의사소통능력과 한/영 번역을 위한영어 준서법조동사 이해도 연구

Abstract

This paper investigates Korean university students’ understanding of English semi-modal auxiliaries. A questionnaire was administered to English language and literature majors to examine their knowledge of the semantic and functional distinctions between English modal auxiliaries and semi-modal auxiliaries. The findings reveal that many students lack clear awareness of these differences, largely due to insufficient instruction. This problem appears to stem from the fact that many Korean English teachers, as well as widely used grammar books, treat modal and semi-modal auxiliaries as synonymous and interchangeable. The study argues that explicit instruction on these distinctions should be incorporated into English curricula and textbooks, and that English teachers should cultivate a more precise understanding of their semantic and functional differences. Furthermore, effective pedagogical strategies for teaching these distinctions should be taken into account. This research may contribute to future improvements in the teaching of English modal and semi-modal auxiliaries.