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Academic literature on the topic 'English modal verbs'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "English modal verbs"

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رشيد عبد المجيد, ميساء, and فاطمة خضير حسون. "Investigating Students' Ability in Identifying English Modals." Al-Adab Journal 1, no. 118 (December 26, 2018): 1–14. http://dx.doi.org/10.31973/aj.v1i118.371.

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Modal verbs are also called auxiliary verbs, helping verbs and modal auxiliaries. They are special auxiliary verbs that express the degree /of certainty of the action in the sentence, attitude or opinion of the writer concerning the action. These auxiliary verbs are can, could ,may, might, must, ought to, shall, should, will, would and had better. Modality is one of the most difficult aspects of learning English, because the form of modals does not follow the conventional rules of grammar, and there are so many meanings of modals that students often get confused about which modal to use. Also, many EFL learners face difficulty in choosing the proper modal verb that fit certain situations because each modal verb has many functions. The present study is conducted to investigate fourth-year-college students’ ability in signifying English modals appropriately and using them correctly. To fulfill the basic requirement of this study, the researchers organized a test, which consists of two questions; the first one is recognition, the second is production. The results show that the students have a real problem in recognizing and using modals.

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Ilc, Gašper. "No Can Do Modal Verbs." ELOPE: English Language Overseas Perspectives and Enquiries 5, no. 1-2 (June 16, 2008): 9–21. http://dx.doi.org/10.4312/elope.5.1-2.9-21.

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The paper presents the systems of modal verbs in Slovene and English, and it focuses on comprehension and usage problems that advanced students of English may have when dealing with modal verb constructions. The paper identifies the key factors that give rise to various problems, such as in-vacuo vs. in-context treatment of modal verbs and absolute vs. relative temporal relations. It is argued that most students fail to fully understand contextualised modal verb constructions mostly due to the polysemy of modal verbs as well as their relative tense value. This is particularly the case when a (narrative) text containing modal verb constructions has a past time reference, and combines different narrative techniques.

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Gross, Maurice. "Lemmatization of compound tenses in English." Lingvisticæ Investigationes. International Journal of Linguistics and Language Resources 22, no. 1-2 (December 31, 1999): 71–122. http://dx.doi.org/10.1075/li.22.1-2.06gro.

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We generalize the process of lemmatization of verbs to their compound tenses. Usually, lemmatization is limited on verbs conjugated by means of suffixes; tense auxiliaries and modal verbs (e.g. I have left, I am leaving, I could leave) are ignored. We have constructed a set of 83 finite-state grammars which parse auxiliary verbs and thus recognizes the ‘head verb’, that is, the lemma. We generalize the notion of auxiliary verb to verbs with sentential complements which have transformed constructions (e.g. I want to go) that can be parsed in exactly the same way as tense auxiliaries or modal verbs. Ambiguities arise, in particular because adverbial inserts occur inside the compound verbs,. We show how local grammars describing nominal contexts can be used to reduce the degree of ambiguity.

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Karaulshchikova, Yuliya Vladimirovna. "VERB “CAN” IN ENGLISH MEDIA-TEXT OF POLITICAL SUBJECT MATTER: MODAL SEMANTICS AND MEANS OF ITS EXPRESSION." Nauka v sovremennom mire, no. 2(47) (February 20, 2020): 91–97. http://dx.doi.org/10.31618/2524-0935-2020-47-2-3.

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The paper focuses on syntagms with the modal verb “can” related to the semantics expressed based on the English political discourse. The results of the survey of theoretical literature devoted to modal verbs semantics are demonstrated. The basic characteristic of modal verbs is their transitional position between meaningful and functional verbs. The ability of modal verbs to express possibility, necessity and obligation, on the one hand, and the degree of certainty, on the other, is noted. In this respect theoretical conceptualization of two types of a modal verb realization in the text of a certain functional style seems to be important. The suggested solution is to turn to two dichotomies concerning substantial and formal aspects of modal verbs: aletic and epistemic modality, and lexical and lexical-syntactic type of realization. The unit of the analysis is a modal syntagm. The parameters of modal semantics differentiation are the subject of the utterance and the means of its expression, syntactic content of the predicate, morphological categories of declaration and question, statement and negation, voice. Analysis of the verb “can” realization in the editorial media texts highlights the minor degree of lexical meaning diminuation which denotes the lack of distinct borders between two types of modal semantics. For the verb’s realization of the epistemic semantics the tendency for qualification, passive voice forms, lack of marked forms of negation, aspect and temporary correlation. In the majority of lexical-syntactic syntagms the subject denotes abstract notions, has a complicated structure and contributes to the highlighting of a modal verb; nomination of a real agent is connected with colligational restrictions. The conclusions specify (and in some cases refute) information in standard grammar manuals.

