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This study compares the variation of Korean college students’ability and preference ofamplifier use in a given context with those of native speakers. 86 Korean college students weredivided into three groups according to their English proficiency, and 17 native speakersparticipated in the experiment as a comparative group. All four groups were examined for theirawareness and ability of the colloquial usage of 32 frequently cited amplifiers in a given context. The results reveal that Korean English students in advanced group acquired maximize useability in even EFL environment without special attention, while the lower two groups showedsignificant misusage of maximizers. On the other hand, for boosters, all three groups showsignificantly different used ability from that of native speakers. This study also reports that whenforming collocations with amplifiers, learners in the beginning level were mostly unaware ofsemantic relation that took on a new dimension for them. On the other hand, learners in theintermediate group and the advanced group were able to apply lexical meaning on thecollocation phrase reasonably well. These findings suggest that learners become more sensitiveto the colloquial usage of amplifiers as English instructors relate specific explanation ofamplifier usage to their students. Through a progressive, pedagogical effort and students'frequent exposure to amplifier collocations, learners should be able to comprehend themextensively and try to produce a variety of amplifiers adequately within authentic contexts.
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