![The Korean Association for the Study of English Language and Linguistics](/images/basic/pubreader_back.gif)
L1 영어와 L2 영어에서 부정 조동사의 인식양상 위계와 과거시제형의 역할
© 2024 KASELL All rights reserved
This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
This study investigates the epistemic modality hierarchies of negative modal auxiliary verbs and the role of the past tense form in L1 and L2 English. Negative epistemic modal auxiliary verbs such as can’t or wouldn’t express certain degrees of certainty or doubt of a situation described (Coates 1983, Huddleston and Pullum 2002, Larsen-Freeman and Celce-Murcia 2016, Palmer 1990). This study presents the epistemic modality hierarchies of six negative modal auxiliary verbs in L1-English speakers (n=28) and Korean L2-English speakers (n=67), and explores the non-temporal role of the past tense form of the modal verbs. Based on the data from the certainty judgement task, we have got four major findings. The first finding is the epistemic modality hierarchy of negative modal auxiliary verbs in L1-English, which differs from the one of the previous studies (Larsen-Freeman and Celce-Murcia 2016). The second one is the epistemic modality hierarchies of negative modal auxiliaries in two groups of Korean L2-English learners (high, n=30, and intermediate, n=37) different at the proficiency level. The third finding is that the past tense form of the modal auxiliaries significantly lowers the level of certainty of the non-past form in L1-English. The final finding is that the Korean college students have difficulty with the certainty degrees of won’t and wouldn’t and with the certainty-lowering role of the past tense form. Based on these findings and the analysis of the English textbooks of the secondary schools, this study makes some suggestions for teaching the English modal auxiliary verbs.
Keywords:
negative modal auxiliary verbs, negative epistemic modality hierarchy, the past tense forms of English modals, secondary school English textbooks, can’t, won’t, couldn’t, wouldn’t, may not, might notReferences
- 권은혜(Kwon, E.). 2009. 영어 양상 조동사 can과 will의 의미적 쓰임 분석 및 이해 연구 - 중학교 3학년 영어교과서를 중심으로(An Analysis Study of Semantic Uses and Learners' Comprehension on the Modal Auxiliaries ‘can’ and ‘will’ -With Special Reference to Middle School English 3). 석사학위논문(Master's thesis), 한국교원대학교(Korea National University of Education).
- 김성곤, 서성기, 이석영, 최동석, 강용구, 김성애, 최인철, 양빈나, 조유람 (Kim, S., S. Seo, S. Lee, D. Choi, Y. Kang, S. Kim, I. Choi, B. Yang and Y. Jo). 2018. 『중학 영어 1』(Middle School English 1). 서울: 엔이능률(Seoul: NE Neungyule).
- 나현민. 2012. 조동사 Will/Would 의미 분석 - 미국 교과서와 한국 영어교과서 비교연구를 중심으로(Modal Auxiliary Verbs Will/Would in English: A Comparison Between American and Korean Secondary School Textbooks). 석사학위논문(Master's thesis), 경희대학교(Kyunghee University).
- 박준언, 윤병우, 김선형, 최선영, 김진수, 최지영, 최송이, 김하영(Park, J., B. Yoon, S. Kim, S. Choi, J. Kim, J. Choi, S. Choi and H. Kim). 2018.『고등 영어』(High School English). 서울: 엔이능률(NE Neungyule).
- 송미정, 권진아, 모윤숙, 신정아, 이수하, 유현주, 정지윤(Song, M., J. Kwon, Y. Mo, J. Shin, S. Lee, H. Yoo and J. Jung). 2018. 『중학 영어 1』(Middle School English 1). 서울: 와이비엠 (YBM).
- 송미정, 권진아, 모윤숙, 신정아, 이수하, 유현주, 정지윤(Song, M., J. Kwon, Y. Mo, J. Shin, S. Lee, H. Yoo and J. Jung). 2018. 『중학 영어 1 교사용 지도서』(Middle School English 1 Teacher’s Guide). 서울: 와이비엠 (YBM).