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Erić-Bukarica, Aleksandra. "THE USE OF MODAL VERBS IN ENGLISH LEGAL TEXTS AND THEIR SERBIAN EQUIVALENTS." ZBORNIK ZA JEZIKE I KNJIŽEVNOSTI FILOZOFSKOG FAKULTETA U NOVOM SADU 9, no. 9 (January 17, 2020): 73–96. http://dx.doi.org/10.19090/zjik.2019.9.73-96.

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The aim of this paper is to examine and describe similarities and differences in the use and distribution of modal verbs by contrasting English and Serbian legal texts. The corpus consists of an English version of The Convention on the Rights of the Child and its official Serbian translation. We started from an assumption that modal verbs are more frequent in legal texts in English than in Serbian, where we expected to find examples of lexical items with modal meanings instead. In addition, we assumed that due to its specific use in legal texts of this kind, the English modal ‘shall’ will show the highest frequency of occurrence. A total of one hundred and twenty six (126) modal verbs and a semi-modal ‘need not’ were found in the source text. The results of the analysis support the initial presumption that ‘shall’ will stand out as the most frequent of all modal verbs (60% of all occurrences). Despite the high occurrence rate of the legalistic ‘shall’ in the source text, translation solutions in the target language only rarely take the form of the modal verb. Most often deontic notions of imperative directness and necessity in Serbian legislative writings are expressed by means of the present indicative. The analysis also indicates that translation solutions for the remaining English modal verbs most often take the form of a modal verb or a modal lexeme with a corresponding meaning in Serbian.

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Ayodimeji, Akintoye, Festu. "A Comparative Study of French and English Auxiliary Verbs." IJOHMN (International Journal online of Humanities) 4, no. 4 (August 4, 2018): 1–16. http://dx.doi.org/10.24113/ijohmn.v4i4.52.

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Auxiliary verbs in English and French languages are very germane in constructing sentences in both languages. Therefore, this study examines the way auxiliary verbs are used in English and French Languages; and some features where learners of either language may encounter some difficulties in the course of learning. Our attention is drawn to auxiliary verbs because verb is what that makes any sentence functions the way it is. Verb is one of the most important parts of speech in French grammar and also in English .It is through verb that one knows when an action takes place. When a verb helps another verb to form one of its tenses in a sentence, such verb can be said to be auxiliary. This paper also focuses on auxiliary verbs and how verbs are used in the past and present indications. Auxiliary verbs cannot stand or function alone without relying on the main verb in both English and French languages. Finally, we shall concurrently consider in this paper how semi-auxiliary verbs function as modal auxiliary in French.

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Liu, Jinjuan, and Shaoyun Long. "Is Chinese English Majors’ Tendency to Use Modal Sequences Better with the Passing of Their College Campus Time？." English Language and Literature Studies 9, no. 3 (August 26, 2019): 29. http://dx.doi.org/10.5539/ells.v9n3p29.

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Based on the result of the trends of modal sequences in Chinese English majors’ argumentation, this research focuses on the relationship between English majors’ tendency to use modal sequences and their college campus time. The paper reveals that the tendency to use modal verbs is not related to their college campus time, and that epistemic and deontic modality to uses are not related to their college campus time, either. This study offers reference to the understanding of how Chinese students acquire modal verbs and gives suggestions for modal verb teaching which are the following: (1) We should bear in mind when compiling textbooks that more exposure to epistemic modal verbs with euphemism modality for students is needed in early senior high textbooks; (2) Native speakers’ tendency to use modal verbs should be explicitly clarified in class; (3) native speakers tend to use should be consciously presented both in and after class; (4) The proper pragmatic meaning of modal verbs, the basic value view and social philosophy of Anglo-American Culture involved as well as the differences in cultural tradition and value between East and West should be underlined in English modal verbs teaching.

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Davies, Eirian. "May, might and degrees of positivity in four English sentence types." English Text Construction 5, no. 2 (November 23, 2012): 230–64. http://dx.doi.org/10.1075/etc.5.2.04dav.

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This paper develops the framework of telling and knowledge operators earlier proposed for distinctions of mood and sentence types in the lexical verb (Davies 2006) to apply to non-inferential epistemic modal verbs. It consists of two parts: the first offers some background to the approach and sets out the formal model used; the second applies this model to two modal verbs. It considers the meanings of the modal verbs may (not) and might (not) as used in four different English sentence-types, with a view to assessing the different degrees of ‘loading’ towards a positive belief that they convey. Different kinds of meanings are suggested, one to do with degrees of a speaker’s commitment to what s/he is saying (‘presentational meaning’), and another to do with attitudes projected, by the speaker through the constructions s/he uses, onto the addressee(s) in a developing text (‘textual meaning’). In the case of the two modal verbs studied here, the textual meaning is said to be contrastive in relation to the speaker’s own ‘presentational meaning’.

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Xiao, Yan. "Chinese ELF Learners’ Acquisition of Modal Verbs: A Corpus-Based Study." International Journal of English Linguistics 7, no. 6 (September 27, 2017): 164. http://dx.doi.org/10.5539/ijel.v7n6p164.

