ABSTRACT
The importance of collocation acquisition has already been recognized by many researchers, including Channell (1981), Bahns and Eldaw (1993), Lewis (1993) and Taeko (2005), etc. A wide range of empirical research has been carried out from different perspectives to uncover patterns of collocations and to reveal pedagogical implications. Studies of collocation in the fi rst language (L1) and the second language (L2) in China have been carried out by many researchers (Pu, 1999, 2003; Wei, 2002a; Wang, 2005; Sun, 2006). However, the collocational study of intensifi ers in Chinese learners’ English has not yet been conducted systematically based on a large-scale corpus.
