Developmental Patterns of English Modal Verbs in the Writings of Chinese Learners of English: A Corpus-Based Approach

Autor/in	Li, Lexi Xiaoduo
Titel	Developmental Patterns of English Modal Verbs in the Writings of Chinese Learners of English: A Corpus-Based Approach
Quelle	In: Cogent Education, 9 (2022) 1, Artikel 2050457 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Lexi Xiaoduo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2022.2050457
Schlagwörter	Verbs; Second Language Learning; Second Language Instruction; Native Language; Transfer of Training; English (Second Language); Chinese; Computational Linguistics; Foreign Countries; Language Usage; Teaching Methods; Grammar; Grade 7; Grade 8; Grade 9; Error Patterns; Essays; Semantics; Error Analysis (Language); Pragmatics; Textbooks; Writing (Composition); China + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Training; Transfer; Ausbildung; English as second language; English; Second Language; Englisch als Zweitsprache; China; Chinesen; Linguistics; Computerlinguistik; Ausland; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Grammatik; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Fehlertyp; Essay; Aufsatzunterricht; Semantik; Error analysis; Language; Fehleranalyse; Pragmalinguistik; Textbook; Text book; Schulbuch; Lehrbuch; Schreibübung
Abstract	This study aims to examine how Chinese learners develop in their use and misuse of English modal verbs from Grade 7 to 9. Specifically, it examines form-function connections and explores the factors behind learners' development. The main focus is on the modal verbs "can," "could," "will," "would," "must," and "should." The learner corpus consists of essay samples selected from the writings of 600 participants, stratified across three levels (Grade 7, 8, and 9). The developmental patterns of modal verbs are assessed in terms of completeness, robustness, and proximity to the target language. The analysis of misuse looks at semantic and pragmatic errors. The findings indicate that there are considerable variations in the form-function connections of the six modal verbs at the initial and subsequent stages. The influencing factors include L1 transfer, the influence of textbooks, L2 complexity, universal learning mechanisms, and teachers' instructions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01