Biber Et Al Seleccion

8/12/2019 Biber Et Al Seleccion

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Este material se reproduce con fines didcticos nicamente

Biber et al. Grammar of Spoken and Written English . Longman.Seleccin. Pp. 408-429 !"8-!#9.

Intransitive phrasal verbs:I fellin. (CONV )He just doesnt fit in. (CONV)

I would like to stay on and honor my contract. (NEWS)

Details of the crimes in Chelmsford were still coming inyesterday. (NEWS ) Free combinations of verb + prepositional phrase:

ore than an inch of rainfell in a few hours. (NEWS)

The mushroom was too !ig to fit in a special dryer at "urdue #ni$ersity%splant and fungi collectien. (NEWS )

any dealers were conten& to stay on the sidelines. (NEWS)

'or coming in the opposite direction was an endless flood of motor cyclists.(NEWS )

B Prepositional verb v. free combination

A second class of combinations with mltiple functions involves verbs followed by prepositional phrases thatcan be interpreted as either prepositional verbs or as free combinations. In some cases this distinction is difficultto mae! since it involves an interpretation of whether the noun phrase following the preposition is functioningas an ob"ect #referring to a person or thing) or as part of an adverbial #e.g. referring to a place or time). $hisduality of function is especially problematic with prepositions that can mar spatial relations! such as in( on(and %rom. &hen the noun phrase following these prepositions identifies a location or time! they function as freecombinations #with w%i'(uestions typically formed with where or when)*

+ person resem!ling a poor clergyman or a poor actor appeared in the

doorway. (FIC)

,he ser$ice of the Irish church used inount -erome is simpler. (FIC)

ert had appeared on the stairs. (FIC)

em!ers are comingfrom Swit/erland( Germany( 0olland( . . . (NEWS) *owever! when the noun phrasefollowing these prepositions primarily identifies a person or thing! these same multi'word se(uences can beconsidered prepositional verbs #with wh'(uestions formed with who or what)*

Susannah 1ork and +nna assey appear in the thriller ,he an from the "ru. (NEWS )

,hey are( howe$er( widely used in the preparation of special cakes. (!C!" )

Would2!e arry 3ormans in Edin!urgh are !eing gi$en the chance to appear on a new mo$ie re$iew ,4 program.(NEWS )

,he first goal came from ,im Cliss. (NEWS )

C ransitive p#rasal verb v. prepositional verb v. free combination

A few combinations can actually serve three different functions: as transitive phrasal verb! prepositional verb!and free combination. $hus! consider the following eamples with put on andput in.

$ransitive phrasal verb function,the particle on or in can be placed either before or after the ob"ect noun phrase:

I put my shoes on. (FIC) 0ehadput on his spectades. (FIC )0a$e youputany alarms in yet5 (CONV)

1ou want someone young( hungry( and willing to put in a lot of hours. (NEWS)

-repositional verb function,the noun phrase following on or in mars who or what.,hey put handcuffs on me. (FIC)

,hat%s !ecause you didnt put $inegar on it. (NEWS)

Im gonna put tomato puree in it. (CONV)

,hat%s right. "ut them in cold water( (CONV)

nidad III / -r0ctica de la $raducci1n I / 2iber et al / Fragmentos seleccionados. -p. 345'367! 895'87.

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Free combination,the prepositional phrase beginning with on or in mars where or when*Don%t put it on the floor. (CONV)

She put it carefully on the ta!le. (FIC)

I put them all in the deep free/e. (CONV )

"ut it in the microwa$e for two minutes. (CONV)

". Interme$iate %ses

resume #an activity)= might be interpreted as either a free combination #since both come and !ack contribute independently to the meaning) oras a phrasal verb #since the combined meaning is somewhat different from the sum of the parts):

E$erton carne !ack from a goal down to !eat lack!urn 627. (NEWS)

It was not e8pected that 0anley( who returned from a summer in +ustralia with a !ad pel$ic strain( would come

!ack !efore the 3ew 1ear. (NEWS)


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8.9.6.6 egister distribution of phrasal verbsG


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activity transitivegetin X9 ?B m

picup a be mput on Y9 K Bi s 7mae up a I 7; iZcarry out sss

tae up i ss ;tae on a ai a

get bac IB 9

get off m Y

loo up

set up ZZ ;tae off @tae over 9mental transitive fRndout

[ s

g%Se up i 99

comtnunication transitivepoint out 9 i

occurrenceintransitive come off

39 B i

run out \V

copularturn out

T; ; i

aspectual intransitivego on

Bai a

]ou go and sit down^ #conv) Bhut up^ _ust forget it. #conv) Co off to bed now. #conv)Ho! don=t get up. #fict) ;Btand up straight^ -eople are looing^ #fict) Further! in declarative dauses these intransitive phrasal verbs tend to

