LEADER 01010nam a2200265 i 4500 001 991003321879707536 005 20020503190334.0 008 960306s1993 it ||| | ita 035 $ab1048839x-39ule_inst 035 $aEXGIL118728$9ExL 040 $aDip.to Filol. Ling. e Lett.$bita 082 0 $a028.0945021 110 2 $aIstat$0374421 245 10$aLettura Mass Media e Linguaggio :$banni 1987-91 /$cSistema Statistico Nazionale, Istituto nazionale di Statistica 260 $a[Roma] :$bIstat,$c1993 300 $a338 p. ;$c28 cm. 490 0 $aIndagine multiscopo sulle famiglie ;$v7 650 4$aIstat$y1987-91 650 4$aLetture$zItalia - dati statistici$y1987-1990 907 $a.b1048839x$b21-02-17$c27-06-02 912 $a991003321879707536 945 $aLE008 FL.M. 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Dale Bess 210 1$aWashington, D.C. :$cNational Aeronautics and Space Administration,$dOctober 1972. 215 $a1 online resource (37 pages) $cillustrations 225 1 $aNASA/TN ;$vD-6951 300 $a"October 1972." 320 $aIncludes bibliographical references (page 18). 606 $aMeteoroids$2nasat 606 $aImpact damage$2nasat 606 $aImpact 606 $aImpact$2fast 606 $aMeteoroids$2fast 607 $aMars (Planet) 607 $aMars (Planet)$2fast 615 7$aMeteoroids. 615 7$aImpact damage. 615 0$aImpact. 615 7$aImpact. 615 7$aMeteoroids. 700 $aHumes$b Donald H.$01413042 702 $aBess$b T. Dale$g(Thomas Dale), 712 02$aUnited States.$bNational Aeronautics and Space Administration, 712 02$aLangley Research Center. 801 0$bOCLCE 801 1$bOCLCE 801 2$bOCLCQ 801 2$bOCLCF 801 2$bOCLCO 801 2$bOCLCQ 801 2$bGPO 906 $aBOOK 912 $a9910716560903321 996 $aMeteoroid impacts on Mars and the secondary particle environment$93508455 997 $aUNINA LEADER 10864nam 2200757Ia 450 001 9910959763003321 005 20251116151927.0 010 $a9786612156588 010 $a9781282156586 010 $a1282156586 010 $a9789027294296 010 $a9027294291 035 $a(CKB)1000000000033123 035 $a(OCoLC)84684036 035 $a(CaPaEBR)ebrary10087045 035 $a(SSID)ssj0000228994 035 $a(PQKBManifestationID)11199453 035 $a(PQKBTitleCode)TC0000228994 035 $a(PQKBWorkID)10155804 035 $a(PQKB)10620278 035 $a(MiAaPQ)EBC623011 035 $a(Au-PeEL)EBL623011 035 $a(CaPaEBR)ebr10087045 035 $a(DE-B1597)720445 035 $a(DE-B1597)9789027294296 035 $a(EXLCZ)991000000000033123 100 $a20050602d2005 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aProgressives, patterns, pedagogy $ea corpus-driven approach to English progressive forms, functions, contexts, and didactics /$fUte R?omer 205 $a1st ed. 210 $aAmsterdam ;$aPhiladelphia $cJ. Benjamins Pub. Co.$dc2005 215 $a1 online resource (342 p.) 225 1 $aStudies in corpus linguistics,$x1388-0373 ;$vv. 18 300 $aBibliographic Level Mode of Issuance: Monograph 311 08$a9789027222893 311 08$a9027222894 320 $aIncludes bibliographical references and index. 327 $aProgressives, 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. 327 $a4.2.4. 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. 327 $a5.3. 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]. 327 $a5.7.11. 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). 330 $aThis 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.! 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