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Article published In:
Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics
Vol. 29:1 (2016) ► pp.1–29

“Well, I think that my argument is…,” or modality in a learner corpus of English

| Universidad de Granada

Linguistic modality is the expression of the speaker’s subjectivity including possibility, probability, necessity, obligation, permission, prohibition, and desire. This paper analyses a learner English corpus collected at two Spanish universities, paying special attention to which linguistic devices (e.g., modal verbs, adjectives, adverbs or nouns) English as a Foreign Language (EFL) students make use of when providing for and against arguments in their assignments. Applying a corpus-based methodology not only enabled comparisons to be made with other native and non-native data but also facilitated both quantitative and qualitative analyses. The findings show remarkable similarities and differences, and leave several issues at stake: the relationship between the degree of assertiveness of a text and (1) the student’s gender, (2) their command of the Foreign Language (FL), and (3) their familiarity with the genre they are expected to write in.

Keywords: learner language, linguistic modality, gender, corpus methodology
Published online: 30 August 2016
DOI logo
https://doi.org/10.1075/resla.29.1.01bar
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