Progressives, patterns, pedagogy : a corpus-driven approach to English progressive forms, functions, contexts, and didactics / Ute Römer.

Format:

Book

Author/Creator:

Römer, Ute.

Series:

Studies in corpus linguistics ; v. 18.

Studies in corpus linguistics, 1388-0373 ; v. 18

Language:

English

Subjects (All):

English language--Tense.

English language.

English language--Verb phrase.

English language--Discourse analysis.

English language--Great Britain--Discourse analysis.

English language--Study and teaching--German speakers.

Physical Description:

1 online resource (342 p.)

Edition:

1st ed.

Place of Publication:

Amsterdam ; Philadelphia : J. Benjamins Pub. Co., c2005.

Language Note:

English

Summary:

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 10,000 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 lexical-grammatical 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 lexical-grammatical relations.! Winner of the "Wissenschaftspreis Hannover 2006" for outstanding research monographs !.

Contents:

Progressives, Patterns, Pedagogy

Editorial page

Title page

LCC data

Dedication

Table of contents

Acknowledgements

Introduction

1.1. Scope and aims of the study

1.2. Method of analysis

1.3. Structure of the book

The theoretical basis of the study

2.1. Corpus-driven linguistics (CDL)

2.1.1. CDL - a new theory emerging from corpus work

2.1.2. Corpus-based vs. corpus-driven approaches

2.2. Contextual approaches to the study of language

2.2.1. John R. Firth

2.2.2. John McH. Sinclair

2.3. Pedagogic and didactic grammar

2.3.1. Definitions

2.3.2. The Mindtian approach - empirical grammars

2.3.3. The present approach

Progressives in theoretical studies and grammars of English

3.1. Problems of definition and terminology

3.2. The diachronic dimension: Progressives on the rise

3.3. The English progressive in two influential theoretical studies

3.3.1. Comrie 1976

3.3.2. Williams 2002

3.4. The progressive in recent linguistic and empirical grammars

3.4.1. Quirk, Greenbaum, Leech, Svartvik 1985

3.4.2. Biber, Johansson, Leech, Conrad, Finegan 1999

3.4.3. Mindt 2000

3.4.4. Huddleston, Pullum 2002

3.5. Previous empirical findings on the use of the progressive

3.5.1. Frequencies

3.5.2. Functions

3.5.3. Contexts

Progressives in spoken British English

4.1. Corpus selection

4.1.1. Why spoken British native-speaker English (BrNSE)?

4.1.2. Availability of spoken British native-speaker English corpora

4.1.3. Corpus size and representativeness

4.1.4. Corpora used in this study

4.2. The empirical method: BNC and BoE data collection, processing, and evaluation

4.2.1. Verbs under analysis

4.2.2. The collection of corpus data: Query strategies

4.2.3. Data filtering.

4.2.4. Data processing and encoding: The construction of an Access database

4.2.5. Data evaluation

4.3. The use of progressives in spoken English (I) - contexts

4.3.1. Distribution of different tense forms

4.3.2. Tense form contractions

4.3.3. Progressives and subjects

4.3.4. Progressives and objects

4.3.5. Progressives and prepositions

4.3.6. Progressives and negation

4.3.7. Progressives and other lexical-grammatical phenomena

4.3.8. Adverbial specification

4.3.9. Summary of the findings [spoken English - contexts]

4.4. The use of progressives in spoken English (II) - functions

4.4.1. Time reference

4.4.2. Two central function features: Continuousness and repeatedness

4.4.3. One central function or several central functions?

4.4.4. Central functions and time reference

4.4.5. Additional functions of the progressive

4.4.6. Additional functions and time reference

4.4.7. Summary of the findings [spoken English - functions]

4.5. Verbs and progressives - How lexical is grammar?

4.5.1. Distribution and restrictions: 100 verbs and 9,468 concordance lines [BNC/BoE]

4.5.2. Verbs and tense form distributions [BNC/BoE]

4.5.3. Verbs and subjects [BNC/BoE]

4.5.4. Verbs and objects [BNC/BoE]

4.5.5. Verbs and prepositions [BNC/BoE]

4.5.6. Verbs and negation [BNC/BoE]

4.5.7. Verbs and other lexical-grammatical phenomena [BNC/BoE]

4.5.8. Verbs and adverbial specification [BNC/BoE]

4.5.9. Verbs and time reference [BNC/BoE]

4.5.10. Verbs and central functions of the progressive [BNC/BoE]

4.5.11. Verbs and additional functions of the progressive [BNC/BoE]

4.5.12. Summary of the findings [spoken English - verbs and progressives]

Progressive teaching (?)

