摘要：The corpus-based study of learner English, from scientific and pedagogical perspectives,
is an area of research that is attracting more and more scholarly interest,
as evidenced by publications such as Granger, Hung, and Petch-Tyson
(2002). By combining insights from Second Language Acquisition theory and
English Language Teaching practice with a corpus linguistic methodology,
researchers are able to describe interlanguage features and suggest implications
for language teaching with greater confidence than has hitherto been possible.
