THE USE OF ENGLISH MODAL VERBS IN WRITINGS BY NON-ENGLISH MAJOR STUDENTS AT A UNIVERSITY IN VIETNAM

Abstract

In academic writing, modality is extremely important since it expresses the writer's attitude toward the ideas they provide as well as toward the readers.
According to many researchers, the ability to use modality appropriately significantly contribute to the pragmatic aspect in English writing. It also indicates a
high degree of linguistic and pragmatic competency in the written mode. However, past research has shown that learners of English seem to struggle with
employing modal verbs appropriately. Therefore, it is necessary to investigate how Vietnamese learners of English use modal verbs in their writings. For this
purpose, a collection of 75 pieces of writing from 30 non-English major students at a university in Vietnam was analyzed using a quantitative method. Findings
indicated that Vietnamese learners of English do not use modal verbs frequently in their writing. Besides, they tend to overuse can, should, will and rarely use
other modal verbs. Based on the analysis of the students' writings, this study proposed possible reasons that account for these issues. The study provided some
insights into the use of modal verbs by Vietnamese learners of English as a Foreign Language and thus informed the teaching of modal verbs in the English
classroom and contributed to the academic curricula design.