L1 vs L2 spoken modality use – results of a study

Marcin Jaroszek


The article discusses the results of a study of how modality, as an aspect of spoken discourse competence in thirteen selected advanced students of English, was realised when Polish is the mother tongue and English the foreign language. Since the subjects demonstrated high levels of language proficiency, a portrait of an advanced learner of English is described in the first section of the article. Section 2 of the article presents the research questions and data collection procedures. The results of the study are interpreted in Section 3, in which an attempt is made to investigate possible correlations between L1 and L2 modality use with reference to deontic and epistemic modality, in a quantitative and qualitative form.

Słowa kluczowe: modality, language transfer, contrastive analysis, foreign language learning

Birdsong D. 2005. Second language acquisition and ultimate attainment. – Davies A., Elder C. (eds.). The handbook of applied linguistics. London: 82–105.

Council of Europe. 2003. Common European framework of reference for languages: Learning, teaching, assessment. Cambridge.

Davies A. 2003. The native speaker: Myth and reality. London.

Jaroszek M. 2011a. Factors determining the development of modality in advanced L2 speech – a longitudinal study. – Studia Linguistica Universitatis Iagellonicae Cracoviensis 128: 23–52.

Jaroszek M. 2011b. Development of conjunction use in advanced L2 speech. – Studies in Second Language Learning and Teaching 1: 533–553.

Krashen S. 1982. Principles and practice in second language acquisition. Oxford.

Krawczyk-Nejfar E. 2004. The role of proficiency factor in the development of pragmatic awareness among Polish learners of English. – Arabski J. (ed.). Pragmatics and language learning. Kraków: 37–50.

McLaughlin B. 1987. Theories of second-language learning. London.

Odlin T. 2008. Conceptual transfer and meaning extensions. – Robinson P., Ellis N.C. (eds.). Handbook of cognitive linguistics and second language acquisition. New York: 306–340.

Wysocka M. 1999. FL teachers as FL learners and FL users. – Wysocka M. (ed.). On language theory and practice. [vol 2]. Katowice: 269–275.

Czasopismo ukazuje się w sposób ciągły on-line.
Pierwotną i jedyną formą czasopisma jest wersja elektroniczna.