scholarly journals The Use of Modal Verb in English Writing: Corpus Views

Author(s):  
Deqing Wang
Keyword(s):  
2019 ◽  
Vol 13 (2) ◽  
pp. 113
Author(s):  
Pham Thi Thu Hien

Twitter and Microblogging are two separate entities but completes each other. Both of them can be used as language learning tools and their potential has been proved by several scholars. This study tries to examine students’ experiences in integrating microblogging with twitter. It is also study about the beneficial roles of microblogging with Twitter in language learning, its relation to writing, and its appropriateness in language learning. This study employs a qualitative research methodology, and case study as its research design. Semi-structured interviews and questionnaires were employed in this study to find out about participants' views about microblogging and Twitter. From this study, it can be concluded that the participants of the study underwent various experiences during the implementation of microblogging with Twitter. They also felt that microblogging with Twitter at some point advantages them to systematically arrange their ideas, and allows them to choose appropriate diction of their ideas. They also stated that Twitter can be an appropriate means in language learning, especially in English writing<em>.</em>


Virittäjä ◽  
2020 ◽  
Vol 124 (3) ◽  
Author(s):  
Anu Rouhikoski

Artikkelissa tarkastellaan nollapersoonaisen modaaliverbirakenteen käyttöä direktiivinä (esim. tämä hakemus pitäs vielä täyttää). Aineistona on 11,5 tuntia Kansaneläkelaitoksen eli Kelan toimistoissa videolle tallennettuja aitoja asiakaspalvelutilanteita, 131 yksittäistä tilannetta. Aineistossa esiintyvät neljä virkailijaa ovat noin 30-vuotiaita; asiakkaiden ikä vaihtelee noin 18 ja 80 vuoden välillä. Analyysi osoittaa, että nollapersoonan referenssi on ainakin muodollisesti avoin ja Kelan tilanteissa se usein kattaa sekä paikalla olevan asiakkaan että muut samassa tilanteessa olevat ihmiset. Siten nollapersoonalla ilmaistaan eksplisiittisesti, että kaikkia kohdellaan samoin säännöin eikä asiakkaalta vaadita mitään poikkeuksellista. Se ikään kuin perustelee itse itsensä. Modaaliverbi (esim. kannattaa, pitää, täytyä, voida) puolestaan tuo lausumaan jonkin keskustelun ulkoisen velvoitteen. Aineistossa nollapersoonaisia modaaliverbidirektiivejä käytetään usein silloin, kun virkailija ei käsittele itsestään selvänä, että asiakas tulee noudattamaan saamaansa direktiiviä, vaan direktiiviin liittyy epävarmuustekijöitä. Näitä ovat arkaluonteisuus, erilinjaisuus, toiminnon aiheuttama vaiva tai toiminnon uutuus vuorovaikutustilanteessa. Nollapersoonainen modaaliverbidirektiivi ottaa hienovaraisesti huomioon toimintoon liittyvät epävarmuustekijät mutta osoittaa silti toiminnon olevan tilanteessa tarpeellinen. Nollapersoonalausumia verrataan artikkelissa toiseen direktiivityyppiin, 2. persoonan modaaliverbilausumiin (esim. tää sun pitäs kuitenki täyttää vielä). Niissäkin modaaliverbi välittää tilanteen ulkopuolelta tulevan käskyn, mutta lausuma rajataan koskemaan ainoastaan yhtä asiakasta ja hänen velvollisuutensa tehdään näkyviksi. 2. persoonan modaaliverbidirektiiveillä annetaan yleensä lisäohjeita jo meneillään olevassa prosessissa tai toistetaan jokin jo annettu direktiivi. Lisäksi niitä käytetään yleensä vain silloin, kun asiakas on virkailijaa nuorempi, kun taas nollapersoonadirektiivejä esitetään kaikenikäisille asiakkaille.   Zero-person subjects and modal verbs in directives: a study of employees at the Social Insurance Institution of Finland  The article analyses the directive use of a Finnish zero person + modal verb construction, e.g. tämä hakemus pitäs vielä täyttää (‘one should fill in this application form’). The data comprises 11.5 hours of service encounters videotaped at the offices of the Social Insurance Institution of Finland (in Finnish: Kansaneläkelaitos = Kela), 131 encounters in total. The four employees in these encounters are all in their thirties, while their clients are between 18–80 years of age. The referent of a zero-person construction is formally open, and in the service encounters analysed here its referent is often not only the client but anyone else who finds themselves in a similar situation. Therefore, the zero person explicitly expresses the notion that all clients are treated in an equal manner. The modal verb (e.g. pitää, täytyä ‘must, have to, should’; voida ‘be able to’; kannattaa ‘be worthwhile’) denotes an obligation that comes from outside the situation at hand. The analysis of the data indicates that a zero person + modal verb construction is often used when the directive involves contingencies, such as delicacy, disalignment, imposition, or a previously undiscussed action. The zero person + modal verb construction displays the speaker’s orientation towards contingencies but also indicates the necessity of the action in question. The zero-person construction stands in contrast to another directive construction, that of the 2nd-person subject + modal verb (e.g. tää sun pitäs kuitenki täyttää vielä ‘you should still fill in this one’). The modal verb conveys an external obligation, but the 2nd-person pronoun refers to one sole person and makes explicit his/her responsibilities. This construction is mainly used when reformulating a previous directive or giving additional advice. Moreover, it is usually only used when addressing younger clients, whereas the zero-person construction is suitable to clients of all ages.


Fachsprache ◽  
2018 ◽  
Vol 40 (3-4) ◽  
pp. 94-121
Author(s):  
Marian Flanagan ◽  
Carmen Heine

As teachers of English as a second language (L2) in web communication, our aim is to help L2 students improve their spoken and written English language skills. Teacher feedback has been shown to do this in some cases. However, only using teacher feedback can put huge pressure on the teacher, both in terms of time and resources. This paper describes and discusses our attempt at introducing peer feedback as an additional way of providing students with feedback on their English writing. Before conducting this study, we did not know if peer feedback would be feasible in our teaching environment or whether it would benefit the students and teachers. Our aim was to establish a status quo of our students’ abilities in providing and implementing peer feedback. We introduced peer-feedback tasks and focused on the types of feedback provided by the students, the phrasing of the feedback, both when implemented and not implemented by the students, and the types of revisions made by the students. Our findings allowed us to develop peer-feedback process guidelines for web communication as a way towards improving written feedback processes in higher education, and hopefully for others to adapt and implement in their own communication classrooms.


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