By Ute Römer
This ebook provides a large-scale corpus-driven examine of progressives in 'real' English and 'school' English, combining an research of normal linguistic curiosity with a pedagogically influenced one. a scientific comparative research of greater than 10,000 innovative kinds taken from the most important current corpora of spoken British English and from a small corpus of EFL textbook texts highlights a number of variations among genuine language use and textbook language in regards to the distribution of progressives, their most well-liked contexts, favoured services, and common lexical-grammatical styles. at the foundation of those ameliorations, a couple of pedagogical implications are derived, the combination of which then results in a primary draft of an cutting edge thought of training progressives - an idea which responds to 3 key standards in pedagogical description: typicality, authenticity, and communicative software. The research additionally demonstrates that many present money owed of the revolutionary are beside the point in numerous respects and that now not sufficient awareness is being paid to lexical-grammatical relations.! Winner of the "Wissenschaftspreis Hannover 2006" for notable learn monographs !
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Extra resources for Progressives, Patterns, Pedagogy: A corpus-driven approach to English progressive forms, functions, contexts and didactics (Studies in Corpus Linguistics)
199, emphasis in original) Progressive forms of event verbs such as blow in “[t]he referee is blowing his whistle” according to CGEL convey “the idea that an event has duration and has not yet come to an end” (199). The example “[t]he professor is typing his own letters while his secretary is ill” is used to illustrate the fact that the progressive can also impart habituality, but only if the habit referred to is temporary. g. always, constantly, continually). The CGEL approach to progressive aspect is characterised by a high degree of sensitivity to progressives and verb semantics.
According to Hüllen such a grammar has to be problem-oriented, semantically based, and relevant for language use (cf. 1973: 5, 14). A didactic grammar is supposed to make foreign language teaching more effective and should facilitate the language learning process (cf. Hüllen 1976: 52). Unfortunately, there are no clear agreed-upon definitions of the concepts PG and DG. One scholar’s didactic grammar may be another researcher’s pedagogic grammar. While Dirven (1990: 1) treats “pedagogic grammar” as a general “cover term for any learner-oriented description or presentation of foreign language rule complexes” and includes various types of grammar in his definition, Mindt uses his DG as a general basis on which he can then develop specific pedagogic grammars for use in different learning contexts, at different school levels, and by different groups of pupils (cf.
A glance at the bibliography of any work on aspect in English (including the present volume) will suffice to support this observation. g. are looking. This clearly hints at a confusing situation (particularly for students and novice linguists) which can be regarded as a terminological Babel. Progressives, Patterns, Pedagogy Comrie, back in 1976, made a similar observation when he stated that “in discussions of aspect, as opposed to many other areas of linguistics, there is no generally accepted terminology” (1976: 11; cf.