Using cognitive and usage-based linguistic principles in an approach to teach German

Cognitive and usage-based linguistics have been in focus for some decades and language acquisition and teaching scholars are starting to apply those principles to their domain. This thesis summarizes the most important events in the history of usage-based and cognitive approaches in general linguistics, second language acquisition and second language teaching up until nowadays’ state of the art. It includes sample textbook pages focusing on teaching the German accusative case to American first-year college students and a three-step guide to teaching languages according to up-to-date usage-based and cognitive principles.