Cambridge Grammar of English Hardback with cd-rom a comprehensive Guide

EXCLAMATIVE EXPRESSIONS

538

AmE uses some exclamative and intensifying expressions which are not common

in BrE. These include geez, goddam, oh my gosh:

But I went in there one day and I had cream-of-chicken soup. It was the best

tasting 

goddamn stuff I’d ever eaten in my life. 

(AmE)

[talking about hot weather; 80 degrees Fahrenheit = approximately 27 degrees

Celsius]

A: It’s been eighty degrees here.

B: Oh my gosh! 

(AmE)

Û

539 Glossary for any unfamiliar terms

Appendix: North American English grammar | 889

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| 931

Bibliography

540

CANCODE PUBLICATIONS (1994–2006) 

Publications by the authors and their co-researchers based round the five-million-

word CANCODE spoken corpus. These publications have fed into the

construction of the present grammar. (CANCODE = Cambridge and Nottingham

Corpus of Discourse in English.) The following items have all been or are about to

be published as part of the CANCODE project.

Adolphs, S. and Carter, R.A. (2003) ‘Corpus stylistics: point of view and semantic

prosodies in To the Lighthouse’, Poetica 58: 7–20

Carter, R.A. (1997) Investigating English Discourse: Language, literacy and

literature

, London: Routledge

Carter, R.A. (1997) ‘Grammar, the spoken language and ELT’, in Hill, D.A. (ed)

Milan 95: English Language Teaching

, Rome: The British Council: 26–32

Carter, R.A. (1997) ‘Speaking Englishes, speaking cultures, using CANCODE’,

Prospect

12 (2): 4–11

Carter, R.A. (1998) ‘Orders of reality: CANCODE, communication and culture’,

ELT Journal

52 (1): 43–56

Carter, R.A. (1999) ‘Common language: corpus, creativity and cognition’,

Language and Literature

8 (3): 1–21

Carter, R.A. (1999) ‘Standard grammars, standard Englishes: some educational

implications’, in Bex, A.R. and Watts, R. (eds) Standard English: The

Continuing Debate

, London: Routledge

Carter, R.A. (2002) ‘Spoken English, grammar and the classroom’ in Hughes, R.

(ed) At Full Stretch: Spoken English and the National Curriculum, London:

Qualifications and Curriculum Authority. Published at http://www.qca.org.uk

Carter, R.A. (2002) ‘Recognising creativity’, IH Journal of Language and

Development

, 13: 9–14

Carter, R.A. (2004) ‘Spoken Grammar’, in Coffin, C., Hewings, A. and

O’Halloran, K. (eds) Applying English Grammar: Functional and Corpus

Approaches

(London: Edward Arnold), 35–49

Carter, R.A. (2004) Language and Creativity: The Art of Common Talk London:

Routledge

Carter, R.A. and Adolphs, S. (2003) ‘Creativity and a corpus of spoken English’, in

Goodman, S., Lillis, T., Maybin, J. and Mercer, N. (eds) Language, Literacy and

Education: A Reader

, Stoke-on-Trent: Trentham Books: 247–262

---

Carter, R.A. and Adolphs, S. (2003) ‘And she’s like ‘it’s terrible like’: spoken

discourse, grammar and corpus analysis’, International Journal of English

Studies

2003, 3 (1): 45–57

Carter, R.A. and Schmitt, N. (2004) ‘Formulaic sequences in action: An

introduction’ in Schmitt, N. (ed.) Formulaic Sequences, Amsterdam: John

Benjamins: 1–22

Carter, R.A. and McCarthy, M.J. (1995) ‘Grammar and the spoken language’,

Applied Linguistics 

16 (2): 141–158

Carter, R.A. and McCarthy, M.J. (1995) ‘Discourse and creativity: bridging the gap

between language and literature’, in Cook, G. and Seidlhofer, B. (eds) Principle

and Practice in Applied Linguistics

, Oxford: Oxford University Press: 303–321

Carter, R.A. and McCarthy, M.J. (1997) Exploring Spoken English, Cambridge:

Cambridge University Press

Carter, R.A. and McCarthy, M.J. (1997) ‘Written and spoken vocabulary’, in

Schmitt, N. and McCarthy, M.J. (eds) Vocabulary: Description, Acquisition,

Pedagogy

, Cambridge: Cambridge University Press, 20–39

Carter, R.A. and McCarthy, M.J. (1999) ‘The English get-passive in spoken

discourse: description and implications for an interpersonal grammar’, English

Language and Linguistics

, 3 (1): 41–58

Carter, R.A. and McCarthy, M.J. (2001) ‘Size isn’t everything: spoken English, corpus

and the classroom’, in Research Issues, TESOL Quarterly (July, 2001): 337–340

Carter, R.A. and McCarthy, M.J. (2001) ‘Designing the discourse syllabus’, in Hall,

D. and Hewings, A. (eds) Innovation in English Language Teaching, London:

Routledge: 55–63

Carter, R.A. and McCarthy, M.J. (2004) ‘Talking, creating: interactional language,

creativity and context’, Applied Linguistics, 25 (1): 62–88

Carter, R.A. and McCarthy, M.J. (2004) ‘If you ever hear a native speaker, please

let us know!’ in A. Pulverness (ed) IATEFL 2003 Brighton Conference

Selections

, Kent: IATEFL: 116–23

Carter, R.A. and McCarthy, M.J. (2006) Cambridge Grammar of English: A

comprehensive guide to spoken and written grammar and usage

. Cambridge:

Cambridge University Press

Carter, R.A., Hughes, R. and McCarthy, M.J. (1998) ‘Telling tails: grammar, the

spoken language and materials development’, in Tomlinson, B. (ed) Materials

Development in L2 Teaching

, Cambridge: Cambridge University Press: 45–68

Carter, R.A., Hughes, R. and McCarthy, M.J. (2000) Exploring Grammar in

Context

, Cambridge: Cambridge University Press

Carter, R.A. and White, J. (2004) (eds) Introducing The Grammar of Talk,

London: Qualifications and Curriculum Authority

Fung, L. and Carter, R.A. (2005) Discourse Markers and Spoken English: Native

and Non-native Use in Pedagogic Settings.

m/s School of English Studies,

University of Nottingham

932 | Bibliography

Cambridge Grammar of English

---

Hughes, R., Carter, R.A. and McCarthy, M.J. (1995) ‘Discourse context as a

predictor of grammatical choice’, in Graddol, D. and Thomas, S. (eds)

Language in a Changing Europe

, Clevedon: BAAL/Multilingual Matters:

47–54

Hughes, R. and McCarthy, M.J. (1998) ‘From sentence to grammar: discourse

grammar and English language teaching’, TESOL Quarterly, 32 (2): 263–87

McCarthy, M.J. (1994) ‘What should we teach about the spoken language?’,

Australian Review of Applied Linguistics

, 2: 104–20

McCarthy, M.J. (1994) ‘Vocabulary and the spoken language’, in Longo H.P. (ed)

Atti del seminario internazionale di studi sul lessico

, Bologna: Clueb: 119–30

McCarthy, M.J. (1995) ‘Conversation and literature: tense and aspect’, in Payne, J.

(ed.) Linguistic Approaches to Literature, Birmingham/University of

Birmingham: English Language Research: 58–73

McCarthy, M.J. (1998) Spoken Language and Applied Linguistics, Cambridge:

Cambridge University Press

McCarthy, M.J. (1998) ‘Taming the spoken language: genre theory and pedagogy’,

The Language Teacher

, 22 (9) 21–23

McCarthy, M.J. (1998) ‘Talking their heads off: the everyday conversation of

everyday people’, SELL 0:107–128

McCarthy, M.J. (1999) ‘What constitutes a basic vocabulary for spoken

communication?’ SELL 1: 233–249

McCarthy, M.J. (1999) ‘What is a basic spoken vocabulary?’, FELT Newsletter,

1999, 1 (4): 7–9

McCarthy, M.J. (1999) ‘Turning numbers into thoughts: making sense of language

corpora technology and observing language’, The Language Teacher 23 (6):