- 양현권, 이창수, 김기택, 최정윤, 고아영(Yang, H., C. Lee, K. Kim, J. Choi and A. Go). 2018. 『중학 영어 2』(Middle School English 2). 서울: 엔이능률(NE Neungyule).
- 양현권, 이창수, 김기택, 최정윤, 고아영(Yang, H., C. Lee, K. Kim, J. Choi and A. Go). 2018. 『중학 영어 2 교사용 지도서』(Middle School English 2 Teacher’s Guide). 서울: 엔이능률(NE Neungyule).
- 윤정미, 이희경, 강은경, 송형호, 장성욱, 염미선, 손지선, 진성인, Sundeen Glenn Paul (Yoon, J., H. Lee, E. Kang, H. Song, S. Jang, M. Yeom, J. Son, S. Jin, G. and P. Sundeen). 2018. 『중학 영어 1』(Middle School English 1). 서울: 동아출판(DongA).
- 이병민, 이상민, Kim Christian, 고미라, 김수연(Lee, B., S. Lee, C. Kim, M. Go and S. Kim). 2018. 『중학 영어 1』(Middle School English 1). 서울: 동아출판(DongA).
- 이병민, 이상민, Kim Christian, 고미라, 김수연(Lee, B., S. Lee, C. Kim, M. Go and S. Kim). 2018. 『중학 영어 1 교사용 지도서』(Middle School English 1 Teacher’s Guide). 서울: 동아출판(DongA).
- 이병민, Kim Christian, 이주연, 이정은, 김효신 (Lee, B., C. Kim, J. Lee, E. Lee, and H. Kim). 2018.『고등 영어』(High School English). 서울: 동아출판(DongA).
- 이재영⋅안병규⋅오준일⋅배태일⋅김순천⋅박성근⋅신수진(Lee, J., B. An, J. Oh, T. Pae, S. Kim, S. Park and S. Shin). 2018. 『중학 영어 1』(Middle School English 1). 서울: 천재교육(Chunjae Education)
- 이재영, 안병규, 오준일, 배태일, 김순천, 박성근, 신수진(Lee, J., B. An, J. Oh, T. Pae, S. Kim, S. Park and S. Shin). 2018.『중학 영어 1 교사용 지도서』(Middle School English 1 Teacher’s Guide). 서울: 천재교육(Chunjae Education)
- 이재영, 안병규, 오준일, 문안나, 김춘수, 김현진, Shaun Justin Manning(Lee, J., B. Ahn, J. Oh, A. Moon, C. Kim, H. Kim, and S. J. Manning). 2018.『고등 영어』(High School English). 서울: 천재교육(Chunjae Education)
- 정사열, 이성림, 홍숙한, 강윤희, 이현주, 성현영(Jung, S., S. Lee, S. Hong, Y. Kang, H. Lee and H. Sung). 2018.『중학 영어 1 교사용 지도서』(Middle School English 1 Teacher’s Guide). 서울: 천재교육(Chunjae Education).
- 정태구(Chung, T.). 2019.『교사를 위한 영문법』(Principles of Grammar, Teaching and Learning for EFL Teachers). 서울: 고려대학교 출판문화원.
- 정태구 · 노경희(Chung, T. and G. No). 2022. 영어 조동사의 인식양상 위계와 한국 대학생의 습득 실태 (The epistemic modality hierarchy of English auxiliary verbs and its acquisition by Korean college students). ≪외국어교육연구≫ (Studies in Foreign Language Education) 36(3), 89-107.
-
Ayoun, D., C. Gilbert, M. Howard, and P. Leclercq. 2017. The acquisition of modal auxiliaries in English by advanced Francophone learners. In M. Howard and P. Leclercq, eds., Tense-aspect-modality in a second language: contemporary perspectives, 183-212. Amsterdam: John Benjamins Publishing Company.
[https://doi.org/10.1075/sibil.50.07ayo]
-
Back, J., and E. Lee. 2017. Perception and production of English modal verbs by Korean university students in written academic discourse. The Journal of Linguistics Science 81, 133-159.
