RT info:eu-repo/semantics/bachelorThesis
T1 How L2 English high-school students learn modal auxiliary verbs: the abnormal time reference and the stereotyped uses of English modals
A1 Merchán Macías, Giomar del Rocío
A2 Universidad de Valladolid. Facultad de Filosofía y Letras
K1 Inglés (Lengua) - Estudio y enseñanza - Estudiantes extranjeros
K1 Inglés (Lengua) - Verbo
AB English modal verbs are widely known as those auxiliary verbs that present specific syntactic and semantic properties in comparison to the rest of English verbs. This study investigates how L1 Spanish 1st and 2nd year high-school students who are studying English as a second language (L2) relate these auxiliaries to the reference of time and how the stereotyped uses of modals influence on the interpretation of this relation and on the understanding and learning of English modals. The analysis of the collected data shows that most 1st and 2nd year high-school students (1) identify adequately the past and non-past time reference expressed by modals, although they show to have some difficulties with some specific modals, and that (2) they evidence a preference for stereotyped meanings and structures when dealing with the interpretation of these auxiliaries.
YR 2016
FD 2016
LK http://uvadoc.uva.es/handle/10324/18916
UL http://uvadoc.uva.es/handle/10324/18916
LA eng
NO Departamento de Filología Inglesa
DS UVaDOC
RD 17-may-2024