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By adopting a corpus-based approach, the study explores how Chinese EFL learners differ from native English speakers in the use of modal verbs in different genres. Results show that Chinese EFL learners significantly overuse modal verbs both in speaking and writing. In addition, their overuses of the high-value modal verbs of must, should and have to also achieve the significant level. However, Chinese EFL learners significantly underuse the low-value modal verbs of would, might and could in comparison with native English speakers. It is hypothesized that Chinese EFL learners’ improper uses of modal verbs are caused by the negative transfer from Chinese, in which the meaning potentials of modal verbs are different from those in English.

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Rabadán, Rosa. "Modality and modal verbs in contrast." Languages in Contrast 6, no. 2 (December 15, 2006): 261–306. http://dx.doi.org/10.1075/lic.6.2.04rab.

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This paper addresses the question of how English and Spanish encode the modal meanings of possibility and necessity. English modals and Spanish modal periphrases emerge as ‘cross-linguistic equivalents’ in this area. Data from two monolingual ‘comparable’ corpora — the Bank of English and CREA — reveal (i) differences in grammatical conceptualization in the English and the Spanish traditions and (ii) the relative inadequacy of classifications of modality for a translation-oriented contrast in this area. An English-Spanish contrastive map of the semantics (and expressive means) of modality will be an effective way to make relevant and accurate cross-linguistic information available. It is also the first step towards identifying potential translation pitfalls.

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Dissertations / Theses on the topic "English modal verbs"

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Walton, Alan Leslie. "The pragmatics of English modal verbs." Thesis, Boston Spa, U.K. : British Library Document Supply Centre, 1988. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.283842.

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Van, Hattum Marije. "Irish English modal verbs from the fourteenth to the twentieth centuries." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/irish-english-modal-verbs-from-the-fourteenth-to-the-twentieth-centuries(1d718180-f025-473e-8ed3-7b7ccc4ac0de).html.

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The thesis provides a corpus-based study of the development of Irish English modal verbs from the fourteenth to the twentieth centuries in comparison to mainland English. More precisely, it explores the morpho-syntax of CAN, MAY, MUST, SHALL and WILL and the semantics of BE ABLE TO, CAN, MAY and MUST in the two varieties. The data of my study focuses on the Kildare poems, i.e. fourteenth-century Irish English religious poetry, and a self-compiled corpus consisting of personal letters, largely emigrant letters, and trial proceedings from the late seventeenth to the twentieth centuries. The analysis of the fourteenth and nineteenth centuries is further compared to a similar corpus of English English. The findings are discussed in the light of processes associated with contact-induced language change, new-dialect formation and supraregionalization. Contact-induced language change in general, and new-dialect formation in particular, can account for the findings of the fourteenth century. The semantics of the Irish English modal verbs in this century were mainly conservative in comparison to English English. The Irish English morpho-syntax showed an amalgam of features from different dialects of Middle English in addition to some forms which seem to be unique to Irish English. The Irish English poems recorded a high number of variants per function in comparison to a selection of English English religious poems, which does not conform to predictions based on the model of new-dialect formation. I suggest that this might be due to the fact that the English language had not been standardized by the time it was introduced to Ireland, and thus the need to reduce the number of variants was not as great as it is suggested to be in the post-standardization scenarios on which the model is based. In seventeenth- and eighteenth-century Ireland, increased Irish/English bilingualism caused the formation of a second-language (L2) variety of English. In the nineteenth century the bilingual speakers massively abandoned the Irish language and integrated into the English-speaking community. As a result, the varieties of English as spoken by the bilingual speakers and as spoken by the monolingual English speakers blended and formed a new variety altogether. The use of modal verbs in this new variety of Irish English shows signs of colonial lag (e.g. in the development of a deontic possibility meaning for CAN). Additionally, the subtle differences between BE ABLE TO and CAN in participant-internal possibility contexts and between epistemic MAY and MIGHT in present time contexts were not fully acquired by the L2 speakers, which resulted in a higher variability between the variants in the new variety of Irish English. In the late nineteenth and early twentieth centuries the use of modal verbs converged on the patterns found in English English, either as a result of linguistic accommodation in the case of informants who had migrated to countries such as Australia and the United States, or as a result of supraregionalization in the case of those who remained in Ireland.

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Papafragou, Anna. "Modality and the semantics-pragmatics interface." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/1317914/.

