Earticle

초록

영어

The present study investigated the effect of English proficiency on the expression of epistemic modality in English argumentative writing produced by Korean undergraduates. It compared three levels of learner corpora with each other and with a corpus of native speaker writing. The findings point to three aspects of L2 writing development with regard to epistemic modality. First, higher level writers utilized a broader range of types of epistemic devices than did the lower level writers. Second, concomitant with higher proficiency was a more even distribution of grammatical classes of epistemic items through greater reliance on modal verbs, nouns and adjectives and less dependence on lexical verbs and adverbs. The higher proficiency writer also exhibited a greater ability to use combinations of epistemic devices from different grammatical classes in diverse syntactic contexts. Third, relatively more skilled writers employed fewer epistemic devices from the semantic category of certainty and more from probability than less skilled ones. From a developmental viewpoint, these concurrent modifications in the use of epistemic devices indicate in the learners' progressive approximation to native-speaker-like expression of epistemic modality.

목차

Abstract
 INTRODUCTION
 LITERATURE REVIEW
  Epistemic Modality
  Previous Studies of Epistemic Modality in L2 Writing
 RESEARCH QUESTIONS
 METHODS
  Data
  Procedures of Analysis
 RESULTS AND DISCUSSION
  Density and Range of Epistemic Devices
  Grammatical Distributions
  Semantic Distributions
 CONCLUSIONS
 THE AUTHORS
 REFERENCES

키워드

저자

• Sun-Young Oh [ Seoul National University, Korea ]
• Suk-Jin Kang [ Seoul National University, Korea ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  The Journal of AsiaTEFL

• 간기

  계간

• pISSN

  1738-3102

• eISSN

  2466-1511

• 수록기간

  2004~2026

• 등재여부

  SCOPUS,KCI 등재

• 십진분류

  KDC 740 DDC 420