Rezensionen 165 Bernhard Kettemann und Georg Marko (eds.), Planing, Gluing and Painting Corpora. Inside the Applied Corpus Linguist’s Workshop. (Sprache im Kontext, 24). Frankfurt: Peter Lang, 2006. Ute Römer Over the past few years, we have witnessed the publication of a number of research monographs and edited collections that show the power of corp ora use in Applied Linguistics (see e.g. Ädel 2006; Aston, Bernardini & Stewart (eds.) 2004; Gavioli 2006; Hidalgo, Quereda & Santana (eds.) 2007; Römer 2005; Sinclair (ed.) 2004). The eleven papers in Planing, Gluing and Painting Corpora. Inside the Applied Linguist’s Workshop (henceforth PGPC), too, are concerned with applications of corpus tools and methods in fields such as discourse analysis and language teaching, and prospective readers might ask what the present collection adds to the existing range of publications in the field and whether yet another volume that demonstrates the impact corpora can have on linguistic theory and pedagogical practice is actually needed. The editors of PGPC, Bernhard Kettemann and Georg Marko, directly address this issue in their introduction entitled “Overhearing a Conversation in the Applied Corpus Linguist’s Workshop: An Introduction”. By means of a staged (but still lively) dialogue between two corpus linguists, Kettemann and Marko sketch the scope of the volume and demonstrate why the book is well worth reading - even for informed readers who think they have “had it all” (p. 7). As the editors explain, the volume brings “together corpus linguistic veterans, rookies and in-betweens from different academic backgrounds” and different European countries (Austria, the Czech Republic, Germany, and Italy). The authors of the individual chapters all take an applied linguistics approach to constructing and working with corpora of different types (large and small, general and specialised) and languages (English, Czech, French, German, Italian, and Spanish). They take “turns in telling their own ‘stories’ about their most recent experiences with corpus work.” (p. 8) Five of the chapters are written in German, the remaining six in English. All papers have English abstracts. In the first paper Daniele Bellini and Stefan Schneider introduce the reader to the online database Banca dati dell’italiano parlato (BADIP), which provides free webbased access to different collections of spoken Italian, the central one being the 490,000-word LIP corpus (Lessico di frequenza dell’italiano parlato). From what the authors state about corpus mark-up, possible corpus searches, and planned project developments it becomes clear that BADIP is clearly a useful resource that Italianists who are interested in analysing spoken registers should know about. The second paper, by Tomáš Ká a and Hana Peloušková (written in German), also introduces a new corpus resource: the Czech-German parallel corpus CNPK, a well-documented, aligned and POS-tagged 6.5-million word collection of a range of written texts (Czech or German originals and their German or Czech translations). Ká n a and Peloušková first describe the corpus query syntax, then give examples of CNPK-based research that has been carried out at the University of Brno, and finally list some tasks for the future development of the project. Moving on from resources to research, the next two papers in PGPC focus on concrete corpus analyses with implications for linguistic theory. Bernhard Kettemann AAA Band 33 (2008), Heft 1 Rezensionen 166 in his chapter uses German language data from the written components of COSMAS II to examine the question whether or not (and if so how) anglicisms in German are morphologically integrated. Basing his structural and semantic analyses on a large set of well-chosen lexical items, the author nicely demonstrates that English loan words are, in fact, “systematically integrated into German” (p. 51), and that they “enrich rather than impoverish the German language.” (p. 47) Another problem of theoretical linguistic interest in tackled by Gunther Kaltenböck in a paper entitled “Zur Verwendung von that und Asyndeton in extraponierten Subjektsätzen des Englischen: Eine korpuslinguistische Untersuchung”. Kaltenböck draws on data from ICE-GB (the British component of the International Corpus of English) to investigate what conditions the use or non-use of the that-complementizer in extraposed subjectclauses (e.g. It was said (that) there was blood on British coal). He finds that the