Introduction

Author(s):  
Stephen Connelly

In his book, Creation and Anarchy, Georgio Agamben writes that ‘it is … worth reflecting on the fundamental function that modal verbs develop in our culture and in philosophy in particular’.1 Agamben has in mind the modal verb ‘to be able to’ which he links to Aristotelean conception of potential (...

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.


Author(s):  
Aleksandra Erić-Bukarica

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.


2020 ◽  
Vol 1 (1) ◽  
pp. 11-20
Author(s):  
Maria Theresia Priyastuti

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.


2003 ◽  
Vol 24 (2) ◽  
pp. 271-284 ◽  
Author(s):  
Graeme Trousdale

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.


2009 ◽  
Vol 2 (1) ◽  
pp. 18-47
Author(s):  
Marta Degani ◽  
Anna Belladelli

This study concerns objectivity, subjectivity and intersubjectivity in relation to the English central modal verbs. In order to refine the (inter)subjective status of modals from a synchronic perspective, it focuses on their possible uses within a specific communicative context where the SP/W needs to ‘modulate’ his/her own and/or other people’s point of view. A qualitative and quantitative corpus-based analysis has been carried out on the syntactic pattern Subject + Modal Verb + Mental Verb, to check whether and to what extent (inter)subjectivity occurs in the written medium. By means of a semantic-pragmatic analysis of the central modals within the selected pattern, a wide range of communicative strategies has been observed. Four main aims have been identified that the SP/W may have in mind when choosing to resort to (inter)subjectivity: namely, the expression of the SP/W’s point of view (EPV), the shaping of the AD/R’s line of reasoning (SLR), the imposition of the SP/W’s power on the AD/R (IP), and the communication of information (CI).


2019 ◽  
Vol 9 (3) ◽  
pp. 29
Author(s):  
Jinjuan Liu ◽  
Shaoyun Long

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.


Author(s):  
Birute Klaas-Lang ◽  
Renate Pajusalu

Kokkuvõte. Siinses artiklis vaatleme modaalverbide ja neile funktsionaalselt lähedaste väljendite kasutust eesti ja soome palvetes ja küsimustes. Mõlemas keeles on palju sarnase algupäraga modaalkonstruktsioone, kuid nende funktsioneerimine palve ja küsimuse pehmendajatena on osaliselt erinev. Materjal pärineb diskursuse täiendamise ülesandest, milles emakeelsetel keelejuhtidel paluti kirjutada, mida nad kirjeldatud olu korras teeksid. Modaalpredikaatide võrdlus näitab, et nende esinemise üldsagedus palvetes on eesti ja soome keeles enam-vähem võrdne, kuid soome keeles on nad sagedamini konditsionaalis. Küsimuste pehmendamisel on konditsionaali mõlemas keeles märgatavalt vähem kui palvete puhul. Artiklis vaadeldakse ka sagedamate modaalverbide (saama/saada, võima/voida jm) esinemist eri situatsioonides.Abstract. Birute Klaas-Lang and Renate Pajusalu: Modal constructions in Estonian and Finnish requests. The aim of this article is to compare Estonian and Finnish modal verbs and other modal predicates in requests and questions. Written discourse completion tasks were used as a method. Native speakers were asked to write what they would say in 10 different scenarios. The scenarios were constructed so that they provided maximum variety of context for the requests and questions (from institutional to colloquial and from written to oral). The article concentrates on modal predicates, many of which have the same origin in Estonian and Finnish but are used somewhat differently. The overall number of modal verbs used to soften requests and questions was approximately the same in Estonian and Finnish. In the Estonian data, the modal constructions of main acts were in conditional form in 58% of the cases, in the Finnish data in 84% of the cases; thus in the Finnish data the conditional is much more frequent. The typical modal verb in the Estonian data is saama ‘get’, whereas in the Finnish data it is voida ‘can’. In the Estonian data some variation is possible: Estonian võima ‘can’ occurs as well, despite being considerably less frequent. In the Finnish data saada ‘get’ was present only in the sense of acquisition or success which is not included in the current table. Other modal constructions were represented in the data surprisingly evenly in both languages. Only oskama/osata ‘can, know’ showed a slight difference, being noticeably more frequent in the Estonian questions than in the Finnish ones. The article also examines the modal predicates in other response texts. A tendency to use more speaker-oriented modal verbs expressing mainly desire and obligation can be observed in the Estonian data. On the basis of modal verbs only, it would also be possible to conclude here that in the Estonian requests the speaker’s obligation is expressed more frequently (I should send the abstract, need to submit the certificate, etc.).Keywords: politeness; directives; questions; modality; Estonian; Finnish


Humaniora ◽  
2012 ◽  
Vol 3 (2) ◽  
pp. 532 ◽  
Author(s):  
Menik Winiharti

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.  


Author(s):  
Varvara Leontyeva ◽  

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.


2016 ◽  
Vol 4 (1) ◽  
pp. 9-30
Author(s):  
Lynn Anthonissen ◽  
Tanja Mortelmans

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.


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