have human sub"ects:Ho! he cante over to the study. #conv)*e would get up at daybrea. #fict)Growe sat up and stared at Frederica. #fict)% sat down behind my des. #fict) 2y far the most common phrasal verb in any register is intransitive come on asused in conversation. $his verb has three ma"or functions:Asan edamatory ehortation to act:Gome on! let Andy do it. #conv)I mean! come on! it=s a bit obvious. #conv) As a pre'departure summons to move:Gome on! we better go. #conv)Gome on! let=s go. #conv) @eaning =to start= or =become activated=:$he heating didn=t come on this morning. #conv)*as that "ust come onZ #conv) $he combination go on is the most common phrasal verb overall in the LB&?Gorpus. $his phrasal verb is common in all four registers! serving a number of different functions:As an edamatory ehortation to act #lie come on above):Co on. Btamp on it. #conv)It=s alright! rub it in. Co on^ #conv) $o mar continued progression of a physical activity:I "ust ignored her and went on. I didn=t have time to tal. #conv) $o mar continuation of some general action#intransitive):If it failed once! there=s no point in going on. #fict)As time went on! Liebig developed his thesis. #acad_) $o mar continuation of some general action #transitive!taing a complement ing' or fo'infinitive dause as direct ob"ect):Labour would go on getting the public=s support by constructing strong unity


3


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ofpurpose. #H?&sf)2"omsson went on to study the newspapers of ;; countries. #acad) $o mar unspecified activity! with a meaningsimilar to =happen=: $hin what=s going on. It=s dreadfuL #fict) $here=s such and such going on. #conv)$ransitive phrasal verbs are more evenly distributed across registers. For eample! verbs such as put on! mae up!and finaD out are relatively common in both conversation and the written epository registers:Bome people they rcad the top bit and read the bottom bit! and sort of maeup the bit in the middle. #conv)2ecause you tnight find out it wors. #conv)*aven=t you found that out yetZ #fict)*e put on his business suit and coat. #fict)% haven=t even been able to put my socs on. #news")For the modern mathematician these numbers would mae up the ordered

pair #SI! S6). #acad) Against the general trend! a few transitive phrasal verbs are even more common in writteneposition than in conversation. $hese include carry out! tae up! tae on! set up! and point out.It is common practice to carry out a series of design point calculations.#acad f)$he rule also affected *enry Gotton! who too up the post at oyal &aterloo! 2elgium! in ;799. #news")&hen the Bpanish arm of the operation needed assistance he was ased to tae on a supervisory role! #news)$he ?I$ was set up last year to help fund university research. #news `) Cushchin #;793) pointed out many of theweanesses of these attempts. #acad f)

Finally! the combination turn out #discussed further in 8.8) is unusual in that it isa phrasal verb that can function as a copular verb:idn=t my little pecan tartlets turn out very _ulia Gharles! #conv)Auntie @adge and _o would have several fits if any of us turned out sneas.#fict)8.9.6.3 -roductivity of particular verbs and adverbial particlesG


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go 9 ;8set 9 ;4turn 6 ;4

bring 6 ;6

$able 8.; Humber of phrasal verb types formed with si common adverbial particlesadverbial

partide

common

phrasal verbsup ;Pout ;3on 7in 7off 8down 9

8.9.9 -repositional verbsAil prepositional verbs tae a prepositional ob"ect! i.e. the noun phrase occurring after the preposition #shown in

bracets in the eamples below). $here are two ma"or structural patterns for prepositional verbs: -attern ;: H- +verb + preposition + H-It "ust loos lie the barrel. #conv)$ve never even ihought about it. #conv)2ritannia said he had ased for permission to see the flight dec. #news) A new telephone hotline will beestablished by ]or Gity Gouncil to deal with paring problems in the 2arbican 0rea! #news)-artera 6: H- 3' verb + H- + preposition + H-

Ho! they lie to accuse women of being mechanically inept. #coHvf) *e said farewell to us on this very spot!#fict)2ut @cCaughey bases his prediction on first'hand eperience! #news f)For eample! the =library manager= reminded members of the procedures forordering library stoc. #acad`) -attern 6 is also common with passive verbs! where the noun phrase corresponding tothe direct ob"ect has been placed in sub"ect position #.3! ;;.9):I thin the media is falsely accused of a lot of things. #coHvf)cf. -eople falsely accuse the media of a lot of things.$he initiative is based on a Bcottish scheme. #news f)cf. Bomeone based the initiative on a Bcottish scheme. -repositional verbs have two competing structural analyses.


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Further! it is important to eep in mind that many of the combinations used as prepositional verbs can also functionas phrasal verbs or free combinations #8.9.;.;). For eample come from! apart from its use as a prepositional verb! isalso common as a free combination in conversation and fiction.Furthermore! some prepositional verbs occur with both -atterns ; and 6 for eample! apply to! connect #H-_ with!

provide #H-) for! as #H-) for! hear #H-) about! now #H-_ about:-attern ; ;$he regidations abo apply to new buildings. #news f) -attern 6$hey were cosmologists wrestling to apply (uantum mechanics to ?instein=s general theory of rlativity. #acad)-attern ;2ut $ve ased for much too much already. #fict) -attern 6*e ased Btan for a "ob. #conv) $he counts in the following sections are based on occurrences of these combinationsas prepositional verbs. $he passive altemative of -attern 6 is cited where this is more common than the active!although both alternatives are induded in the counts.8.9.9.6 egister distribution of prepositional verbsG