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This thesis explores certain aspects of the structure of lexical semantics and its interaction with pragmatic processes of utterance comprehension, using as a case-study a sample of the English modal verbs. Contrary to previous polysemy-based accounts, I propose and defend a unitary semantic account of the English modals, and I give a relevance-theoretic explanation of the construction of their admissible (mainly, root and epistemic) contextual interpretations. Departing from previous accounts of modality, I propose a link between epistemic modality and metarepresentation, and treat the emergence of epistemic modal markers as a result of the development of the human theory of mind. In support of my central contention that the English modals are semantically univocal, I reanalyse a range of arguments employed by previous polysemy-based approaches. These arguments involve the distributional properties of the modals, their relationship to truth-conditional content, the status of so-called speech-act modality, and the historical development of epistemic meanings: it turns out that none of these domains can offer reasons to abandon the univocal semantic analysis of the English modals. Furthermore, I argue that the priority of root over epistemic meanings in language acquisition is predicted by the link between epistemic modality and metarepresentation. Finally, data from a cognitive disorder (autism) are considered in the light of the metarepresentation hypothesis about epistemic modality. The discussion of modality has a number of implications for the concept of polysemy. I suggest that, despite its widespread use in current lexical semantics, polysemy is not a natural class, and use the example of the Cognitive Linguistics to illustrate that polysemy presupposes some questionable assumptions about the structure of lexical concepts. I propose a division of labour between ambiguity, semantic underdeterminacy, and a narrowed version of polysemy, and present its ramifications for the psychology of word meaning. In the final chapter, I extend the proposed framework for modality to the analysis of generic sentences, thereby capturing certain similarities between genericity and modality.

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VIANA, VANDER PAULA. "MODAL VERBS IN CONTRAST: A CORPUS-BASED ANALYSIS OF UNDERGRADUATE WRITING IN ENGLISH." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=12417@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
O presente estudo busca investigar o uso de verbos modais na produção escrita de universitários brasileiros em inglês como língua estrangeira (ILE), contrastando-o com o emprego realizado por alunos universitários americanos e britânicos que têm o inglês como primeira língua. Para tanto, lança-se mão do arcabouço teórico da lingüística de corpus (Sinclair, 1991; McEnery & Wilson, 1996; Hunston, 2002; Berber Sardinha, 2004; McEnery, Xiao & Tono, 2006) e de recursos tecnológicos, especialmente o programa computacional WordSmith Tools (Scott, 1999), para analisar dois corpora. O corpus de estudo consiste em uma fração do Br-ICLE (The Brazilian Portuguese Sub-corpus of the International Corpus of Learner English), coletada em quatro universidades do Estado do Rio de Janeiro, totalizando 51.430 palavras, enquanto o de referência corresponde a uma parte do LOCNESS (Louvain Corpus of Native English Essays), somando 165.135 palavras. Adotando uma abordagem textual à escrita (Hyland, 2002) e uma abordagem estatística para quantificar os resultados, a investigação tem como foco os verbos modais centrais (Biber et al., 1999), a saber, can, could, may, might, must, shall, should, will e would. Os resultados indicam que os falantes brasileiros de inglês empregam menos verbos modais do que seus pares americanos e britânicos. Mais especificamente, nota-se que will e would são usados com freqüência significativamente menor na escrita em ILE de brasileiros. Diferenças entre os modais também são encontradas quando se analisa o padrão de uso destes verbos. Os resultados da pesquisa evidenciam, de certa forma, a diferença na produção escrita dos dois grupos estudados, o que pode contribuir para o ensino de língua inglesa no contexto brasileiro.
The present study aims at investigating and contrasting the use of modal verbs in the writing of Brazilian undergraduates majoring in English as a foreign language (EFL), contrasting it to that of British and American university students who speak English as a first language. To this end, it makes use of both the theoretical background of Corpus Linguistics (Sinclair, 1991; McEnery & Wilson, 1996; Hunston, 2002; Berber Sardinha, 2004; McEnery, Xiao & Tono, 2006) and of technological resources, especially the computer program WordSmith Tools (Scott, 1999), to analyze two corpora. The research corpus consists of a section of the Br-ICLE (The Brazilian Portuguese Sub-corpus of the International Corpus of Learner English) which has been collected in four universities in the city of Rio de Janeiro, totaling 51,430 words, while the reference one corresponds to a part of the LOCNESS (Louvain Corpus of Native English Essays), accounting for 165,135 words. Adopting a textual approach to writing (Hyland, 2002) and using statistical tests to quantify the results, the investigation focuses on central modal verbs (Biber et al., 1999), namely, can, could, may, might, must, shall, should, will and would. Results indicate that the Brazilian speakers of English make less use of modal verbs than their American and British counterparts. More specifically, it is observed that both will and would present significantly lower frequencies in Brazilian EFL writing. Differences among modals are also found when the patterns of use of these verbs are taken into account. Research results show that there are certain differences in the written production of the two groups, which may contribute to the teaching of English in the Brazilian context.

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Westney, Paul. "Modals and periphrastics in English : an investigation into the semantic correspondence between certain English modal verbs and their periphrastic equivalents /." Tübingen : M. Niemeyer, 1995. http://catalogue.bnf.fr/ark:/12148/cb35783974p.

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Rehn, Anna-Karin. "Translating Modality : Disentangling the semantics of the modal auxiliaries in an investment fund prospectus and its translation from English to Swedish." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-55839.