5.1. Learning problem ``progressive''

5.2. Selection of teaching materials.

5.3. The German English as a Foreign Language Textbook Corpus (GEFL TC) - a collection of EFL textbook language

5.3.1. Corpus design and composition

5.3.2. Corpus compilation

5.4. The empirical method: GEFL TC data collection, processing, and evaluation

5.4.1. Verbs under analysis

5.4.2. Data collection: Querying GEFL TC with WordSmith Tools

5.4.3. Data filtering

5.4.4. Data processing and encoding: The addition of GEFL TC concordance lines to the Access database

5.4.5. Data evaluation

5.5. The use of progressives in ``school'' English (I) - contexts

5.5.1. Distribution of different tense forms

5.5.2. Tense form contractions

5.5.3. Progressives and subjects

5.5.4. Progressives and objects

5.5.5. Progressives and prepositions

5.5.6. Progressives and negation

5.5.7. Progressives and other lexical-grammatical phenomena

5.5.8. Adverbial specification

5.5.9. Summary of the findings [GEFL TC - contexts]

5.6. The use of progressives in ``school'' English (II) - functions

5.6.1. Time reference

5.6.2. Two central function features: Continuousness and repeatedness

5.6.3. Central functions

5.6.4. Additional functions of the progressive

5.6.5. Summary of the findings [GEFL TC - functions]

5.7. Verbs and progressives in GEFL TC - How lexical is EFL textbook grammar?

5.7.1. The distribution of progressive verb forms in GEFL TC

5.7.2. Verbs and tense form distributions [GEFL TC]

5.7.3. Verbs and subjects [GEFL TC]

5.7.4. Verbs and objects [GEFL TC]

5.7.5. Verbs and prepositions [GEFL TC]

5.7.6. Verbs and negation [GEFL TC]

5.7.7. Verbs and other lexical-grammatical phenomena [GEFL TC]

5.7.8. Verbs and adverbial specification [GEFL TC]

5.7.9. Verbs and time reference [GEFL TC]

5.7.10. Verbs and central functions of the progressive [GEFL TC].

5.7.11. Verbs and additional functions of the progressive [GEFL TC]

5.7.12. Summary of the findings [GEFL TC - verbs and progressives]

5.8. Progressive progression (?) - When and how are progressives introduced in the textbooks?

5.8.1. The progression in Learning English Green Line New (volumes 1-6)

5.8.2. The progression in English G 2000 A (volumes 1-6)

5.8.3. Summary and discussion

Progressives in real spoken English and in ``school'' English

6.1. Progressives and context phenomena

6.1.1. Distribution of different tense forms

6.1.2. Progressives and subjects

6.1.3. Progressives and objects

6.1.4. Progressives and prepositions

6.1.5. Progressives and negation

6.1.6. Progressives and other lexical-grammatical phenomena

6.1.7. Progressives and adverbial specification

6.2. Progressives and function phenomena

6.2.1. Progressives and time reference

6.2.2. Progressives and central functions

6.2.3. Progressives and additional functions

6.3. Summary of the findings: Progressives in use vs. progressives in the books

Pedagogical implications

7.1. Corpus-driven linguistics and language teaching

7.2. The case for more authenticity in the classroom

7.3. Improving communicative competence: Teach the typical

7.4. Teaching progressives in natural contexts

7.5. Focussing on frequent functions of progressives

7.6. Shifting emphasis to lexis

7.7. Towards a corpus-driven communicative didactic lexical grammar of progressives

Conclusions

8.1. From corpus to practice

8.2. From corpus to theory

Notes

Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Chapter 7

Chapter 8

References

Index

The series Studies in Corpus Linguistics (SCL).

Notes:

Bibliographic Level Mode of Issuance: Monograph

Includes bibliographical references and index.

ISBN:

9786612156588

9781282156586

1282156586

9789027294296

9027294291

OCLC:

84684036