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An Analysis of Intensifiers Taught in English Language Textbooks in Japan
https://hju.repo.nii.ac.jp/records/2000213
https://hju.repo.nii.ac.jp/records/200021383978ae2-8394-4c7e-8318-691cffca1a59
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
ronsyu73wilson.pdf (265 KB)
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| アイテムタイプ | 紀要論文 / Departmental Bulletin Paper(1) | |||||||
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| 公開日 | 2026-03-25 | |||||||
| タイトル | ||||||||
| タイトル | An Analysis of Intensifiers Taught in English Language Textbooks in Japan | |||||||
| 言語 | en | |||||||
| 言語 | ||||||||
| 言語 | eng | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | intensifiers | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | EFL textbooks | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | pragmatics | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | materials evaluation | |||||||
| 資源タイプ | ||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||
| 資源タイプ | departmental bulletin paper | |||||||
| 著者 |
Wilson, John Timothy
× Wilson, John Timothy
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| 著者（英） | ||||||||
| 姓名 | Wilson, John Timothy | |||||||
| 言語 | en | |||||||
| 姓名 | ウィルソン, ジョン ティモシー | |||||||
| 言語 | ja-Kana | |||||||
| 抄録 | ||||||||
| 内容記述タイプ | Abstract | |||||||
| 内容記述 | This study examines the variety, frequency, and pedagogical presentation of intensifiers in four widely used CEFR A2– level English language textbooks (two American and two British) in Japan: Interchange 1 (Cambridge University Press), English Firsthand 1 (Pearson Japan K.K.), New Headway: Pre-intermediate (Oxford University Press), and Global: Pre-intermediate (Macmillan Education). Although intensifiers play a crucial role in developing communicative competence, their treatment in instructional materials has often been overlooked. Using systematic quantitative analysis with MAXQDA, 1,795 tokens of intensifiers were identified across the four textbooks, divided between American English (880 tokens) and British English (915 tokens) sources. The findings reveal that a narrow set of high-frequency intensifiers—very, so, and really—dominates, while pragmatically significant but less frequent items such as pretty and enough are underrepresented. American English textbooks emphasised so and really, whereas British English textbooks favoured very. Pedagogically, intensifiers were typically introduced through brief grammar notes and controlled drills, with limited attention to collocational patterns, register variation, or pragmatic use. These findings are situated within broader research on intensifiers in English, second language acquisition, and textbook evaluation. The study highlights implications for teaching practice and textbook design in Japan and offers recommendations for supplementing textbook input with corpus-informed materials and pragmatic awareness-raising tasks. | |||||||
| 言語 | en | |||||||
| 書誌情報 |
ja : 広島女学院大学論集 en : Bulletin of Hiroshima Jogakuin University 巻 73, p. 1-12, 発行日 2026-03-03 |
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| 出版者 | ||||||||
| 出版者 | 広島女学院大学 | |||||||
| 言語 | ja | |||||||
| ISSN | ||||||||
| 収録物識別子タイプ | PISSN | |||||||
| 収録物識別子 | 0374-8057 | |||||||
| 書誌レコードID | ||||||||
| 収録物識別子タイプ | NCID | |||||||
| 収録物識別子 | AN1021267X | |||||||
| フォーマット | ||||||||
| 内容記述タイプ | Other | |||||||
| 内容記述 | application/pdf | |||||||