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watt for m m

dea^ with m 95 mpay for = sa i m

get into m Y9 i

tum to [9= 5

play with 7 ;stare atglance at 9smiSe at B

p%ay for BBserve as a

activity -attern 6: verb + H- + preposition +H-be applied to IB m

be used in i

do H- for @ Ibe made of [ i

be aimed at BI ;send H- to s i

give H- to 9 m

be derived from \fill H- with BR$able 8.;5 continuedsemanticdomain

G


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thin of m 2

thin about m m i

listen to m m Qworry about 9 Y9 9

now about @ @hear of i

add to =i s

believe in @occur to [

mental -attern 6: verb + H- + preposition + H-

be nown as m 2BI

be seen in ; ;;

be regardedas

i

be seen as i a

be considered as BR

be defRned as R9causative -attern ;: verb + preposition + H-

lead to s V\ sscome from 7 Kta

Bresult in Ygcontribute to BIallow for Btdepend on U = 'U .U.S0

belong to K\ T U8account for 9 4consist of Rs9differ from ;9

eistence or relationship -attern 6: verb + H- + preposition + H- be based onbe involved in aBi V9be associated with BB0Bbe related to 895be included in 9 @be composed of fY


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$able 8.;5 continuedsemantic domain conv Fia news acadc0usative -attern 6: verb + H- + preposition + H- be re(uired foroccurrence -attern ;: verb + preposition + H- loo lie .' ' ==Khappen tooccur in i: Keistence or relationship -attern ;: verb 3' preposition + H-


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-attern ;:verb + preposition + H-

76Q #66)

5PQ #93)

3Q #65)

39Q #;5)

-attern 6:verb + H- + preposition+ H-

5Q #6) ;9Q #8) 9Q #;)

8PQ #63)

total ;44

Q

#63

)

;44

Q

#97

)

;44

Q

#33

)

;44

Q

#36

)$o describe actions involving sight:I want to loo at the anim0is! #conv)*e ain=t looing at her! is heZ #conv)I looed at that and thought it would be nice. #conv)$he boys looed at each other tearfully unbelieving. #fict)$he communication verb say H- to H- is also very common! especially in conversation but also in fiction. $his

prepositional verb is used to report the contenR of speech #the direct ob"ect)! while also identifying the addressee #theprepositional ob"ect). In many eamples with say to! a clause is used to report what was said this clause is oftenpostponed to final position following the principie of end weight #;;.;.9):I said to ussell I will never ever tae speed. #conv)I eep saying to @ichael it=s so epensive). #conv)Anyway! I says to i Sm not doing any in this. #conv) In some eamples! the (uoted speech is actually given as asep0rate main clause #cf. 9.;;.8! ;;.6.9.'P):&ow! Isidore said to himself. It really sounds as if it=s dying. #fict) In conversation! this construction is oftenspread across two complete clauses with say. the first identifies the addressee and the second reports the speech(uote:id you hear what that man said to his little girlZ *e said! oh loo! there=stwo boys and a girl. #conv)I said to Hic! I said I bet something happens at the ball. #conv) 2eyond these two especially fre(uent verbs!conversation and fiction use a number of other common prepositional verbs to mar physical activities!communication acts! and mental processes.Activity:Gouldn=t he "ust put it in hisbean bagZ #conv) -ity we couldn=t go for a romp around a canal! isn=t itZ #conv) -atriceheld her breath! waiting for Lettie=s reply. #fict) *e stared at me blanly! unbelievingly. #fict) DR am looing for amanD the lieutenant said. #fict) Gommunication:_ust tal to her. #conv)

% was taling about the oRd sort of diesel mltiple unit. #conv) *e spoe to -aul in a bitter! controlled tone. #fict`)@ental:&hat did they thin of the brochure thenZ #conv)And then of course I always thought of Laurel #piG$f)% was thining about the playgroup downstairs. #conv) ;Bince when does nobody listen to youZ #conv) Academic prose also uses severa^ common prepositional verbsmaring physical activities and mental states. *owever! these are mostly verbs that tae the double ob"ect -attern 6!and they are typically used in the passive voice. $he most common of these is the prepositional verb use H- in:&e will continu to use $able 8.6 in out economic analysis. #acad`) Following the typical pattern! this verb is muchmore common in the passive voice: be) used in. As is usual in the passive! the agent of the verb,the person doingthe =using=,is not specified. ather! the thing being used is given prominence in relation to some particular use:It can also sometimes be used to signify a disinfecting agent used in a weaerconcentration. #acad`)

$he models of community used in this argument are ideal in several ways. #acad)2ecause academic writing focuses on the relations among inanimate entities! rather than the anRmate agent

performing actions! there is a strong preference for using -attern 6 prepositional verbs in the passive voice! oftenwith a preceding modal verb. $he following are other eamples: Activity verbs:For eample! the @essage $ype can be derived from its infernal structure. #acad)Bimilarly other parRs of the body may be used as bases to start from. #acad^) $he method outlined could now beapplied to a selected number of points along the blade length. #acad)@ental verbs:$his induced mustiness is nown as Bierra rice! #acad)$he electr1n may be regarded as a tiny mass carrying a negative charge.


