This study investigated the use of the amplifier very in high school English textbooks and native corpora by comparing its frequency distributions and collocation patterns. The native corpora, used as the reference of the study, were COCA and BNC, with their built-in sub-corpora further grouped into spoken and written corpora. The High School English Textbook Corpus (HSETC) was compiled from a total of 53 high school textbooks, with the spoken corpus (HSETC-S) from the texts in listening and conversation and the written corpus (HSETC-W) from the reading passages. Analyses using AntConc3.4.4 revealed no prominent differences between HSETC and reference corpora in the frequency of the amplifier very, while the written corpus (HSETC-W) had more occurrences contrary to the native corpora. The combination patterns and their occurrences of HSETC were slightly different from those of COCA and BNC with the gap increased with the spoken corpus (HSETC-S). Pedagogical implications and suggestions are made on ELT materials development and teaching practices.

I. 서론
 II. 이론적 배경
 III. 연구 방법
  1. 연구 대상 및 도구
  2. 분석 절차
 IV. 연구 결과
  1. 원어민 코퍼스와 고등학교 교과서에 나타난 강조부사의 분포
  2. 원어민 코퍼스와 고등학교 교과서에 나타난 very의 분포
  3. 원어민 코퍼스와 고등학교 교과서에 나타난 very의 연어 분포
 V. 결론 및 제언
 참고문헌

• 한계수(경기과학고등학교) | Kye-Soo Han
• 김현옥(아주대학교 인문대학 영어영문학과) | Hyeon-Okh Kim 교신저자