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PROGRESSIVES, PATTERNS, AND PEDAGOGY: A CORPUS-DRIVEN APPROACH TO ENGLISH PROGRESSIVE FORMS, FUNCTIONS, CONTEXTS AND DIDACTICS

Published online by Cambridge University Press:  24 January 2008

Nicole Tracy-Ventura
Nicole Tracy-Ventura
Affiliation:
Northern Arizona University
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PROGRESSIVES, PATTERNS, AND PEDAGOGY: A CORPUS-DRIVEN APPROACH TO ENGLISH PROGRESSIVE FORMS, FUNCTIONS, CONTEXTS AND DIDACTICS.Ute Römer. Amsterdam: Benjamins, 2005. Pp. xi + 328. $156.00 cloth.

The 18th volume in the Studies in Corpus Linguistics series, this work is a welcome contribution to the fields of corpus linguistics and language teaching. The volume, based on Römer's dissertation, thoroughly describes the results of two related, corpus-driven studies that provide a detailed description of the progressive in natural use in addition to its use in so-called school English. The first study is a comparison of two spoken corpora of native-speaker British English (both conversation), whereas the second is an analysis of school English, a corpus of conversational English appearing in two English as a foreign language textbook series used in Germany. The beginning chapters (2 and 3) provide the theoretical rationale, followed by the methods and results (4–6), and the final chapters (7 and 8) conclude the volume with pedagogical implications and general conclusions.

Type
BOOK REVIEWS
Information
Studies in Second Language Acquisition , Volume 30 , Issue 1 , March 2008 , pp. 101 - 103
Copyright
© 2008 Cambridge University Press

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References

REFERENCES

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Sinclair, J.McH. (1991). Corpus, concordance, collocation. Oxford: Oxford University Press.