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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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Cao, Deborah. "The Illocutionary Act in Translating Chinese Legislative Texts." Babel. Revue internationale de la traduction / International Journal of Translation 44, no. 3 (January 1, 1998): 244–53. http://dx.doi.org/10.1075/babel.44.3.05cao.
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Abstract In this paper one of the prominent linguistic features of legal texts, the illocutionary force, is discussed through the examination of legal performatives found in Chinese legistation and their translation into English. This paper identifies some of the characteristics of illocutionary force in Chinese legislation. An analysis of Chinese legislation has identified five types of performative verbs: (a) verbs preceded by bixu/xu (must or shall); (b) verbs preceded by yingdang/yinggai/ying (should or ought to); (c) verbs in the present tense without any modal verbs: zero performative; (d) verbs preceded by keyi (may); and (e) verbs precede by bude (must not, or shall not). The article argues that illocutionary force is a paramount consideration for legal translators and that effective translation of legislative texts depends upon a high level of translational language competence including illocutionary competence. Résumé Dans cet article, l'un des éléments saillants des textes juridiques, la force illocutionaire, est discutée en examinant les verbes performatifs juridiques trouvés dans la législation chinoise et leur traduction en langue anglaise. L'article identifie quelques caractéristiques de la force illocutionaire dans la législation chinoise. L'analyse de la législation chinoise a permis de reconnaître cinq types de verbes performatifs: (a) les verbes précédés de bixu/xu, ce qui équivaut à l'auxiliaire (must or shall), c'est-à-dire deux formes du verbe 'devoir'; (b) les verbes précédés de yingdang/yinggai/ying (should or ought to), c'est-à-dire forme conditionnelle ou impérative du verbe; (c) les verbes à l'indicatif présent sans aucuns verbes de modalité; verbes performatifs (zéro); (d) les verbes précédés de keyi (may, soit verbe auxiliaire modale); et (e) les verbes précédés de bude (must not or shall not), c'est-à-dire auxiliaires impératifs négatifs. L'article soutient que la force illocutionaire forme un élément majeur pour les traducteurs de textes juridiques et que la traduction même de textes juridiques repose sur une compétence très élevée du langage traductionnel et, en ce comprise la compétence illocutionaire.
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Priyastuti, Maria Theresia. "Penggunaan Modal Verbs Bahasa Inggris dalam Ketrampilan Berbicara." Journal of Language and Health 1, no. 1 (May 17, 2020): 11–20. http://dx.doi.org/10.37287/jlh.v1i1.97.
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This research discusses the form of modality and the meaning of modality in English learning process using role play method. This research discusses the form of modality and the meaning of modality in English learning process using role play method. Objective to describe the form of modality and to explain the meaning of modality. The form of modality that is used in speaking is deontic modality with the modal verbs such as “must, has to atau have to, should, can/could” and the meanings of modality which are found, are order/necessity modality and permission modality. Descriptive qualitative with equal pragmatic methods. The data were taken from the conversation of role play which contained modal verbs. The sampling of the research were used randomly when the nursing students did role play of giving health education with diet program theme. firstly, the main form of modality in the conversation of role play using modal verb “can and will”. Secondly the meaning of modality which is often found in conversation of role play is deontic modality for asking permission. The nursing students are able to use English modal verbs correctly in role play learning process.
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Pei, Jiamin, and Jian Li. "A corpus-based investigation of modal verbs in Chinese civil-commercial legislation and its English versions." International Journal of Legal Discourse 3, no. 1 (August 28, 2018): 77–102. http://dx.doi.org/10.1515/ijld-2018-2003.
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Abstract This paper aims to investigate the distribution of semantic meanings and values of modal verbs in Chinese civil-commercial legislation and its English versions. This is a corpus-based study with two corpora (one is Chinese corpora including 33 Chinese civil-commercial legislative instruments totaling about 343,677 tokens and the other English corpora including 33 corresponding English versions totaling about 254,621 tokens) compiled according to the taxonomic law branches in the People’s Republic of China. The corpus tools, word2vector, AntConc 3.5.7 and SPSS 19.0, were employed for data filtering and analysis. Results of the study show that deontic modal verbs indicating obligation, permission and prohibition are the most frequently used type of modal verbs and the values of Chinese modal verbs and English modal verbs are significantly different. Moreover, the frequency of modal verbs in both corpora reflects the divergence of context culture between Chinese and English. Additionally, the choice of modal verbs in two corpora demonstrates the negotiability, compromise and humanity of Chinese civil-commercial legislation, which conforms to its interpersonal function. Furthermore, throughout analyzing the examples extracted from two corpora, this study attempts to provide some insights to the modal translation, during which the consistency and equivalence in terms of semantic meanings and modal values are of critical importance in legislative translation.
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Milivojević, Nataša. "Particles and Prefixes in English and Serbian." ELOPE: English Language Overseas Perspectives and Enquiries 2, no. 1-2 (June 22, 2005): 65–75. http://dx.doi.org/10.4312/elope.2.1-2.65-75.
