Modality in the nominal domain: Yalnhej DPs in Chuj

How do modal expressions determine which possibilities they invoke? Do they do it the same way across categories? Recent work proposes that modal auxiliaries project the domain of possibilities that they quantify over from an event variable, which can get different values in different syntactic positions (Hacquard 2006, 2009, 2010, see also Kratzer 2013). Based on the behaviour of the Spanish random choice indefinite uno cualquiera, Alonso-Ovalle & Menéndez-Benito (2018) conclude that the same strategy is available for modal indefinites. This paper brings evidence from Chuj, an understudied Mayan language, which supports this conclusion further. The paper focuses on yalnhej DPs, a type of quantifier that makes a non-upper bound existential claim and that contributes a modal component with a flavour that depends on syntactic position.

Exploring the complexity of 'can', 'could' and 'be able to' through corpus analysis and classroom- and coursebook-based investigation

<p>The purpose of this study is to investigate the central modal auxiliaries CAN and COULD, and the quasi-modal BE ABLE TO, together with their negative forms, and from this investigation, make a contribution to English language learning pedagogy. This study uses analysis of the spoken and written components of the British National Corpus (≈ 100 million words) to gain a better understanding how these modal auxiliaries are used by native and native-like speakers of English. It also draws on a classroom data set (68,265 words), containing a spoken and written component, to investigate how they are being used by students and an instructor. Furthermore, these modal auxiliaries are examined in an English language learner coursebook, New Headway series (441,760 words). This study uses both quantitative and qualitative methods for analysis. In the first phase of this investigation, previous literature along with an examination of each modal auxiliary form in a sample BNC data set were used iteratively to establish meaning categories for CAN, COULD and BE ABLE TO. In the second phase, overall frequencies were obtained from each data source. And finally, based on the categories of meanings found, in the third phase, meaning frequencies for all three data sources were determined. Taking these overall frequencies and meaning frequencies into consideration, comparisons were made between the classroom and the BNC, and New Headway and the BNC. As a result of the investigations above, this study found ‘possibility’ to be the predominant meaning for CAN, COULD and BE ABLE TO with a subset of meaning categories. The subset of categories identified is larger than previously identified in literature. Context played a central role in interpreting these meanings of modal auxiliaries and this study suggests that it would be beneficial for anyone writing about modal auxiliaries to fully account for context when modal meanings are being examined, especially in pedagogical materials. As a result, included in this study are instances with expanded criteria. Focusing on the classroom, this study shows not all meaning categories are present in the classroom data set and also suggests that students may benefit from explicit instruction around the role and communicative effects of these modal auxiliaries in various social contexts. Moving to the New Headway series, this study demonstrates that the meaning frequencies for some categories (e.g. ability) were higher in frequency than the British National Corpus due to the inclusion of contrived example conversations. Taking these and other findings in the study into consideration, this thesis raises awareness of the complexities of understanding and conveying these modal auxiliaries and concludes with recommendations for instructors in English language classrooms.</p>

Exploring the complexity of 'can', 'could' and 'be able to' through corpus analysis and classroom- and coursebook-based investigation

<p>The purpose of this study is to investigate the central modal auxiliaries CAN and COULD, and the quasi-modal BE ABLE TO, together with their negative forms, and from this investigation, make a contribution to English language learning pedagogy. This study uses analysis of the spoken and written components of the British National Corpus (≈ 100 million words) to gain a better understanding how these modal auxiliaries are used by native and native-like speakers of English. It also draws on a classroom data set (68,265 words), containing a spoken and written component, to investigate how they are being used by students and an instructor. Furthermore, these modal auxiliaries are examined in an English language learner coursebook, New Headway series (441,760 words). This study uses both quantitative and qualitative methods for analysis. In the first phase of this investigation, previous literature along with an examination of each modal auxiliary form in a sample BNC data set were used iteratively to establish meaning categories for CAN, COULD and BE ABLE TO. In the second phase, overall frequencies were obtained from each data source. And finally, based on the categories of meanings found, in the third phase, meaning frequencies for all three data sources were determined. Taking these overall frequencies and meaning frequencies into consideration, comparisons were made between the classroom and the BNC, and New Headway and the BNC. As a result of the investigations above, this study found ‘possibility’ to be the predominant meaning for CAN, COULD and BE ABLE TO with a subset of meaning categories. The subset of categories identified is larger than previously identified in literature. Context played a central role in interpreting these meanings of modal auxiliaries and this study suggests that it would be beneficial for anyone writing about modal auxiliaries to fully account for context when modal meanings are being examined, especially in pedagogical materials. As a result, included in this study are instances with expanded criteria. Focusing on the classroom, this study shows not all meaning categories are present in the classroom data set and also suggests that students may benefit from explicit instruction around the role and communicative effects of these modal auxiliaries in various social contexts. Moving to the New Headway series, this study demonstrates that the meaning frequencies for some categories (e.g. ability) were higher in frequency than the British National Corpus due to the inclusion of contrived example conversations. Taking these and other findings in the study into consideration, this thesis raises awareness of the complexities of understanding and conveying these modal auxiliaries and concludes with recommendations for instructors in English language classrooms.</p>