;;


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#AGAf)All members of the specified ole Glass are considered as possible senders ofthe received message. #acad`) For similar reasons! academic prose uses a number of common prepositional verbs ofcausation and eistence! in addition to the verb occur in these verbs typically show relations among entities ratherthan describing actions. Gausative verbs:Further eperimentation might lead to the identification of other diffulty factors. #acad`)eplacing the nonsense stems by ?nglish stems would have resulted in a grammatically corred se(uence. #acad^)-atrons and broers contributed to the widespread belief that a wastah #an intermediary) was the necessary means tocontact. #acad)G


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8.9.3 -hrasal'prepositional verbs$he third ma"or type of multi'word verb has characteristics of both phrasal and prepositional verbs: phrasal'

prepositional verbs consist of a leical verb combined with an adverbial particle plus a preposition. As withprepositional verbs #8.9.;! 8.9.9)! the complement of the preposition in these constructions functions as the directob"ect of the phrasal'prepositional verb #shown in below). $here are two ma"or structural patterns for phrasal'

prepositional verbs. -attern ;: H- 3' verb 3' particle 3' preposition + H-:


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&e have to get out ofhere. #fict) Beveral other activity phrasal'prepositional verbs are relatively common in thesetwo registers:I=ve never heard a word come out of her mouth. #conv)]ou can go up to full beam! can t youZ #conv)Btop yaing and get on with it^ #conv)


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mental

loo forward to N m acome up with I

put up with a 9'other attestedverbs:

give in tooceurrence

come down to a Ieistence

be set out in

other attestedverbs:

be made up of! be cut offfrom$able 8.68 continuedsemantic domain conv fict news acadcausativo attested verbs: end up with

aspectualattested verbs:go on to! move on to8.9.8


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o you want me to do your hairZ #conv) $he verbs in such eamples can be followed by a deverbal noun! so that theverb + noun combination can sometimes be paraphrased by a simple verb corresponding to the noun:*ow can she mae a bet on an unpublished authorZ #acad")cf. *ow can she bet on an unpublished authorZ *owever! in more idiomatic eamples of this type! the alternativeversi1n does not mean the same:*e went to the darness of the bathroom to tae a le0. #Ficrf)cf. *e went to the darness of the bathroom to lea.8.3 @ain and auiliary functions of primary verbs$he three primary verbs,be! have! and do,can serve as botli main verbs and auiliary verbs. $hey differ!however! in their particular main and auiliary functions.8.3.; 2eAs a main verb! be is the most hnportant copular verb in ?nglish! serving to lin the sub"ect noun phrase with asub"ect predicative or obligatory adverbial #see also 9.8.6'9! 8.;.6! 8.8): = =BS-B#H-)]ou dran coffee lie it was water! #conv) BS-s#Ad"-)$he odds are favourable enough. #news f) BSAG&ell that=s how we got ac(uainted so well because she was in


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Hote that the attributive #non'intensifying) uses tend to combine good with another ad"ective carrying favorableconnotations #e.g. faithful! prosperous)! whereas predicative uses favor ad"ectives carrying negative connotations#e.g. sorry! sic). &ith nice! the intensifying use holds for favorable and unfavorable ad"ectives alie. In both 2r?and Am? conversation! nice and is far more fre(uent than good and. $here are over 94 occurrences per millionwords for nice and + ad"ective v. only about two occurrences per million words for good and + ad"ective.P.;;


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]ou=re doing spif"ily. #conv)?very 64 minutes or so! the phiy guffawingly alludes to the non'arrival of some long'ordered calculators. #news)Ghannel 3 has in any case taen on the mantle of the senator for adult'intelligent viewing: in other words! the placewhere you can watch randily beneath a thinnish veneer of nowledge and a deeper understanding of self. #news)P.;6$he form of adverbsP.;6.;Formation of adverbsABimple adverbsAll phenols can act bactericidally or fungicidally. #acad"') $wenty'si patients with 2arret=s columnar lined loweroesophagus were diagnosed by endoscopio documentation of the s(uamocolumnar "unction being circumferentiallymore than 9 cm above. #acad^)In addition to 'ly! other suffies are used to form adverbs. $wo relatively commonones are 'wise and 'wards. $he suffi 'wise is added to some nouns #e.g.

piecewise)! and the suffi 'ward#s) to some nouns #e.g. homewards! seawards) andprepositions #e.g. onward! afterwards).Fied phrases$here are also some fied phrases which are used as adverbs. $hese phrases are invariant in form! and thecomponent words rarely retain their independent meaning. ?amples include of coursey ind of! and at last.