omission of that is mainly influenced by the (in)formality of the text type, the information value of the complement clause, and the type of matrix verb, and makes suggestions for an empirically improved account of the use of zero that as the marked variant in spoken and written English. However intriguing these findings may be, they are based on a collection of only 76 zero that-clauses. It would hence probably be advisable to subject a larger corpus than the 1-million word ICE-GB to a similarly detailed and thorough analysis and collect further evidence in support of Kaltenböck’s claims. The following four chapters in the volume then deal with questions in pragmatics and discourse analysis, addressed to different types of small and specialised corpora. First Ingrid Lefebvre (in a German-language paper) looks at paraphrastic reformulations in French (such as veut dire que or (ou) autrement dit), their forms and central pragmatic functions. Her qualitative analysis, based on a 14,000-word transcript of a 70-minute TV programme (France Europe Express, a political discussion forum), is strictly speaking not a corpus study, at least not in a modern sense (although Lefebvre refers to her transcript as a corpus), but rather a textlinguistic analysis, since no use is made of corpus-analytic tools, such as concordancers or collocation extractors. Still, the study leads to some interesting findings and indicates promising avenues for expanding this kind of approach to a larger scale. Next Christiane Brand examines high-frequency content words and their use in two small and specialised corpora of texts dealing with the SARS epidemic in 2003 - one consisting of medical journal articles, the other one of general newspaper articles on the topic. Through a comparison of the lexical content of both text types, including collocation analysis, Brand demonstrates how the popular and scientific worlds are intertwined and how the study of science popularisation can profit from corpus methodology. Ute Leipold in her paper then uses the theory of social constructionism as a background for a study on constructions of gender identities in a corpus of 1,200 personal ads (600 posted by women, 600 by men) taken from British online newspapers and internet dating sites. Leipold shows how a CDA (Critical Discourse Analysis) approach can profit from corpus work. The paper also demonstrates that, apparently, authors of personal ads do not manage to (or perhaps do not want to) “escape the vicious circle of stereotyping” (p. 172), so the gender identities created in the corpus texts correspond to traditional gender stereotypes. Also focussing on gender constructions and also adopting a CDA position, Georg Marko in the next chapter looks at descriptors for men and women (e.g. slim, handsome, young) in a POS-tagged Rezensionen 167 680,000-word corpus of pornographic short stories. Marko stresses the importance of using corpus resources in CDA but also discusses some methodological problems related to the retrieval of the most relevant data for a particular research question. The final three papers in PGPC illustrate and critically assess the potential of different types of specialised corpora in language pedagogy. Joybrato Mukherjee and Jan-Marc Rohrbach sketch “new departures in learner corpus research” (p. 205) by outlining the merits of getting teachers involved in the compilation and use of local learner corpora (LLCs), which consist of their own language learners’ output. The authors discuss how learners can profit from the application of a corpus of this kind (the Giessen-Göttingen Local Learner Corpus of English) and how work based on LLCs can nicely complement traditional learner corpora research. Next Ute Smit and Julia Hüttner describe an innovative course taught at Vienna University and tailored to the needs of students of English who aim to enter the teaching field at secondary or tertiary level and who may have to teach courses in ESP (e.g. Business English) although they have not had a business or technical training. The paper (written in German) offers practical advice on how future teachers of ESP could compile small and specialised corpora of the text type or sublanguage they are required to teach, and discusses how such homemade corpora can help with decisions about what lexical-grammatical phenomena particular groups of ESP learners should be presented with. In the final paper in this collection (also written in German), Hugo Kubarth