25–7

McCarthy, M.J. (2000) ‘Captive audiences: the discourse of close contact service

encounters’, in Coupland, J. (ed) Small Talk, London: Pearson: 84–109

McCarthy, M.J. (2001) ‘Discourse’ in Carter, R.A and Nunan, D. (eds) Teaching

English to Speakers of Other Languages

, Cambridge: Cambridge University

Press: 48–55

McCarthy, M.J. (2001) Issues in Applied Linguistics, Cambridge: Cambridge

University Press

McCarthy, M.J. (2002) ‘What is an advanced vocabulary?’ SELL 3: 149–163.

Reprinted in Tan, M. (ed.) Corpus Studies in Language Education, Bangkok:

IELE Press: 15–29

McCarthy, M.J. (2002) ‘Good listenership made plain: British and American non-

minimal response tokens in everyday conversation’, in Biber, D., Fitzpatrick S.

and Reppen, R. (eds) Using Corpora to Explore Linguistic Variation,

Amsterdam: John Benjamins: 49–71

Cambridge Grammar of English

Bibliography | 933

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McCarthy, M.J. (2003) ‘Talking back: ‘small’ interactional response tokens in

everyday conversation’ in Coupland, J. (ed.) Special issue of Research on

Language and Social Interaction

on ‘Small Talk’, 36 (1): 33-63

McCarthy, M.J. (2004) ‘Lessons from the analysis of chunks’, The Language

Teacher

28 (7): 9–12

McCarthy, M.J. (2005) ‘Fluency and confluence: what fluent speakers do’, The

Language Teacher

29 (6): 26–28

McCarthy, M.J. and Carter, R.A. (1994) Language as Discourse: Perspectives for

language teaching

, Harlow: Longman

McCarthy, M.J. and Carter, R.A. (1995) ‘Spoken grammar: what is it and how do

we teach it?’, ELT Journal 49 (3): 207–218

McCarthy, M.J. and Carter, R.A. (1997) ‘Grammar, tails and affect: constructing

expressive choices in discourse’, Text 17 (3): 231–252

McCarthy, M.J. and Carter, R.A. (2000) ‘Feeding back: non-minimal response

tokens in everyday English conversation’, in Heffer, C. and Sauntson, H. (eds)

Words in Context: a tribute to John Sinclair on his retirement

, Birmingham:

ELR Discourse Monograph 18: 263–283

McCarthy, M.J. and Carter, R.A. (2001) ‘Ten criteria for a spoken grammar’, in

Hinkel, E. and Fotos, S. (eds) New Perspectives on Grammar Teaching in

Second Language Classrooms

, Mahwah, N.J.: Lawrence Erlbaum Associates:

51–75

McCarthy, M.J. and Carter, R.A. (2002) ‘From conversation to corpus: a dual

analysis of a broadcast political interview’, in Sánchez-Macarro, A. (ed.)

Windows on the World: media discourse in English

, Valencia: University of

Valencia Press: 15–39

McCarthy, M.J. and Carter, R.A. (2002) ‘This, that and the other. Multi-word

clusters in spoken English as visible patterns of interaction’, TEANGA (2002)

(Yearbook of the Irish Association for Applied Linguistics) 21: 30–52

McCarthy, M.J. and Carter, R.A. (2004) ‘There’s millions of them’: hyperbole in

everyday conversation’, Journal of Pragmatics 36: 149–184

McCarthy, M.J. and Handford, M. (2004) ‘Invisible to us’: A preliminary corpus-

based study of spoken business English. In Connor, U. and Upton, T. (eds)

Discourse in the Professions. Perspectives from Corpus Linguistics.