P.;6.;.; Adverb formsGonsidering all adverb forms that occur over 84 times per million words! Figure P.9 breas down the proportion ineach register that falls into each class.Figure P9@orphoiogical forms of common adverbs,proportional use by register` ;445443464G


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less than ;4 cm) surface horiEons. #acad`) In addition! 'ly adverbs in academic prose are used in descriptions ofprocesses or conditions! or in instructions:$he solubility decreases rapidly as the temperature falls. #acad I)$he passage is almost entirely in third'person narration. #acad)?amine footnotes carefully. #acad) Academic prose also commonly uses 'ly adverbs as modifiers:AcclimatiEation is relatively unimportant. #acad")$he paper by onchin et al. is a particularly good methodological criti(ue ofresearch in this 0rea! #acad) Cenerally these modifiers differ from those typical of conversation! many of which aresimple and perceived as appropriate to casual speech #e.g. pretty and rather).Also in academic prose! modifiers with 'ly suffies are used to epress precisi1n or estimation with measurements:After eactly five years the tree that had grown up weighed ;7 pounds and about three ounces. #acad)Approimately 4 percent of the community are of -olish and ussian ancestry. #acad`)ifferences in the choice of modifiers between conversation and academic prose are discussed further in P.;9.;.;.It is interesting to note that! overall! fiction also uses many different descriptive 'ly adverbs! although few of theseare notably common #occurring over 84 times per million words). ather! fiction shows great diversity in its use of'ly adverbs. In describing fictRonal events and the actions of fictional characters! writers often use adverbs withspecific descriptive meanings:All three adults giggled easily and at everything! absentmindedly fingeringsmall silver spoons. #fictD_D)*e was smiling benignly! almost fatherly! at her. #fict`) $he slighdy higher proportion of compound adverbs in

conversation and fiction partly reflects a difference in formality and precisi1n between these two registers and theepository written registers. $he compound adverbs in conversation and fiction tend to epress vague meanings or

be informal terms: e.g. sometimes! anywhere! everywhere! anyway! and maybe. Fiction also uses compound adverbsto indRcate location! such as inside and upstairs:Sil ' puf them somewhere. #conv) If it=s anywhere it=ll be here. #conv)@ama herself would more often than not stand to eat! sometimes out of the pot. #fict")% went upstairs uneasily and noced on his door. #fict) A final point of interest concerns the slightly greater

proportional use of fied phrases in conversation and academic prose over fiction and news. $he specific phrasesused in conversation and academic prose are very different! however. Gonversation uses the hedges sort of and indof as well as forms such as o=doc! at least! and as well. Academic prose! on the other hand! is notable for its foreign

phrases #particularly the Latin abbreviatlons Le.! e.g. and etc.) and lining adverbials #e.g. in general! in particular!see ;4.3 for more discussion of these).P.;6.6 Adverbs and ad"ectives with the same form

In some cases! an adverb has the identical form as a related ad"ective. For eample! fast is an ad"ective in ; below!while in 6 it is an adverb.; Fast guys tire! a baseiball coach once said of his own high'rise team! but big guys don=t shrin. #news)6


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$able P7 istribution of good functioning as an adverb across registers and dialects occurrences per millionwordseach represents c. ;4 G represents less than ;4 ' unattested Vn that egister2r? G


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All of the registers tend to use more often when the adverb is followed by than: @ore often than usual her headlooed up as she swam from ban to ban. #fict") K =In fact! more often than not! it will be found that the wor of mass selection must be repeated annually. #acad)P.;9 Byntactic roles of adverbsP.;9.; Adverbs modifying ad"ectives


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Adverbs also serve as modifiers of other adverbs: $hey=ll figure it out really fast. #conv)$he do'it'yourself builder almost always uses a water'repellent plywood! oil'tempered hardboard or fibre'cementsheet. #acadDN)P.;9.6.; Adverbs modifying adverbs in conversation and academic prose*ere we eemplify the range of use of adverb 'f adverb combinations by considering only the most commoncombinations in conversation #Am? and 2r?) and academic prose:G


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Although adverbs that are used as modifiers most commonly modify ad"ectives or other adverbs! they can also serveas modifiers of noun phrases #or parts of noun phrases)! prepositional phrases! particles! and numer0is ormeasurements:DIt carne as (uite a surprise!D said one. #news) Opremodifier of noun

phraseJAlmost Vnobody! it seemed! could eat what they were given. #nc$f) Omodifier of pronounJI=ve done about half a side. #conv) Omodifier of predeterminen2ut there=s a hell of a lot,well into their seventies. #conv) Omodifier of

prepositional phraseJIt=s really filled the room right up. #conv) Omodifier of particle of phrasal verbJIt is still not clear whether the approimately 684 people still sted as missing include those whom e'detaineessay were still alive in @ay. #news) Omodifier of numeralJ$osi #;753:6P'93! Figure 9) estimates that roughly one'(uarter to one'third of the total surface 0rea of four sites inDprehistoric $uranD was devoted to different craft activities. #acad) Omodifier of numerical epressionJ As withad"ective and adverb modifiers! most of these adverbs occur as premodifiers. *owever! postmodification alsooccurs! especially with locative information about a noun phrase:$hus! in the ammonia eample above! if ammonia! H*X is allowed to escape from the reaction system! the reactioncannot achieve e(uilibrium. #acad) Opostmodifier of noun phraseJ For some of these functions! only a small set ofadverbs is used. For instance! few adverbs apart from right! well! and directly are commonly used to modify

prepositions.

