English and Italian: Contrasting prepositional categories

Taylor, John R.

doi:10.1075/cilt.50.12tay

In:Topics in Cognitive Linguistics
Edited by Brygida Rudzka-Ostyn
[Current Issues in Linguistic Theory 50] 1988
► pp. 299–326

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Contrasting prepositional categories

English and Italian

John R. Taylor

Published online: 1 January 1988

https://doi.org/10.1075/cilt.50.12tay

Cited by (19)

Cited by 19 other publications

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Kalyuga, Marika & Sofya Yunusova

2025. Contrasting the semantics of prepositions through a cognitive linguistic approach. Review of Cognitive Linguistics 23:2 ► pp. 440 ff.

Ursini, Francesco-Alessio & Yue Sara Zhang

2025. Syntactic Cartography meets semantic maps: charting the polysemy of Italian simple prepositions. The Linguistic Review

Twardzisz, Piotr

2023. The polysemic meaning chain of the genitive case in Polish. Zeitschrift für Slawistik 68:4 ► pp. 589 ff.

Wong, Man Ho Ivy

2023. Fostering Conceptual Understanding Through Computer‐Based Animated Schematic Diagrams and Cue Contrast. TESOL Quarterly 57:4 ► pp. 1309 ff.

Bergh, Luna

2021. To Bewithor Not: Emotional Causality and Afrikaans PrepositionalmetandvanConstructions. Language Matters 52:2 ► pp. 29 ff.

Ursini, Francesco & Haiping Long

2018. Spatial categories in Aquilan. Dialectologia et Geolinguistica 26:1 ► pp. 3 ff.

Wong, Man Ho Ivy, Helen Zhao & Brian MacWhinney

2018. A Cognitive Linguistics Application for Second Language Pedagogy: The English Preposition Tutor. Language Learning 68:2 ► pp. 438 ff.

HIRASAWA, SHINYA

2017. WHY IS THE <i>WDYDWYD </i>CONSTRUCTION USED IN THE WAY IT IS USED?. ENGLISH LINGUISTICS 33:2 ► pp. 499 ff.

Yamagata, Satoshi & Haruyo Yoshida

2015. Image-based Basic Verb Learning through Learner-centred and Teacher-centred Approaches —A Case Study on Japanese EFL Junior High School Students. Theory and Practice in Language Studies 5:4 ► pp. 679 ff.

Casad, Eugene H.

2014. Obliques: Some that are, and some that aren’t. In Non-Nuclear Cases, ► pp. 21 ff.

COL, GILLES & THIERRY POIBEAU

2014. An instruction-based analysis ofover. Language and Cognition 6:3 ► pp. 370 ff.

Glynn, Dylan

2014. Polysemy and synonymy. In Corpus Methods for Semantics [Human Cognitive Processing, 43], ► pp. 7 ff.

WHITE, BENJAMIN J.

2012. A Conceptual Approach to the Instruction of Phrasal Verbs. The Modern Language Journal 96:3 ► pp. 419 ff.

Lam, Yvonne

2009. Applying cognitive linguistics to teaching the Spanish prepositionsporandpara. Language Awareness 18:1 ► pp. 2 ff.

Morimoto, Shun & Shawn Loewen

2007. A comparison of the effects of image-schema-based instruction and translation-based instruction on the acquisition of L2 polysemous words. Language Teaching Research 11:3 ► pp. 347 ff.

Condon, Nora & Peter Kelly

2002. Does Cognitive Linguistics have anything to offer English language learners in their efforts to master phrasal verbs?. ITL - International Journal of Applied Linguistics 137-138 ► pp. 205 ff.

Cliff Goddard

2002. On and on: Verbal explications for a polysemic network. cogl 13:3 ► pp. 277 ff.

Ilola, Eeva

1995. Spatial prepositions in Russian and their Finnish equivalents. Russian Linguistics 19:2 ► pp. 187 ff.

Swanepoel, P. H.

1992. Linguistic motivation and its lexicographical application. South African Journal of Linguistics 10:2 ► pp. 49 ff.

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