helping higher level learners to understand and use intensifiers efficiently

8/11/2019 helping higher level learners to understand and use intensifiers efficiently

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LSA1: Systems Helping higher level learners to understand and use intensifiers effectively.

1 Amelia HoseasonBackground Essay

DELTA International House London

(centre number: 10294)

LSA 1

Language Systems - Lexis:

Helping higher-level learners to understand and use intensifierseffectively

Background Essay

Amelia Hoseason

(candidate number: 006)

12 Oct 2014

Word Count: 2475





CONTENTS PAGE

INTROODUCTION………………………………………………………………………… 3

ANALYSIS…………………………………………………………………………………..… 3

Meaning and Use ………………………………………………………….…. 3

Form ………………………………………………………………………………… 4Pronunciation……………………………………………………………………. 7

LEARNERS PROBLEMS / TEACHING SUGGESTIONS……………………….. 8

Problem & Suggestion 1……………………………………………………... 8

Problem & Suggestion 2……………………………………………………… 9Problem & Suggestion 3……………………………………………………… 10

Problem & Suggestion 4……………………………………………………… 11

CONCLUSION……………………………………………………………………………….. 13

BIBLIOGRAPHY……………………………………………………………………………… 14

APPENDICES…………………………………………………………………………………. 15





Introduction

It is often necessary to add depth to a word allowing for greater expression; using intensifiers allowsyou to express this depth. However, I have seen students struggle with this. As Grange points out“leaners under -use native collocations such as intensifying adverbs..” (Grange, 1998:152) and Ibelieve this is due to the lack of clarity given to intensifiers in syllabuses, leading to learner confusionand frustration.

This assignment will look specifically at the intensifying adverbs of degree focussing on higher levels,and aims to explore raising their awareness of use and the impact they have on the listener.

Analysis

Meaning and Use

Intensifiers are a group of words that “strengthens, intensifies or focuses on a particular aspect ofthe meaning of an item” ( Cartar, & McCarthy, 2006:908). It can boost or amplify (intensifier) or it candown play/down tone it (mitigator).

She is remarkably intelligent - Intensifier

I was faintly amused - Mitigator

There are numerous ways of describing Intensifiers, e.g.: degree modifiers (Huddleston, 2002);submodifiers (Sinclair, 1990); adverb of degree (Parrott, 2002) intensifiers(learnenglish.britishcouncil.org). I tend to agree with Huddleston (2002: 585) when he says “theterm intensifier is a functional term and… is no imp rovement on the traditional term degreemodifier”. However, for the purpose of this assignment I have chosen to use the more common

term: intensifier.

Intensifiers both syntactically modify a clause as well as semantically change the emotion of it.

I am extremely annoyed.

Extremely interrupts the verb and its adjective, emphasizing the adjective, while showing thespeaker ’s heightened displeasure.





Lorenz (1998:56) discusses the Quirkin categories, which groups intensifiers according to the level ofdegree they express:

Maximisers absolutely

Boosters highly

Approximators nearly

Compromisers pretty

Diminishes a little

Minimizers scarcely

Intensifiers encompass two lexical subgroups:

● Adverbs of degree e.g.:

pretty amazingly

● Intensifying adjectives e.g.:

complete perfect

There are rules to guide a learner but, as Parrott explains, “Choosing an intensifier depends not only

on the degree of intensification (e.g.: extremely stronger than very) but also on the meaning of whatwe want to intensify, the grammar of what is intensified (e.g.: adjective or verb) and on style.”

(Parrott, 2010: 69).

To what degree and meaning is fairly easy to define; However, style, is harder to explain, as withmost strong collocations, and needs to be learnt individually.

Form

Adverbs of degree (AdvD)

⇒ AdvD + adjective

It is important to note that not all AdvD collocate with every adjective. You need to decide if it is anon-gradable adjective or a gradable adjective. Non-gradable expresses absoluteness whereasgradable doesn´t.





Impossible - non-gradable adjectives

Beautiful – gradable adjectives

To intensify non-gradable adjectives an AdvD indicating absoluteness is used. For gradable adjectivesany AdvD can be used, but check meaning before collocating.

AdvD + Non-gradable AdvD + Gradableabsolutely impossible especially beautiful extraordinarily unique intensely mauve.

