scholarly journals Degree Modifiers of Adjectives in Spoken British English

Language ◽  
2000 ◽  
Vol 76 (1) ◽  
pp. 227
Author(s):  
Winnie Sze Man Yiu ◽  
Carita Paradis
Author(s):  
Carita Paradis

On the basis of an investigation of the lexical forms quite, rather, fairly, and pretty in contemporary spoken British English, I postulate that these lexical items form a notional paradigm of compromiser within the category of degree modifiers. Compromisers are cognitive synonyms that occupy the middle of an abstract intensity scale, approximating a mean degree of another word, eg quite / rather / fairly / pretty dirty. They are all polysemous and poly-functional words, whose meanings are determined by a crucial semantic trait ‘to a moderate degree’ on the paradigmatic axis, and by a semantic-syntactic, selection-licensing mechanism on the syntagmatic axis.


1997 ◽  
Vol 4 (2) ◽  
pp. 312-314
Author(s):  
Anne-Marie Simon-Vandenbergen

Language ◽  
2000 ◽  
Vol 76 (1) ◽  
pp. 227-227
Author(s):  
Winnie Sze Man Yiu

Corpora ◽  
2013 ◽  
Vol 8 (1) ◽  
pp. 115-135 ◽  
Author(s):  
Xinyue Yao ◽  
Peter Collins

A number of recent studies of grammatical categories in English have identified regional and diachronic variation in the use of the present perfect, suggesting that it has been losing ground to the simple past tense from the eighteenth century onwards ( Elsness, 1997 , 2009 ; Hundt and Smith, 2009 ; and Yao and Collins, 2012 ). Only a limited amount of research has been conducted on non-present perfects. More recently, Bowie and Aarts’ (2012) study using the Diachronic Corpus of Present-Day Spoken English has found that certain non-present perfects underwent a considerable decline in spoken British English (BrE) during the second half of the twentieth century. However, comparison with American English (AmE) and across various genres has not been made. This study focusses on the changes in the distribution of four types of non-present perfects (past, modal, to-infinitival and ing-participial) in standard written BrE and AmE during the thirty-year period from the early 1960s to the early 1990s. Using a tagged and post-edited version of the Brown family of corpora, it shows that contemporary BrE has a stronger preference for non-present perfects than AmE. Comparison of four written genres of the same period reveals that, for BrE, only the change in the overall frequency of past perfects was statistically significant. AmE showed, comparatively, a more dramatic decrease, particularly in the frequencies of past and modal perfects. It is suggested that the decline of past perfects is attributable to a growing disfavour for past-time reference in various genres, which is related to long-term historical shifts associated with the underlying communicative functions of the genres. The decline of modal perfects, on the other hand, is more likely to be occurring under the influence of the general decline of modal auxiliaries in English.


2007 ◽  
Vol 1 (2) ◽  
Author(s):  
Richard Zhonghua Xiao ◽  
Hongyin Tao
Keyword(s):  

2004 ◽  
Vol 145-146 ◽  
pp. 219-268 ◽  
Author(s):  
Lawrence Zhang

This paper reports on two phases of a study of a group of advanced TEFL (teachers-of-English-as-a-foreign-language) students. To raise their awareness of the importance of discourse intonation while they were receiving teacher training, this study focuses on examining their sociocultural and psychological inclinations in the choice of phonological models. The first phase is an exploration of their attitudes toward, a native-speaker variety (British English) and a nonnative (Chinese EFL-speaker) variety of English pronunciation and intonation. The second reports on a didactic intervention study of the impact of activities that engaged the students in the awareness-raising of the importance of suprasegmental features, especially discourse intonation, on self-perceptions of their efficacy and confidence in communication. The results showed a systematic pattern of participant endorsement for a native-speaker model and a clear improvement in theIr perceptions of the importance of suprasegmental features of standard English because of teacher-student co-construction of meaning through interactive awareness-raising activities. The findings are discussed with reference to the students' sociocultural and psychological needs in TEFL training, particularly with reference to recent academic discourse on the issue of “linguistic imperialism” (Canagarajah, 1999; Phillipson, 1992, 1996) and ElL in pedagogy (Jenkins, 1998, 2002) and their wider implications in typical EFL contexts.


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