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This paper analyses the use of modal auxiliaries in an investment fund prospectus and how they are translated into Swedish. The semantics of modal auxiliaries is a rather fuzzy area. One modal verb such as may or will can have several different meanings, depending on the textual and situational context. Correctly interpreting the modal verbs is an important prerequisite for an accurate translation. A theoretical background founded on linguistic studies and grammatical presentations by Palmer (2001), Huddleston and Pullum (2002), Coates (1983), Teleman et al. (1999) and Wärnsby (2006) and others, provides a framework for analysing the meanings of the modal verbs in the source text and determining the most equivalent expressions in the Swedish modal system. Different types of modality, such as epistemic, deontic and dynamic, are discussed, along with the different textual and situational factors associated with each type. The analysis includes the most frequent modal auxiliaries found in the source text, namely (in the order of frequency from high to low) may, will, should, can, shall and must. Each modal verb is analysed in terms of its meanings and possible Swedish translations are discussed. One interesting aspect highlighted in the study is the close relationship between modality and futurity, which is particularly true for will. Due to the nature of the source text as a legal contract between the investment fund and the investors, the use of modal verbs specific to legal register is also considered in the analysis. The analysis shows that an awareness of the various factors associated with different types of modality and the linguistic features typical for the particular text type can help the translator correctly interpret and translate the modal verbs as accurately and consistently as possible.

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Eleni, Tzimopoulou. "Epistemic Modality in Linguistic and Literature Essays in English : A comparative corpus-based study of modal verbs in student claims." Thesis, Högskolan Dalarna, Engelska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-22477.

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This study is a corpus-based comparison between student essays written in the subject areas of English linguistics and literature at undergraduate level. They are 200 Bachelor degree theses submitted at a variety of university departments (such as English, Language and Literature, Humanities, Social and Intercultural Studies) in Sweden. The comparison concerns frequencies of core modal verbs and how often they occur together with the I, we and it subject pronouns and in the structures this/the [essay, study, project, thesis] when students attempt to communicate their personal claims. Quantitative and qualitative analyses of the essays show few similarities in the ways that core modal verbs appear in both disciplines. The results indicate mainly distinct differences, especially in relation to clusters and variation of performative verbs. Specific patterns in the ways that students use core modal verbs as hedges have also been identified.

Engelska

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Batluk, Liilia. "Modality and Method: A Comparison of Russian and English Epistemic Modal Verbs through SFL and its Implications for Second Language Learners." Thesis, Högskolan i Halmstad, Sektionen för humaniora (HUM), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-17810.

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This study is intended to shed light on similarities and differences in terms of functional structure of the clause when modality is expressed by use of modal operators in Russian and English, in order to arrive at findings which inform, and are applicable to, the process of English language acquisition by the Russian learner. The need for the investigation was prompted by the author’s work experience in the field of English teaching, and the lack of explicit guidance in available textbooks currently used in Russian schools and institutions with regard to the particular issue highlighted. While learning the subject of Systemic Functional Linguistics, I drew parallels between the functional structures in the two languages, the purpose of which is to provide a roadmap which facilitates the learning and teaching of English modality to the Russian learner. The approach of Systemic Functional Linguistics (SFL), focusing on the metafunctions as the correspondence in the sociolinguistic message of the clause, is used as a basis for comparing the functional structures in both languages. The investigation of functional grammar features is carried out in order to spotlight both the similarities and the differences inherent in expressing a degree of probability of an event or statement indicated, not only by the choice of an appropriate modal verb, but also its placement within the clause. The role of the social context in which the text is set is noted as significant for delivering the precise meaning of the message. Hence, the proposition will be pursued through further investigation in the field of modality, and viewed from perspectives of sociolinguistics.

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Domínguez, Morales María Elena. "Los verbos modales en las introducciones y en las conclusiones de los artículos científicos de turismo." Doctoral thesis, Universitat Politècnica de València, 2021. http://hdl.handle.net/10251/172247.

