1887
Volume 3, Issue 1
  • ISSN 2215-1478
  • E-ISSN: 2215-1486
USD
Buy:$35.00 + Taxes

Abstract

This study investigates the use of reflexive intensifiers by L1 German-speaking learners of L2 English against the background of previous research which has identified non-target-like distribution of such features which are sensitive to discourse constraints and/or register variation. Occurrences of intensified NPs are compared between the and the German component of the In line with previous research, it is found that learners overuse this lexico-grammatical means of information highlighting. However, there is only significant overuse of a specific sub-type of intensifier, the inclusive adverbial intensifier. These results are discussed in terms of (i) general learnability considerations which may account for learners’ problems in mastering the use of register-sensitive information-structural patterns, and (ii) pedagogical issues which arise in connection with addressing residual non-target performance in written production beyond the stage at which target properties of lexico-grammar have generally been acquired.

Loading

Article metrics loading...

/content/journals/10.1075/ijlcr.3.1.02ran
2017-05-22
2019-10-23
Loading full text...

Full text loading...

References

  1. Barlow, M.
    2002MP 2.2. New Version of MonoConc Pro. Houston: Athelston.
    [Google Scholar]
  2. Becher, V.
    2010 “Differences in the use of deictic expressions in English and German texts”, Linguistics48(4), 1309–1342.
    [Google Scholar]
  3. Callies, M.
    2009Information Highlighting in Advanced Learner English. The Syntax-Pragmatics Interface in Second Language Acquisition. Amsterdam and Philadelphia: John Benjamins.
    [Google Scholar]
  4. Chambers, A.
    2015 “The learner corpus as a pedagogic corpus”. In S. Granger , G. Gilquin , & F. Meunier (Eds.), Cambridge Handbook of Learner Corpus Research. Cambridge: Cambridge University Press, 445–464 doi: 10.1017/CBO9781139649414.020
    https://doi.org/10.1017/CBO9781139649414.020 [Google Scholar]
  5. Cobb, T.
    2003 “Analyzing late interlanguage with learner corpora: Québec replications of three European studies”, The Canadian Modern Language Review/La Revue canadienne des langues vivantes59(3), 393–424.
    [Google Scholar]
  6. Constantinou, H.
    2014Intensifiers. Meaning and Distribution. PhD Thesis. London: University College London.
    [Google Scholar]
  7. Cotos, E.
    2014 “Enhancing writing pedagogy with learner corpus data”, ReCALL26(2), 202–224. doi: 10.1017/S0958344014000019
    https://doi.org/10.1017/S0958344014000019 [Google Scholar]
  8. Eckardt, R.
    2001 “Reanalysing selbst ”, Natural Language Semantics9(4), 371–412. doi: 10.1023/A:1014875209883
    https://doi.org/10.1023/A:1014875209883 [Google Scholar]
  9. Gast, V.
    2006The Grammar of Identity. Intensifiers and Reflexives in Germanic Languages. London: Routledge.
    [Google Scholar]
  10. Granger, S.
    2015 “The contribution of learner corpora to reference and instructional materials design”. In S. Granger , G. Gilquin , F. Meunier (Eds.), Cambridge Handbook of Learner Corpus Research. Cambridge: Cambridge University Press, 485–510. doi: 10.1017/CBO9781139649414.022
    https://doi.org/10.1017/CBO9781139649414.022 [Google Scholar]
  11. Granger, S. , Dagneaux, E. , Meunier, F. , & Paquot, M.
    (Eds.) 2009The International Corpus of Learner English. Version 2. Handbook and CD-ROM. Louvain-la-Neuve: Presses universitaires de Louvain.
    [Google Scholar]
  12. Gülzow, I.
    2006The Acquisition of Intensifiers. Emphatic Reflexives in English and German Child Language. Berlin: Mouton De Gruyter.
    [Google Scholar]
  13. Hinkel, E.
