9. “Anyone” and “Anybody” in MICASE

These very similar pronouns play an important role in instructor-student interaction. When are they used in the full question form (“does anyone wanna guess?”), or when in a shortened structure (“anyone wanna guess?").

Authors: John Swales
Date: October 2005
Download this paper as a PDF file now: Anyone and Anybody (PDF)


Kibbitzer 9

“Anyone” and “anybody” in MICASE
John M. Swales

A. The basic figures for the eight indefinite pronouns in the 1.7 million-word database are as follows:

somebody 494 someone 421
everybody 494 everyone 279
anybody 303 anyone 232
nobody 130 no one 110

These figures are fairly close to the Longman Grammar for conversation, but in general a little lower. As can be seen, these words are quite common, but not very common. The figures also support the Longman Grammar’s finding that endings in “body” are more common in American English than in British English.

B. The linked pair anybody/anyone is particularly common in questions, and thus plays an important role in the interactivity of academic speech.

C. The case of anyone:

Of the 232 entries for anyone, nearly 60% (136) occurred in questions. Other uses were relatively minor:

Use # of occurences example
Conditionals 27 …if anyone needs a flier I have it
Object positions 52 …I don’t think anyone responded
Subject positions 12 anyone who takes chemistry has…

The 136 interrogatives divide almost 50-50 into those that have a full question form and those that have an ellipted form. Here are some examples of each:

Full question form:

1) is there anyone in this group living in Helen Newberry or Betsy Barbour in the fall?
2) does anyone mind if I sit down?
3) can anyone name other than Spike Lee, a black film director?
4) can anyone explain why that might be?
5) did anyone bring the coursepack cuz I completely forgot?
6) has anyone of you ever read Vico?
7) has anyone seen that sex book by Madonna?
8) does anybody know what (pachypoda) means?

Ellipted form:

9) anyone wanna share their experiences?
10) anyone wanna take a guess?
11) anyone else do this search?
12) anyone know what I’m looking_thinking of?
13) anyone know about jambalaya?
14) anyone think of an example?
15) anyone know?
16) anyone else?

Although there are some exceptions, these examples illustrate clearly enough that full-form anyone questions (examples 1-8) are typically fairly specific requests for information. On the other hand, the ellipted “short” forms (examples 9-16) are typically invitations to take the floor. This looks like a sufficiently robust form-function correlation to be worth bringing to students’ attention.

D. The case of anybody

In some ways, a broadly similar position is found with anybody. Again, over half of the 303 tokens ocurred in questions—162 or about 54%. Of the 160 clear examples, 83 employed the full form, while 77 were ellipted.

The more frequent and more extreme forms of ellipsis are as follows:

10 anybody (?)
8 anybody else (?)
5 anybody know?
4 anybody have a question/questions?

More generally, most of the ellipted forms involves the present tense:

anybody not know what SNCC is?
anybody need copies of handouts?
anybody else share that view?
anybody wanna look at them?

And as can be seen, most of these are invitations or check questions. However, there are some involving past tense deletion:

anybody here been to the south of Spain?
anybody happen to watch Nightline last night?

However, when we turn to the full forms, the fairly clear distinction found with anyone for informative questions as opposed to invitations is not so fully borne out, because of examples like these:

okay is there anybody waiting?
is anybody else using the computer?
does anybody know?
does anybody know where this comes from?
before we start does anybody have any questions concerns…

As these examples suggest, with anybody anyway, there would seem to be greater free variation with regard to which form of question (ellipted versus full) will occur. Further investigations are probably called for.

  • MICASE Kibbitzers Home
  • 1. Criteria/data: Uncountable or Countable?

    Do MICASE speakers prefer to say “the data is” or “the data are”? Or is it more complicated than this? This small study explores such questions.

  • 2. Among or Between?

    The traditional rule recommends “between” for two things and “among” for more than two. Do MICASE speakers follow this rule? What are some of the variables involved?

  • 3. Hyperbole in Academic and Research Speech

    In ordinary speech, hyperbole (or exaggeration) is common, as in “I’ve got a million emails to sort out”. What happens in academic speech? Do we still find these exaggerations (which we would not find in academic writing)? Or are MICASE speakers more careful? Find out in this Kibbitzer.

  • 4. Less and Fewer?

    Do MICASE speakers use “less” with uncountables (e.g. less money) and “fewer” with countables (e.g. fewer dollars)? Or are there other factors at play?

  • 5. Making Suggestions in MICASE

    Do people use the verb “suggest” to make suggestions, or other kinds of language? This kibbitzer provides some surprising answers to this question.

  • 6. Modal Contractions in MICASE: The case of will/’ll

    When do we say will and when do we shorten it to the contracted form ’ll? This careful quantitative study attempts to answer this question. (Amazingly, the first author was a first-term undergraduate when she did this project.)

  • 7. No Way

    The expression “no way” is often used among friends to express strong denial (“can you lend me fifty dollars? No way!”). In academic speech, is it used for some other purposes?

  • 8. Announcements of Self-Repair

    When we speak, we sometimes recognize that we have misspoken in some way, and so we try again. At times, we ‘announce’ that we are going to rephrase. What are the common ways of doing this in MICASE? And are these rephrasings typically longer or shorter than the originals? This kibbitzer attempts to answer these and similar questions.

  • 9. “Anyone” and “Anybody” in MICASE

    These very similar pronouns play an important role in instructor-student interaction. When are they used in the full question form (“does anyone wanna guess?”), or when in a shortened structure (“anyone wanna guess?").

  • 10. The Distribution of Anaphoric 'So' in MICASE

    The use of “so” in such phrases as “I guess so” is not that common in MICASE. With which verbs does it occur? In which speech-events? Do other languages use a similar structure?

  • 11. Pre- and post-dislocations in MICASE

    In written English, the standard structure of a sentence is subject-verb-complement. However, in speech, variations are possible, and we actually move the subject into different positions. Example: “the test will be easy” (standard); “the test, it will be easy” (pre-dislocation); How common are the non-standard forms? Where do they occur, and why?

  • 12. Vocatives in MICASE

    Vocatives, such as “okay, John, let’s move on”, are known to be hard to explain to English learners. This study investigates the following kinds of question. What types of vocatives are there in MICASE? Which kinds of speech-event tends to attract vocatives? Do vocatives have different functions when they occur at the beginning, in the middle, or at the end of utterances?

  • 13. 'End up' in MICASE

    This phrasal verb is one of the five most common in MICASE. Why is this? What are its functions? Does it have some special uses in academic speech? And what about the uses of “end up with”?

  • 14. Interactional Query Formulae in MICASE: “you know what I mean?"

    This Kibbitzer investigates the phrases that English speakers use to check for audience or listener comprehension, like “do you see what I’m saying?” or “does that make sense?”. Which phrases are most common?

  • 15. Vague Language in Academia

    This Kibbitzer examines the phrases that speakers use to end a list of examples that they do not wish to say in full (ex: “and so on and so forth”, “etcetera etcetera”, “and things like that”). What are the most common phrases in MICASE, and who uses them more frequently, instructors or students?

  • 16. Just so stories from MICASE

    This Kibbitzer focuses on clarifactory phrases beginning “just so”. Why are these phrases useful for presenters and instructors?

  • 17. 'We' across academic disciplines and registers in MICASE

    Does the frequency of we vary across different academic disciplines and registers? In this kibbitzer, we examine MICASE samples from the physical sciences and compare our results with earlier studies.

Contact / About Us