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The paper attempts to, by means of contrastive analysis, prove that particles belonging to phrasal verbs in English are in their linguistic essence equivalent to Serbian perfective verbal prefixes. This hypothesis has been backed up by a brief study based on 40 translation equivalents, which has shown that phrasal verb particles in English and perfective prefixes in Serbian are both markers of telic aktionsart on the lexical level of the verb. Also, the particles and the prefixes alike affect the ‘aspectual use’ of verbs in their respective languages: while the particles in English do not block their use with the progressive, the prefixes in Serbian block their use with imperfective aspect. Both semantically and grammatically, the appropriate solution for translating the English progressive of phrasal verbs into Serbian is modal aorist of Serbian perfective verbs. On the lexical and grammatical level alike, Serbian and English seem to have a convergent relationship, hence there exists a contrast between Serbian and English, the analyzed language elements are also similar with respect to distribution and equivalent with respect to meaning.
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Kakzhanova, Fazira A. "What Modals Are: Modal Verbs, Modal Words, and Auxiliary Modals." European Researcher 61, no. 10-2 (September 15, 2013): 2530–35. http://dx.doi.org/10.13187/er.2013.61.2530.
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Tasueva, S. I., and E. A. Sakkazova. "THE FUNCTIONING OF THE MODAL VERBS SHALL / SHOULD IN ENGLISH LANGUAGE." Main problems of modern linguistics 12, no. 12 (2020): 107–13. http://dx.doi.org/10.21672/2075-535x-2020.02.29-107-113.
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The article analyzes modal verbs not only as a special group of verbs in modern English, but also as one of the main means for the formation of pragmatic complex compounds, such as sentences containing modal verbs. The author focuses on identifying the connection of the semantic component of modal verbs with syntax and pragmatics, which provides food for new reflection and research.
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Bayimbetova, M., and D. Kurbanbaev. "COMPARATIVE STUDY OF MODALITY IN ENGLISH AND KARAKALPAK LANGUAGES." Suleyman Demirel University Bulletin: Philology 52, no. 1 (July 3, 2020): 23. http://dx.doi.org/10.47344/sdubp.v52i1.41.
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Modality is a semantic category indicating the degree of factuality the speaker ascribes to his message. A message can be presented by its author as a statement of basic, a request or an order, or something obligatory, possible or probable but not an established fact. Modal verbs are widely used in English to express various kinds of modality. The English language is rich in modal verbs and their equivalents. As for Karakalpak language, it uses complex verbs as modal expressions, which consist of the combination of simple verbs and modal words. This paper aims to analyse these modal verbs in Modern English and their equivalents in Karakalpak. Such comparative research is significant for nowadays as this approach has the potential to make the learning of English language easier for Karakalpak speakers, while the number of people who are willing to English is only arising. Until now, no scientific work made a comparison of modality in Karakalpak and English.
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Zhang, Jinghua. "A Semantic Approach to the English Modality." Journal of Language Teaching and Research 10, no. 4 (July 1, 2019): 879. http://dx.doi.org/10.17507/jltr.1004.28.
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Modality is a semantic concept dealing with necessity and possibility of the knowledge of the world. It is basically divided into two types, viz. epistemic modality and deontic modality. Various grammatical categories are possibly used to show modality. However, modal verbs are one of the most important means related to the modality. Modal verbs are flexible in showing modality. This article discusses basic knowledge of modality including definition, classification (epistemic and deontic) and relationship between modality and modal verbs etc.
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Riadil, Ikrar Genidal. "AN ANALYSIS OF ENGLISH MODALS IN MODAL VERB PHRASE STRUCTURES IN EDUCATIONAL ESSAYS OF ‘SHERRY JOHNSON’ AND ‘TAMJID MUJTABA’." Social Sciences, Humanities and Education Journal (SHE Journal) 1, no. 3 (September 30, 2020): 75. http://dx.doi.org/10.25273/she.v1i3.7567.
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This research aimed to present the findings of English modals in modal verb phrase structures in educational essays of ‘Sherry Johnson’ and ‘Tamjid Mujtaba’, which to increase the learners’ awareness of modals when they hesitate in the foreign language, which is the very common in writing. This research used qualitative research to analyze the modal verb phrase in educational essays of ‘Sherry Johnson’ and ‘Tamjid Mujtaba’. This research has found that the most frequent modal verbs in these essays are can, may, will, should, would, and must. The researchers found 23 different modal verbs in ‘Sherry Johnson’ and ‘Tamjid Mujtaba’ academic essays documents that indicate actions, states and conditions associated with education. The most used modals were in ‘Tamjid Mujtaba’ essay, it produced 12 modals. These results correspond with the definition of these documents. The findings are proofing of how language expresses the characteristics of an academic text type in a professional and academic way domain.
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Khojasteh, Laleh, and Nasrin Shokrpour. "The “Permission/Possibility/Ability” Modals in Malaysian English Textbooks: A Corpus-Based Analysis." Khazar Journal of Humanities and Social Sciences 18, no. 2 (July 2015): 56–69. http://dx.doi.org/10.5782/2223-2621.2014.18.2.56.
