Grammar Spotlight
The English Grammar Profile (EGP) is a sister resource to the English Vocabulary Profile, and has been put together by Anne O'Keeffe (Limerick University) and Geraldine Mark, the co-authors, along with Ron Carter and Mike McCarthy, of English Grammar Today (Cambridge University Press). Mark and O'Keeffe investigated the extensive data in the Cambridge Learner Corpus to establish when learners begin to get to grips with different linguistic structures.
A series of insights from their research will be posted on this page, each one putting the spotlight on an interesting aspect of learner grammar development. Please note that all of the learner examples come from the Cambridge Learner Corpus, a 55-million word electronic collection of written learner data. The examination and the candidate’s first language are given in brackets after each learner example.
See the latest Grammar Spotlight entry below. Scroll right down to the bottom of this page to browse through previous entries.
The range of adverbs used to refer to time, frequency and degree increases at the A2 level, and learners begin to use adverbs of manner, linking, focus, sequencing, certainty and stance.
Time
A2 level learners can use a limited range of adverbs (yesterday, just, now, already) to refer to the timing of an event.
Yesterday I went shopping. (Cambridge English: Key; Hungarian)
I’ve just seen your mail. (Cambridge English: Key; French)
I am working very hard now because I want to earn some money. (Skills for Life: Entry 2; Spanish - Latin American)
[talking about a film] I’ve already seen it. (Cambridge English: Key; Portuguese)
Frequency
Learners at the A2 level also use an increasing range of adverbs (usually, often, never, weekly) to talk about frequency.
People usually try to eat their breakfast between 7 and 9 am. (Skills for Life: Entry 2; Polish)
I often go to the Shanghai Museum. (Cambridge English: Key; Chinese)
You never remember anything! (Cambridge English: Key; Catalan)
Do I have to pay weekly or monthly? (Skills for Life: Entry 2; Portuguese)
Degree with adjectives
Learners use a limited range of degree adverbs (so, quite, too) to modify adjectives.
I went to Vinpearland. It’s so beautiful. (Cambridge English: Key for Schools; Vietnamese)
It was quite expensive. It cost £100. (Cambridge English: Key; Spanish - European)
The weather was too hot. (Cambridge English: Key for Schools; Tamil)
Degree with verbs
They can use a limited range of adverbs and adverb phrases (so much, a lot) with verbs to indicate degree or intensity.
I am looking forward to seeing you so much! (Skills for Life: Entry 2; Japanese)
We listened to music and we danced a lot too. (Cambridge English: Key; Spanish - Latin American)
Manner
A2 level learners can use a limited range of manner adverbs and adverb phrases to modify how something happens.
… both the players played well. (Cambridge English: Key; Tamil)
You must go straight, then turn left. (Cambridge English: Key; Italian)
Some of them can swim very fast. (Cambridge English: Key Chinese)
[talking about a bike] It’s very colourfull, and it goes very quickly. (Cambridge English: Key; French)
Linking
They can also use a limited range of adverbs (also, so, however) to show a relationship between two clauses or sentences.
I also bought some t-shirts. (Cambridge English: Key; Greek)
[talking about paint] I don’t like green, so I decided to use blue. Could you help me to paint my room? (Cambridge English: Key; Portuguese)
Yesterday I bought some clothes: trousers and skirts. However, the clothes were cheap. (Cambridge English: Key; Spanish - European)
Focus
Learners are able to use a limited range of adverbs (only, just) to focus on or point to something.
[talking about a class] It’s only two hours. (Cambridge English: Key; Spanish - European)
It was only €70. It is pink. It looks very nice. (Cambridge English: Key; Turkish)
It was just £15. (Cambridge English: Key; Japanese)
Sequencing
They can also use a limited range of adverbs and adverb phrases (first, then, after that) to order segments of discourse.
First we had dinner in a very expensive restaurant, then we went to a disco. (Cambridge English: Key; Italian)
We can meet at 6 pm at my house, and then we can get to the sports centre by bus. (Cambridge English: Key; Chinese)
[talking about games at a children’s party] First, we played housie and blind man’s bluff. After that a magician showed us a lot of magic tricks. (Cambridge English: Key; Gujarati)
Certainty
Learners at A2 level can use a limited range of adverbs (maybe, perhaps) to indicate degrees of certainty.
Or maybe we can walk there, because it’s not far from my house. (Cambridge English: Key; Chinese)
Perhaps I left it in your living room. (Cambridge English: Key; Czech)
Stance
Learners can make effective use of a limited range of adverbs (actually, unfortunately, of course, I’m sorry) to indicate an attitude or viewpoint.
It’s very nice that you’re going to help me to paint my bedroom. Actually, I want you to decide what colour my room should be. (Cambridge English: Key; Thai)
Unfortunately, my team lost. (Cambridge English: Key; Others)
[talking about a watch] It costs €450 and of course it is black. You know black is my favorite color. (Cambridge English: Key; Turkish)
I’m sorry you can’t find it. (Cambridge English: Key; Greek)
So, at the A2 level, learners expand significantly their range of adverbs and the contexts in which they use them. This expansion in the range of adverbs available to learners is central to learner progress as they continue through the CEFR levels.
