In this thesis I examine the linguistic, semantic and sociolinguistic components of the English modal system and the difficulty the system presents to both instructors and learners of English as a second language (ESL). The purpose of this study was to determine what these components are and how they affect communication. I begin by defining what modality is and how it is manifested in English. The focus is upon the one-word modals and not the phrasal modals; however, some phrasal modals are explicated when a contrast exists between the meaning of the one-word modal and its phrasal equivalent. After the modal is defined, problem areas of form and meaning are explicated. Then, a review of how grammar, specifically modals, has been taught in the field of Teaching English as a Second Language (TESL) follows. In this review, second language acquisition research is also examined for its influence on grammar pedagogy.
| Identifer | oai:union.ndltd.org:WKU/oai:digitalcommons.wku.edu:theses-1975 |
| Date | 01 December 1994 |
| Creators | Hutcheson, Jeffery |
| Publisher | TopSCHOLAR® |
| Source Sets | Western Kentucky University Theses |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Masters Theses & Specialist Projects |
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