constructive comments.

Mastery of collocations is one of the native like features of the target language, and collocation has been the focus in English teaching, one of which is amplifier collocation. Previous studies have analyzed how English amplifier collocations are used differently by native speakers and Chinese EFL learners from a linguistic perspective, i.e., how L1 structure influence Chinese EFL learners ’ L2 collocation use. However, when language is perceived as the product of culture, different languages may influence perceptions of people from different cultures. Therefore, the study examines whether the different use of English amplifier collocation by native speakers and Chinese EFL learners results from their different perceptions of it, which are influenced by L1. In this regard, studies of L1 influence are not limited within linguistic domain, but can be better understood in sociocultural contexts. Because of constraints of different language structures, the researcher hypothesized Chinese speakers, rather than English speakers, are less conscious about scalar and non-scalar distinction of words being collocated by amplifiers. Thirty five Chinese native speakers and 30 English native speaker