Adverbs as complements of prepositionsAnother function of adverbs is to serve as the complement of a preposition. Gonsider the following eamples! withthe preposition in and the adverb in bold:; ]ou can=t go through here can youZ #conv)6 $here=s another sweatshirt luring under there that I didn=t see. #conv)9 2ut I=m seeing all this from above. #fict f)3 ntil now! I did not realiEe how much of a si lesson is spent not siing. #news`)8 2efare long! he met a pretty singing cowgirl from $eas who went by the qame of ale ?vans! #news) Its imp1rtame has often been recogniEed since then. #acad^)As these eamples dem1nstrate! the adverbs serving as complements of prepositions usually denote place fas in ;'9)or time #3'). For problems of overlap with constructions with adverbial particles see 6.3..6.iP.;9.8 Adverbs as clause elements: adverbials

$here are three ma"or types of adverbials: circumstance adverbials! stance adverbials! and lining adverbials #see9.6.5 for the basic distinction and also Ghapter ;4).A Gircumstance adverbials add information about the action or state that is descrRbed in the clause! giving detailsabout factors such as time! manner! and place:$hey=re gomia be there @om. #conv)*e too it in slowly but uncomprehendingly. #Ficrf)2 Btance adverbials convey the speaer%writer=s assessment of the proposition in the clause. $hey includecomments about: the epistemic conditions on the clause! e.g. the level of doubt%certainty with maybe! probably:*is boo undoubtedly filis a need. #news) the speaer%writer=s attitude towards the proposition! e.g. unfortunately or surprisingly.$hen! amaEingly! he would turn over the microphone to his daughter @aureen and give her e(ual time to spea on

behalf of the amendment. #acad)

the styie in which the proposition is being conveyed! e.g. honestly or firanly.And he sounded a bit low! (uite firanly! to me yesterday on the phone. #conv)G Lining adverbials serve to connect stretches of tet,phrases! sentences! paragraphs or longer:$he weight of bureaucracy still hangs a trifle heavy. Hevertheless! the review represents substancial progress.#news)@ost of our rural people do not have radio or televisi1n and a large proportion are illiterate. $herefore we had to useapproaches that do not depend on the mass media or on literacy. #acad) As the above eamples illustrate! all threeinds of adverbials can be realiEed by adverbs or adverb phrases. Ghapter ;4 gives a detailed account of adverbials.P.;9. Adverbs with degree complements


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$he clauses and phrases which occur as degree complements with ad"ectives #P.6.P) also occur with adverbs#mared with below).


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A: *ave you got any on thatZ 2: Ho.A: *onestlyZ2: *onestly^ #conv)Bome of the above eamples illustrate that adverbs can serve not only to pose (uestions! but also to answer them.


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*e really believed that because we were hitch'hiing! we were whores and thatwe would happily go to his house. #coHvt)Automatically she baced away. #fict)2ut sentiment recovered (uicly. #news f)$here could be no doubt that ?-! as we shall acronymicay refer to them! had drawn attention. #acad^) *owever!other adverbs of manner are not 'ly adverbs: ]ou can run fast but not here. #conv) $hey were riding abreast downthe railway nes! #fictI) $o perform well it has to be tightly targeted to cope with (uite a narrow band offre(uencies. #news)ecorded interviews and reports of observations were transcribed verbatRmand checed for accuracy before analysis. #acad) $he above eamples illustrate manner adverbs used as adverbials.@any manner adverbs are also used as modifiers of participial premodifiers of a noun! providing descriptiveinformation that is integrated into a noun phrase:2y the dar waters of 2uda! her tears dropping hotly among the (uietlyflowing dead leaves. #fict`)In a fast moving first half the teams appeared to cancel each other out in midfield. #news)$he ussian leader threw the carefuy arranged welcome into chaos.#H?&Bf)$hese combinations can also be analyEed as compound ad"ectives! an analysis which the presence of a hyphen

between the adverbs and participle would render more persuasive #P.7.9).


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2: Ho.A: *ow cruel^ #conv)*ow ironic that *ays is launching one of the biggest non'privatisation share offers to the public at a time when the

party is in trouble. #news)$his!'use of how as an amplifier typically introduces ironic comments inconversation:A: $his guy carne reeling down the hallway completely plastered! uh! and the manager told me! oh! don=t worryabout him. *e ves here! but he=s completely harmless! and he sits out front! on the grass! right in front of the doorto my apartment and drins. 2: *ow lovely. #conv) As noted above! adverbs that can also be used as manneradverbials sometimes lose their literal semantic valu when they are used as amplifiers. $hus consider:; Hew ]or=s an awfully safe place! #fict)6 And Gari was perfectly awful. #fict)In ;! awfully does not mean =in an awful way= it simply increases the intensity of safe. In 6! perfectly taes on itsmore metaphorical sense of=absolutely= #P.;3.;). ead is another adverb used in collo(uial situations to modifyad"ectives. Glearly! dead has lost its literal meaning in such cases:It=s dead easyf. #conv)It=s dead nice. #conv)*e is dead serious all the time! #conv)iminishers%downtonersegree adverbs which scale down the effect of the modified item are sometimes called diminishers #or downtoners).