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[ES] El objetivo de este trabajo es analizar las perífrasis modales, sus significados y la existencia de variación en las secciones mencionadas del artículo científico en un corpus de las secciones denominadas "introducción" y "conclusión" del artículo de investigación en la disciplina de turismo. Estos textos se han extraído de revistas en el campo y con un índice de impacto notorio en la especialidad. Las perífrasis modales reflejan el punto de vista del hablante. Como parte de la metodología, se usan herramientas de lingüística de corpus que permiten la gestión de los textos y su consulta, además de la extracción de ejemplos concretos que ilustren las formas, las categorías semánticas y las funciones que se encuentren en los textos estudiados. Sin embargo, dado que el contexto es fundamental para poder identificar los significados modales, parte del análisis de los textos requiere de un reconocimiento visual directo de cada caso, pues una misma perífrasis modal puede indicar diferentes significados. El análisis y discusión de los datos se nutre de estudios en lingüística funcional que permitan dar cuenta de los usos y funciones. Las conclusiones indican que, en efecto, existe variación no solo en cuanto a las formas usadas en cada una de las introducciones y en las conclusiones, sino también con respecto al significado. En este sentido, se constata que la modalidad dinámica es más frecuente en las introducciones, según frecuencias relativas, y la modalidad epistémica es más frecuente en las conclusiones. Igualmente, se han detectado varias funciones estrechamente relacionadas con los significados modales. Así, la función de mitigación y cortesía lingüística se relaciona en mayor medida con la modalidad epistémica y lo mismo ocurre con la formulación del significado inferencial, que refiere a la necesidad epistémica. La expresión de la factualidad y de la imposibilidad se nutren de la modalidad dinámica, mientras que la predicción, la organización de los contenidos, la autoridad y la recomendación se manifiestan con el uso de la modalidad deóntica.
[CA] L'article d'investigació en el camp dels estudis de turisme no ha sigut prou estudiat, malgrat ser una disciplina que representa un sector de desenvolupament econòmic per a nombrosos països. Altres gèneres textuals relacionats amb el registre turístic com el resum, els fullets i les pàgines webs en el registre turístic, els últims amb gran rellevància pel seu clar impacte social i econòmic dels estudis turístics, han rebut major atenció. La investigació científica en turisme, no obstant això, proveeix a les organitzacions, ja siguen públiques o privades, d'informació rellevant per a la millora de l'activitat que es tradueixen en recomanacions que, amb freqüència, s'aporten en les conclusions d'aquests treballs. S'entén, per tant, que existeix una relació directa entre el progrés del sector i la investigació empírica, la qual cosa, al seu torn, indica l'interés per la publicació acadèmica periòdica. Per aquest motiu, en aquest treball, s'inclou una caracterització formal del gènere en una estructura de seccions. Aquest estudi es complementa amb una anàlisi de les estructures lèxic-gramaticals recurrents en cadascuna de les seccions de l'article científic i les variables lèxiques i sintàctiques que caracteritzen al text dins del registre científic, tant per la complexitat com pel nivell d'elaboració que exhibeix la llengua usada en aquests treballs. Aquestes estructures persegueixen indicar la perspectiva dels autors, entre altres aspectes. Dit això, l'objectiu d'aquest treball és analitzar les perífrasis modals, els seus significats i l'existència de variació en les seccions denominades "introducció" i "conclusió" de l'article d'investigació en la disciplina de turisme. Aquests textos s'han extret de revistes en el camp i amb un índex d'impacte notori en l'especialitat. Les perífrasis modals reflecteixen el punt de vista del parlant. Com a part de la metodologia, s'usen eines de lingüística de corpus que permeten la gestió dels textos i la seua consulta, a més de l'extracció d'exemples concrets que il·lustren les formes, les categories semàntiques i les funcions que es troben en els textos estudiats. No obstant això, atés que el context és fonamental per a poder identificar els significats modals, part de l'anàlisi dels textos requereix d'un reconeixement visual directe de cada cas, perquè una mateixa perífrasi modal pot indicar diferents significats. L'anàlisi i discussió de les dades es nodreix d'estudis en lingüística funcional que permeten donar compte dels usos i funcions Les conclusions indiquen que, en efecte, existeix variació no sols quant a les formes usades en cadascuna de les introduccions i en les conclusions, sinó també respecte al significat. En aquest sentit, es constata que la modalitat dinàmica és més freqüent en les introduccions, segons freqüències relatives, i la modalitat epistémica és més freqüent en les conclusions. Igualment, s'han detectat diverses funcions estretament relacionades amb els significats modals. Així, la funció de mitigació i cortesia lingüística es relaciona en major mesura amb la modalitat epistémica i el mateix ocorre amb la formulació del significat inferencial, que es refereix a la necessitat epistémica. L'expressió de la factualidad i de la impossibilitat es nodreixen de la modalitat dinàmica, mentre que la predicció, l'organització dels continguts, l'autoritat i la recomanació es manifesten amb l'ús de la modalitat dóntica.
[EN] The research article in the field of tourism studies has not been sufficiently studied, despite being a discipline strongly connected with a sector of economic growth for many countries. Other textual genres related to the tourism register such as the summary, brochures and web pages in the tourism register, the latter with great relevance for their clear social and economic impact of tourism studies, have enjoyed more scholarly attention. Scientific research in tourism, however, provides organisations, whether public or private, with relevant information for the improvement of the activity, which translates into recommendations that are often included in the conclusions of these studies. It is held, therefore, that there is a direct relationship between the development of the sector and empirical research, which, in turn, shows the interest in academic publications in leading journal. For this reason, this paper includes a formal characterisation of the genre into sections. This study is supplemented with a description of the recurrent lexicalgrammatical structures in each of the sections of the scientific article and the lexical and syntactic variables that characterise the text within the scientific register, both in terms of the complexity and the level of elaboration exhibited in the language used in these works. These structures are intended to signal the authors' perspective, among other aspects. That said, the aim of this paper is to analyse modal verbs, their meanings and the existence of variation in the "introduction" and "conclusion" sections of the research article in the discipline of tourism. These texts have been taken from leading journals in the field and with a clear impact index in the discipline. Modal verbs reflect the speaker's point of view. As part of the methodology, corpus linguistics tools are used to allow the management of the texts and their consultation, as well as the excerption of concrete examples illustrating the forms, the semantic categories and the functions found in the texts studied. However, given that context is fundamental to the identification of modal meanings, part of the analysis of the texts requires direct visual recognition in each occurrence, as the same modal verb may entail several meanings. The analysis and discussion of the data is informed by studies in functional linguistics which allow us to count on the uses and functions of the different modal forms. The conclusions indicate that there is indeed variation not only in terms of the forms used in each of the introductions and conclusions, but also in terms of meaning. In this sense, it is found that dynamic modality is more frequent in the introductions, according to their relative frequencies, and epistemic modality is more frequent in the conclusions. Likewise, several functions closely related to modal meanings have been detected. Thus, the function of mitigation and linguistic politeness is most closely related to epistemic modality, as is the formulation of inferential meaning, which refers to epistemic necessity. The expression of factuality and impossibility are nourished by the dynamic modality, while prediction, content while prediction, content organisation, authority and recommendation are manifested using deontic modality. The thesis is structured in five chapters, and bibliographical references are included finally in this dissertation.
Domínguez Morales, ME. (2021). Los verbos modales en las introducciones y en las conclusiones de los artículos científicos de turismo [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/172247
TESIS

