A Corpus-based Contrastive Research On Chinese EFL Learners' Use Of Modal Sequences In ETS

Modal verbs,which serve to convey modality,have always been a difficult part for Chinese EFL learners.Modal sequences with the core of modal verbs have been investigated by many scholars for better understanding of modal verbs.However,previous studies have compared English learners with native English speakers,viewing English native speakers as the norm,but rarely compared English learners of different mother tongue backgrounds.Thus,this study,based on ETS(English Teaching Service)Corpus,analyzes whether different mother tongue backgrounds as well as writing proficiency levels have any significant impact on learners' using modal verbs,modal sequences and modality.Ultimately,general features of Chinese students in using modal verbs and sequences are summarized through comparing with French and Arabic EFL learners.The findings of the thesis are presented as follows: 1)Chinese students tend to use can and may more than the other two groups of learners;2)Significant differences have been found in using modal sequences,those of can and could in particular,across three different mother tongue groups;there is significant difference in using modal sequences and modality in terms of writing proficiency levels.Students with lower English level are more likely to employ sequence A and C.Students with higher English level tend to use epistemic modal sequences more often than deontic modality;3)Chinese students rely on personal pronouns they,we,you and I as animate subjects and there,it as inanimate subjects.The stative verbs they apply are homogeneous and the bare verb be often comes along.Chinese students have typical pattern of sequences “PP Can Make” and “PP Can Do” which convey deontic modality.The results shed light on English learning and teaching concerning modal verb instruction.It is suggested that integrating modal sequences into modal verb learning and teaching should result in better understanding and commanding.The sequences analyzed in the thesis,especially those of deontic modality should be avoided in writing in order to improve the affirmation of the truth.The method of comparing EFL learners with different language background could motivate further researches.