"THE AUTHOR'S ACKNOWLEDGEMENTS" - EXAMPLES

Selected files from the corpus:
La2 La6 Lh2 Lm1 Lt5

In the first edition of Concordances in the Classroom we expressed thanks to the people who shared their ideas with us and gave us their time and comments. Those thanks still stand. For this second edition, we would also like to thankXY01, for permission to reprint his concordancing DOS batch program, and XY02 for ideas on exploring French language corpora. Most thanks should go, however, to XY03 for having faith in the book , for letting us use early versions of MonoConc for Windows, and for continuing to be such an important advocate for the value of corpus based approaches in language study and language teaching.

Chris Tribble and Glyn Jones

PREFACE

[...]

We have learnt a great deal from those who have worked with us over the years and gratefully acknowledge our debt to them, especially XY01, XX01, XX02, XX02, XY03, XX03 and XY04. Our students, who so quickly find the flaws in our materials, have contributed in a fundamental way to our understanding of how computers can be used in language learning. We would like to express our thanks to our editor, XY05, for his enthusiastic and expert guidance, and to XX0, XX05, XX06, XX07, XX08 and XX09 for typing and word-processing the script, which was submitted to the Cambridge University Press in machine-readable form. Support from the UK National Development Programme for Computer-Assisted Learning (Ahmad 1976) and the Australian Research Granbts Scheme (Sussex 1983-5) is gratefully acknowledged.
This book is dedicated to all our colleagues in language teaching.

PREFACE

[...] She was very good at implementing cartographically ideas I expressed verbally. A month of residence as a Visiting Scientist at the Max Planck Institute in Leipzig in may 2000 enabled me to complete the preparation of this book. To all the above individuals, and to several colleagues whose names I cannot continue listing and who have assisted me one way or another, especially in challenging me with alternative views, I feel very much indebted. I assume alone full responsibility fir all the remaining shortcomings. Last but not least, I am deeply indebted to Tazie and Pat for accommodating me with more time than I could have afforded to write these essays and revise them. Time has been more than a highly priced commodity during the last phase of this exercise, while chairing a prestigious linguistic department in a tragic and daunting transition, after the death of a dear colleague and former major professor, XY01, whose practice of linguistics was absolutely encyclopedic and very inspiring to me. My days too last twenty-four hours. I could not have accomplished this project without Tazie's and Pat's concessions in family time, even after I have cheated myself of indispensable sleep time.
I hope this end result does not let down, most of you family, friends, colleagues, and students who have supported me all along, as well as you interested readers who are patient enough to explore the workings of my occasionally contentious mind.

ACKNOWLEDGEMENTS

I am grateful to the late XY01, XY02, XY03, XY04 and especially XX01 for the care with which they reviewed the original manuscript; and for conversations that clarified my thinking on this and other matters. Their friendship and professional collaboration meant a great deal to me. XX02, XX03, XX04, my sister XX05, XY05 and XY06 also provided material and spiritual support at critical and opportune times: my thanks to them too. A number of colleagues and students graciously allowed me to use some of their material as illustrations and examples in the first edition. In this regard, I am indebted to XY07, XX06, XX07, XX08, XX09, XX10 and XY08. The three anonymous reviewers of the original book proposal made comments that encouraged me to revise and improve that manuscript. I anticipate that at least two of them were satisfied with the outcome. In preparing the second edition of this book, my colleagues at Cambridge have been characteristically generous in taking time to review and help me with the manuscript. I am particularly grateful to XY09 for his thoughtful and creative comments, and more generally for exploring with me the boundaries of professional friendship. XY10, XY11 and XX11 also reviewed parts of the manuscript and made helpful comments. I am grateful to the Bedfordshire LEA/University of Cambridge Institute of Education 'Developing Successful Learning Project', XYA and XYB, XYC and XYD, XYE, XYF, XYG, XXA, XYH, XYI, XYJ and the Sanders Draper School for letting me use some of their material in this new edition. John Skelton, my publisher at the Open University School, has been most supportive throughout the production of both editions.
The argument of the book was developed from ideas originally published in the CARN Bulletin, The Des booklet Planning for School Development, the Empowered School, Managing Schools Today, Phi delta Kappan, School Organization and The Times Educational Supplement. Finally, I must acknowledge the Deakin University Press, the Ford Teaching Project and Universtitetsvorlaget AS for allowing me to reproduce copyright material.
As always it was XX12 who provided the shelter conditions under which the work could take place: thanks to her for this and many other things.

FOREWORD

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I would like to thank a number of people who have encouraged me to write this book, including the following: XX01, XY02 and XY03 - all from Mickiewicz University. Also, my long standing friends - XY03 and XY04 of Portsmouth. Not least, perhaps, I should thank my wife, Joanna, for her patience and forbearance whilst I have spent hundreds of hours working on it! I can reassure the reader that as this may be my last direct work on vocabulary as such, at least for a while, I have put a bit of "heart and soul" into it! Therefore, I hope that you will very much enjoy this work as well as find it immensely educative!

Colin Phillips