文法教材における法助動詞の提示法と学習者の理解

法助動詞と疑似法助動詞の意味理解

抄録

The purpose of this study is (1) to analyze the way of introducing modals and quasimodals in grammar-based reference books published in Japan, and (2) to investigate how accurately university students can use them in different contexts. The modals (must, can, will) and their counterpart quasi-modals (have to, be able to, be going to) were focused upon in this study. The results showed that reference books tend to overgeneralize the different usage of modals and quasi-modals. This finding may help to explain why learners cannot distinguish them precisely. There appears to be a trade-off between retention of (quasi-)modals and understanding them accurately and precisely.