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; 2.1.2 Semantics of Intensifiers ........................20-22
            2.1.2.1 Semantics of ........................ 20-21
            2.1.2.2 Semantics of ........................ 21-22
        2.1.3 Syntactic Features of........................ 22-24
            2.1.3.1 Syntactic Features ........................ 22-23
            2.1.3.2 Syntactic Features of........................ 23-24
        2.1.4 Cooccurrence Restrictions........................ 24-26
        2.1.5 Previous Studies on ........................ 26-28

 

Chapter Five Conclusion

 

This chapter reports the major findings of the present study and discusses theimplications for the teaching. Then it moves to present the limitations of the currentstudy and finally it puts forward some suggestions for the future researches.

 

5.1 Major Findings
This thesis explores the issue of how Chinese English-Major-Postgraduates useintensifiers in their writings. The self-established corpus of CPEC is selected as theobserved corpus, and APEC as the control corpus. By applying the powerfulconcordance tool and software to retrieve the relevant data, the intensifiers in the twocorpora have been quantitatively and qualitatively investigated from such twoperspectives as frequency and collocation.

 

5.2 Pedagogical Implications
Without doubt, this study has certain implications for the teaching of Englishvocabulary:First, more attention should be paid to the use of intensifiers by both teachersand students, especially those at the advanced level. According to Lenon (1996: 23),teaching at the advanced level should aim not only to increase the word store butalso to flesh out the incomplete of skeleton entries which even advanced learnersmay have for high-frequency words. The author is favorable to Lenon’s suggestion.In this paper, it has been testified that Chinese English-Major-Postgraduates can notuse some intensifiers appropriately. Teachers should consciously guide students tolearn to use intensifiers properly.Second, the study of collocation contributes a lot to foreign language learning.Teachers should design relevant exercises about collocational restriction andcollocational preference of intensifiers and help students summarize the commoncollocates of intensifiers in native speakers’ corpus and attach importance to thoseunusual ones.Third, the study of collocation can not avoid the corpus study and the data fromcorpus is especially helpful for foreign language teaching. The use of nativespeakers’ corpus in university classroom can supply considerable amount of reallanguage materials from real communication activities for students, establish a reallanguage atmosphere, and help them grasp authentic vocabulary knowledge.Furthermore, it could cultivate students’ abilities of summarizing and inducing,especially those at an advanced level. Simultaneously, this also requests teachers toemploy relevant software to demonstrate concordances, collocation extractions orprovide an o本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。