The present study sets out to focus on epistemic modal markers in EFL learners’ formal and informal writing samples. To this end, and by means of a proficiency test, one hundred participants were divided into two groups of higher and lower proficient, and were subsequently asked to write one formal and one informal letter on the topics provided by the researcher. The quantitative analysis revealed some differences in the use of epistemic modal markers across the two proficiency levels. That is, while the learners in the higher proficient group used more epistemic markers in their formal letters, the lower proficient learners tended to deontically modalized their sentences. The quantative analysis of the data in both formal and informal letters suggested that the level of directness corresponds not only with the formality requirements of the topic but also with the possessed pragmatic knowledge.
| Published in | International Journal of Language and Linguistics (Volume 1, Issue 4) |
| DOI | 10.11648/j.ijll.20130104.25 |
| Page(s) | 199-205 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2014. Published by Science Publishing Group |
Epistemic Modality, Pragmatic, EFL Learner, Modality
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APA Style
Tahmineh Tayebi. (2014). Epistemic Modal Markers in L2 Learners’ Persuasive Letters. International Journal of Language and Linguistics, 1(4), 199-205. https://doi.org/10.11648/j.ijll.20130104.25
ACS Style
Tahmineh Tayebi. Epistemic Modal Markers in L2 Learners’ Persuasive Letters. Int. J. Lang. Linguist. 2014, 1(4), 199-205. doi: 10.11648/j.ijll.20130104.25
AMA Style
Tahmineh Tayebi. Epistemic Modal Markers in L2 Learners’ Persuasive Letters. Int J Lang Linguist. 2014;1(4):199-205. doi: 10.11648/j.ijll.20130104.25
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Download@article{10.11648/j.ijll.20130104.25,
author = {Tahmineh Tayebi},
title = {Epistemic Modal Markers in L2 Learners’ Persuasive Letters},
journal = {International Journal of Language and Linguistics},
volume = {1},
number = {4},
pages = {199-205},
doi = {10.11648/j.ijll.20130104.25},
url = {https://doi.org/10.11648/j.ijll.20130104.25},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20130104.25},
abstract = {The present study sets out to focus on epistemic modal markers in EFL learners’ formal and informal writing samples. To this end, and by means of a proficiency test, one hundred participants were divided into two groups of higher and lower proficient, and were subsequently asked to write one formal and one informal letter on the topics provided by the researcher. The quantitative analysis revealed some differences in the use of epistemic modal markers across the two proficiency levels. That is, while the learners in the higher proficient group used more epistemic markers in their formal letters, the lower proficient learners tended to deontically modalized their sentences. The quantative analysis of the data in both formal and informal letters suggested that the level of directness corresponds not only with the formality requirements of the topic but also with the possessed pragmatic knowledge.},
year = {2014}
}
TY - JOUR T1 - Epistemic Modal Markers in L2 Learners’ Persuasive Letters AU - Tahmineh Tayebi Y1 - 2014/01/30 PY - 2014 N1 - https://doi.org/10.11648/j.ijll.20130104.25 DO - 10.11648/j.ijll.20130104.25 T2 - International Journal of Language and Linguistics JF - International Journal of Language and Linguistics JO - International Journal of Language and Linguistics SP - 199 EP - 205 PB - Science Publishing Group SN - 2330-0221 UR - https://doi.org/10.11648/j.ijll.20130104.25 AB - The present study sets out to focus on epistemic modal markers in EFL learners’ formal and informal writing samples. To this end, and by means of a proficiency test, one hundred participants were divided into two groups of higher and lower proficient, and were subsequently asked to write one formal and one informal letter on the topics provided by the researcher. The quantitative analysis revealed some differences in the use of epistemic modal markers across the two proficiency levels. That is, while the learners in the higher proficient group used more epistemic markers in their formal letters, the lower proficient learners tended to deontically modalized their sentences. The quantative analysis of the data in both formal and informal letters suggested that the level of directness corresponds not only with the formality requirements of the topic but also with the possessed pragmatic knowledge. VL - 1 IS - 4 ER -
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