N. Davidsen-Nielsen, tense and mood in English: A comparison with Danish, Berlin/New York, mouton de Gruyter, 1990, 224 pp

Abstract

Abstract If language teachers in general entertain suspicion as to the good theoretical linguistics can bring to their trade, they cannot be blamed for it. It is far too often the case that potentially quite instructional findings of the theoretical linguist fail to be communicated in a readable form to those trying to convey the workings of language to students. Students in their turn are the healthiest of sceptics, eminently watchful of any educational misgivings their teacher may have about employing “progressive aspect” and “functional dependency” in classroom interaction.