Alonso, A. R., Cadierno, T., & Jarvis, S. (2016) Crosslinguistic influence in the acquisition of spatial prepositions in English as a foreign language. In A. R. Alonso (Ed.) Crosslinguistic influence in second language acquisition (pp. 93-120). Clevedon: Multilingual Matters.
Arnett, C., & Jernigan, H. (2014). A cognitive grammar account of case for L2 students of German. German as a Foreign Language, 1, 6893.
Baddeley, A. (2000). The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, 4(11), 417-423. Cambridge: Cambridge University Press.
Celce-Murcia, M. and Larsen-Freeman, D. (1999). The grammar book: An ESL/EFL teacher’s course. New York: Heinle & Heinle.
Chomsky, N. (1995). The minimalist program. Cambridge: MIT Press.
Croft, W., & Cruse, D. A. (2004). Cognitive linguistics. Cambridge: Cambridge University Press.
DeKeyser, R., & Sokalski, K. J. (2001). The differential role of comprehension and production practice. Language Learning, 51, 81-112.
Ellis, N. C. (2005). At the interface: Dynamic interactions of explicit and implicit language knowledge. Studies in Second Language Acquisition, 27, 305-352.
Evans, V. (2003). The structure of time: Language meaning and temporal cognition. Amsterdam/Philadelphia: John Benjamins Publishing Company.
Frisson, S., Sandra, D., Brisard, F., & Cuyckens, H. (1996). From one meaning to the next: The effects of polysemous relationships in lexical learning. In M. Pütz & R. Dirven (Eds.), The construal of space in language and thought (pp. 613-647). Berlin: Mouton de Gruyter.
Godfroid, A. (2016). The effects of implicit instruction on implicit and explicit knowledge development. Studies in Second Language Acquisition, 38(2), 177-215.
Goldschneider, J. M., & DeKeyser, R. (2001). Explaining the ―natural order of L2 morpheme acquisition‖ in English: A meta-analysis of multiple determinants. Language Learning, 51, 150.
Goldstone, R. L. (2003). Learning to perceive while perceiving to learn. In R. Kimchi, M. Behrmann, & C. Olson (Eds.), Perceptual organization in vision: Behavioral and neural perspectives (pp. 233-278). Mahwah: Erlbaum. Hampton, J. A. 2005. Rules and similarity — a false dichotomy. Behavioral and Brain Sciences, 28(1), 26.
Ijaz, I. H. (1986). Linguistic and cognitive determinants of lexical acquisition in a second language. Language Learning, 36, 401–451.
Jacobsen, N. D. (2016). The best of both worlds: Combining cognitive linguistics and pedagogic tasks to teach English conditionals. Applied Linguistics, Advance Access, 1–27. doi: 10.1093/applin/amw030
Jarvis, S., & Pavlenko, A. (2008). Crosslinguistic influence in language and cognition. New York, NY: Routledge.
Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago, IL: University of Chicago Press.
Langacker, R. W. (2008). Cognitive grammar and language instruction. In P. Robinson & N. Ellis (eds.) Handbook of cognitive linguistics and second language acquisition (pp. 66–88). New York: Routledge.
Li, S. (2015). The associations between language aptitude and second language grammar acquisition: A meta-analytic review of five decades of research. Applied Linguistics, 36, 385408.
Littlemore, J. (2009). Applying cognitive linguistics to second language learning and teaching. Basingstoke/New York: Palgrave Macmillan
Mackey, A., & Gass, S. (2005). Second language research: Methodology and design. Mahwah: Lawrence Erlbaum Associates.
Matula, S. (2007). Incorporating a cognitive linguistic presentation of the prepositions on, in, and at in ESL instruction: A quasi-experimental study (Unpublished PhD dissertation). Georgetown University, Washington D.C.
Murakami, A., & Alexopoulou, T. (2016). L1 influence on the acquisition order of English grammatical morphemes. Studies in Second Language Acquisition, 38(3), 365-401. doi: 10.1017/S0272263115000352.
Murphy, R. (2012). English grammar in use (4th ed.). Cambridge: Cambridge University Press
Özgen, E. & Davies, I. R. L. (2002). Acquisition of categorical color perception: A perceptual learning approach to the linguistic relativity hypothesis. Journal of Experimental Psychology: General, 131, 477–493.
Radden, G., & Dirven, R. (2007). Cognitive English grammar. Amsterdam: John Benjamins Publishing Company.
Robinson, P., & N. Ellis (eds.). (2008). Handbook of cognitive linguistics and second language acquisition. New York, NY: Routledge.
Slobin, D. (1996). From ―thought and language‖ to ―thinking for speaking‖. In S. Gumperz & S. Levinson (eds.) Rethinking linguistic relativity (pp. 70–96). New York: Cambridge University Press.
Sneddon, J. N. (2010). Indonesian: A comprehensive grammar. London: Routledge.
Taylor, J. R. (2002). Cognitive grammar. Oxford: Oxford University Press.
Taylor, J. R. (2008). Some pedagogical implications of cognitive linguistics. In S. De Knop & T. D. Rycker (eds.) Cognitive approaches to pedagogical grammar: A volume in honour of Rene Dirven (pp. 37-65). Berlin:Mouton de Gruyter.
Tyler, A. (2012). Cognitive linguistics and second language learning: Theoretical basics and experimental evidence. New York: Routledge.
Tyler, A., & Evans, V. (2001). Reconsidering prepositional polysemy networks: The case of over. Language, 77, 724-765.
Tyler, A., & Evans, V. (2003). The semantics of English prepositions: Spatial scenes, embodied meaning and cognition. Cambridge: Cambridge University Press.
Tyler, A., Mueller, C., & Ho, V. (2010). Applying cognitive linguistics to learning the semantics of English to, for, and at: An experimental investigation. Vigo International Journal of Applied Linguistics, 8, 181–206.
Van Patten, B., & Cadierno, T. (1993). Explicit instruction and input processing. Studies in Second Language Acquisition, 15, 225-43.
Wierzbicka, A. (1993). Why do we say in April, on Thursday and at 10 o’clock? In search of an explanation. Studies in Language, 17, 437-454.
)