MODAL AUXILIARIES AND THEIR SEMANTIC FUNCTIONS - USED BY ADVANCED EFL LEARNERS

Oct 15, 2026

Uploaded by Rizky

Modal auxiliary verbs present persistent challenges for learners, prompting an analysis of how advanced adult Iranian EFL students use them. The study investigates nine modals’ semantic functions through a learner corpus of 136 compositions and Wordsmith Tool analysis. Findings indicate overuse of certain meanings, such as “ability” with can, while other meanings are barely realized, including “possibility” senses of can and could. Pedagogical suggestions conclude the study.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Introduction

Modals' semantic function and L2 learners

Modal semantic categories (Biber et al., 1999)

Semantic function tables (Table 1)

MODAL AUXILIARIES AND THEIR SEMANTIC FUNCTIONS USED BY ADVANCED EFL LEARNERS Najmeh Torabiardakani, Laleh Khojasteh, Nasrin Shokrpour Abstract: Since modal auxiliary verbs have been proved to be one of the most troublesome grammatical structures in English, the researchers of this study decided to do an analysis on the ways in which advanced EFL Iranian students use modal auxiliaries focusing specially on nine modals’ semantic functions. Consequently, was conducted based on the following object: To investigate the semantic functions depicted by modals used by advanced adult EFL learners of English. To do this, a learner-corpus was constructed with 136 compositions written by our learners and then Wordsmith Tool was used to analyze this computerized data. The results of this study show that some meanings are overly used (like “ability” meaning of can) and some of them are not really used by our learners like the “possibility” meanings of can and could. At the end, some pedagogical suggestions have been made to improve this situation. Key words: modal auxiliary verbs, semantic functions, learner corpus 1. Introduction The definition of modality has not yet been fully agreed upon in various linguistic schools despite its long existence. However, in this study various definitions of modality provide a useful place to start. In simple terms, according to Huddleston & Pullum et al. (2002, p. 173) modality is defined as the speaker’s verdict about the “necessity” and “possibility” of subjects. Likewise, Quirk et al. (1985) assert that modality is how speakers decide on the genuineness of the topic. In accordance with this, Palmer (2001) claims that modality is the subjective opinion of speaker towards the topic. Modality is regarded by Halliday (1970) as the way that makes it possible for the speaker to interfere and take up a viewpoint in the speaking incident. In modality, this has been termed as “interpersonal function” by Palmer (1986, p.25) . According to the theory of various language functions, proposed by Halliday (1994), interpersonal function highlights the interactive connection between the speaker and addressee’s attitudes and conduct more than other function. Considering the various definitions of modality, it can be concluded that semanticists are yet seeking for what is the same between modal expressions. According to Depraetere and Reed (2006, p. 269), particularly, “non-factual” features which require all modal utterance to state un-factual circumstances is absolutely the same between all modal expressions. As Collins (2009, p.11) states, so far, all the suggested definitions accept that modality consists of various semantic notions such as:“possibility”,“necessity”,“ability”,“obligation”,“permission”, and “hypotheticality”. Distinct means of verbal and non-verbal forms can be utilized to express these notions (Halliday, 1970) . Through nonverbal forms, which is the major point of this research, modal auxiliaries, which are utilized as markers to encrypt the speaker’s perspective, for example, when he/she states something he/she believes is reasonable; or may be obvious, or tentative, code modality (Stubbs, 1996) . Therefore, modals are utilized in writing and speaking; first to improve interaction and second as a tool for expressions which are related to form opinions, understandings, purposes, obligations, free will and other associated notions (Leech, 1987; Quirk, Greenbaum, Leech, Palmer, 1990) . 2. Modals' semantic function and L2 learners Semantic associates with the sense of the lexical, while syntax pertains to the shape of the lexicals,(Palmer, 1990) . Auxiliary modal verbs have several semantic functions due to the fact that one modal may have various meanings and occasionally one meaning can be related to various modal forms (Khojasteh, 2011, p.21) . On the basis of Biberet al.’s (1999) description of modal semantic category, present study pursues the possible senses which every modal c

FAQs

What is the main purpose of this study?

To investigate the semantic functions expressed by modal auxiliaries used by advanced adult Iranian EFL learners of English, focusing on nine modals.

How was the learner corpus constructed and analyzed?

A learner-corpus was built from 136 compositions written by the learners, and Wordsmith Tool was used to analyze the computerized data.

What do the results show about learners’ modal usage?

Some meanings are used too often (e.g., the “ability” meaning of can), while some meanings are not really used, such as the “possibility” meanings of can and could.

Oct 15, 2026

Uploaded by Rizky