Perception and Production of English Modal Verbs by Korean University Students in Written Academic Discourse
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초록
This study analyses English modal verbs used by Korean MA students at a university in Korea and diagnoses their perceived difficulties using them in writing academic discourse through both quantitative and qualitative approaches. The results demonstrate that the production of modal verbs used in L2 writing does not justify their perception of the modals in several ways. The majority of can, although it attempts to function as an epidemic device, expresses root meanings in L2 corpus, which can be partly explained by pragmatic transfer from L1 to L2. Also, there is an overuse of the majority of root modal verbs in L2 corpus, but a higher proportion of modal verbs in L1 corpus is epistemically used. The above may offer pedagogical implications for teaching linguistic knowledge of English modal verbs in root-epistemic dichotomy and raising a genre-specific awareness in written English.
Abstract
This study analyses English modal verbs used by Korean MA students at a university in Korea and diagnoses their perceived difficulties using them in writing academic discourse through both quantitative and qualitative approaches. The results demonstrate that the production of modal verbs used in L2 writing does not justify their perception of the modals in several ways. The majority of can, although it attempts to function as an epidemic device, expresses root meanings in L2 corpus, which can be partly explained by pragmatic transfer from L1 to L2. Also, there is an overuse of the majority of root modal verbs in L2 corpus, but a higher proportion of modal verbs in L1 corpus is epistemically used. The above may offer pedagogical implications for teaching linguistic knowledge of English modal verbs in root-epistemic dichotomy and raising a genre-specific awareness in written English.
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