⇒ AdvD + noun phrase/prepositional phrase

incredibly bright student

completely out of control

⇒ AdvD + adverb

This is sometimes referred to as submodification and, when one is repeated twice, iteration(Huddleston, 2002:585)

quite amazingly irresponsible. - submodification

very, very good. – iteration

⇒ AdvD + verb

As Willis (2003) illustrates they can also be placed at the beginning or the end of a clause, before theverb, but never between the verb and its object.

Truly, I enjoyed the party beginning

I enjoyed the party truly end

I truly enjoyed the party before verb

I enjoyed truly the party between verb and object

With modal sentences the AdvD comes before the modal or before main verb, depending on what isbeing expressed.

I really must tidy my room – overdue task





I must really tidy my room – detailed clean needed

⇒ AdvD in Comparatives or Superlatives

Due to the restrictions of this assignment, I am not focussing on this category. Sinclair (1990) goesinto great depth explaining each case and its significance. However, here are a few examples tohighlight the subtlety an AdvD can place on comparatives /superlatives.

…relatively brighter than… ...the very earliest computers.

Intensifying adjectives

Intensifying adjectives + noun

… complete lunatics.

Individual cases

‘Very ’: can be used with gradable and non-gradable adjectives, but not withverbs.

I was very lost

Dee is very beautiful

I very enjoyed the party

I very much enjoyed the party – very + much with verb

‘Too ’ cannot be used before a verb.

too enjoyed the party – verb

‘Quite ’ can be used with both gradable and non-gradable adjectives and acts aseither an intensifier or mitigator depending on the intonation.

≈ She is quite pretty.





‘So’ is used before an adjective.

The results were so amazing

‘Such ’ is used with a noun phrase.

It was such a big deal.

Pronunciation

In terms of pronunciation, it’s the use of the suprasegmental features that can cause problems. AsUnderhill highlights, “..in appropriate intonation can at times gives rise not just to obscuration of the

message but to reception of quite a differen t message” (Underhill, 2005:75)

What an incredibly stylish hairdo.

If the intonation is positively stressed on ‘incredibly’ or ‘stylish’ an emphasis is given to the

compliment. However, if negative intonation is stressed on either, this sentence then becomes asarcastic criticism.





Learners Problems / Teaching Suggestions

Problem 1

Both in my multi-lingual and monolingual classes I have encountered problems with the useof ‘very’ and ‘much’ when learners want to intensify verbs.

I very love my boyfriend

I love very much my boyfriend

I love much my boyfriend

I believe this is because it has either become, as Selinker (1972) calls it, fossilized language(an incorrect rule learnt and never relearnt correctly) or is translated directly from L1. What Ifound interesting was the deep rootedness of this fossilised behaviour, they could recognisethe error but continued to repeat it when under the pressures of real time speech.

Suggestion 1

Aim

Use a rule discovery approach with learners noticing errors and identifying rule.“According to cognitive learning theory this conscious process of noticing the inputresults in intake” (Thornbury , 2002:106), which will hopefully dislodge the fossilisedlanguage they have acquired and shine a light on the difference with their L1.

Procedure

Hand out a ‘dialogue’ – mix of corr ect and incorrect examples of ‘very’ and‘much’.

Individual then pairs: identify the incorrect sentences. Look for rule. Open class identify the rule (‘very’ not with verb but ok with adjectives or noun

phrases; ‘very much’ ok with verbs, but not between v erb and object), discuss ifthey use that structure, what frustrations they had.

Jumbled sentences individual work (controlled practice with the correct order).Closely monitoring any errors e.g.:

me remind you very of sister my mucham very this summer I she is visit me coming excited to

Personalisation: Write sentences they feel they have used or would use, but incorrect word order. Close monitoring on word order.

Open class feedback sharing sentences.





Open questions using correct structure checking comprehension andencouraging natural use.

Evaluation

By getting the students to notice the rule, their own mistakes and then correcting themraised their awareness of this problem, so that next time they wanted to use thesestructures they could begin to auto-correct. A useful follow up activity would be toexplore other intensifiers that could help expand the depth of what they want toexpress.

Problem 2

Whilst teaching 10th

grade ESL at a bilingual school in Colombia, I noticed my students (B2)were struggling with collocating intensifiers when working on their creative writing portfolio.

I was very petrified.

Syllabuses and books perhaps mention intensifiers, but most likely as an added on “grammarfocus” with a confusing mix of rules included in the reference section, and no further followup (Appendix 1). This creates confusion, the learner forgets due to no practise, or theteacher misses it out completely.