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Malaysian learners are observed to be error-prone in terms of semantic functions of modal auxiliary verbs in English. ESL Malaysian learners’ challenges in terms of using modal auxiliary verbs suggest that there might be some inadequacies in the syllabus, which could have led to the problems encountered by these students. Thus, the semantic functions of four modal auxiliary verbs, can, could, may and might, used by and introduced to Malaysian learners in Forms 1–5 textbook corpus were the focus of this study. Apparently, the findings show that these textbooks offer a relatively one-sided picture, overemphasizing the minor semantic functions and overlooking the frequent functions used in the presentday English. It is also argued that although there are invaluable insights available in terms of modal auxiliary verb forms and their semantic functions in major corpus-based studies, this real-life language has not been well presented in Malaysian English language textbooks. The findings of this study contribute to the improvement of the pedagogical practices in the teaching of the modal system, and emphasize that the semantic functions of each core modal in the teaching materials should be given adequate importance.
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Yang, Xiaowan. "A Corpus-based Study of Modal Verbs in Chinese Learners’ Academic Writing." English Language Teaching 11, no. 2 (January 18, 2018): 122. http://dx.doi.org/10.5539/elt.v11n2p122.
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While more Chinese students are going abroad to persue their further academic study, how to help them improve academic writing competence has received wide attention. Modality, as one of the complex areas of English grammar, reflects the writer’s attitude and is extremely important in academic written discourse. Therefore, it is necessary to investigate how Chinese learners of English use modal verbs. For this purpose, a learner corpus (LC) with Chinese learners’ academic writing has been compiled and compared against a professional corpus (PC) which consists of published research articles. With the help of software Antconc 3.2.4w, the use of nine core modal verbs in both corpora has been explored. Findings indicate that compared with professional writers, Chinese learners tend to use modal verbs more frequently; they also tend to overuse can, will, could and would and underuse may. Based on an analysis of the two corpora, this study proposes possible reasons that account for these differences. This study provides some insights into the use of modal verbs by Chinese learners of English and thus informs teaching of modal verbs in the English classroom and contributes to the academic writing curricula design.
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Zi, Weili. "Corpus-based Research on lexical Features of English Abstract in Postgraduates’ Thesis of Fashion Majors." International Journal of English Language Education 5, no. 2 (November 12, 2017): 141. http://dx.doi.org/10.5296/ijele.v5i2.12139.
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English abstract is the accurate summarization of an article. English Abstract writing ability is a must for postgraduates of fashion majors. This paper analyzes the features of lexical usage in English abstract of fashion-major postgraduates’ thesis in terms of lexical variability and lexical density with help of corpus methodology. A small-scale corpus of 50 abstracts is built with the name English Abstract of Postgraduates’ Thesis for Fashion Majors (EAPFM), which is collected from a random sample of 126 English abstracts of postgraduates’ thesis between 2013 and 2015, 50 English abstracts of English Speaking Experts (EAESE) are taken as reference corpus. When analyzing the modal verbs, British Academic Written English (BAWE) is adopted as the reference corpus. The research result shows that the lexical coverage rate of academic words from English abstract of English-speaking experts is greater than that from fashion-major postgraduates’ English abstract. The total types of English-speaking experts’ abstracts are more than that of fashion-majors’. The frequency of the eight central modal verbs except shall from British Academic words corpus and English abstract corpus of fashion majors exhibit significant differences. What’s more, central modal verbs should and will are overused while would is less used in English abstract of postgraduates’ theses of fashion majors. Modal verb can is most frequently used by those of fashion majors because they are more self-assured for their research topics. This research is to strengthen the awareness of correctly used academic words of those postgraduates of fashion majors, and improve their academic writing ability by providing postgraduate teaching reform with the necessary data evidence.
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Mukundan, Jayakaran, and Laleh Khojasteh. "Modal Auxiliary Verbs in Prescribed Malaysian English Textbooks." English Language Teaching 4, no. 1 (February 28, 2011): 79. http://dx.doi.org/10.5539/elt.v4n1p79.
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The use of corpus-based findings in order to inform L2 teaching materials have been emphasized by many researchers owing to the fact that the studies of authentic texts have revealed some inconsistencies between the use of grammatical structures in corpora, and those found in language textbooks that are based purely on hunch. Therefore, by comparing a textbook corpus with the British National Corpus, this study attempts to shed light on the extent in which modal auxiliary verbs presented in the Malaysian prescribed textbooks are identical with those used by native speakers. The findings showed that there are discrepancies between English language textbooks and real language use. Findings from this study contribute to the improvement of pedagogical practices in the teaching of the modal system and provide a sense of familiarity with textbooks’ content thus assisting educators in identifying the particular strengths and weaknesses in textbooks already in use.
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Ali, Arshad, Athar Rashid, and Shahid Abbas. "Modality in Pakistani and British Media Discourse: A Corpus-Assisted Study of Editorials in Dawn and the Guardian." Global Mass Communication Review V, no. IV (December 30, 2020): 13–23. http://dx.doi.org/10.31703/gmcr.2020(v-iv).02.
