EFL Learners’ Use of the Modals of Possibility in Cross-Cultural Communication: A Corpus-Based Account
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This study aims to examine the use of the modals of possibility, can, may, could, and might in a corpus of cross-cultural communication between EFL learners. The study compares the EFL learners’ corpus with a sub-corpus of ICE-GB in terms of token counts and semantic/functional distributions. The results showed that can has the highest frequency and proportion of the modals of possibility in both the NNC and the NC. However, some discrepancy exists between EFL learners’ corpus and the native speakers’ corpus in the use of the modals of possibility. EFL learners used relatively smaller number of the modals of possibility in terms of total tokens. EFL learners tend to underuse may. Both could and might were also much less used in EFL learners’ communication than in the native speakers. Suggestions were made for using computer corpora in understanding EFL learners’ language use and helping them develop communicative competence.
Abstract
This study aims to examine the use of the modals of possibility, can, may, could, and might in a corpus of cross-cultural communication between EFL learners. The study compares the EFL learners’ corpus with a sub-corpus of ICE-GB in terms of token counts and semantic/functional distributions. The results showed that can has the highest frequency and proportion of the modals of possibility in both the NNC and the NC. However, some discrepancy exists between EFL learners’ corpus and the native speakers’ corpus in the use of the modals of possibility. EFL learners used relatively smaller number of the modals of possibility in terms of total tokens. EFL learners tend to underuse may. Both could and might were also much less used in EFL learners’ communication than in the native speakers. Suggestions were made for using computer corpora in understanding EFL learners’ language use and helping them develop communicative competence.
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