Suggestion 2

Aim

Using a task-based approach, I gave the students an extract from a story. Theauthenticity of the text kept the students focussed on their creative writing, whilstraising their awareness of the collocation rules.

Procedure

Using an extract from the class literature book, learners read the text andanswer a comprehension question.

In pairs notice adjectives in text and try to categorise. Concept checking (cline to illustrate degree), guiding to notice the categories

were gradable and non-gradable. Students identify what words complemented the adjectives and what effect

they had on them. Students look for rule (adverbs intensify adjectives) Using the cline, identify only absolute adverbs intensify absolute adjectives. Categorising exercise. Group gradable and non-gradable adjectives then group

absolute and non-absolute adverbs. Dictionaries were allowed, raising theirawareness of adjectives available to them.

Matching exercise: adverbs with adjectives.





Follow up activity: use new collocations in next creative writing piece.

Evaluation

This activity worked really well, rather than be given a list, learners discovered the rulesthemselves. The use of the dictionary really encouraged learner independence ininvestigating new adjectives and adverbs. The authentic text also exemplified how theycould develop their own creative writing.

Problem 3

During my time in Malta, I worked on pronunciation with an advanced Italian business

student, who was preparing for his IELTS. We focussed a lot on stress and intonation and Inoticed his over emphasis on certain words produced either a complete change in meaning(as discussed in the analysis) or sometimes had an impact on me, the listener, and myimpression of him. For example, as he was describing a graph:

Our share value has POSITIVELY increased this month, even though our product output isVERY low.

This created two problems: firstly, the stress on ‘positively’ sounded unnatural and madehim sound, in a business context, insincere . Secondly, the stress on ‘very’ (although not the

correct intensifier) created the impression, as a listener, that he lacked confidence in theresults.

I believe this is a problem is consistent within Latinate L1 students. Their L1 uses emphasis alot and translating this across can often lead to inappropriate use in English, especially in abusiness context. This isn´t helped by the fact that course books barely look at stress orintonation with intensifiers and definitely don´t highlight the pitfalls of inappropriate use.(Appendix 2).

Suggestion 3

Aim

I wanted to raise the learner´s awareness of the important role intonation can play, andthe subconscious effect it had on the listener. “There is a common understanding

between speakers of a language.. about ‘ ways of saying things’”, (Underhill, 2005:74)and this can be lost when the language isn´t your L1.





Procedure

Live listening using a sales report extract. 1st time learner listens for comprehension. 2nd time learner takes notes of key points. Feedback: his version of sales report. Learner looks at transcript and identifies how results were described Learner identifies use of intensifiers and adjectives in text (comprehension check

using cline/mime to explain degree). Listen while I model the text (over emphasised). Leaner identifies how intonation changes meaning. Controlled oral practice with same text experimenting with intonation. Feedback and open questions about impact intonation has on listener in

business context. In following lessons developed vocabulary for business intensifiers and

adjectives.

Evaluation

Although the controlled practic e as Kelly highlights “sometimes requires students to usepatterns which feel alien to them and they can feel embarrassed about repeatingpatterns..” (Kelly, 2007:96), it really helped rais e the learner’s awareness about the

effect intonation can have in different situations.

Problem 4

In Malta, I had a few long-term students who had local friends and so had acquired a lot ofcolloquial language habits. One of these being iteration:

My weekend was so so chilled.

This in itself didn´t pose a problem, in fact it helped with their fluency in a social context.However, when they wanted to practise their job interviews and use a more formal English,it did.

In my previous job I was really really respectful of the rules.

The over use of ‘really’ isn´t appropriate during an interview. There is a definite dividebetween the style and selection of intensifiers used when in a social or business context. Ibelieve learners need to be made aware of this, so they can alter their register and use oflanguage depending on their circumstances.





Suggestion 4

Aim

To raise learner´s consciousness of how different contexts require different styles ofintensifiers. Specifically, that iteration is perfectly natural in spoken informal situationsand in a business context different intensifiers and adjectives are required.

Procedure

Listening Activity: two “incorrect” dialogues, (social and job interview).

Social dialogue e.g.: I have significantly improved my social activities

Job interviews e.g.: I am really, really good at filing and I have had so, so muchexperience of answering the phones.

