The objective of this chapter is to explore the relevance of cognitive linguistics for teaching [noun] + [noun] constructions to French learners of English for Specific Purposes (ESP), and more specifically, for process engineering. After a review of research on Compound Nouns (CNs) and explicit versus implicit learning, three basic tenets of cognitive linguistics are highlighted: the encyclopedic meaning of words (i.e. drawing on specialised knowledge in order to understand [noun] + [noun] compounds), the continuum between grammar and lexicon (learning CNs as terms, rather than as a grammar rule), and the symbolic nature of language (explaining CNs graphically). This chapter then reports on a case study of the use of [noun] + [noun] constructions by French learners of English for process engineering. Learners received explicit instruction on compound noun formation in two conditions: the experimental group (eight students) were taught via a cognitive-semantic approach, while the control group (eight students) received training in grammar (morphosyntactic approach). Data include CNs produced by the learners in summaries based on note-taking from specialised videos and in slideshows for internship presentations. Analysis and discussion claim an advantage for the experimental group in terms of implicit learning of specialised CNs, stylistic accuracy, and relevance of the graphical representation of CNs. [For the complete book, "New Developments in ESP Teaching and Learning Research," see ED578581.]