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Modal verbs are used to construe an important grammatical expression called modality, which has its various shades in almost every newspaper. Modality is considered of extreme importance in media discourse. This paper presents the comparative study of modal verbs in Dawn, an English Pakistani newspaper, and Guardian, a British English newspaper. For this investigation, a corpus was designed using an equal number of editorials from both the newspapers and the analysis was carried out using Antconc, a corpus tool. The analysis revealed that Guardian editorial writers use a greater number of predictive modal verbs like will and would. On the other hand, Dawn editorial writers use a greater number of obligatory modal verbs like must and should. Also, the editorial writers of Dawn use a higher number of modal verbs like may and might to express possibility and ability.
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Xin, Lijun, and Jun Gao. "A Contrastive Analysis of Interpersonal Function Between the Chinese and English Versions of The Sight of Father’s Back." English Language and Literature Studies 10, no. 2 (May 27, 2020): 85. http://dx.doi.org/10.5539/ells.v10n2p85.
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As a reminiscent prose, The Sight of Father’s Back was written by the modern writer, Zhu Ziqing, in 1925. A wave of warm current floods a large body of readers since this essay describes, in earnest, love of father. This research performs a contrastive analysis of interpersonal function between the Chinese and English versions of The Sight of Father’s Back in terms of mood, modality, and evaluation meanings. We find that mood and evaluation meanings display parallel distribution. Declarative and exclamatory moods occur most frequently in both the Chinese and English versions, whereas interrogative mood is at a premium. Besides, various evaluative adjectives and adverbs are used in both versions. However, modality shows remarkable discrepancies. The English version tends to adopt modal verbs with median-and-low value, while most median-and-high value modal verbs are presented in the Chinese version. In our view, the exercise of median-and-high value modal verbs reflects the thoughts more directly. While the selection of median-and-low value modal verbs might be concerned with the need for politeness. Besides, diverse choices of modal verbs are incident to various modal meanings along with research purposes.
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Suzuki, Daisuke. "Variation between modal adverbs in British English." Functions of Language 25, no. 3 (November 2, 2018): 392–412. http://dx.doi.org/10.1075/fol.16009.suz.
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Abstract This study investigates the use and distribution of the synonymous adverbs maybe and perhaps in order to determine their functional similarities and differences. After extracting usage data from the British National Corpus (BNC), this study explores the following factors by analyzing the target adverbs in a larger context: (i) the kind of register, (ii) the kind of NP chosen as the subject in maybe/perhaps clauses, (iii) the kind of modal verb used in the same clause, and (iv) the position occupied by the target adverbs in a clause. The corpus analysis demonstrates that maybe is more prone to subjective use while perhaps is a more strongly grammaticalized item, and that the factors related to a highly subjective context contribute much to the variation between the adverbs. In addition, I suggest that both maybe and perhaps (in combination with modal verbs or in final position) can be used in an intersubjective context.
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Ge, Tianshuang. "The use of modal verbs to express hedging in student academic writing." Research in Corpus Linguistics 3 (2015): 37–46. http://dx.doi.org/10.32714/ricl.03.05.
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This study was conducted to analyse hedging modal verbs in student assignments. Specifically, it was designed to investigate how the native English speaking (NS) students and the non-native English speaking (NNS) students express their hedging in their assignments by focusing on three hedging modal verbs: would, should, and may. The methodology used for the present research was a combined approach of methods from corpus linguistics and discourse analysis (specifically, move analysis). The results of the top-down corpus-based move analysis showed that the different patterns of these three modal verbs have different hedging functions and have a tendency to occur at different move types to fulfil different communicative purposes. The analyses also indicated the existence of both similarities and differences between the NS and NNS groups in the use of hedging modal verbs in terms of both lexico-grammatical and rhetorical features in different contexts. This study contributed to analyse the hedging modal verbs used in students’ assignments from corpus linguistics and move analysis approaches.
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Kazanina, Nina, Sara Baker, and Hayley Seddon. "Actuality bias in verb learning: The case of sublexically modal transfer verbs." Linguistics 58, no. 5 (November 26, 2020): 1413–46. http://dx.doi.org/10.1515/ling-2020-0183.
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AbstractThe study investigates semantic development of sublexically modal verbs of transfer, throw and send, in English-speaking children. For adults, sublexical modality of these verbs can be seen in the fact that the subevent of transfer of the object to the recipient need not take place in the actual world, e.g. Mary sent/threw a book to John does not entail a successful transfer of the book to John. Yet in two experiments (Experiment 1: 3–4 year-olds, N = 59; Experiment 2: 3–6 year olds, N = 120) young English-speaking children often misinterpreted Mary sent a book to John as entailing successful transfer. We show that such non-adultlike interpretations were present despite the children’s conceptual ability to entertain possible worlds. We propose that children may initially construct verb meanings on the basis of actual events, and later adjust them to include a modal component.
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Cornillie, Bert. "On modal grounding, reference points, and subjectification." Annual Review of Cognitive Linguistics 3 (October 31, 2005): 56–77. http://dx.doi.org/10.1075/arcl.3.05cor.
