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[null,"1.","Record Nr.",null,"UNINA9910716560903321"]
[null,null,"Autore",null,"Humes Donald H."]
[null,null,"Titolo",null,"Meteoroid impacts on Mars and the secondary particle environment / / by Donald H. Humes and T. Dale Bess"]
[null,null,"Pubbl/distr/stampa",null,"Washington, D.C. : , : National Aeronautics and Space Administration, , October 1972"]
[null,null,"Descrizione fisica",null,"1 online resource (37 pages) : illustrations"]
[null,null,"Collana",null,"NASA/TN ; ; D-6951"]
[null,null,"Soggetti",null,"Meteoroids"]
[{"$nulls":4},"Impact damage"]
[{"$nulls":4},"Impact"]
[{"$nulls":4},"Mars (Planet)"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","\"October 1972.\""]
[null,null,null,"Nota di bibliografia","Includes bibliographical references (page 18)."]
[null,"2.","Record Nr.",null,"UNINA9910959763003321"]
[null,null,"Autore",null,"Römer Ute"]
[null,null,"Titolo",null,"Progressives, patterns, pedagogy : a corpus-driven approach to English progressive forms, functions, contexts, and didactics / / Ute R?omer"]
[null,null,"Pubbl/distr/stampa",null,"Amsterdam ; ; Philadelphia, : J. Benjamins Pub. Co., c2005"]
[null,null,"ISBN",null,"9786612156588"]
[{"$nulls":4},"9781282156586"]
[{"$nulls":4},"1282156586"]
[{"$nulls":4},"9789027294296"]
[{"$nulls":4},"9027294291"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"1 online resource (342 p.)"]
[null,null,"Collana",null,"Studies in corpus linguistics, , 1388-0373 ; ; v. 18"]
[null,null,"Disciplina",null,"425/.62"]
[null,null,"Soggetti",null,"English language - Tense"]
[{"$nulls":4},"English language - Verb phrase"]
[{"$nulls":4},"English language - Discourse analysis"]
[{"$nulls":4},"English language - Great Britain - Discourse analysis"]
[{"$nulls":4},"English language - Study and teaching - German speakers"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Bibliographic Level Mode of Issuance: Monograph"]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"Progressives, Patterns, Pedagogy -- Editorial page -- Title page -- LCC data -- Dedication -- Table of contents -- Acknowledgements -- Introduction -- 1.1. Scope and aims of the study -- 1.2. Method of analysis -- 1.3. Structure of the book -- The theoretical basis of the study -- 2.1. Corpus-driven linguistics (CDL) -- 2.1.1. CDL - a new theory emerging from corpus work -- 2.1.2. Corpus-based vs. corpus-driven approaches -- 2.2. Contextual approaches to the study of language -- 2.2.1. John R. Firth -- 2.2.2. John McH. Sinclair -- 2.3. Pedagogic and didactic grammar -- 2.3.1. Definitions -- 2.3.2. The Mindtian approach - empirical grammars -- 2.3.3. The present approach -- Progressives in theoretical studies and grammars of English -- 3.1. Problems of definition and terminology -- 3.2. The diachronic dimension: Progressives on the rise -- 3.3. The English progressive in two influential theoretical studies -- 3.3.1. Comrie 1976 -- 3.3.2. Williams 2002 -- 3.4. The progressive in recent linguistic and empirical grammars -- 3.4.1. Quirk, Greenbaum, Leech, Svartvik 1985 -- 3.4.2. Biber, Johansson, Leech, Conrad, Finegan 1999 -- 3.4.3. "]
[{"$nulls":4},"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."]
[{"$nulls":4},"4.2.4. Data processing and encoding: The construction of an Access database -- 4.2.5. Data evaluation -- 4.3. The use of progressives in spoken English (I) - contexts -- 4.3.1. Distribution of different tense forms -- 4.3.2. Tense form contractions -- 4.3.3. Progressives and subjects -- 4.3.4. Progressives and objects -- 4.3.5. Progressives and prepositions -- 4.3.6. Progressives and negation -- 4.3.7. Progressives and other lexical-grammatical phenomena -- 4.3.8. Adverbial specification -- 4.3.9. Summary of the findings [spoken English - contexts] -- 4.4. The use of progressives in spoken English (II) - functions -- 4.4.1. Time reference -- 4.4.2. Two central function features: Continuousness and repeatedness -- 4.4.3. One central function or several central functions? -- 4.4.4. Central functions and time reference -- 4.4.5. Additional functions of the progressive -- 4.4.6. Additional functions and time reference -- 4.4.7. Summary of the findings [spoken English - functions] -- 4.5. Verbs and progressives - How lexical is grammar? -- 4.5.1. Distribution and restrictions: 100 verbs and 9,468 concordance lines [BNC/BoE] -- 4.5.2. Verbs and tense form distributions [BNC/BoE] -- 4.5.3. Verbs and subjects [BNC/BoE] -- 4.5.4. Verbs and objects [BNC/BoE] -- 4.5.5. Verbs and prepositions [BNC/BoE] -- 4.5.6. Verbs and negation [BNC/BoE] -- 4.5.7. Verbs and other lexical-grammatical phenomena [BNC/BoE] -- 4.5.8. Verbs and adverbial specification [BNC/BoE] -- 4.5.9. Verbs and time reference [BNC/BoE] -- 4.5.10. Verbs and central functions of the progressive [BNC/BoE] -- 4.5.11. Verbs and additional functions of the progressive [BNC/BoE] -- 4.5.12. Summary of the findings [spoken English - verbs and progressives] -- Progressive teaching (?) -- 5.1. Learning problem ``progressive'' -- 5.2. Selection of teaching materials."]
[{"$nulls":4},"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 "]
[{"$nulls":4},"progressive verb forms in GEFL TC -- 5.7.2. Verbs and tense form distributions [GEFL TC] -- 5.7.3. Verbs and subjects [GEFL TC] -- 5.7.4. Verbs and objects [GEFL TC] -- 5.7.5. Verbs and prepositions [GEFL TC] -- 5.7.6. Verbs and negation [GEFL TC] -- 5.7.7. Verbs and other lexical-grammatical phenomena [GEFL TC] -- 5.7.8. Verbs and adverbial specification [GEFL TC] -- 5.7.9. Verbs and time reference [GEFL TC] -- 5.7.10. Verbs and central functions of the progressive [GEFL TC]."]
[{"$nulls":4},"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)."]
[null,null,null,"Sommario/riassunto","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 !."]