원문정보
초록
영어
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.
목차
Introduction
Discussions of Epistemic Use of Can and Could in Linguistics
Epistemic Modality and the Use of Can and Could in Academic Writing
Research Questions
Methodology
Data in the Study
Data Analysis
Quantitative Results
Qualitative Discussion
In Their Academic Writing, How Do L1 Student Writers Use Can and Could to Convey Epistemicity?
How Do EFL Students Use Can and Could Epistemically in Academic Writing? What Difficulties, If Any, are Observed?
Use of “Can” Where “Could” Would be More Appropriate
Selection of the Wrong Modal
Use of “Can” Where a Modal is Unnecessary
Use of “Could” in a Context Relating to the Habitual, Usual, or General Case
A Modal Other Than “Could” Would be More Appropriate
Two Modals Used Together
Pedagogical Implications
Conclusions
Acknowledgements
The Authors
References