Italian children's understanding of the epistemic and deontic modal verbs dovere (must) and potere (may)

2002 ◽  
Vol 29 (1) ◽  
pp. 87-107 ◽  
Author(s):  
ELISABETTA BASCELLI ◽  
MARIA SILVIA BARBIERI
Keyword(s):  
Epistemic Modality ◽  
The Other ◽  
Dual Function ◽  
Full Understanding ◽  
Modal Verbs ◽  
Epistemic Modal ◽  
Single Sentence ◽  
Modal Verb ◽  
Deontic Modality

This study assesses children's understanding of the Italian modal verbs dovere (must) and potere (may) in their dual function of qualification of the speaker's beliefs (epistemic modality) and behaviour regulation (deontic modality). 192 children and 60 adults participated in the experiment. Children aged 3;0 to 9;2 were presented with two tasks: one assessed their understanding of modal expressions in the epistemic domain – looking for an object by following the information contained in a sentence; the other assessed their understanding of modal expressions in the deontic domain – acting according to obligations, permissions and prohibitions in the context of a game. Half of the subjects carried out the tasks in a single-sentence format and half carried out the tasks in a double-sentence format. In the single-sentence format the subjects had to follow the directions supplied by a modalized sentence; in the double-sentence format they had to follow the directions supplied by the sentence containing the stronger modal verb. Our results show that the understanding of deontic modal forms precedes the understanding of epistemic modal forms and that a full understanding of the strength of different modal forms is achieved only at eight years.

scholarly journals (Non)epistemic modality: English must, have to and have got to and their correspondences in Lithuanian

Kalbotyra ◽  
2017 ◽  
Vol 69 (69) ◽  
pp. 223
Author(s):  
Audronė Šolienė
Keyword(s):  
Qualitative Methods ◽  
Epistemic Modality ◽  
The Other ◽  
Modal Verbs ◽  
Other Hand ◽  
Different Types ◽  
Deontic Modality ◽  
Quantitative And Qualitative Methods

This paper deals with the three types of modality – epistemic, deontic and dynamic. It examines the relation between the synchronic uses of the modal auxiliary must and the semi-modals have to and have got to as well as their Lithuanian translation correspondences (TCs) found in a bidirectional translation corpus. The study exploits quantitative and qualitative methods of research. The purpose is to find out which type of modality is most common in the use of must, have to and have got to; to establish their equivalents in Lithuanian in terms of congruent or non-congruent correspondence (Johansson 2007); and to determine how Lithuanian TCs (verbs or adverbials) correlate with different types of modality expressed. The analysis has shown that must is mostly used to convey epistemic nuances, while have to and have got to feature in non-epistemic environments. The findings show that must can boast of a great diversity of TCs. Some of them may serve as epistemic markers; others appear in deontic domains only. Have (got) to, on the other hand, is usually rendered by the modal verbs reikėti ‘need’ and turėti ‘must/have to’, which usually encode deontic modality.

scholarly journals The Difference Between Modal Verbs in Deontic and Epistemic Modality

Humaniora ◽  
2012 ◽  
Vol 3 (2) ◽  
pp. 532 ◽  
Author(s):  
Menik Winiharti
Keyword(s):  
Language Teachers ◽  
Epistemic Modality ◽  
Modal Verbs ◽  
Clear Cut ◽  
Modal Verb ◽  
Deontic Modality ◽  
The Difference ◽  
Single Proposition

Modality is always interesting to discuss. Understanding it is crucial for both language teachers and learners. This essay discusses the concept of modality, its types and uses. It has a goal to find the difference between deontic and epistemic modality that is indicated by their modal verbs. It also provides the readers a better understanding of modality, particularly of its types and uses. The result of the analysis shows that in general, deontic modality indicates obligation and permission, while epistemic modality expresses possibility and prediction. However, the difference between deontic and epistemic modality is not a clear cut, since one single modal verb can express both types, and one single proposition can be expressed by more than one modal verb.  

