ABSTRACT
This article investigates the degree to which second language (L2) learners whose first language (L1) is English access the nonactualization inference that arises at the semantic-pragmatic interface in Korean. As in English, when the modal -eya ha- “should, must” interacts with the past tense, a secondary interpretation that the complement does not hold becomes salient. The results from 12 native speakers of Korean and 16 L2 learners of varying study durations suggested that L2 learners do not compute the secondary inferences in the same way native speakers do, regardless of their study duration. A survey of textbooks frequently adopted in Korean teaching programs across the United States and in South Korea suggests that this nonactualization inference resulting from the interaction of modal and tense is not included as part of the lessons across different levels. The current study argues that this inference should be taught explicitly as part of the language program for the learners, given the frequency of this structure. The study also proposes how and when such secondary meaning should be introduced in language classrooms.
