Abstract:

The paper explores the English modal verb Should and addresses the challenges of introducing it to adult EFL / ESL learners. I focus on the modal meanings of Should: obligation, duty, probability, predictions, as well as unfulfilled actions and obligations (the other uses of Should, such as in conditional clauses, reported speech or in the subjunctive mood, are not the subject of this study). The choice of this particular focus is informed by the needs of the learners: due to its relatively simple form and straightforward range of meaning, Should appears to be a good starting point to introduce lower-level learners to the modal verbs system of English. Then I proceed to analyse common learner issues regarding the modal should (use and meaning, such as using Must for advice instead of Should; confusion resulting from the negative forms of Shouldn’t, Mustn’t and Don’t have to, as well as form and phonology mistakes). I conclude with a series of suggestions that EFL / ESL teachers can use in their classroom practices to help their learners avoid these mistakes (these include awareness raising activities, focus on meaning rather than form, and written production).

Keywords:

ESL, EFL, teaching grammar, modal verbs, modality, should.