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Article published In: Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics
Vol. 34:1 (2021) ► pp.171–200

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Modality across genres in Spanish as a heritage language

ORCiD logo with link | University of California, Merced
Published online: 22 July 2021
DOI logo with link
https://doi.org/10.1075/resla.18048.mag
Abstract
Writers’ use of modality, an interpersonal linguistic resource commonly used for expressing probability, reveals key information about their claims. Most research on modality addresses L2 English learners, leaving a gap in research in advanced language development in other languages. This paper addresses this gap by studying how heritage language (HL) speakers of Spanish express doubt and probability in Spanish and how the lexicogrammatical features they use across genres reveal how they express these meanings. Drawing on Systemic Functional Linguistics and pragmatics, this study examines modality in 125 texts written in Spanish by HL students in the U.S., including narratives, expositions, article reviews, personal responses, and research papers. The results reveal that students use the most modality resources in personal responses and the least in reviews. This work offers insights about the interpersonal resources writers choose to express their argumentative stance and the socio-pragmatic competence in writing among HL students.
Resumen
La modalidad a través de géneros en el español como lengua heredada
El uso de la modalidad por parte de los escritores, un recurso lingüístico interpersonal comúnmente utilizado para expresar la probabilidad, revela información clave sobre sus afirmaciones. La mayoría de las investigaciones sobre la modalidad se dirige a los estudiantes de inglés como segunda lengua, dejando una brecha en la investigación en el desarrollo avanzado de otros lenguajes. Esta investigación aborda esta brecha al estudiar cómo los los hablantes de herencia del español expresan dudas y probabilidades en español y cómo las características léxico-gramaticales que utilizan a través de distintos géneros revelan cómo expresan estos significados. Con base en la pragmática y la lingüística funcional sistémica, este estudio examina la modalidad en 125 textos escritos en español por estudiantes de español como lengua heredada en EE.UU., incluyendo narraciones, exposiciones, reseñas de artículos, respuestas personales y trabajos de investigación. Los resultados revelan que los estudiantes usan la mayoría de los recursos de modalidad en respuestas personales y la menor en las revisiones. Este trabajo ofrece ideas sobre los recursos interpersonales que los escritores eligen para expresar su postura argumentativa y la competencia socio-pragmática en la escritura entre los estudiantes de español como lengua heredada.
Article outline
  • 1.Introduction
    • 1.1Modality and language acquisition
    • 1.2Heritage language and writing
    • 1.3Systemic functional linguistics and academic genres
    • 1.4The present study
  • 2.Methods
    • 2.1Genre and register of texts
    • 2.2Self-reported language skills
  • 3.Modality devices across genres
    • 3.1Conditional and subjunctive forms
    • 3.2Adverbial, adjectival, and other phrasal adjuncts
    • 3.3Bushes and hedges
    • 3.4Modal verbs
  • 4.Discussion
  • Acknowledgements
  • Notes
  • References
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