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In this paper it is argued that Langacker’s definition of grounding predications is problematic for languages other than English. The idea that in English tense and modal auxiliaries are mutually exclusive grounding elements leads Langacker (1990, 2003) to consider both deontic and epistemic modal auxiliaries as grounding predications, whereas he excludes German modals from being so on the basis of their tense inflection. In this paper I contend that, unlike the deontic modal verbs, and despite their tense marking, Spanish epistemic modals deber ‘must’, poder ‘may’ and tener que ‘have to’ are certainly appropriate for modal grounding due to their reference point function and to the subjectification they undergo. I show that deontic modality is more affected by temporal grounding than epistemic modality. Moreover, the impossibility of inserting an inchoative verb such as ir a ‘to be going to’ corroborates the theoretical underpinning that Spanish epistemic modals effect an epistemic grounding similar to that of the grounding predications in English.
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Álvarez Gil, Francisco J. "Epistemic modals in early Modern English history texts. Analysis of gender variation." Revista de Lingüística y Lenguas Aplicadas 13, no. 1 (July 13, 2018): 13. http://dx.doi.org/10.4995/rlyla.2018.7801.
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<p>In the present study, samples of late Modern English scientific texts have been analysed to evaluate cases of epistemic modality as realised by modal verbs. The aim of this research was to detect if there exist variances in the way modals are used in historical texts from a gender perspective. For this, I have interrogated the Corpus History English Texts (1700-1900) which is part of The Coruña Corpus of English Scientific Texts, which contains history texts written by male and female authors. I have used the Coruña Corpus Tool for retrieval, although manual analyses have been carried out as well. Each of the occurrences found have been categorised according to their contextual meanings. The results obtained account for a high frequency on the usage of these modal verbs according to gender and the diverse pragmatic functions these modal verbs accomplish in the communicative process, such as mitigation and negative politeness. From a pragmatic perspective, epistemic modals have the potential to allow negotiation of meaning between writers and their audience among other functions.</p>
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Wang, Haiyan. "The Acquisition of Mandarin Modal Verbs by English Speakers." Theory and Practice in Language Studies 6, no. 8 (August 1, 2016): 1637. http://dx.doi.org/10.17507/tpls.0608.17.
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This article aims to investigate the acquisition of Chinese modals by native English speakers based on the production materials in written discourse. The results show that the functional category is accessible to the L2 learners. Their knowledge of the semantic properties of the modals is impaired, as exemplified by the errors: omission, redundancy, word order and misuse. The finding is in conformity with the Interface Hypothesis (Tsimpli & Sorace, 2006). Finally, the article explores the implications of this study for teaching Chinese as a foreign language.
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Shan, Yiming. "Analysis of a Grammatical Category in English—Modal Verbs." Open Journal of Social Sciences 09, no. 09 (2021): 271–78. http://dx.doi.org/10.4236/jss.2021.99020.
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Ngoiri, Njuguna Jane. "Analysing the Nature of Meaning in Modal Auxiliary Use in Standard Six English in Nakuru County, Kenya." Editon Consortium Journal of Curriculum and Educational Studies 1, no. 1 (September 30, 2019): 54–71. http://dx.doi.org/10.51317/ecjces.v1i1.100.
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The objective of the study was to describe appropriateness of modal auxiliary verbs in class six written English. The study focused on the use of English modal auxiliary verbs by class six pupils from diverse language backgrounds in Kenyan primary schools. Modal auxiliary verbs are difficult as their use entails syntactic and semantic appropriateness. As such, most pupils often find themselves unable to use this complex linguistic feature in written English. In spite of this, there is no known documentation that focuses on modal auxiliary verbs among children. It is this gap that the current study sought to fill. Forty pupils were randomly selected from four primary schools in Nakuru County. Data was elicited by means of written composition and grammar exercises. Further, it was analysed both quantitatively and qualitatively and presented in the form of graphs and tables. The Representational Theory of The Mind was used to explain the research findings. The findings revealed that modal auxiliary verbs are indeed difficult and their appropriate use present difficulties in pupils' written work. It was therefore recommended that learning of English should be meaningful. In order to enrich pupil's mental representations pupils should be exposed to a linguistically rich environment to enhance acquisition and learning. It is hoped that these findings will be of benefit to school stakeholders in ensuring that appropriate learning environment is created for pupils. Additionally, it could be a reference for researchers interested in language use at the school level.
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Ngoiri, Njuguna Jane. "Analysing the Nature of Meaning in Modal Auxiliary Use in Standard Six English in Nakuru County, Kenya." Editon Consortium Journal of Literature and Linguistic Studies 1, no. 1 (July 5, 2019): 49–62. http://dx.doi.org/10.51317/ecjlls.v1i1.58.
