An Analysis of Stative Verbs Used with the Progressive Aspect in Corpus-Informed Textbooks

Autor/in	Belli, Serap Atasever
Titel	An Analysis of Stative Verbs Used with the Progressive Aspect in Corpus-Informed Textbooks
Quelle	In: English Language Teaching, 11 (2018) 1, S.120-135 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Verbs; Computational Linguistics; Textbooks; Grammar; Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Emotional Response; Content Analysis; Consciousness Raising; Language Usage; Qualitative Research + Suchen Sie Ihr Suchwort? Linguistics; Computerlinguistik; Textbook; Text book; Schulbuch; Lehrbuch; Grammatik; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Emotionales Verhalten; Inhaltsanalyse; Bewusstseinsbildung; Sprachgebrauch; Qualitative Forschung
Abstract	This study was designed to investigate whether contemporary corpus-informed grammar textbooks written for English language learners and teachers presented the progressive use of stative verbs and if yes, which stative verbs were presented to occur with the progressive aspect and for which functions they took this aspect. A corpus of six electronic copies of corpus-informed textbooks was compiled and analyzed via AntConc. 3.2.4 text analysis program to identify types and functions of stative verbs and calculate their occurrences. Overall, textbooks differed in their treatment of the progressive use of stative verbs and inclusion of the variety and numbers of types and functions. One remarkable finding was that the stative verbs taking the progressive aspect in all textbooks were found to be associated with emotions (i.e. "love") whereas those not allowing progressive use were related to cognition (i.e. "know"). Another remarkable finding was that the textbooks which presented the highest numbers of stative verb types provided the most diverse functions whereas the textbooks which included the least numbers of stative verbs provided one or no function. Findings are hoped to raise awareness among textbook writers in making use of both the communicative messages motivated by the progressive use of stative verbs and the frequency and saliency information based on the corpus of present-day English to help learners grasp the changes in the language use. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01