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Can and Could in Academic Writing: A Corpus-Driven Comparison of English L1 and Vietnamese EFL Students

Lauren Whitty|Jean Parkinson|Ha Thi Phuong Pham
아시아테플 (AsiaTEFL (The Asian Association of Teachers of English As a Foreign Language))|2022.03|Journal of Asia TEFL|제19권 제1호|pp. 93-108

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키워드

EFL learnersacademic writingEnglish modals can and couldMICUSPcorpus- drivenclassroom pedagogy

초록

The English modal system is complex, and linguistic descriptions of the modals present varied accounts of the meanings that modal verbs express. It is therefore unsurprising that English modal auxiliaries can present difficulties for language learners. Focusing on can and could, this article uses the highly graded academic writing in the Michigan corpus of upper-level student papers (MICUSP) to describe epistemic modal use of can and could by L1 writers. This description is then employed in analysing the use of can and could in academic writing by Vietnamese learners of English, and in discussing atypical uses. Our analysis found that atypical uses of could involved the use of could to express meanings in contexts where likelihood was relatively high, making can more appropriate. Based on this analysis, pedagogical applications are suggested for English language teaching.

Abstract

The English modal system is complex, and linguistic descriptions of the modals present varied accounts of the meanings that modal verbs express. It is therefore unsurprising that English modal auxiliaries can present difficulties for language learners. Focusing on can and could, this article uses the highly graded academic writing in the Michigan corpus of upper-level student papers (MICUSP) to describe epistemic modal use of can and could by L1 writers. This description is then employed in analysing the use of can and could in academic writing by Vietnamese learners of English, and in discussing atypical uses. Our analysis found that atypical uses of could involved the use of could to express meanings in contexts where likelihood was relatively high, making can more appropriate. Based on this analysis, pedagogical applications are suggested for English language teaching.

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관련 논문AI추천

Perception and Production of English Modal Verbs by Korean University Students in Written Academic Discourse백주현, 이은석언어과학회 · 언어과학연구2017 · 제81호EFL Learners’ Use of the Modals of Possibility in Cross-Cultural Communication: A Corpus-Based Account민수정새한영어영문학회 · 새한영어영문학2012 · 제54권 제1호L2 Learner Corpus Analysis of Modal Expressions in Written Text고성란, 김봉규21세기영어영문학회 · 영어영문학212014 · 제27권 제1호Investigating Modal Variation in L1 and L2 English : A Usage-based Multifactorial Approach박수지국제언어인문학회 · 인문언어2025 · 제27권 제1호Uses of can and may by Korean pre-service English teachers and native English instructors고현숙한국영어교과교육학회 · 영어교과교육2015 · 제14권 제2호Interlanguage development of young Korean EFL learners’ modal usage: A learner corpus study최인철, 석데리아순영한국현대언어학회 · 언어연구2018 · 제35권 제1호

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