Practical English Usage
I am grateful to all the people who have helped me with the preparation of this third edition. A large number of teachers in different countries were kind enough to respond to an inquiry asking how they felt Practical English Usage could be improved:
I am grateful to all the people who have helped me with the preparation of this third edition. A large number of teachers in different countries were kind enough to respond to an inquiry asking how they felt Practical English Usage could be improved: their feedback was extremely helpful, and I am very much in their debt. I am also greatly indebted to David Baker, whose comments and suggestions have added very significantly to the accuracy and clarity of the book, and to Hideo Hibino and Kenji Kashino, who have contributed valuable advice on specific problems. Many other teachers and students – too many to name – have taken the trouble to suggest ways in which particular entries could be improved; their input has benefited the book considerably. My use of the internet as a source of instances of authentic usage has been greatly facilitated by the kind assistance of Hiroaki Sato, of senshu University, Japan, who made available his excellent software tool KwiconGugle. I must also reacknowledge my debt to Jonathan Blundell, Norman Coe, Michio Kawakami, Michael Macfarlane, Nigel Middlemiss, Keith Mitchell, Catherine Waler, Gareth Walter, Gareth Watkins, and the many other consultants and correspondents whose help and advice with the preparation of the first and second editions continue as an important contribution to the third.
Any pedagogic grammarian owes and an enormous debt to the academic linguists on whose research he or she is parasitic. There is not enough space to mention all the scholars of the last hundred years or so on whose work I have drawn directly or indirectly, even if I had a complete record of my borrowings. But I must at least pay homage to two monumental reference works of the present generation: the Comprehensive Grammar of the English Language, by Quirk, Greenbaum, Leech and Svartvik (Longman 1985), and the Cambridge Grammar of the English Language, by Huddleston, Pullum and others (Cambridge University Press 2002). Their authoritative accounts of the facts of English structure and usage constitute an essential source of information for anyone writing pedagogic grammar materials today.
Finally, iktis with particular pleasure that I express my gratitude, once again, to the editorials, design and production team at Oxford University Press, Whose professional expertise is matched only by their concern to make an author’s task as trouble –free as possible.