Processing epistemic modality in a second language: a self-paced reading study

TY - JOUR

T1 - Processing epistemic modality in a second language

T2 - a self-paced reading study

AU - Mifka-Profozic, Nadia

N1 - This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details

PY - 2017/9/21

Y1 - 2017/9/21

N2 - The current study brings together two novel perspectives: one is concerned with second language acquisition of complex modal semantics by learners of a Slavic (Croatian) language, and the other relates to online processing of modal auxiliary verbs in L2 English. The study sought to examine how English L2 learners process modal verbs can and may in their epistemic, deontic, and dynamic meaning, referring to epistemic possibility (e.g. He may come to the party), to giving or asking permission (You may/can come in), or to the expression of ability (He can speak four languages). Participants were a group of Croatian university students majoring in English (N=12) and a group of English L1 speakers studying at a UK university (N=8). They all completed a self-paced reading task which is thought to be tapping into implicit linguistic knowledge. Results suggest that Croatian native speakers acquire the dynamic and deontic modal meaning up to the native level, but they differ from English native speakers as far as epistemic modal semantics is concerned. The results are in line with previous studies in L1 and L2 research which demonstrated delayed acquisition of epistemic modality in comparison with non-epistemic modality. However, the findings also contribute to research on cross-linguistic influences and L1 concept transfer, suggesting that features and their related concepts which are not instantiated in one’s L1 may not be fully acquired even at more advanced levels.

AB - The current study brings together two novel perspectives: one is concerned with second language acquisition of complex modal semantics by learners of a Slavic (Croatian) language, and the other relates to online processing of modal auxiliary verbs in L2 English. The study sought to examine how English L2 learners process modal verbs can and may in their epistemic, deontic, and dynamic meaning, referring to epistemic possibility (e.g. He may come to the party), to giving or asking permission (You may/can come in), or to the expression of ability (He can speak four languages). Participants were a group of Croatian university students majoring in English (N=12) and a group of English L1 speakers studying at a UK university (N=8). They all completed a self-paced reading task which is thought to be tapping into implicit linguistic knowledge. Results suggest that Croatian native speakers acquire the dynamic and deontic modal meaning up to the native level, but they differ from English native speakers as far as epistemic modal semantics is concerned. The results are in line with previous studies in L1 and L2 research which demonstrated delayed acquisition of epistemic modality in comparison with non-epistemic modality. However, the findings also contribute to research on cross-linguistic influences and L1 concept transfer, suggesting that features and their related concepts which are not instantiated in one’s L1 may not be fully acquired even at more advanced levels.

KW - modality, epistemic, deontic, dynamic, processing, self-paced reading

U2 - 10.1515/iral-2017-0107

DO - 10.1515/iral-2017-0107

M3 - Article

VL - 55

SP - 245

EP - 264

JO - International Review of Applied Linguistics in Language Teaching

JF - International Review of Applied Linguistics in Language Teaching

SN - 1613-4141

IS - 3

ER -