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The objective of the study was to describe appropriateness of modal auxiliary verbs in class six written English. The study focused on the use of English modal auxiliary verbs by class six pupils from diverse language backgrounds in Kenyan primary schools. Modal auxiliary verbs are difficult as their use entails syntactic and semantic appropriateness. As such, most pupils often find themselves unable to use this complex linguistic feature in written English. In spite of this, there is no known documentation that focuses on modal auxiliary verbs among children. It is this gap that the current study sought to fill. Forty pupils were randomly selected from four primary schools in Nakuru County. Data was elicited by means of written composition and grammar exercises. Further, it was analysed both quantitatively and qualitatively and presented in the form of graphs and tables. The Representational Theory of The Mind was used to explain the research findings. The findings revealed that modal auxiliary verbs are indeed difficult and their appropriate use present difficulties in pupils' written work. It was therefore recommended that learning of English should be meaningful. In order to enrich pupil's mental representations pupils should be exposed to a linguistically rich environment to enhance acquisition and learning. It is hoped that these findings will be of benefit to school stakeholders in ensuring that appropriate learning environment is created for pupils. Additionally, it could be a reference for researchers interested in language use at the school level.
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Rizvić-Eminović, Edina, and Đelaludina Šukalić. "CORPUS-BASED STUDY OF THE MODAL VERBS IN THE SPOKEN AND ACADEMIC GENRES OF THE CORPUS OF CONTEMPORARY AMERICAN ENGLISH." Zbornik radova 17, no. 17 (December 15, 2019): 351–75. http://dx.doi.org/10.51728/issn.2637-1480.2019.17.351.
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This corpus-based study focuses on the nine English central modal verbs (can, could, will, would, may, might, shall, should, and must) across the two chosen genres of the COCA corpus – Spoken and Academic genres, which show the greatest number of differences in terms of genre characteristics, such as formality or intended audience. Because research on modal verbs across genres, especially one inclusive of the spoken genre, is limited, this study investigates these two genres to test the hypothesis that the general genre characteristics influence the choice of modal verbs. As a result, the distribution of modal verbs across the different genres differs too. The results suggest that genre can indeed be indicative of the frequency and use of modal verbs, which may be ascribed to two language processes colloquialization and democratization.
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Moskowich, Isabel, and Begoña Crespo. "“Arguments That Could Possibly Be Urged”: Modal Verbs and Tentativeness in the Coruña Corpus." Languages 4, no. 3 (July 22, 2019): 57. http://dx.doi.org/10.3390/languages4030057.
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This paper complements previous research into the late Modern English scientific writing uses of the adverbs possibly and perhaps as manifestations of either subjectivity or intersubjectivity, as presented in the Coruña Corpus of English Scientific Writing. In order to have a better understanding of the uses of these adverbs as markers of tentativeness, we will explore their syntagmatic relations with modal verbs. It is widely assumed that scientific discourse has an objective nature, although it has been questioned by its use of hedging and other expressions of stance. In the present study, we will assess how modal verbs accompanying these stance adverbs modulate the expression of tentativeness. The use of stance adverbs shows authorial presence and a covert interaction with the reader. The paper examines different degrees of hesitancy depending on the type of modal verb accompanying these adverbs. The analysis has been carried out on four subcorpora of the Coruña Corpus of English Scientific Writing. Our findings will be presented from a more general to a more detailed account for each of the forms under investigation and interpreted taking into account the variables ‘date of publication’ and ‘genre’ for the text, and ‘sex’ for the author.
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Riadil, Ikrar Genidal. "AN ANALYSIS OF ENGLISH MODALS IN MODAL VERB PHRASE STRUCTURES IN EDUCATIONAL ESSAYS OF ‘SHERRY JOHNSON’ AND ‘TAMJID MUJTABA’." Jurnal Pendidikan Bahasa 9, no. 1 (June 27, 2020): 131. http://dx.doi.org/10.31571/bahasa.v9i1.1722.
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<p align="center"><strong><em>Abstract</em></strong></p><p><em>This research aimed to present the findings of English modals in modal verb phrase structures in educational essays of </em><em>‘Sherry Johnson’ and ‘Tamjid Mujtaba’</em><em>, </em><em>which </em><em>to increase the learners’ awareness of modals when they hesitate in the foreign language, which is the very common in writing</em><em>. This research used qualitative research to analyze the modal verb phrase in educational essays of ‘Sherry Johnson’ and ‘Tamjid Mujtaba’. This research has found that the most frequent modal verbs in these essays are can, may, will, should, would, and must. The researchers found 23 different modal verbs in ‘Sherry Johnson’ and ‘Tamjid Mujtaba’ academic essays documents that indicate actions, states and conditions associated with education. </em><em>The most used modals were in </em><em>‘</em><em>Tamjid Mujtaba’ </em><em>essay, it produced 12 modals. </em><em>These results correspond with the definition of these documents. The findings are proofing of how language expresses the characteristics of an academic text type in a professional and academic way domain. </em><em></em></p><p><strong><em>Keywords</em></strong><em>: modals, modal verb phrase, educational essay, corpus analysis</em><em></em></p><p> </p>
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Huschová, Petra. "EXPLORING MODAL VERBS CONVEYING POSSIBILITY IN ACADEMIC DISCOURSE." Discourse and Interaction 8, no. 2 (December 15, 2015): 35. http://dx.doi.org/10.5817/di2015-2-35.
