Exploring the Acquisition of English Modal Auxiliary Verbs by Persian EFL Learners Considering Full Transfer/Full Access Theory

Document Type : research article

Authors

1 English Dept. Faculty of Foreign Languages, Yazd University, Yazd, IRAN

2 English Dept. Javad Elmi Karbordi Uni Lecturer

Abstract

The current study was carried out to investigate the acquisition of English modal auxiliary verbs by adult Persian EFL learners. In order to fulfill the intended objectives, 34 intermediate and 33 advanced participants studying English at a language institute were chosen. The selected L2 learners were assessed both on their production (translation task) and perception (forced choice elicitation task) of the intended modal verbs including can, may, must, should, have to, will, and would. The data analysis revealed that they suffered inability in the production of simple and perfective forms of dynamic modal auxiliary would, due to the lack of such constructions in their L1. Persian EFL learners faced some ambiguities identifying the appropriate deontic auxiliary verb due to the lack of such a distinction in L1. Even, the functional roles of modal auxiliary verb may, which were not accessible in their L1 could cause problems. These findings rejects the principles of full transfer/ full access theory.

Keywords

References

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Journal of Foreign Language Research
Volume 7, Issue 2
February 2018
Pages 527-554

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