ACQUISITION OF ENGLISH PRESENT AND PERFECT MODALITY BY PERSIAN EFL LEARNERS

سال انتشار: 1392
نوع سند: مقاله کنفرانسی
زبان: انگلیسی
مشاهده: 1,098

متن کامل این مقاله منتشر نشده است و فقط به صورت چکیده یا چکیده مبسوط در پایگاه موجود می باشد.
توضیح: معمولا کلیه مقالاتی که کمتر از ۵ صفحه باشند در پایگاه سیویلیکا اصل مقاله (فول تکست) محسوب نمی شوند و فقط کاربران عضو بدون کسر اعتبار می توانند فایل آنها را دریافت نمایند.

استخراج به نرم افزارهای پژوهشی:

لینک ثابت به این مقاله:

شناسه ملی سند علمی:

TELT01_278

تاریخ نمایه سازی: 28 آذر 1392

چکیده مقاله:

Tsimpli and Dimitrakopoulou (2007) proposed interpretability hypothesis based on which adult foreign or second language learners cannot acquire the uninterpretable L2 features which are absent in their first language. Investigating the accountability of this hypothesis in the process of acquisition of different modal auxiliary verbs in second/foreign language learning was the main concern in the recent investigation. The study was carried out in order to investigate the acquisition of English simple and perfective modal auxiliary verbs by adult Persian EFL learners. Exploring the effect of L1 transfer and proficiency level on learners’ performance in various contexts was the other aim of the study. Therefore, 30 intermediate and 30 advanced subjects studying English at BA and MA levels in Yazd University were chosen through administering the Oxford Quick Placement Task. The selected subjects were supposed to be assessed both on their production and perception of the intended modal auxiliary verbs (i.e. can, may, must, should, have to, will, and would). Thus, these subjects were assigned a production task (a translation task), as well as a forced choice elicitation task in which they were required to indicate the degree of certainty for the different proposed options. After collecting the data on these tasks, a detailed analysis was conducted using SPSS statistical software. The data analysis revealed that both designated groups of intermediate and advanced Persian EFL learners suffered inability in production of simple and perfective forms of modal auxiliary would, due to the lack of such constructions in their L1. Moreover, the contextual functions which are taught during the later stages in the process of acquisition of second/foreign language such as may (indicating permission) and must (indicating logical guess) can be problematic, and Persian EFL learners may fail to apply them into the required contexts. Meanwhile, the distinction among deontic modal auxiliary verbs should, must, and have to constituted another area of difficulty even at higher levels of proficiency. In fact, although proficiency level can improve subjects’ performance on modal auxiliary verbs, it does not seem to have any significant role in altering the performance of subjects concerning the functions absent in their L1.In addition, it is worth mentioning that, in some cases, higher proficiency may result in more confusion on the part of Persian EFL learners. Then, Interpretability Hypothesis is supported based on the results obtained in this study. The implications of the study for the EFL practice will be discussed

کلیدواژه ها:

نویسندگان

Mohammad Javad Rezai

Assistant Professor of Yazd University,

Mohadeseh Sedghi

MA student of Yazd University