Progressives, patterns, pedagogy :: a corpus-driven approach to English progressive forms, functions, contexts, and didactics /
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...
Gespeichert in:
| 1. Verfasser: | |
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| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Amsterdam ; Philadelphia :
J. Benjamins Pub. Co.,
©2005.
|
| Schriftenreihe: | Studies in corpus linguistics ;
v. 18. |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | 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. |
| Beschreibung: | 1 online resource (xi, 327 pages) |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9789027294296 9027294291 9789027222893 9027222894 |
| ISSN: | 1388-0373 ; |
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| 100 | 1 | |a Römer, Ute. |0 http://id.loc.gov/authorities/names/n2005041910 | |
| 245 | 1 | 0 | |a Progressives, patterns, pedagogy : |b a corpus-driven approach to English progressive forms, functions, contexts, and didactics / |c Ute R?omer. |
| 260 | |a Amsterdam ; |a Philadelphia : |b J. Benjamins Pub. Co., |c ©2005. | ||
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| 490 | 1 | |a Studies in corpus linguistics, |x 1388-0373 ; |v v. 18 | |
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a Cover -- 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]. | |
| 505 | 0 | |a 1. Introduction: A need to take stock of progressives -- 2. The theoretical basis of the study: Corpora, contexts, didactics -- 3. Progressives in theoretical studies and grammars of English -- 4. Progressives in spoken British English -- 5. Progressive teaching : Progressives in the German EFL classroom -- 6. Progressives in real spoken English and in "school" English: A -- comparison -- 7. Pedagogical implications: True facts, textbooks, teaching -- 8. Conclusions: Corpus, practice, theory. | |
| 588 | 0 | |a Print version record. | |
| 520 | |a 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. | ||
| 650 | 0 | |a English language |x Tense. |0 http://id.loc.gov/authorities/subjects/sh85043742 | |
| 650 | 0 | |a English language |x Verb phrase. |0 http://id.loc.gov/authorities/subjects/sh85043760 | |
| 650 | 0 | |a English language |x Discourse analysis. |0 http://id.loc.gov/authorities/subjects/sh85043521 | |
| 650 | 0 | |a English language |z Great Britain |x Discourse analysis. | |
| 650 | 0 | |a English language |x Study and teaching |x German speakers. |0 http://id.loc.gov/authorities/subjects/sh2008103176 | |
| 650 | 6 | |a Anglais (Langue) |x Temps. | |
| 650 | 6 | |a Anglais (Langue) |x Syntagme verbal. | |
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| 650 | 6 | |a Anglais (Langue) |z Grande-Bretagne |x Analyse du discours. | |
| 650 | 6 | |a Anglais (Langue) |x Étude et enseignement |x Germanophones. | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Grammar & Punctuation. |2 bisacsh | |
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| 776 | 0 | 8 | |i Print version: |a Römer, Ute. |t Progressives, patterns, pedagogy. |d Amsterdam ; Philadelphia : J. Benjamins Pub. Co., ©2005 |w (DLC) 2005050253 |
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| contents | Cover -- 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]. 1. Introduction: A need to take stock of progressives -- 2. The theoretical basis of the study: Corpora, contexts, didactics -- 3. Progressives in theoretical studies and grammars of English -- 4. Progressives in spoken British English -- 5. Progressive teaching : Progressives in the German EFL classroom -- 6. Progressives in real spoken English and in "school" English: A -- comparison -- 7. Pedagogical implications: True facts, textbooks, teaching -- 8. Conclusions: Corpus, practice, theory. |
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| indexdate | 2024-11-27T13:16:01Z |
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| spelling | Römer, Ute. http://id.loc.gov/authorities/names/n2005041910 Progressives, patterns, pedagogy : a corpus-driven approach to English progressive forms, functions, contexts, and didactics / Ute R?omer. Amsterdam ; Philadelphia : J. Benjamins Pub. Co., ©2005. 1 online resource (xi, 327 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier data file Studies in corpus linguistics, 1388-0373 ; v. 18 Includes bibliographical references and index. Cover -- 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]. 1. Introduction: A need to take stock of progressives -- 2. The theoretical basis of the study: Corpora, contexts, didactics -- 3. Progressives in theoretical studies and grammars of English -- 4. Progressives in spoken British English -- 5. Progressive teaching : Progressives in the German EFL classroom -- 6. Progressives in real spoken English and in "school" English: A -- comparison -- 7. Pedagogical implications: True facts, textbooks, teaching -- 8. Conclusions: Corpus, practice, theory. Print version record. 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. English language Tense. http://id.loc.gov/authorities/subjects/sh85043742 English language Verb phrase. http://id.loc.gov/authorities/subjects/sh85043760 English language Discourse analysis. http://id.loc.gov/authorities/subjects/sh85043521 English language Great Britain Discourse analysis. English language Study and teaching German speakers. http://id.loc.gov/authorities/subjects/sh2008103176 Anglais (Langue) Temps. Anglais (Langue) Syntagme verbal. Anglais (Langue) Analyse du discours. Anglais (Langue) Grande-Bretagne Analyse du discours. Anglais (Langue) Étude et enseignement Germanophones. LANGUAGE ARTS & DISCIPLINES Grammar & Punctuation. bisacsh LANGUAGE ARTS & DISCIPLINES Linguistics Syntax. bisacsh English language Discourse analysis fast English language Study and teaching German speakers fast English language Tense fast English language Verb phrase fast Great Britain fast https://id.oclc.org/worldcat/entity/E39PBJdmp7p3cx8hpmJ8HvmTpP Electronic book. has work: Progressives, patterns, pedagogy (Text) https://id.oclc.org/worldcat/entity/E39PCH6cpDkMfWpWctwy6W8hwP https://id.oclc.org/worldcat/ontology/hasWork Print version: Römer, Ute. Progressives, patterns, pedagogy. Amsterdam ; Philadelphia : J. Benjamins Pub. Co., ©2005 (DLC) 2005050253 Studies in corpus linguistics ; v. 18. 1388-0373 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=229887 Volltext |