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Larsson, Caroline. "What to do with should : A Translation Study of the Modal Verb Should." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-77685.

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Due to vague boundaries, a diversity of meanings and variations of modal strength, the translation of modals might be challenging. This paper investigates the translation of the modal should in a text with recommendations on horse feeding. The translations of deontic and epistemic meanings of should expressing an obligation or necessity are analysed using a framework based on grammatical definitions and linguistic theory. The translation strategies are based on Reiss’ text typology and strategies recommended for informative and operative texts (2000), and Newmark’s communicative translation (1988). Also, procedures of Vinay & Darbelnet (1995) are used to describe some of the translations. The study reveals that majority of the examples are used in the deontic sense and that should is mostly translated as bör and ska. The high frequency of ska might be related to its flexibility and multifunctional properties. Possible translation problems involve differences in the interpretation, where a modal might come across as too strong or too weak to target readers. Another translation problem may arise if the chosen modal can be perceived as less moralising than intended. There are also ambiguous cases that could be said to have both deontic and epistemic meanings. The analysis shows how deontic and epistemic meanings can be determined by context. However, even though a deeper understanding of the topic and an evaluation of the context might support the translation choices, some ambiguity can still be said to remain. The paper concludes that the translation of modals requires thoughtful consideration. A thorough interpretation of meaning related to context and profound knowledge on the topic are equally important in the translation of should.

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Books on the topic "English modal verbs"

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Old English modal verbs: A syntactical study. Copenhagen: Rosenkilde and Bagger, 1989.

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Wakileh, Aida Abdullah. Modal auxiliary verbs and English-Arabic translation. Salford: Univerity of Salford, 1986.

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Mohr, R. W. A. Modal verbs: A case grammar analysis. New York: Peter Lang, 2004.

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McCallum-Bayliss, Heather. The modal verbs: Univocal lexical items. Bloomington: Indiana University Linguistics Club, 1988.

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McCallum-Bayliss, Heather. The modal verbs: Univocal lexical items. Bloomington, Ind: Reproduced by the Indiana University Linguistics Club, 1988.

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Merino, José. English modal verbs with exercises =: Los verbos defectivos ingleses y sus ejercicios. 6th ed. Madrid: Anglo Didáctica, 2001.

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Nykiel, Jerzy. Expressing obligation in Old English: Constructions with pre-modal and lexical verbs. Katowice: Wydawnictwo Uniwersytetu Śląskiego, 2010.

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Westney, Paul. Modals and periphrastics in English: An investigation into the semantic correspondence between certain English modal verbs and their periphrastic equivalents. Tübingen: Max Niemeyer Verlag, 1995.

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Rosset, Eduardo. Mastering the irregular verbs and modals. [Irun, Espan a]: Stanley, 1999.

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Modality and the English modals. 2nd ed. London: Longman, 1990.

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Book chapters on the topic "English modal verbs"

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Wallwork, Adrian. "Modal verbs." In English for Academic Research: Grammar Exercises, 75–86. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4614-4289-9_12.

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Nykiel, Jerzy. "The interplay of modal verbs and adverbs." In English Historical Linguistics 2008, 143–64. Amsterdam: John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/cilt.314.12nyk.

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Wallwork, Adrian. "Modal verbs: can, may, could, should, must etc." In English for Research: Grammar, Usage and Style, 85–93. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4614-1593-0_12.

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Friginal, Eric, Joseph J. Lee, Brittany Polat, and Audrey Roberson. "Linguistic Features of Collaboration in Peer Response: Modal Verbs as Stance Markers." In Exploring Spoken English Learner Language Using Corpora, 245–60. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59900-7_13.