Metonymy and Metaphor in the Evolution of Modal Verbs

2000 ◽  
Vol 14 ◽  
pp. 1-22
Author(s):  
Delia Bentley
Keyword(s):  
Side Effects ◽  
Epistemic Modality ◽  
The Other ◽  
A Posteriori ◽  
Modal Verbs ◽  
Other Hand ◽  
Semantic Development ◽  
Deontic Modality

Abstract. The semantic development of the Italo-Romance outcomes of habeo (plus particle) and infinitive does not involve any dramatic changes. The earliest attestations of Sardinian áere a already express prototypical futurity (alongside deontic modality). On the other hand, a number of minimal changes are observed in other varieties. Sicilian aviri a comes to denote subjective epistemic modality and a few postmodal meanings, whilst the periphrasis with da has only extended to epistemic contexts in modern Tuscan. The evolution of the Sicilian structure involves the obliteration of prominent aspects of meaning (metonymy), whereas the development of Tuscan avere da is characterized by a change of domain (metaphor). Metonymy and metaphor, however, might be side-effects of independently motivated changes, which are observed a posteriori. The diachronic findings presented in this work combine easily with the view of unidirectionality proposed by van der Auwera and Plungian (1998).

scholarly journals Penggunaan Modal Verbs Bahasa Inggris dalam Ketrampilan Berbicara

2020 ◽  
Vol 1 (1) ◽  
pp. 11-20
Author(s):  
Maria Theresia Priyastuti
Keyword(s):  
Nursing Students ◽  
Health Education ◽  
Learning Process ◽  
Role Play ◽  
English Learning ◽  
Modal Verbs ◽  
Main Form ◽  
Modal Verb ◽  
Deontic Modality ◽  
Descriptive Qualitative

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.

Children's epistemic inferences through modal verbs and prosody

2020 ◽  
Vol 47 (6) ◽  
pp. 1132-1169
Author(s):  
Meghan ARMSTRONG
Keyword(s):  
Young Children ◽  
Qualitative Analysis ◽  
Choice Task ◽  
Epistemic Modality ◽  
Metalinguistic Awareness ◽  
Modal Verbs ◽  
Epistemic Modal ◽  
Negative Valence ◽  
Forced Choice Task ◽  
Positive And Negative Valence

AbstractThis study explores how young children infer nuances in epistemic modality through prosody. A forced-choice task was used, testing children's (ages three to seven) comprehension of the might/will distinction (modal condition) as well their ability to modulate the strength of might through two prosodic tunes (prosody condition). Positive and negative valence conditions were included. Younger children were shown to start off performing above chance for the modal condition, and at around chance for the prosody condition, but after age four performance on the prosody condition quickly improved. For both modal verbs and prosody, children performed significantly better when valence was positive. By age seven, children performed at ceiling for all conditions. Qualitative analysis of children's justifications for prosody responses showed metalinguistic awareness of prosodic meaning as early as age four, with the ability to relate prosody to epistemic modal meaning becoming quite common by age seven.

scholarly journals Is Chinese English Majors’ Tendency to Use Modal Sequences Better with the Passing of Their College Campus Time？

2019 ◽  
Vol 9 (3) ◽  
pp. 29
Author(s):  
Jinjuan Liu ◽  
Shaoyun Long
Keyword(s):  
Native Speakers ◽  
Social Philosophy ◽  
College Campus ◽  
Cultural Tradition ◽  
Modal Verbs ◽  
Epistemic Modal ◽  
English Majors ◽  
Modal Verb ◽  
Anglo American ◽  
The Relationship

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.

scholarly journals Investigating the Semantic Development of Modal Markers: The Role of Context

Clotho ◽  
2020 ◽  
Vol 1 (2) ◽  
pp. 35-53
Author(s):  
Tomaž Potočnik ◽  
Matej Hriberšek
Keyword(s):  
Language Change ◽  
Epistemic Modality ◽  
Semantic Change ◽  
Semantic Development ◽  
Modal Verb ◽  
Deontic Modality ◽  
Do So

The article tackles the problem of studying diachronic semantic changes of modal markers in Latin. It proposes to do so by using context as a proxy for tracing the development of otherwise unchanging forms. In the first part, the main theoretical positions in modality studies are presented, especially the notions of deontic modality, epistemic modality, and pathways of modality. In the second part, Heine’s model for studying the role of context in language change is presented and applied to the modal verb licet. In the case study of licet, an attempt is made to identify the so-called switch context which co-creates the conditions necessary for the semantic change.

