Acknowledgements -- List of Contributors -- Introduction -- Section 1: Cognitive approaches to the English tense system -- Cognitive linguistics, language pedagogy, and the English present tense -- Pretend play: trial ground for the simple present -- The relation between experience, conceptual structure and meaning: non-temporal uses of tense and language teaching -- Section 2: Facets of prototypes in grammatical constructions -- Grammatical constructions and their discourse origins: prototype or family resemblance? -- Transitivity parameter and prominence typology: a cross-linguistic study -- Section 3: Neurocognitive and cognitive issues of language acquisition in general -- Learning syntax - a neurocognitive approach -- Conceptual primes in early language development -- No preposition required. The role of prepositions for the understanding of spatial relations in language acquisition -- The 'Graded Salience Hypothesis' in second language acquisition -- Subject Index.