and Mercedes Jódar Álamo give an outline of Vocambás, the “vocabulario americano básico” project, launched by researchers at the Department of Romance Studies at Graz University. Vocambás is a hands-on project by and for students of Spanish in which the students combine corpus-searches and web questionnaires to collect items for a dictionary of European Spanish and Latin-American Spanish. Going back to the initial question “Haven’t we had it all? ”, I would now reply with a clear “No, we haven’t,” and say that we probably needed a volume like this to tell us even more than we already know about the impact corpora can have on linguistic theory and pedagogical practice. What I liked in particular about Planing, Gluing and Painting Corpora was that it focuses on the actual “craft of corpus linguistics” (p. 8, my emphasis) and that it puts an emphasis on corpus methodology and on what it can do for researchers and practitioners (in that respect it is in line with Sinclair’s 2004 volume, which is very much a “how to” collection). Planing, Gluing and Painting Corpora is a book that makes you want to get your scissors, brushes and canvases out and join the group of corpus builders and explorers. References Ädel, Annelie (2006). Metadiscourse in L1 and L2 English. Amsterdam: John Benjamins. Aston, Guy, Silvia Bernardini & Dominic Stewart (eds.) (2004). Corpora and Language Learners. Amsterdam: John Benjamins. Gavioli, Laura (2006). Exploring Corpora for ESP Learning. Amsterdam: John Benjamins. Hidalgo, Encarnación, Luis Quereda & Juan Santana (eds.) (2007). Corpora in the Foreign Language Classroom. Amsterdam: Rodopi. Römer, Ute (2005). Progressives, Patterns, Pedagogy. A Corpus-driven Approach to English Progressive Forms, Functions, Contexts and Didactics. Amsterdam: John Benjamins. Rezensionen 168 Sinclair, John McH. (ed.) (2004). How to Use Corpora in Language Teaching. Amsterdam: John Benjamins. Ute Römer Leibniz Universität Hannover Englisches Seminar Gabriele Link e , Populärliteratur als kulturelles Gedächtnis: Eine vergleichende Studie zu zeitgenössischen britischen und amerikanischen popular romances der Verlagsgruppe Harlequin Mills & Boon. (American Studies, 104). Heidelberg: Universitätsverlag Winter, 2003. Eva Kuntschner In dieser umfassenden vergleichenden Studie beschäftigt sich Linke mit einem populärkulturellen Phänomen, dessen Erforschung nach Ansicht der Autorin in der Vergangenheit durch “die Fixierung auf ästhetische oder ideologiekritische Wertungen” (7) geprägt war. Linke versucht, dem mit einem “neue[n] Ansatz in der Trivialliteraturbzw. Populärliteraturforschung aus der Sicht anglistischer und amerikanistischer Kulturwissenschaft in Deutschland” (7) zu begegnen. Die Einbeziehung eines kulturwissenschaftlichen Ansatzes in der Form einer Theorie von Literatur als kulturellem Gedächtnis soll dabei helfen, ebendiese Fixierung, “von der die deutsche Forschung zu diesem Gegenstand in der Vergangenheit geprägt wurde” (7), zu durchbrechen. Dieses Konzept, das in der Kulturgeschichte als “institutionalisierte Kommunikationsform […], durch die vorrangig ‘schicksalhafte Ereignisse der Vergangenheit’ (Assmann 1988: 12) wachgehalten werden” (15), definiert wird, wird von Linke hierbei dazu verwendet, die so genannten popular romances der Verlagsgruppe Harlequin Mills & Boon sowohl einem transatlantischen Vergleich als auch einer Analyse bezüglich der Darstellung und Verwendung der darin vorkommenden Kulturthemen und Mythen - wie z.B. “Das Fremde” (89), “Koloniales” (93) oder “Klassenbewusste und klassenlose Gesellschaft” (158) - zu unterziehen. Hierbei geht Linke davon aus, dass “popular romances Texte [sind], die objektivierte Kultur darstellen und Wissensbestände vermitteln, die zum kollektiven Wissen einer Gruppe gehören und Identität stiften, die Handeln und Erleben steuern und über Generationen weitergegeben werden.” (16) Potentiellen Einwänden der Überbewertung des Stellenwerts von so genannter ‘Trivialliteratur’ in einem kulturellen Diskurs wird durch das exemplarische Heranziehen von Leserinnenbriefen aus der Verlagszeitschrift Harlequin Magazine entgegengetreten, die den kulturellen Stellenwert dieser Art von Literatur belegen: “I have three children, and I am trying to teach them that between a man and a woman in love the real side of real love is beautiful and normal and healthy. […] I feel that in no way was that book [ein Roman the Harlequin Mills & Boon Autorin Anne AAA Band 33 (2008), Heft 1