| spellingShingle | Römer, Ute Progressives, patterns, pedagogy : a corpus-driven approach to English progressive forms, functions, contexts, and didactics / Studies in corpus linguistics ; Cover -- 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]. 1. Introduction: A need to take stock of progressives -- 2. The theoretical basis of the study: Corpora, contexts, didactics -- 3. Progressives in theoretical studies and grammars of English -- 4. Progressives in spoken British English -- 5. Progressive teaching : Progressives in the German EFL classroom -- 6. Progressives in real spoken English and in "school" English: A -- comparison -- 7. Pedagogical implications: True facts, textbooks, teaching -- 8. Conclusions: Corpus, practice, theory. English language Tense. http://id.loc.gov/authorities/subjects/sh85043742 English language Verb phrase. http://id.loc.gov/authorities/subjects/sh85043760 English language Discourse analysis. http://id.loc.gov/authorities/subjects/sh85043521 English language Great Britain Discourse analysis. English language Study and teaching German speakers. http://id.loc.gov/authorities/subjects/sh2008103176 Anglais (Langue) Temps. Anglais (Langue) Syntagme verbal. Anglais (Langue) Analyse du discours. Anglais (Langue) Grande-Bretagne Analyse du discours. Anglais (Langue) Étude et enseignement Germanophones. LANGUAGE ARTS & DISCIPLINES Grammar & Punctuation. bisacsh LANGUAGE ARTS & DISCIPLINES Linguistics Syntax. bisacsh English language Discourse analysis fast English language Study and teaching German speakers fast English language Tense fast English language Verb phrase fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85043742 http://id.loc.gov/authorities/subjects/sh85043760 http://id.loc.gov/authorities/subjects/sh85043521 http://id.loc.gov/authorities/subjects/sh2008103176 |
| title | Progressives, patterns, pedagogy : a corpus-driven approach to English progressive forms, functions, contexts, and didactics / |
| title_auth | Progressives, patterns, pedagogy : a corpus-driven approach to English progressive forms, functions, contexts, and didactics / |
| title_exact_search | Progressives, patterns, pedagogy : a corpus-driven approach to English progressive forms, functions, contexts, and didactics / |
| title_full | Progressives, patterns, pedagogy : a corpus-driven approach to English progressive forms, functions, contexts, and didactics / Ute R?omer. |
| title_fullStr | Progressives, patterns, pedagogy : a corpus-driven approach to English progressive forms, functions, contexts, and didactics / Ute R?omer. |
| title_full_unstemmed | Progressives, patterns, pedagogy : a corpus-driven approach to English progressive forms, functions, contexts, and didactics / Ute R?omer. |
| title_short | Progressives, patterns, pedagogy : |
| title_sort | progressives patterns pedagogy a corpus driven approach to english progressive forms functions contexts and didactics |
| title_sub | a corpus-driven approach to English progressive forms, functions, contexts, and didactics / |
| topic | English language Tense. http://id.loc.gov/authorities/subjects/sh85043742 English language Verb phrase. http://id.loc.gov/authorities/subjects/sh85043760 English language Discourse analysis. http://id.loc.gov/authorities/subjects/sh85043521 English language Great Britain Discourse analysis. English language Study and teaching German speakers. http://id.loc.gov/authorities/subjects/sh2008103176 Anglais (Langue) Temps. Anglais (Langue) Syntagme verbal. Anglais (Langue) Analyse du discours. Anglais (Langue) Grande-Bretagne Analyse du discours. Anglais (Langue) Étude et enseignement Germanophones. LANGUAGE ARTS & DISCIPLINES Grammar & Punctuation. bisacsh LANGUAGE ARTS & DISCIPLINES Linguistics Syntax. bisacsh English language Discourse analysis fast English language Study and teaching German speakers fast English language Tense fast English language Verb phrase fast |
| topic_facet | English language Tense. English language Verb phrase. English language Discourse analysis. English language Great Britain Discourse analysis. English language Study and teaching German speakers. Anglais (Langue) Temps. Anglais (Langue) Syntagme verbal. Anglais (Langue) Analyse du discours. Anglais (Langue) Grande-Bretagne Analyse du discours. Anglais (Langue) Étude et enseignement Germanophones. LANGUAGE ARTS & DISCIPLINES Grammar & Punctuation. LANGUAGE ARTS & DISCIPLINES Linguistics Syntax. English language Discourse analysis English language Study and teaching German speakers English language Tense English language Verb phrase Great Britain Electronic book. |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=229887 |
| work_keys_str_mv | AT romerute progressivespatternspedagogyacorpusdrivenapproachtoenglishprogressiveformsfunctionscontextsanddidactics |