Az Eszterházy Károly Tanárképző Főiskola Tudományos Közleményei. 1989. 19/3. (Acta Academiae Paedagogicae Agriensis : Nova series ; Tom. 19)
Abkarovits, Endre: Contradictions in Describing and Using the -ing Form as Object. (Complement)
10 "Of course children always fiete to cause trouble. 'She is the sort of person who likes to cause trouble. 'Nobody really loves to work.' (IEP: 54) The lesson we can draw is that that we should riot overs imp! if y these rules of usage. Finally a remark about the occurence frequency of the -in g form. In order to know which of the above verbs are really worth teaching, we should know how often they occur in spoken or written English followed by the -in g form as their object (complement). For lack of space that will be the subject of another paper. It is generally supposed that the -ing form is more typical of written than spoken English. Some studies (e.g. that of Andersson) show fiowever that even there the verbs with the infinitive are far more common, while the most frequent occurences of the -in g form are those of the present participle after some verbs of physical perception. BIBLIOGRAPHY (Abbreviations used in the text are in brackets) Allen, W. St at mard: Living English Structure . Longmans, 1959. (LES) Andersson, Evert; On veto complementation in written English. Lund Studies in English 71 . CUK Gleerup, Malmö, 1985. Corder, S. Pit; An intermediate English Practice Cook . Longman, I960. (IEP) Ganshina, M. - Vasilevskaya, 'N.s English Grammar » Moscow, 1933. Graver, B. 0.: Advanced English Practice . Second Edition. Oxford University Press, London, 1971. (AEP) Hornby , A . S .s An Advanced Learner's Dictionary of Current English. Oxford University Press, 19/4 and Seventeenth Impression , 1983. (Hornby)
