Types of English Intensifiers on Social Media

Suryaningsih, Yuli; Hardjanto, Tofan Dwi

doi:10.15294/lc.v15i2.27787

Cited by 1 publication

(3 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Previous studies also found that adjective intensification is the most common form of intensification produced by women. It also enriches the finding regarding male and female differences in vocabulary, which appealed that women highly produced intensifiers than men (Fuchs, 2017;Liebrecht et al, 2019;Sardabi & Afghari, 2015;Suryaningsih & Hardjanto, 2021).…”

Section: Benisupporting

confidence: 53%

“…In describing the personality of Rani Maharani, Siti produced intensifiers twice in 'very kind and polite' and 'very impressive.' From this finding, intensifiers can be defined as a linguistic term for adverbs that modify the degree of another word, such as very and so (Liebrecht, Hustinx, & van Mulken, 2019;Sardabi & Afghari, 2015;Suryaningsih & Hardjanto, 2021). Hornby (1974)defines intensifiers as strengthening the meanings of the utterance, such as 'so,' 'very,' 'totally,' and 'awful.'…”

Section: Benimentioning

confidence: 99%

“…It is in line with the use of the intensifier 'very' in (5). It does not contribute to the propositional meaning of a clause but serves to enhance and give additional emotional context to the word it modifies (Liebrecht et al, 2019;Sardabi & Afghari, 2015;Suryaningsih & Hardjanto, 2021). Intensifiers increase the effect of a verb by using an adverb that strengthens the emotional content of the word.…”

Section: Benimentioning

confidence: 99%

See 2 more Smart Citations

Representation of Gendered Language in English Textbook for Indonesian Junior High Schools

Suwastini

Wiraningsih

Adnyani

2023

ijole

View full text Add to dashboard Cite

As gender constructs could be disseminated through language, English textbooks could be a fertile arena to maintain or deconstruct traditional gender constructs. Since seventh grade students are in their stage to assert their sexual identity, their exposure to English textbook could affect their perception of gendered positions in the society. The present study purposefully aimed to analyzed the language used in English textbook for Grade 7, because the book was published by the Indonesian Ministry of National Education and recommended to be used nationally in public schools in Indonesia. Designed as a descriptive qualitative study, the dialogues and monologues in the textbook were examined to reveal the stereotyped concepts of gender and the deconstruction of the stereotyped concepts of gender. The data were observed under categories on deficit, dominance, and difference approach by Lakoff, supported by critical perspective of language and gender from Coates. The result of the study revealed that the textbook represents gendered language stereotypes in the use of lexical hedges and fillers, empty adjectives, intensifier along with male domination in the conversation. ‘Male firstness’ pattern of mentioning names, choice of topics, and focus of the conversation. However, the book has also included efforts to deconstruct the stereotypes through the deconstruction of conflict versus compromise and tag question usage. The results implies that future textbooks should include more deconstructions of gender stereotypes through language use, while teachers should use the present book with more critical approach to raise awareness about gender equity, especially through language use.

show abstract

Section: Benisupporting

confidence: 53%