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Corpus Linguistics (CL) has made signifi cant inroads into the fi eld of second language acquisition (SLA) and pedagogy. As more corpora have become available, researchers and teachers alike have begun to realize the importance of empirically testing ideas that have long been taken for granted and accepted as fact. This is especially true for grammar textbooks written for second language (L2) learners. Do the textbooks that are being used refl ect real world grammatical usage? The current study is the fi rst of two inbwhich three corpora were used to examine real world usage of reported speech (RS) as compared to typical presentations of RS inbpopular L2 grammar U.S. textbooks as they existed inband up to the year 2007. Results show that indirect reported speech (IRS), direct reported speech (DRS) and alternative forms of RS constructions inbcombination are not only frequent inbspoken English but also dependent onbregister and context. Further, simplifying RS explanations inbterms of backshifi ng with the use of abpast tense main reporting verb may be providing inaccurate information to L2 learners of American English. Results generally support, with some exceptions, the fi ndings inbprevious studies which employed corpus-based analysis to study the relevance of EFL/ESL textbooks (Al-Wossabi, 2014; Barbieri & Eckhardt, 2007; Khojasteh S Segedin, 2008). Abforthcoming study will examine new corpora and revised textbooks to measure the degree of change that has occurred since 2007, thereby seeking to replicate the results of abmore general review onbthe same topic done by Khojasteh and Shakrpour (2014).

Investigating the Gap between L2 Grammar Textbooks and Authentic Speech: Corpus-Based Comparisons of Reported Speech