On the History of Studying Modal Verbs in the German Language

2020 ◽  
pp. 64-76
Author(s):  
Varvara Leontyeva ◽  
Keyword(s):  
20Th Century ◽  
Open Cluster ◽  
Epistemic Modality ◽  
German Language ◽  
Modal Verbs ◽  
Early 21St Century ◽  
Open Questions ◽  
Modal Verb ◽  
History Of ◽  
Functional Features

The article is an overview and a summary of the study of modal verbs in the German language in Russian and foreign linguistics, from Antiquity to the present day, in line with the holistic study of modality in world linguistics. Using the methods of generalization and systematization, the author analyzes monographs and articles by Russian and foreign experts in the field of the history of the German language, functional grammar, and morphology. While a considerable number of works by foreign and Russian linguists in the 20th century are devoted to the issues of semantics of preterite-present and modal verbs in specific historical periods of the development of the German language, there are still many open questions in this area. Throughout almost the entire 20th century, Germanists viewed modal verbs mainly as a means of expressing internal modality, i.e., the attitude of the speaker to the action being performed. However, in the late 20th and early 21st century, they began to actively study the subjective use of modal verbs. Much modern literature on the subject is devoted to the study of German modal verbs in the function of subjective (epistemic) modality. This article focuses on etymological, semantic, grammatical, and functional features of modal verbs in modern German and discusses a number of controversial issues, such as the question of whether modal verbs are a closed or open cluster of vocabulary, that is, whether it is possible, at the present stage of language history, to include other linguistic units into the category of modal units, it these other units answer certain semantic or grammatical criteria. It is also open to discussion whether there is a one-to-one corre-spondence between a modal verb and the type of modal relations that is expressed with the help of this verb in speech, and vice versa. The author highlights such significant aspects as grammaticalization of modal verbs, correlation of modal verbs with various types of modal relations, primary and secondary meanings of modal verbs, characteristics of the preterito-presentia, compatibility of modal verbs, and syntactic features of their usage. The relevance of this study lies in the fact that it gives a more comprehensive understanding of functions and pragmatics of modal verbs as a special lexical cluster in speech.

German modals in second language acquisition: A constructionist approach

2016 ◽  
Vol 4 (1) ◽  
pp. 9-30
Author(s):  
Lynn Anthonissen ◽  
Tanja Mortelmans
Keyword(s):  
Second Language Acquisition ◽  
Epistemic Modality ◽  
Conditional Inference ◽  
Formulaic Sequences ◽  
Modal Verbs ◽  
Semantic Categories ◽  
Structural Functions ◽  
Modal Verb ◽  
Conditional Inference Trees ◽  
Formal Properties

Abstract Descriptions of modal verbs in learner grammars often evoke quite abstract semantic categories (focusing on dynamic, deontic and epistemic modality) in generalized usage contexts. Yet, in concrete utterances, modal verbs not only serve highly specific pragmatic and discourse-structural functions, but can also be shown to occur in (quasi-)formulaic sequences with specific lexical elements. These more idiosyncratic functional and formal properties are often insufficiently addressed in learner grammars. The article demonstrates, on the basis of two case studies, how insights and methods from Construction Grammar can help to improve the presentation of this topic. More specifically, it elaborates on the key determinants of L2 construction learning (involving frequency, proto-typicality and form-function mapping, among others) and illustrates what statistical techniques such as collostructional analysis and conditional inference trees can reveal about the intricacies involved in learning modal verb constructions.

scholarly journals Intersubjective strategies in deontic modality: evidential functions of Spanish deber ‘must’

Kalbotyra ◽  
2017 ◽  
Vol 69 (69) ◽  
pp. 246 ◽  
Author(s):  
Miriam Thegel
Keyword(s):  
Qualitative Study ◽  
Epistemic Modality ◽  
Special Focus ◽  
Modal Verb ◽  
Shared Information ◽  
Deontic Modality ◽  
New Perspective ◽  
Qualitative Analyses

The principal aim of this study is to examine the Spanish modal verb deber ‘must’ in its deontic readings, relating it to the notions of evidentiality and intersubjectivity. Deber has often been compared to the modal verb tener que ‘have to’ and described in rather vague terms, for example as an expression of weak, internal obligation, but this paper proposes that it is better understood as an intersubjective verb. Both quantitative and qualitative analyses have been carried out, with a special focus on the in-depth qualitative study. It will be shown that deontic deber can convey evidential meanings when used in the conditional form. First, it can refer to a norm shared between the speaker and the hearer, and, second, it can convey an inferential process, a conclusion presented by the speaker, which is based on shared information, available to a larger group (or all) of the interlocutors. Evidentiality is regarded here as an intersubjective strategy, used when the speaker wants to reach consensus, arguing for the most reasonable, morally defensible way to act. Thus, this study also offers a new perspective of evidentiality, looking at this notion in interaction with deontic modality instead of epistemic modality, which is usually the case.

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