Understanding Semantic Systems of Epistemic Modal Verbs: Focusing on Korean EFL Middle School Learners
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참고문헌
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초록
The study aimed at examining Korean EFL middle school learners’ understanding of epistemic modal verbs. In total, 168 students participated in an on-line survey, and 6 of them had a follow-up interview. Findings revealed that the students’ overall understanding was very low, showing less than 7% of accuracy rate on average. While the question on negative inference showed the highest accuracy rate (11.30%), the question on positive inference indicated the lowest (2.98%). When looking at a statistical significance by English proficiency, ANOVA found that there was a statistical significance between mean scores (F=8.976, p<0.001). However, the Tukey test revealed that there was a statistical significance only between advanced students and the rest of the students. Finally, pedagogical implications to enhance Korean EFL learners’ semantic concepts of epistemic modal verbs were discussed.
Abstract
The study aimed at examining Korean EFL middle school learners’ understanding of epistemic modal verbs. In total, 168 students participated in an on-line survey, and 6 of them had a follow-up interview. Findings revealed that the students’ overall understanding was very low, showing less than 7% of accuracy rate on average. While the question on negative inference showed the highest accuracy rate (11.30%), the question on positive inference indicated the lowest (2.98%). When looking at a statistical significance by English proficiency, ANOVA found that there was a statistical significance between mean scores (F=8.976, p<0.001). However, the Tukey test revealed that there was a statistical significance only between advanced students and the rest of the students. Finally, pedagogical implications to enhance Korean EFL learners’ semantic concepts of epistemic modal verbs were discussed.
참고문헌 (18)
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