As with intensifiers! many indicate degrees on a scale and apply to gradable ad"ectives. $hey include less! slightly!somewhat! rather! and (uite #in the sense =to some etent=):9 A slightly cold start gave way to wonderful contrasts offeeling. #news)3 Gonse(uently! @ar often uses the term lasse in a somewhat cavalier fashion. #acad`)Bome of these adverbs are related to hedges #discussed below as stance adverbs). $hat is! they convey some sensethat the use of the modified item is not precisely accurate. For eample! in 9 and 3 above! cold and cavalier appearnot to be absolutely eact in describing the start and a fashion. *owever! we mae a distinction between the itemsthat primarily modify intensity #degree adverbs) and items that primarily mar imprecisi1n or estimation #hedgessuch as ind of).As can be seen in the above discussion! (uite can occur with both gradables and non'gradables! but often with adifferent meaning. &ith gradables whose meaning does not imply any absolute end'point of the scale it usuallymeans =to some etent=:(uite nice #conv)

&ith non'gradables it has the meaning mentioned earlier! =completely=:(uite motionless #fict) *owever! there are many ad"ectives with which (uite can be used in both its senses foreample:% was (uite confident that it would stay in. #conv") Gonfident can be interpreted as gradable or as an absolute state.$hus! (uite confident could indRcate either modrate or complete confidence. Intonation would liely mae theinterpretation easier in the actual spoen versi1n. *owever! in practice it has often been impossible to decide whichof the senses of (uite is being used! and they have been conflated in the counts below.Bimilar to diminishers! other degree adverbs may indRcate lesser degree in terms of falling short of the endpoint on ascale! e.g. almost! nearly! pretty! and far from. $hese also occur with some non'gradables #P.6).@r eanes glass is almost empty. #fict) For discussion of the use of amplifiers and diminishers with supposedlynon'gradable ad"ectives! see P.P..P.;3.6.8 Additive%restrictiveAdditive adverbs show that one item is being added to another,either at a clausal level! as in ; and 6 or at a

phrasal level! as in 9:;


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estrictive adverbs such as only are similar to additive adverbs in that they focus attention on a certain element ofthe clause. $hey serve to emphasiEe the importance of one part of the proposition! by restricting the truth valu ofthe proposition either primarily or eclusively to that part:$he idea of anybo0y! @arge especially! liing that wall'eyed o in preferenceto icie made $om smile. #fict)


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Ghapter ;4! are more commonly realiEed by structures other than adverbs however! adverbs are occasionally usedtbr these semantic categories.


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manneradverbstogether

significantly iwell

degree

adverbsvery a N = ireally i itoo i a(uite B 9eactly i9right 5

pretty Yreal 9more Yrelatively

semantic

domain

2r?

G


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therefore 7thus 5Becondly! there are a higher number of common adverbs serving a lining function in academic prose than inconversation. $heir fre(uency reflects the importance in academic prose of maring the connections between ideasand eplicitly showing the development of logical arguments. $hese forms function as adverbials and are discussedfurther in ;4.3.

$he difference in the use of stance adverbs between conversation and academic prose is also covered in thediscussion of stance adverbials in ;4.9. *owever! it is important to note here that some of the common stanceadverbs of conversation are also used to modify ad"ectives and noun phrases:$able P.;; continuedAngies one is really lie hot and mil dry things. #conv)And at that stage my plaster that Sd had on after the er op had only been off

perhaps a fortnight. #conv)]ou can still find that in @ico in sort of hacienda'lie places and ranchos! #conv)O.. .J when I go away away! visiting! I mean! lie a wee. #coHvf) In the additive%restrictive category! most of thevery common items are adverbials #see discussion in ;4.6.8). *owever! one Rtem classed as additive #although itmight arguably be placed in the =other meanings= category) is not an adverbial. $he characteristically conversationaladverb else is used as a postmodifier of indefinite and wh'pronouns #3.;8.;! 3.;):%% we run out of toilet rolls right! someone else can buy them cause l boughtthe last two lots. #conv)?verybody else doing oay right nowZ #conv)Kf=thought I had something else to show you up there. #conv)&hat else happened at school todayZ #conv) $his type of vague language is more typical of conversation than thewritten registers #see ;3.;.6.9).$he semantic category of manner is notable for having very few common adverbs! even though adverbs of mannerare common overall #;4.6.6). $he great diversity of manner adverbs results in few commonly recurring items. $hethree adverbs that are relatively common,together! significantly! and well,tend to have general meanings or morethan one meaning that is! they can be applied to very diverse contets. For eample! in the following samples!together is used to describe: ; people living in the same house 6 eercises being brought into se(uence with eachother and 9 individu0is standing side by side:; &e=re going to have to ve together. #conv)6 $each each one individually! then put those two together. #conv)9 Btand together. #conv)

Bignificantly is used in academic prose both in a general sense to show importance #or lac of importance) and inthe more specific statisticaR sense:&ithout significantly lengthening the boo we have added new material tomost chapters. #acad)


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It=s totally different. #conv) ?ven for similar degree adverbs! there are differing preferences across registers andassociations with different ad"ectives. $he following subsections describe the use of amplifiers #P.;8.;) and othermodifying adverbs of degree #P.;8.6) in 2r? conversation! Am? conversation! and academic prose.P.;8.; Amplifiers in conversation and academic proseG


