Studies in Second Language Acquisition



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


Nicole  Tracy-Ventura  a1
a1 Northern Arizona University

Article author query
tracy-ventura n   [Google Scholar] 
 

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.

(Received November 8 2006)



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