1st time played dialogues together. Listen for comprehension. Elicited context of each dialogue. 2nd time played separately, learners had to note down problems with dialogues. They identified incorrect vocabulary. Transcript of listening: Learners underlined inappropriate words for each

context. Feedback, CCQs (is this suitable for a social situation? Why?) elicited informal

expressions are used socially and a wider vocabulary is used in business. In pairs: why ‘really, really’ and ‘so, so’ wasn´t suitable for a job interview. Feedback. I modelled.

Due to my previous work experience, I am an extremely efficient filer and feel verycomfortable managing the phones.

In pairs discussed which is more suitable for a job interview. Feedback: identified iteration is natural in social context but not in formal

environment Modelled iteration from dialogue with a student, repeated in pairs and

discussed would you employ that person? Why not? Rebuild Dialogue in each context using correct style and use of intensifiers. Role-played the dialogues in pairs.

Evaluation

By comparing the two incorrect dialogues the students were able to notice theinappropriateness of iteration in a formal context yet the naturalness in a social context.





They became aware of how important choosing the correct style of language was inrelation to the context they were in, or, the objective they had for their communication.

Conclusion

Researching this assignment has highlighted the lack of accessible information for teachers andlearners concerning how to use intensifiers. It has also shown me that with higher-level students,there is a definite need to provide them with the right tools, to help them explain nuances in theiremotions and in the way they want to express them. As they move towards a more proficientunderstanding of English, I believe discussions on the effects of suprasegmental features, registerand genre specific vocabulary should be given more of a focus, thus providing them with depth andaccess to a more natural expression.





Bibliography

Books

Cartar, R;& McCarthy,M.(2006) Cambridge Grammar of English . CUP. p.908 (referenced on page 3 )

Grange (1998) in O’Keefe, A & McCarthy, M & Walsh, S. (2009) Vocabulary Matrix. Heinle CenageLearningP.35 (referenced on page 3)

Huddleston, R & Pullum, G. (2002) The Cambridge Grammar of the English Language CUP. p.585(referenced on page 3,5)

Kelly, G. (2007) How to Teach Pronunciation Longman 2007. p.94 (referenced on page 11)

Lorenz, G. (1998) ‘ Overstatement in advanced learners’ writing: Stylistic aspects of adjectiveintensification’, in S. Granger (1998) Learner English on Computer. Longman .. p.53-66 (referenced on

page 4 )

Parrott, M. (2010) Grammar for the English Teacher . CUP. p.69 (referenced on page 3,4)

Selinker (1972) in Ellis, R.( 2008). The Study of Second Language Acquisition . OUP p.963 (referenced on

page8)

Sinclair, J.(1990) Collins Cobuild English Grammar .HCP. p.93,97-100 (referenced on page 3,6)

Thornbury,S. (2002) A to Z of ELT. Macmillan. p.106 (referenced on page 8)

Underhill, A. (2005) Sound foundations Macmillan p.74,75 (referenced on page 7,10)

Willis,D. (2003) Rules, Patterns, Words . CUP. p.32-33 (referenced on page 5)

Websites

British Council, Learn English “Intensifiers”. http://learnenglish.britishcouncil.org/en/english-grammar/adjectives/intensifier (9.10 2014)

Coursebooks

Hird, J & Robb Benne, R. (2007) Move Advanced. p.11,27 (referenced on page 9, Appendix 1)

Moore,P.(2005) New Cutting Edge Upper Intermediate. p.68 (referenced on page 9 Appendix 2)

http://en.wikipedia.org/wiki/Rodney_Huddleston

http://en.wikipedia.org/wiki/Geoffrey_Pullum

http://learnenglish.britishcouncil.org/en/english-grammar/adjectives/intensifier




http://en.wikipedia.org/wiki/Geoffrey_Pullum

http://en.wikipedia.org/wiki/Rodney_Huddleston





Appendix 1

An example of how course books treat intensifiers. More often than not they are treated as an add-on with all the rules thrown together in the reference section at the back.

Hird, J & Robb Benne, R. (2007) Move Advanced. p.11 (referenced on page 9)

Hird, J & Robb Benne, R. (2007) Move Advanced. P.27 (referenced on page 9)





Appendix 2

An example of how course books treat the pronunciation of intensifiers. If they do discuss it, theydon’t look at the effects the suprasegmental features can have on the listener.

Moore,P.(2005) New Cutting Edge Upper Intermediate. p.68 (referenced on page 9)

helping higher level learners to understand and use intensifiers efficiently

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