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$hat sounds very good. #conv)*e=s a very nice person and I lie him. #conv) Am? and 2r? conversation are similar in their common collocateswith too: bad! big! and late. *owever! 2r? conversation shows more of a tendency for too bad to be used in negativeconstructions #identifying something as =not too bad=)! while Am? conversation shows a tendency to use too bad in

positive constructions:$hey are damp but they don=t feel too bad. #2r? conv) $hat=s really too bad. #Am? conv) Beveral collocates oftoo occur commonly in both conversation and academic prose: early! easy! hard! late! little! long! low! small. In allregisters! too + head functions as a ind of comparative construction #P.5! P.;9.)! describing the degree of acharacteristic as ecessive relative to the re(uirements of a particular set of circumstances:$he doctor said it was too late! $he damage had been done! #conv) *er blood count was too low so we couldn=thave it. #conv) $he general surrender of personality and autonomy it contemplates would leave people too littleroom for leading their own ves rather than being led along them. #acad) Bo is more common in Am? conversationthan in 2r? conversation: A: Are you looing for a "obZ 2: ]eah.A: It=s so hard isn=t itZ2: I now! it=s a nightmare. #Am? conv) $he compound amplifier ever so! however! is found in conversation only in2r?! where it is (uite fre(uent as a means of emotive intensifation:% mean he was a super chap! really lovely chap! ever so nice. #2r? conv)P.;8.6 egree modifiers other than amplifiers in conversation and academic proseApart from amplifiers! modifying degree adverbs have a varied semantic effect #P.;3.6.3).G


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on the other hand! uses (uite sure in both positive and negative contets. ?amples of (uite good! pretty good! andpretty sure in both dialects:I bet it=s actually (uite good! #2r? conv)It=s supposed ta be (uite good. #Am? conv)&e are really doing a pretty good "ob. #2r? conv)2ut it seems lie you have a pretty good relationship with Hicole.#Am? conv)I=m pretty sure we must have paid it. #2r? conv) I=m pretty sure I brought it upstairs. #Am? conv) ?amples of(uite sure in both dialects:Bhe was probably (uite sure. #2r? conv)I thin so! I=m not (uite sure! #2r? conv)I wasn=t (uite sure what her purpose in fe was. #Am? conv)]ou re never (uite sure which goal they=re tryirtg to achieve. #ahi? conv) $he reason for this difference appears to

be that 2r? favors the more intensifying use of (uite! which can be used with ad"ectives which indRcate the end'point of a scale! such as right! true! and sure. $hus in (uite right! (uite sure! and (uite trae! (uite has a forc similarto =entirely= or =absolutely= and is not ci1se in meaning to pretty sure. $his use is relatively rare in Am?! ecept whena negative precedes (uite in both dialects! in fact! negator + (uite! meaning =not entirely=! is not uncommon.Academic prose has more variety in the use of non'amplifier adverbs of degree! although no individual form is asfre(uent as pretty or (uite in conversation. Buch adverbs in academic prose modify a range of ad"ectives:In fact more accurate calculations lead to almost identical m0imum

efficiencies. #acad")In general! then! recent evidence points to conceptual or linguistic diffculties of a fairly high level #acad)$he ventral interradial plates are slightly smaller than the dorsal piafes. #acad)$hese temperatures tend to be somewhat lower than those in common practice. #acad)As the above eamples illustrate! several of the collocations in academic prose have to do with maring the etent ofcomparison between two items #e.g. slightly smaller! somewhat lower). Liewise! specifying the amount ofdifference appears to be an important function for degree adverbs in academic prose the ad"ective different is acommon collocate with several modifying adverbs:$he laws of thermodynamics! lie Hewton=s laws of motion! are (uitedifferent in ind. #acad")$he most striing feature of these results is that they are rather different from those reponed in the great ma"orityof studies. #acad") $he ?uropean study ased a slightly different (uestion. #acad t) Garburettor icing is somewhatdifferent as it can occur in very hot weather conditions. #acad)

Gompared with conversation! academic prose is afe1 notable for its use of relatively. $he use of this adverb alsoindicates the importance of cornparisons in this register:; *owever! the morphology is still relatively simple! #acad^)6 In any relatively stable society! there eists an e(uilibrium between the mode of production! the social relations!and the DsuperstructureD. #acad f)9 Amphiboles occur characteristically in the plutonic rocs and in general are relatively unimportant minerals ofthe volcanic rocs. #acad)$he use of relatively in these eamples implies that measuring certain characteristics,simplicity in ;! stability in 6!and importance. in 9,depends on comparison with other members of a group.juite is also used notably in academic prose #though not as commonly as in 2r? conversation). 2esides modifying avariety of ad"ectives describing characteristics #e.g. common! distinct! large! small)! the collocates of (uite inacademic prose also include ad"ectives maring stance #clear! liely! possible)! for eample:It is (uite liely that the population will be so uni(ue that the pro"ect is not feasible. #AGAt) ;

Biber Et Al Seleccion

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