Language Education

영어 -ly 유형 인식견지부사의 담화표지 기능 이해도 분석: 한국인 EFL 학습자와 원어민 화자를 대상으로

이유라1, 유석훈1,
Youra Lee1, Seok-Hoon You1,
Author Information & Copyright
1고려대학교 언어학과
1Korea University
Corresponding Author: 교수 언어학과 고려대학교 02841 서울시 성북구 안암로 145 E-mail:

ⓒ Copyright 2020 Language Education Institute, Seoul National University. This is an Open-Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License ( which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Received: Oct 31, 2020 ; Revised: Dec 16, 2020 ; Accepted: Dec 24, 2020

Published Online: Dec 31, 2020


English -ly adverbials (LY) with epistemic modality are frequently used as discourse markers (DM) in spoken language. In this paper, LY DM is defined as an epistemic stance marker. The experiment for this study aims to analyze Korean EFL learners' comprehension of LY used as a DM on the basis of the hypothesis that they would perceive LY differently from how English native speakers perceive them. In order to conduct the experiment, previous studies on DMs were thoroughly examined to establish the theoretical framework. Based on the framework, the Discourse Marker Interpretation Test (DMIT) was designed. The research data collected through the test were analyzed using quantitative methods. Additionally, interviews were conducted to supplement the interpretation of the research results. The experiment mainly determined that, unlike English native speakers, who properly interpreted LY with their DM function, Korean EFL learners are inclined to interpret LY used as DMs simply with their lexical meanings (the dictionary definition). Results suggest that there is a high possibility for Korean EFL learners to commit more errors when encountering LY DMs.

Keywords: discourse marker function; epistemic stance adverbials; epistemic modality; hedge; -ly adverbs; Korean EFL learners



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