A corpus-based study on the use of evidentiality and epistemic modality in the written and spoken production of Turkish L2 learners of English

The present study explores the linguistic phenomena of evidentiality and epistemic modality within the context of second language acquisition by Turkish learners of English and American native speakers. Evidentiality pertains to the linguistic strategies speakers use to indicate the source of their information, which can vary from direct observation to inference or hearsay. Epistemic modality, on the other hand, relates to the expression of the speaker's confidence in the truth of their statements, which can range from certainty to speculation. These linguistic features are crucial for effective communication and are particularly challenging for non-native speakers to master in a second language context. The study utilizes a corpus-based methodology to analyze both written and spoken productions of English by Turkish learners, comparing these with the linguistic patterns of native English speakers. The research draws on several established corpora, including LOCNESS, TICLE, LOCNEC, and LINDSEI, to examine the frequency and use of epistemic and evidential markers across different genres and contexts of language use. Key findings of the research indicate that Turkish L2 learners of English exhibit distinct patterns in the use of evidential and epistemic markers compared to native speakers. The study highlights the challenges Turkish learners face in employing these linguistic features appropriately and the potential pedagogical implications for teaching English. The research contributes significantly to the field of second language acquisition by providing a detailed comparative analysis of how evidentiality and epistemic modality are managed by non-native speakers in both written and spoken English. Keywords: Corpus Linguistics, Learner Corpora, Evidentiality, Epistemic Modality, Turkish EFL Learners