form: pedagogical options 152 -- 3.1. Comprehensible-input language pedagogy 153 -- 3.2. Input enhancement 155 -- 3.3. Consciousness Raising 158 -- 3.4. Explicit focus on form: the experiential classroom 167 -- 3.5. Explicit focus-on-form - direct instruction 171 -- 4. What kind of focus on form? Learner individual differences and object-of-study constraints 177 -- 4.1. Focus on form or focus on forms? 177 -- 4.2. Learner constraints on form-focused instruction. Individual differences 182 -- 4.2.1. Language aptitude and working memory as individual differences 182 -- 4.2.2. Learning styles and instruction 186 -- 4.3. Object-of-study constraints 190 -- PART II: FOCUS ON FORM 195 -- Chapter Three: The meaning of meaning 199 -- 1. Introduction to meaning. The cognitive perspective 199 -- 1.1. Prototype semantics 200 -- 1.2. Conceptual and spatial semantics -- Jackendoff's model (2002, 2004) 202 -- 2. Holistic semantic models 208 -- 2.1. Mental spaces 208 -- 2.2. Frames and cultural models 213 -- 2.2.1. Cognitive frames 217 -- 2.2.2. Interactional frames 218 -- 2.3. Scripts 221 -- 3. Holistic semantic models: the intra- and inter-space processes 225.

3.1. Mappings 225 -- 3.2. Perspective 226 -- 3.2.1. Perspective in the scope of predication 227 -- 3.2.2. Perspective in discourse 231 -- 3.3. Profile 232 -- 3.4. Active zones 234 -- 4. Conceptual Integration Theory 237 -- 5. Dynamic aspects of online meaning construction: frame shifting and conceptual blending 239 -- 5.1. Conceptual blending 240 -- 5.2. Frame shifting 246 -- Chapter Four: Focus on the semantics of the English tense-aspect system 251 -- 1. Tense and aspect - the preliminaries 252 -- 1.1. Tense 253 -- 1.1.1. The timeline and the basic temporal concepts 253 -- 1.1.2. The controversies 257 -- 1.1.3. Tense as a grammatical category 261 -- 1.2. Aspect 261 -- 1.2.1. Perfective vs. imperfective 261 -- 1.2.2. The perfect aspect 263 -- 1.2.3. Lexical aspect 264 -- 1.3. Tense and aspect. The grams 269 -- 2. The English tense and aspect as grammatical categories. The prototype effects 273 -- 2.1. The past tense 273 -- 2.2. The present tense 276 -- 2.3. The future tense 281 -- 2.4. The progressive and the perfect aspects 283 -- 2.5. Prototypicality effects in time orientation 288 -- 3. Perspectivisation of the English tense and aspect 291 -- 3.1. Tense as deixis: the present tense hoax 292 -- 3.2. Simple totalities vs. complex partialities: the optimality/egocentricity issue 296 -- 3.3. What the perfects have in common 298 -- 3.4. Tense as a reference point construction: the perspective of mental space architecture 300 -- 3.5. Temporal and aspectual profiles -- the notion of re-profiling 303 -- 4. The CIT perspective on the semantics of English temporal expressions 308 -- PART III: FOCUS ON FORM-MEANING CONNECTIONS IN THE ENGLISH TENSE-ASPECT SYSTEM 313 -- Chapter Five: Organic Approach Deductivised: Towards a research design 315 -- 1. Form-meaning mappings in the tense-aspect system. Research to date 315.

1.1. Contextualising the OAD studies 316 -- 1.2. Form-to-function studies of the acquisition of the temporal system 317 -- 1.2.1. The acquisitional sequence studies 317 -- 1.2.2. Aspect Hypothesis (AH) studies 320 -- 1.2.3. Discourse Hypothesis studies. Bardovi-Harlig's (1998, 2000) aspect-and-narrative approach 323 -- 1.3. The focus-on-form perspective on time-talk acquisition 325 -- 2. Linguistic perspectives on form-focus pedagogy. Construction grammar as an option 330 -- 2.1. Grammar theories to date and their impact on pedagogical grammar 331 -- 2.2. The Lexical Approach - potential shortcomings 337 -- 2.3. Construction Grammar (CxG) - an overview 341 -- 2.4. Construction Grammar as the theoretical backbone of grammar pedagogy 342 -- 3. Organic Approach Deductivised 345 -- 3.1. The advanced language learner. Indentifying the problem 346 -- 3.2. Form-form and form-meaning discrepancy in the advanced language classroom 347 -- 3.2.1. The deductive, linear approach: the main culprit? 348 -- 3.2.2. The organic, input-based approaches: another culprit? 351 -- 3.3. Teaching the semantics of grammar. The treatment 354 -- Chapter Six: Implementing Organic Approach Deductivised: The studies 361 -- 1. Research design 361 -- 1.1. Research questions and hypotheses 362 -- 1.2. Research variables 363 -- 1.3. Research participants 363 -- 1.4. The treatment 366 -- 1.5. Research instruments, data and NS/NNS calculation procedures 368 -- 1.5.1. The test format and the data collection procedures 368 -- 1.5.2. The NS/NNS gap calculation procedure: distance in multidimensional spaces 371 -- 2. Research implementation 373 -- 2.1. Research chronology 373 -- 2.2. Studies 1 and 2 374 -- 2.2.1. Pre-test results 374 -- 2.2.2. Post-test results 379 -- 2.2.3. Delayed post-test results 385 -- 2.3. Study 3 403 -- 3. Organic Approach Deductivised: a discussion 416.

3.1. Analysis of test results 416 -- 3.2. Conclusions 425 -- FOCUS ON THE SEMANTICS OF GRAMMAR: CONCLUSIONS AND IMPLICATIONS 429 -- BIBLIOGRAPHY 439 -- APPENDIX 1 477 -- APPENDIX 2 483 -- APPENDIX 3 499.