More particularly, we would like to thank Professor Loretta Grey of Central Washington University, who piloted an early version of this second edition with her own students and gave us invaluable feedback. Also to be singled out for their assistance are colleagues Ray Clark, Kathleen Graves, Elizabeth Tanncnbaum, and Elizabeth O'Oowd, and graduate students Gaby Solomon, Namhee Han, and especially Angela Burnett and Jo Hilder. | VIII CONTENTS 22 Phrasal Verbs 425 23 Nonreferential It and Thebe as Subject s 443 24 Coordinating Conjunction 461 25 Adverbials 491 26 Logical Connectors 519 27 Conditional Sentences 545 28 Introduction to Reiative Ciauses 571 29 More on Relative Clauses 591 30 Focus AND Emphasis 611 31 Complementation 629 32 Other Aspects of Complementation and Embedded Ciauses 663 33 Reported Speech and Writing 687 34 Degree Comparatives and Equattves 717 35 Degree Complements and Superiatives 739 36 Conclusion 757 Appendix Answers to Exercises 761 Indexes Index of Names 830 Index of Languages and Language Groups 834 Index of Words and Phrases 835 Index of Topics 844 Chapter Introduction Two Approaches to Teaching Language Over the years language teachers have alternated between favoring teaching approaches that focus primarily on language use and those that focus on language forms or analysis. The alternation has been due to a fundamental disagreement concerning whether one learns to communicate in a second language by communicating in that language such as in an immersion experience or whether one learns to communicate in a second language by learning the lexicogrammar the words and grammatical structures of the target language. In other words the argument has been about two different means of achieving the same end. As with any enduring controversy the matter is not easily resolved. For one thing there is evidence to support both points of view. It is not uncommon to find learners who for whatever reason find themselves in a new country or a new region of their own country who need to learn a new language and who do so without the benefit of formal instruction. If they are postpubescent they may well retain an accent of some kind but they can pick up enough language to satisfy their communicative needs. In fact some are natural acquirers who become highly proficient in this manner. In contrast there are learners whose entire exposure to the new language comes in the form of .