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This paper explores the occurrence and use of the English modal verbs CAN/COULD and MAY/MIGHT conveying possibility meanings in academic texts dealing with linguistics and attempts to reveal the contextual factors determining the interpretation of the verbs. The paper discusses the semantic components of the examined modal verbs in relation to syntactic co-occurrence patterns and stylistic variation, focusing on the factors governing the distribution and usage of their epistemic and root possibility readings. Finally, the paper comments on the possibility readings of CAN/COULD and MAY/MIGHT which can be employed as hedging devices.
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Sadia, Saba, and Mamuna Ghani. "Modality in Editorials of Pakistani English Newspapers: A Corpus Based Study." International Journal of English Linguistics 9, no. 1 (December 31, 2018): 144. http://dx.doi.org/10.5539/ijel.v9n1p144.
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Modality is an important grammatical expression which finds its expression in the editorial section of newspapers in Pakistan. Firstly, this paper deals with the analysis of “Modals” in English and highlights their nature and function. Secondly, it reports on which modal verbs are commonly used by the editors. Thirdly, it is focused on how the modal verbs in Pakistani English newspapers are used to manipulate readers’ opinion towards specific issues. For this purpose, a corpus of two Pakistani English newspapers: The Dawn and The News, equally divided by editors, was analyzed wielding concordance tool. The comparative analysis of these newspapers revealed that both the editors chose mainly predictive auxiliary modals such as will and would to the other types of modal. The predictive modal for The News suggested that prediction about the future “what will/would happen” was the major apprehension of the editorial writers. On the other hand, comparing the modals of obligation in the two newspapers, The Daily Dawn was more focused on solution—what should be done.
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Karagulova, M. K. "ENGLISH AND KYRGYZ MODAL WORDS CORRELATED WITH OTHER PARTS OF SPEECH." Herald of KSUCTA n a N Isanov, no. 3-2020 (October 5, 2020): 400–404. http://dx.doi.org/10.35803/1694-5298.2020.3.400-404.
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Vine, Bernadette. "Modal Verbs in New Zealand English Directives1." Nordic Journal of English Studies 3, no. 3 (September 1, 2004): 205. http://dx.doi.org/10.35360/njes.63.
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Hong, Sungshim. "A Bi-clausal Account of English `to'-Modal Auxiliary Verbs." Language and Information 18, no. 1 (June 30, 2014): 33–52. http://dx.doi.org/10.29403/li.18.1.2.
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Kongpetch, Saowadee. "Use of Core Modal Verbs in Academic Writing of Thai EFL Students." International Journal of Language and Literary Studies 3, no. 1 (April 5, 2021): 277–91. http://dx.doi.org/10.36892/ijlls.v3i1.509.
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Modal verbs, as one of modality devices, play an important role in academic writing and argument. To gain insights into the use of modal verbs in academic writing of Thai EFL students, the in-depth analysis of 15 discussion essays written by the third-year English majors at one public university in Thailand was carried out. It focused specifically on the nine core modal verbs (can, could, may, might, will, would, shall, should and must) and examined their frequencies and semantic functions. The data analysis employed Sketch Engine, a corpus concordance, and drew on categories of semantic functions. The analysis revealed that can, will, may and should were the top four frequently favored items, respectively while must, could, would and might were found to be exceptionally underused. As for semantic functions, the most dominant meaning was “possibility” expressed by can. The results indicate that Thai students’ academic writing skills need to be significantly improved, particularly their ability to use modal verbs strategically in their essays. The curriculum design for academic writing needs to emphasize both syntactic structure and semantic functions of modal verbs and encompass activities urging students to practice using these modals systematically and purposefully.
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TENUTA, Adriana Maria, Ana Larissa A. M. OLIVEIRA, and Bárbara Malveira ORFANÓ. "How Brazilian learners express modality through verbs and adverbs in their writing: a corpus-based study on n-grams." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 31, no. 2 (December 2015): 333–57. http://dx.doi.org/10.1590/0102-445071548936077492.
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Based on the view of modality in the theoretical framework of descriptive syntax, this study examined a corpus of learners compared with a corpus of native speakers of English, aiming to identify different patterns of expression of modal meanings, particularly, adverbs and modal verbs. Therefore, the study focused its analysis on n-grams containing modal verbs and adverbs that express modality. This analysis revealed the prevalence of epistemic values in both corpora, and the existence of distinct patterns in the expression of this type of modality. In the non-native corpus, the expression of modality is restricted when compared to the native speakers'. In the corpus of native speakers, there was a prevalence of adverbs with modalizing meanings. In addition, learners tend to use some modal verbs differently. This study may contribute to the emerging field of corpora linguistic studies as well as to the area of syntax, with possible implications for the teaching of academic writing in English.
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Khanbutayeva, Leyla Musa. "Hedging in Newspaper Editorials in the English and Azerbaijan Languages." International Journal of English Linguistics 10, no. 1 (December 15, 2019): 91. http://dx.doi.org/10.5539/ijel.v10n1p91.