Amsterdam: John Benjamins: 167–201

McCarthy, M.J. and O’Dell, F. (1999) English Vocabulary in Use (elementary

level), Cambridge: Cambridge University Press

McCarthy, M.J. and O’Dell, F. (2002) English Vocabulary in Use (advanced level),

Cambridge: Cambridge University Press

McCarthy, M.J. and O’Dell, F. (2002) English Idioms in Use (upper intermediate

level), Cambridge: Cambridge University Press

934 | Bibliography

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McCarthy, M.J. and O’Dell, F. (2003) English Phrasal Verbs in Use (intermediate

level), Cambridge: Cambridge University Press

McCarthy, M.J. and O’Dell, F. (2005) English Collocations in Use, Cambridge:

Cambridge University Press

McCarthy, M.J. and O’Keeffe, A. (2003). ‘What’s in a name? Vocatives in casual

conversations and radio phone-in calls’, in Meyer, C. and Leistyna, P. (eds),

Corpus Analysis: language structure and language use

, Amsterdam: Rodopi:

153–185

McCarthy, M.J., Matthiessen, C. and Slade, D. (2001) ‘Discourse Analysis’, in

Schmitt, N. (ed) An Introduction to Applied Linguistics, London: Arnold:

55–73

McCarthy, M.J. and Slade, D. (in press) ‘Extending our understanding of spoken

discourse’, in Cummins, J. and Davison, C. Kluwer Handbook on English

Language Teaching

, Dordrecht: Kluwer Academic Publishers

McCarthy, M.J. and Spöttl, C. (2003) ‘Formulaic utterances in the multi-lingual

context’ in Cenoz, J., Jessner, U. & Hufeisen, B. (eds) The Multilingual

Lexicon

, Dordrecht: Kluwer: 133–151

McCarthy, M.J. and Spöttl, C. (2004) ‘Comparing the knowledge of formulaic

sequences across L1, L2, L3 and L4’ in Schmitt, N. (ed.) Formulaic Sequences,

Amsterdam: John Benjamins: 191–225

McCarthy, M.J. and Tao, H. (2001) ‘Understanding non-restrictive which-clauses

in spoken English, which is not an easy thing’, Language Sciences 23: 651–677

McCarthy, M.J. and Walsh, S. (2003) ‘Discourse’, in Nunan D. (ed) Practical

English Language Teaching

, New York: McGraw-Hill: 173–195

Stanfield, C. (1996) ‘English as she is spoke’ (conversation with CANCODE

researcher Jean Hudson), Cambridge Language Reference News 2: 2

Cambridge Grammar of English

Bibliography | 935

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890 | 

Glossary

539

Acronym A type of abbreviation where the initial letters of two or more words

are combined to produce consonant and vowel sequences that can be

pronounced as words (RAM: random access memory; NATO: North Atlantic

Treaty Organisation).

Active The most common and unmarked form of voice. The grammatical subject

and the agent/doer of the action are one and the same (The thief had stolen all

my money.

). In contrast, the passive voice is formed with subject + be + -ed

participle, followed by an optional ‘by-phrase’. The recipient of the action is the

grammatical subject; the by-phrase indicates the agent/doer. A passive

construction gives less prominence to the agent (All my money had been stolen

(by the thief).

).

Adjective, adjective phrase Describes the qualities, features or states attributed

to a noun or pronoun (a nice room, a happy girl, she’s beautiful ). 

A phrase with an adjective functioning as the head is an adjective phrase

(Are you 

willing to volunteer

?

). An adjective phrase can have an attributive

function (used before a noun: It has a 

smooth texture

.) or a predicative

function (used after a verb: That film 

was 

very strange

.). 

Û

Discontinuous adjective phrase

Adjunct An optional element in a clause which modifies, comments on or

expands the circumstances of an action or event in terms of such entities as

time, place, manner, degree, intensity, reason, frequency. An adjunct can

occupy different positions and can be realised by an adverb phrase, a

prepositional phrase or, less frequently, a noun phrase or adverbial clause.