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Please use this identifier to cite or link to this item: https://doi.org/10.21256/zhaw-31121
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dc.contributor.authorWulff, Nadja-
dc.contributor.authorMcGury, Sandra-
dc.date.accessioned2024-07-28T13:02:01Z-
dc.date.available2024-07-28T13:02:01Z-
dc.date.issued2024-07-
dc.identifier.issn0072-4769de_CH
dc.identifier.issn2956-3658de_CH
dc.identifier.urihttps://pressto.amu.edu.pl/index.php/gl/article/view/39654/36259de_CH
dc.identifier.urihttps://digitalcollection.zhaw.ch/handle/11475/31121-
dc.description.abstractModal verbs represent a special verb category and constitute an essential component of L2 German semantics. While Abrams and Rott (2017) suggest that German learner texts depict a 90% accuracy in the correct use of modal verbs in integrative writing tasks, the correct semantic use of the modal sollen (‘supposed to’; ‘should’) seems to pose a particular challenge (Jentges 2016), especially in an assessment context. In this corpus analysis, 1,032 L2 German assessment texts across all CEFR levels were analyzed with respect to the L2 semantic use of sollen against the backdrop of the assessment prompts. 68% of instances of all uses of sollen in A1 texts and 53% of all uses of sollen in A2 texts showed an inappropriate semantic use of sollen. The discrepancy between these results and Abrams and Rott (2017) can be attributed to the prompts used in the assessments analyzed in this paper: They do not take into consideration the semantic mismatch between the use of the modal in the prompt and its inappropriate use in the texts produced.de_CH
dc.language.isoende_CH
dc.publisherWydawnictwo Naukowe Uniwersytetu im. Adama Mickiewiczade_CH
dc.relation.ispartofGlottodidacticade_CH
dc.rightshttps://creativecommons.org/licenses/by-nd/4.0/de_CH
dc.subjectL2 writingde_CH
dc.subjectL2 testingde_CH
dc.subjectL2 written assessmentde_CH
dc.subjectModalverbde_CH
dc.subjectGerman as foreign languagede_CH
dc.subjectFremdsprachenerwerbde_CH
dc.subjectModal verbsde_CH
dc.subjectsollende_CH
dc.subject.ddc415: Grammatikde_CH
dc.titlePreliminary findings and research perspectives on the German modal sollen in L2 written assessmentsde_CH
dc.typeBeitrag in wissenschaftlicher Zeitschriftde_CH
dcterms.typeTextde_CH
zhaw.departementAngewandte Linguistikde_CH
zhaw.organisationalunitInstitute of Language Competence (ILC)de_CH
dc.identifier.doi10.21256/zhaw-31121-
zhaw.funding.euNode_CH
zhaw.issue1de_CH
zhaw.originated.zhawYesde_CH
zhaw.pages.end102de_CH
zhaw.pages.start89de_CH
zhaw.publication.statuspublishedVersionde_CH
zhaw.volume51de_CH
zhaw.publication.reviewPeer review (Publikation)de_CH
zhaw.author.additionalNode_CH
zhaw.display.portraitYesde_CH
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Wulff, N., & McGury, S. (2024). Preliminary findings and research perspectives on the German modal sollen in L2 written assessments. Glottodidactica, 51(1), 89–102. https://doi.org/10.21256/zhaw-31121
Wulff, N. and McGury, S. (2024) ‘Preliminary findings and research perspectives on the German modal sollen in L2 written assessments’, Glottodidactica, 51(1), pp. 89–102. Available at: https://doi.org/10.21256/zhaw-31121.
N. Wulff and S. McGury, “Preliminary findings and research perspectives on the German modal sollen in L2 written assessments,” Glottodidactica, vol. 51, no. 1, pp. 89–102, Jul. 2024, doi: 10.21256/zhaw-31121.
WULFF, Nadja und Sandra MCGURY, 2024. Preliminary findings and research perspectives on the German modal sollen in L2 written assessments. Glottodidactica [online]. Juli 2024. Bd. 51, Nr. 1, S. 89–102. DOI 10.21256/zhaw-31121. Verfügbar unter: https://pressto.amu.edu.pl/index.php/gl/article/view/39654/36259
Wulff, Nadja, and Sandra McGury. 2024. “Preliminary Findings and Research Perspectives on the German Modal Sollen in L2 Written Assessments.” Glottodidactica 51 (1): 89–102. https://doi.org/10.21256/zhaw-31121.
Wulff, Nadja, and Sandra McGury. “Preliminary Findings and Research Perspectives on the German Modal Sollen in L2 Written Assessments.” Glottodidactica, vol. 51, no. 1, July 2024, pp. 89–102, https://doi.org/10.21256/zhaw-31121.


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