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The present study has been conducted for the linguistic analysis of hedging, which is meant to be an important linguistic feature expressing tentativeness and possibility. The purpose of the study is to investigate hedging devices in English and Azerbaijan economic and political newspaper editorials and to show the frequently used hedges in these stated languages. Basing on the revealed results, it becomes clear that in English newspaper editorials hedging is observed to be more frequently used. It is necessary to underline that the English political and economic newspaper editorials are seen to be more hedged than the Azerbaijan.
The article has been focused on the lexical and pragmatic hedges. Hedges pragmatically are realized to be the markers of politeness in the newspaper editorials in the very languages.
The modal verbs are considered to be the lexical hedges, and they have been dealt with from this side in the article as well. It is known that modal verbs are used to express the speaker’s attitude to the reality, and they help the speaker to express ideas indirectly as well. The article highlights the necessity of using the modal verbs in the newspaper editorials.
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Usonienė, Aurelia. "On the Modality of the English Verbs of Seeming." Modal Verbs in Germanic and Romance Languages 14 (December 31, 2000): 185–205. http://dx.doi.org/10.1075/bjl.14.11uso.
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Abstract. This paper concerns the syntax-semantics interface in the analysis of two complementation types of the English verbs of seeming, namely structures containing phrases with the copula to be and those with zero copula (look/seem/appear to bePvs. 0 P). The aim of this study is to see what kind of modal meaning can be attributed to the verbs under investigation and how the observed meanings are dependent upon the complement type.
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Imre, Attila. "A Logical Approach to Modal Verbs 3. “Must”." Acta Universitatis Sapientiae, Philologica 9, no. 3 (December 1, 2017): 87–98. http://dx.doi.org/10.1515/ausp-2017-0031.
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AbstractThe article aims at a logical approach to discussing must, organized around the core meaning of necessity, split into epistemic (logical necessity) and deontic necessity (obligation). After discussing must as a central modal auxiliary, we present various meanings of must, relying on authoritative sources published for international (English), Hungarian, and Romanian students. Possible issues of teaching must are also dealt with, supported by data from a popular TV series containing modal verbs. The conclusion discusses the importance and relativity of a number of occurrences, trying to offer a possible teaching option for modals stemming from practice.
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Trousdale, Graeme. "Simplification and redistribution." English World-Wide 24, no. 2 (December 5, 2003): 271–84. http://dx.doi.org/10.1075/eww.24.2.07tro.
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This article considers patterns of modal verb usage, based on data collected from twenty informants from Newcastle-upon-Tyne in the north-east of England, which show differences from material taken from the Survey of English Usage, used as data in Coates (1983, 1995). The paper therefore attempts to describe and explain differences in the use of the modals between authoritative accounts of Standard English on the one hand and the informal spoken English of a sample of speakers from Tyneside on the other. I argue that the reason for these differences may be in part due to increased markedness (systemic, sociolinguistic and stylistic) of certain forms, which induces simplification (the (re)creation of regularity within the system, through focussing) and redistribution (where modalities previously expressed by certain modal verbs come to be expressed by other modals within the system). Throughout, I try to suggest an approach to variation which considers language-internal and language-external factors.
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Cowper, Elizabeth, and Daniel Currie Hall. "The rise of contrastive modality in English." Syntactic Variation and Change 17, no. 1 (June 29, 2017): 68–97. http://dx.doi.org/10.1075/lv.17.1.04cow.
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Abstract This paper proposes an account of the morphosyntactic and semantic changes involved in the historical development of the English modals as a distinct category. Adopting a neoparametric approach, in which a language’s inventory of grammatical features may change over time, we show that a cluster of related surface changes can be accounted for by positing that the feature modality was added to English tense/mood system. While the most immediate manifestation of this change was the grammaticalization of the modals themselves, this in turn altered the system of contrasts in the language: in clauses without modal verbs, the absence of the modal became contrastive, narrowing the range of possible interpretations.
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Dilgam, Aliyeva Gunay. "About the Teaching Strategies of Modality in the Classroom." Theory and Practice in Language Studies 6, no. 10 (October 1, 2016): 1923. http://dx.doi.org/10.17507/tpls.0610.05.
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The article investigates the modality of verbs, words, expressions, and the methodology of teaching them in the auditorium. First of all, the author gives some information about the category of modality. She states the opinions of different scientists about the modality in different languages. For instance, the names of the scientists who investigated the category of modality such as O. Musayev, F. Jahangirov, I. Crilova, Y. Slinin, Y. Zvereva, I. Rickman and others have been referred to in the article. She gives the division of the modal verbs according to O. Musayev’s classification in the English language. They are: primary modal verbs, and secondary modal verbs. Each of these modal verbs has been analyzed through the examples by the author. Besides modal verbs, there are words, expressions which can express modality too. These facts are also stated in the article. The author considers it noteworthy to mention that the usage of modality of words, expressions is not generally found in the textbooks which are studied in the auditorium of Azerbaijani students. For this reason this usage of modality is considered to be challenging by the students as they don’t have much information about them. So, she gives the methodology of teaching modality in the auditorium. The methodology can be helpful for the lecturers to teach the category of modality. The examples used by the author can illustrate the exact model of the modal words, expressions, etc.