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Title:Percepcija modalnosti slovenskih univerzitetnih študentov: epistemično in deontično v primerjavi z semantičnim pomenom : epistemic and deontic vs. semantic meaning
Authors:ID Bertalanič, Jure (Author)
ID Jurančič, Klementina Penelope (Mentor) More about this mentor... New window
Files:.pdf BERTALANIC_-_ANGLESCINA_MAGISTRSKA_NALOGA_POPRAVLJENA.pdf (1,82 MB)
MD5: 38094C56AE5EE5135F75C91EDEEFBD54
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:FF - Faculty of Arts
Abstract:Namen magistrskega dela z naslovom Percepcija modalnosti slovenskih univerzitetnih študentov: epistemično in deontično v primerjavi s semantičnim pomenom je podati vpogled v to, kako angleško modalnost dojemajo naravni govorci slovenščine, ki študirajo angleščino na univerzitetni ravni. Teoretični del temeljito vzpostavi pojme modalnosti, razlike med epistemično in deontično modalnostjo ter semantičnim pristopom. Nadalje temeljito analiziramo tipično rabo osrednjih modalnih glagolov can, could, may, might, must, have (to), should in ought (to) tako v epistemičnem/deontičnem kot v semantičnem smislu. Empirični del temelji na raziskavi, v kateri je 57 študentov anglistike Univerze v Mariboru odgovarjalo na vprašanja iz vprašalnika o modalnosti in podajalo svoja pojasnila o zaznanih pomenih modalnih izjav. S pomočjo vprašalnika smo lahko preverili in ugotovili, v kolikšni meri slovenski študenti anglistike poznajo in uspešno uporabljajo modalne glagole can, could, may, might, must, have (to), should in ought (to). Nadalje se je vprašalnik osredotočil na to, ali je zaznavanje epistemičnih in deontičnih variacij navedenih načinov študentov primerljivo z dojemanjem naravnih govorcev. Analizirali smo tudi podatke, da bi ugotovili, ali obstajajo opazne razlike v dojemanju angleške modalnosti med moškimi in ženskami.
Keywords:angleška modalnost, učenje angleščine kot tujega jezika, učenje jezika, angleška slovnica, deontična modalnost, epistemična modalnost
Place of publishing:Maribor
Place of performance:Maribor
Publisher:J. Bertalanič
Year of publishing:2023
Number of pages:1 spletni vir (1 datoteka PDF (66 str.))
PID:20.500.12556/DKUM-85473 New window
UDC:378-057.875:811.111'243(043.2)
COBISS.SI-ID:167208707 New window
Publication date in DKUM:05.10.2023
Views:519
Downloads:109
Metadata:XML DC-XML DC-RDF
Categories:FF
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Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:30.08.2023

Secondary language

Language:English
Title:The perception of modality among slovene university students: epistemic and deontic vs. semantic meaning : master's thesis
Abstract:The aim of this master’s thesis entitled The Perception of Epistemic and Deontic Modality Among Slovene University Students is to grant insight into the way English modality is perceived by native Slovene speakers who study English at the university level. The theoretical part thoroughly establishes the notions of modality, the distinction between epistemic and deontic modality, and the semantic approach. We also thoroughly analyse the typical use of the core modals can, could, may, might, must, have (to), should and ought (to) in both epistemic/deontic and semantic terms. The empirical part is based on research where a total of 57 university students of English at the University of Maribor answered questions from a questionnaire regarding modality and provided their explanations on the perceived meanings of modal statements. With the help of the questionnaire, we were able to examine and determine to what extent Slovene university students of English know and successfully use the modal verbs can, could, may, might, must, have (to), should and ought (to). Furthermore, the questionnaire focused on whether the said students’ perception of epistemic and deontic variations of the aforementioned modals was comparable to those of their intended native speaker use. We also analysed the data to see whether there would be any notable differences in the perception of English modality between males and females.
Keywords:English modality, Teaching English as a foreign language, Language learning, English grammar, Deontic modality, Epistemic modality


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