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Alonso-Almeida, Francisco, and Francisco J. Álvarez-Gil. "Chapter 8. Modal verb categories in CHET." In Writing History in Late Modern English, 150–65. Amsterdam: John Benjamins Publishing Company, 2019. http://dx.doi.org/10.1075/z.225.08alo.

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Kohli, Maitrei, George D. Magoulas, and Michael Thomas. "Hybrid Computational Model for Producing English Past Tense Verbs." In Engineering Applications of Neural Networks, 315–24. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-32909-8_32.

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Zagona, Karen. "The Principles-and-Parameters Model and the Verb Phrase." In Verb Phrase Syntax: A Parametric Study of English and Spanish, 1–26. Dordrecht: Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-009-2717-9_1.

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Kirk, John M. "Chapter 10. The modal auxiliary verb may and change in Irish English." In Studies in Language Variation, 183–202. Amsterdam: John Benjamins Publishing Company, 2019. http://dx.doi.org/10.1075/silv.21.10kir.

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Hart, Steve. "Modal verbs." In Written English, 41–44. CRC Press, 2017. http://dx.doi.org/10.1201/b19220-7.

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Hart, Steve. "Modals." In English Exposed. Hong Kong University Press, 2017. http://dx.doi.org/10.5790/hongkong/9789888390755.003.0006.

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This chapter introduces modal verbs, reveals the specific rules to follow and demonstrates how modals influence other verb forms. The chapter also addresses the problems encountered when using the verb ‘to do’ and this verb’s relationship with questions.

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Conference papers on the topic "English modal verbs"

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Novikova, Viktoriya R., and Anna B. Guliyants. "USAGE OF MODAL VERB SHOULD AND VERB OF OBLIGATION HAVE TO IN RUSSIAN-ENGLISH STUDENTS’ WRITTEN TRANSLATIONS." In Люди речисты - 2021. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2021. http://dx.doi.org/10.33065/978-5-907216-49-5-2021-260-276.

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The article deals with issues related to understanding of modality in Russian and English languages; studying the meanings of the modal verb should and the verb of obligation have to and the peculiarities of their use; provides the analysis of the use of these verbs in written Russian-English translation by students.

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Sládková, Věra. "Modal verbs in English essays written by Czech secondary-school students." In Eighth Brno Conference on Linguistics Studies in English. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9767-2020-10.

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This paper presents the findings of a frequency analysis of modal verbs and their complementation in 390 English school-leaving essays written by Czech secondary-school students in a high-stakes B1 level exam. These constitute a learner corpus, CZEMATELC 2017. The study reveals a very high proportion of correct complementation patterns, but predominantly with lexical verbs at A1 and A2 CEFR levels. The most frequent errors are the complementation of modal verbs by past-tense forms of lexical verbs and the absence of complementation.

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Lee, Hyang-Mi, and Mun-Koo Kang. "An Analysis of English Modal Auxiliary Verbs in Middle School English Textbooks." In Education 2016. Science & Engineering Research Support soCiety, 2016. http://dx.doi.org/10.14257/astl.2016.127.36.

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Aksenova, Marina. "Peculiarities Of -Ing-Forms Of English Modal Verbs Interpretation Into Russian." In International Scientific Conference «Social and Cultural Transformations in the Context of Modern Globalism» dedicated to the 80th anniversary of Turkayev Hassan Vakhitovich. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.10.05.5.

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Ozyumenko, Vladimir. "LEGAL DOCUMENTS AS A RESOURCE FOR THE TEACHING OF ENGLISH MODAL VERBS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0486.

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Blinova, Olga. "MODAL VERBS AS A CHALLENGE IN AN ENGLISH AS A FOREIGN LANGUAGE CLASS: THE MODAL SHOULD." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0074.

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He, Xia, Guoping Du, and Long Hong. "Research on Chinese Translation of Fuzzy Semantics of English Modal Verbs Based on Quantification." In 2019 IEEE 14th International Conference on Intelligent Systems and Knowledge Engineering (ISKE). IEEE, 2019. http://dx.doi.org/10.1109/iske47853.2019.9170391.

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Fan, Huiqian. "A Corpus-based Study on the English Translation of Modal Verbs in Chinese Legislative Texts." In 2020 Conference on Education, Language and Inter-cultural Communication (ELIC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201127.092.

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Akhunzyanova, Raisa, Lilya Zakirova, Zuhra Ismagilova, and Rezeda Shakirova. "COMMUNICATIVE SITUATION TYPE AS ONE OF THE IMPORTANT FACTORS IN THE STUDY OF ENGLISH MODAL VERBS BY FOREIGN LANGUAGE STUDENTS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1271.

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Wang, Deqing. "The Use of Modal Verb in English Writing: Corpus Views." In International Conference on Electronics, Mechanics, Culture and Medicine. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/emcm-15.2016.63.

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