以LOCNESS和BNC语料库中本族语者大学生议论文为参照语料,本文探讨了WECCL(2.0)语料库中中国英语专业四个年级大学生议论文中情态(动词)序列使用的年级特征。研究发现:(1)总体而言,我国英语专业大学生四个年级议论文语料库中过多或过少使用情态(动词)序列的趋势明显;(2)过多使用的情态(动词)序列的主题性均值总体上随年级升高而降低,而过少使用的情态(动词)序列的主题性均值基本上随年级升高逐步上升,但都在二年级时有所逆转,出现反复;(3)中国英语专业大学生大多数情态序列的使用,在高年级时基本趋近本族语者的使用范式;(4)有些情态(动词)序列的使用随年级的上升出现波动现象;(5)过多使用的情态序列中表义务情态的较多,而过少使用的情态序列中大多数是表认知情态的。这些发现凸显了二语学习者中介语的不完备、系统、不稳定等特性。文章最后从中介语特征理论,并结合笔者的情态语言习得实践,探究了造成这种现象的具体原因。 Taking the spoken papers of native speakers in LOCNESS and BNC corpus as references, the paper discusses the grade features of modalities (verbs) used in the essay of four grades of Chinese English majors in WECCL (2.0) corpus. The findings are as follows: (1) Generally speaking, there is a clear trend of using too much or too few modalities (verbs) in the four grades of English majors in our country; (2) the theme of modal (verb) The mean value decreases with the increase of grade in general, and the theme mean value of modal (verb) sequence, which is too little used, gradually increases with the increase of grade, but both are reversed in the second grade and appear repeatedly; (3) The use of most modalities of Chinese English majors in the higher grades basically approaches the usage paradigm of native speakers; (4) the use of some modal (verb) sequences fluctuates with the increase of grades; (5) Excess Most of the modalities used in the modal sequence are more epoch-like, while in the under-modal sequence, most of the modalities are epistatic. These findings highlight the incomplete, systematic and unstable interlanguage of L2 learners. Finally, the article explores the specific reasons for this phenomenon from the theory of the characteristics of interlanguage and in combination with the acquisition of the modality language of the author.