    2003 “Adverbial markers and tone in L1 and L2 students’ writing”, Journal of Pragmatics35(7), 1049–1068. doi: 10.1016/S0378‑2166(02)00133‑9
    https://doi.org/10.1016/S0378-2166(02)00133-9 [Google Scholar]
  14. 2004 “Tense, aspect, and the passive voice in L1 and L2 academic texts”, Language Teaching Research8(1), 5–29. doi: 10.1191/1362168804lr132oa
    https://doi.org/10.1191/1362168804lr132oa [Google Scholar]
  15. König, E.
    1991The Meaning of Focus Particles. A Comparative Perspective. London: Routledge. doi: 10.4324/9780203212288
    https://doi.org/10.4324/9780203212288 [Google Scholar]
  16. 2001 “Intensifiers and reflexives”. In M. Haspelmath , E. König , W. Oesterreicher , & W. Raible (Eds.), Language Typology and Language Universals – An International Handbook. Berlin: Mouton de Gruyter, 747–760.
    [Google Scholar]
  17. König, E. & Gast, V.
    2009Understanding English-German Contrasts. Berlin: Erich Schmidt Verlag.
    [Google Scholar]
  18. Lijffijt, J. , Nevalainen, T. , Säily, T. , Papapetrou, P. , Puolamäki, K. , & Mannila, H.
    2016 “Significance testing of word frequencies in corpora”, Digital Scholarship in the Humanities31(2), 374–397.
    [Google Scholar]
  19. Lorenz, G.
    1998 “Overstatement in advanced learners’ writing: stylistic aspects of adjective intensification”. In S. Granger (Ed.), Learner English on Computer. London & New York: Addison Wesley Longman, 53–66.
    [Google Scholar]
  20. 1999Adjective intensification – learners versus native speakers: A corpus study of argumentative writing. Amsterdam: Rodopi.
    [Google Scholar]
  21. Martinez-Garcia, M. T. & Wulff, S.
    2012 “Not wrong, yet not quite right: Spanish ESL students’ use of gerundial and infinitival complementation”, International Journal of Applied Linguistics22(2), 225–244. doi: 10.1111/j.1473‑4192.2012.00310.x
    https://doi.org/10.1111/j.1473-4192.2012.00310.x [Google Scholar]
  22. McCrostie, J.
    2008 “Writer visibility in EFL learner academic writing: A corpus-based study”, ICAME Journal32, 97–114.
    [Google Scholar]
  23. Neff-van Aertselaer, J.
    2015 “Learner Corpora and Discourse”. In S. Granger , G. Gilquin , & F. Meunier (Eds.), Cambridge Handbook of Learner Corpus Research. Cambridge: Cambridge University Press, 255–280. doi: 10.1017/CBO9781139649414.012
    https://doi.org/10.1017/CBO9781139649414.012 [Google Scholar]
  24. Pérez-Paredes, P. , & Díez-Bedmar, M. B.
    2012 “The use of intensifying adverbs in learner writing”. In Y. Tono , Y. Kawaguchi , & M. Minegishi (Eds.), Developmental and Crosslinguistic Perspectives in Learner Corpus Research. Tokyo University of Foreign Studies: John Benjamins, 105–124. doi: 10.1075/tufs.4.11per
    https://doi.org/10.1075/tufs.4.11per [Google Scholar]
  25. Petch-Tyson, S.
    1998 “Writer/reader visibility in EFL written discourse.” In S. Granger (Ed.), Learner English on Computer. London and New York: Longman, 107–118.
    [Google Scholar]
  26. Siemund, P.
    2000Intensifiers in English and German. A Comparison. London: Routledge.
    [Google Scholar]
  27. Verheijen, L. , Los, B. , & de Haan, P.
    2013 “Information Structure: The final hurdle? The development of syntactic structures in (very) advanced Dutch EFL writing”, Dutch Journal of Applied Linguistics2(1)–, 92–107. doi: 10.1075/dujal.2.1.09ver
    https://doi.org/10.1075/dujal.2.1.09ver [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1075/ijlcr.3.1.02ran
Loading
/content/journals/10.1075/ijlcr.3.1.02ran
Loading

Data & Media loading...

  • Article Type: Research Article
Keyword(s): advanced learner , English , ICLE , L2 writing and reflexive intensifier
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error