Amplifiers in Advanced Learner English

Table of Contents

1. Introduction

2. Theoretical Concepts

2.1. The Definition of Intensification

2.2. The Features of Intensification

2.3. The Significance of Intensification for Learners

2.4. Different Studies of Intensification

3. Methodology

3.1. Research Question: Distribution of Intensification

3.2. Sources Used for the Corpus-based Analysis

3.3. Lindsei Corpus as Analysable Set of Data

3.4. AntConc as Corpuslinguistic Research Tool

4. Results and Discussion

4.1. The General Approach of the Study

4.2. Adjectives in the Focus of Intensification

4.3. Observation of the Individual Learners

4.4. The Distribution of Very among the 50 Interviewees

5. Conclusion

Research Objective and Core Topics

This study investigates the use of adjective intensification in spoken English by German university students, aiming to identify patterns of intensifier usage and compare them with written learner corpora. The research focuses on the frequency, distribution, and collocational behavior of intensifiers to reveal communicative patterns and potential deficits in non-native language proficiency.

• Analysis of adjective intensification in a spoken learner corpus (LINDSEI-GE).
• Comparative examination of intensifier types and tokens between spoken and written learner data.
• Investigation of collocational preferences and the role of high-frequency intensifiers like "very".
• Evaluation of individual learner behavior regarding intensifier usage and range.

Excerpt from the Book

Summary of Chapters

1. Introduction: Presents the functions of intensification as a tool for speaker emphasis and outlines the research objective of comparing spoken and written learner data.

2. Theoretical Concepts: Defines intensification, distinguishes between amplifiers and downtoners, and discusses the importance of corpus linguistics in foreign language learning.

3. Methodology: Describes the research design, the selection of the LINDSEI-GE corpus, and the application of AntConc for the quantitative analysis of intensifier distribution.

4. Results and Discussion: Analyzes the gathered data, focusing on the frequency of intensifiers, preferred adjective collocations, and the distinct usage patterns of individual learners.

5. Conclusion: Synthesizes the study's findings, highlighting that while intensifier usage varies individually, learners tend to rely heavily on a small set of high-frequency items.

Keywords

Intensification, Amplifiers, Corpus Linguistics, Learner English, LINDSEI, ICLE, Collocations, Adjective Modification, Spoken Language, Communicative Competence, AntConc, Language Acquisition, Interlanguage, Frequency Analysis, Learner Deficits

Frequently Asked Questions

What is the core focus of this research?

The research examines how German university students use adjective intensifiers when speaking English, specifically identifying patterns of frequency and collocation in a spoken learner corpus.

Which linguistic fields are central to this study?

The central fields are corpus linguistics and foreign language pedagogy, specifically focusing on the acquisition of intensification strategies by advanced learners.

What is the primary research question?

The study asks whether the high-frequency intensifiers used by learners in written essays appear with similar frequency in spoken interactions, and how the range of intensifiers varies between individual learners.

Which methodology is applied in this paper?

A corpus-based, quantitative and qualitative approach is used, utilizing the LINDSEI-GE corpus and the software tool AntConc to analyze intensifier types and tokens.

What is addressed in the main body?

The main body covers the theoretical definition of intensification, the methodology of corpus analysis, and a detailed discussion of the results, including comparisons with written corpora (ICLE) and individual speaker observations.

Which keywords characterize this work?

Key terms include Intensification, Amplifiers, Corpus Linguistics, LINDSEI, Collocations, and Learner English.

Why is the amplifier "very" analyzed so extensively?

It is analyzed because it is the most frequently occurring intensifier in both spoken and written learner corpora, often used as a "safe bet" by learners.

Does the study conclude that there is a difference between spoken and written intensifier usage?

Yes, the study observes that there is an underuse of types and an overuse of tokens in spoken language, suggesting that learners rely on a smaller set of intensifiers in spoken interactions compared to written work.