[https://doi.org/10.21296/jls.2017.06.81.133]
- Biber, D., S. Johansson. G. Leech, S. Conrad, and E. Finegan. 1999. Longman Grammar of Spoken and Written English. Harlow, Essex: Pearson Education Limited.
- Carter, R. and M. McCarthy. 2006. Cambridge Grammar of English: A Comprehensive Guide - Spoken and Written English Grammar and Usage. Cambridge: Cambridge University Press.
-
Choi, I. 2017. How do Korean EFL learners acquire English modal auxiliaries can, could, may and might? A learner corpus study. Studies in Modern Grammar 92, 233-248.
[https://doi.org/10.14342/smog.2017.92.233]
- Coates, J. 1983. The Semantics of the Modal Auxiliaries. Beckenham: Croom Helm.
- Cowan, R. 2008. The Teacher’s Grammar of English. Cambridge: Cambridge University Press.
-
Dawes, J. 2008. Do data characteristics change according to the number of scale points used? An experiment using 5-point, 7-point and 10-point scales. International Journal of Market Research 50(1), 61-77.
[https://doi.org/10.1177/147078530805000106]
-
Filipović, L. 2016. May vs. might in native vs. non-native English: Implications for inference and judgment in legal and educational contexts. Applied Linguistics Review 7(2), 181-201.
[https://doi.org/10.1515/applirev-2016-0008]
-
Holmes, J. 1988. Doubt and certainty in ESL textbooks. Applied Linguistics 9, 20-44.
[https://doi.org/10.1093/applin/9.1.21]
-
Huddleston, R. and G. K. Pullum. 2002. The Cambridge Grammar of the English Language. Cambridge: Cambridge University Press.
[https://doi.org/10.1017/9781316423530]
-
Hyland, K., and J. Milton.1997. Qualification and certainty on L1 and L2 students’ Writing. Journal of Second Language Writing 6(2), 183-205.
[https://doi.org/10.1016/S1060-3743(97)90033-3]
-
Ko, H. 2017. Uses of Will, Would, and Going To in Microteaching by Korean Pre-service Teachers. Teacher Education Research 55(1), 31-46.
[https://doi.org/10.15812/ter.55.1.201603.31]
- Larsen-Freeman, D. and M. Celce-Murcia. 2016. The Grammar Book: Form, Meaning, and Use for English Language Teachers. Boston, MA: National Geographic Learning & Heinle.
- Lyons, J. 1977. Semantics, Vol. 2. Cambridge: Cambridge University Press.
- McEnery, T., and N. Kifle. 2002. Epistemic modality in argumentative essays of second-language writers. In T. Flowerdue, eds., Academic discourse, 182-195. London: Longman.
-
Oh, S. 2007. A corpus-based study of epistemic modality in Korean college students’ writings in English. English Teaching 62, 147-175.
[https://doi.org/10.15858/engtea.62.2.200706.147]
- Oh, S., and S.-J. Kang. 2013. The effect of English proficiency on Korean undergraduates' expression of epistemic modality in English argumentative writing. The Journal of Asia TEFL 10(4), 97-132.
- Palmer, R. 1990. Modality and the English Modals, 2nd ed. London: Longman.
- Quirk, R., S. Greenbaum, G. Leech, and J. Svartvik. 1985. A Comprehensive Grammar of the English Language. London: Longman.
-
Riddle, E. 1986. The Meaning and discourse function of the past tense in English. TESOL Quarterly 20(2), 267-286.
[https://doi.org/10.2307/3586544]
-
Skelac, I and R. Stanić. 2014. Issues in acquisition of non-temporal meanings of tenses in English by native speakers of Croatian. Journal of Foreign Language Teaching and Applied Linguistics 2, 81-87.
[https://doi.org/10.14706/JFLTAL15218]
-
Svalberg, A. M.-L. 2018. Mapping tense form and meaning for L2 learning - From theory to practice. International Journal of Applied Linguistics in Language Teaching 57(4), 417-445.
[https://doi.org/10.1515/iral-2016-0105]