Progressives, Patterns, Pedagogy: A corpus-driven approach to English progressive
forms, functions, contexts and didactics
Ute Römer
University of Hanover
Benjamins 2005. xiv + 324 pp. + index
HB: USD 156
This book presents a large-scale corpus-driven study of
progressives in ‘real’ English and ‘school’ English, combining
an analysis of general linguistic interest with a pedagogically
motivated one. A systematic comparative analysis of
more than 0,000 progressive forms taken from the largest
existing corpora of spoken British English and from a
small corpus of EFL textbook texts highlights numerous
differences between actual language use and textbook language
concerning the distribution of progressives, their
preferred contexts, favoured functions, and typical lexicalgrammatical
patterns. On the basis of these differences,
a number of pedagogical implications are derived, the
integration of which then leads to a first draft of an innovative
concept of teaching progressives - a concept which
responds to three key criteria in pedagogical description:
typicality, authenticity, and communicative utility. The
analysis also demonstrates that many existing accounts of
the progressive are inappropriate in several respects and
that not enough attention is being paid to lexicalgrammatical
relations.
forms, functions, contexts and didactics
Ute Römer
University of Hanover
Benjamins 2005. xiv + 324 pp. + index
HB: USD 156
This book presents a large-scale corpus-driven study of
progressives in ‘real’ English and ‘school’ English, combining
an analysis of general linguistic interest with a pedagogically
motivated one. A systematic comparative analysis of
more than 0,000 progressive forms taken from the largest
existing corpora of spoken British English and from a
small corpus of EFL textbook texts highlights numerous
differences between actual language use and textbook language
concerning the distribution of progressives, their
preferred contexts, favoured functions, and typical lexicalgrammatical
patterns. On the basis of these differences,
a number of pedagogical implications are derived, the
integration of which then leads to a first draft of an innovative
concept of teaching progressives - a concept which
responds to three key criteria in pedagogical description:
typicality, authenticity, and communicative utility. The
analysis also demonstrates that many existing accounts of
the progressive are inappropriate in several respects and
that not enough attention is being paid to lexicalgrammatical
relations.
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