RESUMOCom base na visão de modalidade do arcabouço teórico da sintaxe descritiva, este trabalho analisou um corpus de aprendizes em comparação com um corpus de falantes nativos do inglês com o objetivo de identifi car padrões diferenciados na expressão de valores modais. Para tanto, o estudo concentrou sua análise em n-grams contendo verbos modais e advérbios que expressam modalidade. Essa análise revelou a prevalência dos valores modais epistêmicos em ambos os corpora, bem como a existência de padrões distintos na expressão desse tipo de modalidade. No corpus de não-nativos, percebeu-se uma expressão mais restrita da modalidade quando comparada à do corpus de nativos. No corpus de nativos, houve uma prevalência de advérbios com sentido modalizador. Nessa comparação, percebeu-se também um uso diferenciado de alguns verbos modais. Este estudo pode contribuir para a área emergente dos estudos linguísticos de corpora e para a área da sintaxe, com possíveis implicações para o ensino de escrita acadêmica em inglês. ABSTRACTBased on the view of modality in the theoretical framework of descriptive syntax, this study examined a corpus of learners compared with a corpus of native speakers of English, aiming to identify different patterns of expression of modal meanings, particularly, adverbs and modal verbs. Therefore, the study focused its analysis on n-grams containing modal verbs and adverbs that express modality. This analysis revealed the prevalence of epistemic values in both corpora, and the existence of distinct patterns in the expression of this type of modality. In the non-native corpus, the expression of modality is restricted when compared to the native speakers'. In the corpus of native speakers, there was a prevalence of adverbs with modalizing meanings. In addition, learners tend to use some modal verbs differently. This study may contribute to the emerging fi eld of corpora linguistic studies as well as to the area of syntax, with possible implications for the teaching of academic writing in English.
This article aims to present an investigation of the use of the following linking adverbials: so, therefore, and thus in essay writing of Brazilian university students. Few corpora-based studies have been carried out on the use of cohesive devices in the written production of Brazilian university students in comparison to the writing of American and British university students. It is worth mentioning Matte and Sarmento (2018) and Dutra et al. (2017) who identified differences among the groups concerning the use of additive linking adverbials. The present study compares the occurrences of result linking adverbials in the Corpus of English for Academic Purposes (CorIFA), in the Corpus of English Without Borders (CorIsF), and in the Louvain Corpus of Native English Essays (LOCNESS). The linking adverbials were identified by using AntConc 3.4.4 (ANTHONY, 2016). The concordance lines generated by the program were analyzed, and the linking adverbials were classified according to their meaning and syntactic position. Then, the data were submitted to the
Corpus compilation is a challenging research endeavor that many researchers decide to pursue. Few learner corpora, however, can be easily accessed (e.g.,the International Corpus of Learner English), and none of them carry a variety of text registers written by English learners at different proficiency levels studying in the Brazilian university context. Therefore, the aim of this paper is to present the compilation of a learner corpus, much needed in our research and teaching context, pointing out the advantages of building this type of corpus for the understanding of learners’ needs as well as for pedagogical decision-making based on sound data. Presenting a detailed rationale of the corpus compilation, this article reveals the various decisions made in order to guarantee that fair comparisons can be made. To exemplify the value of building a carefully designed corpus, results of previous studies are compared. Some of the conclusions reached refer to the need for discipline-specific tasks to propel writing proficiency and for authorship skills to be developed in English for Academic Purposes classes to foster academic success.
Corpus compilation is a challenging research endeavor that many researchers decide to pursue. Few learner corpora, however, can be easily accessed (e.g.,the International Corpus of Learner English), and none of them carry a variety of text registers written by English learners at different proficiency levels studying in the Brazilian university context. Therefore, the aim of this paper is to present the compilation of a learner corpus, much needed in our research and teaching context, pointing out the advantages of building this type of corpus for the understanding of learners’ needs as well as for pedagogical decision-making based on sound data. Presenting a detailed rationale of the corpus compilation, this article reveals the various decisions made in order to guarantee that fair comparisons can be made. To exemplify the value of building a carefully designed corpus, results of previous studies are compared. Some of the conclusions reached refer to the need for discipline-specific tasks to propel writing proficiency and for authorship skills to be developed in English for Academic Purposes classes to foster academic success.
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