Contrast, Contact, Convergence? Afrikaans and English Modal Auxiliaries in South African Parliamentary Discourse (1925–1985)

This article investigates modal auxiliaries in original and translated Afrikaans and South African English parliamentary discourse in the period 1925–1985. Against the background of the sociolinguistic history of language contact in the bilingual South African parliament (1910–1994), it analyses (a) the contrastive differences in the use of modal auxiliaries in South African English and Afrikaans, (b) potential cross-linguistic influence in the use of modals between the two languages, and (c) the way in which contrastive differences and cross-linguistic influence are reflected in translations. In both languages, modal auxiliaries are more common in parliamentary discourse than in general usage. There is little evidence of overall convergence; there are, however, cross-linguistic similarities in specific pragmatic uses of modals in parliament. Translations show a large degree of shining-through from the source text, alongside adjustment to target norms; the tension between these two forces is variable, and influenced by social factors.

Recent change in modality in informal spoken British English: 1990s–2010s

Studies in modality comprise a complex canon of functional, formal, sociological and diachronic analyses of language. The current understanding of how English language speakers use modality is unclear; while some research argues that core modal auxiliaries are in decline, they are reported as increasing elsewhere. A lack of contemporary and representative spoken language data has rendered it difficult to reconcile such differing perspectives. To address this issue, this article presents a diachronic study of modality using the Spoken BNC2014 and the spoken component of the BNC1994. We investigate the frequency of core modal auxiliaries, semi-modals, and lexical modality-indicating devices (MIDs), as well as the modal functions of the core modal auxiliaries, in informal spoken British English, between the 1990s and 2010s. The results of the analysis are manifold. We find that core modal auxiliaries appear to be in decline, while semi-modals and lexical MIDs appear relatively stable. However, on a form-by-form basis, there is significant evidence of both increases and decreases in the use of individual expressions within each modal set. As a result, this study problematises form-based studies of change, and illustrates the value and coherence that functional analyses of modality can afford future work.

Modalized speech acts in a spoken learner corpus: The case of can and could

This paper examines the use of the modal auxiliaries can and could in speech acts produced by university students of English. Its aim is to explore syntactic patterns, semantic features and pragmatic functions of utterances containing can/could in Corpus of Czech Students’ Spoken English. Taking account of pragmatic factors, including broader linguistic and extralinguistic context, the analysis attempts to identify the illocutionary forces conveyed by the modalized speech acts excerpted from the corpus dialogues. The findings indicate that the modal verbs are commonly employed as a modifying device in indirect speech acts, particularly in conventionalized directives. As for their frequency of occurrence, can proves to be a widely used modal auxiliary in spoken learner discourse, whereas the more remote could appears in the corpus much less frequently in that it is associated with a higher degree of diffidence.

Hedges in Students’ Reflective Feedback: Evidence from an Online Class during COVID-19 Outbreak

Scholars have observed hedges in academic writing, yet the examination of hedges in students’ reflective feedback is scarcely found. During the Covid-19 pandemic, both teachers and students face difficulty engaging themselves in online classes. To figure out how students show their attitude, among others, is through reflective feedback. One of the language features pivotal in reflective feedback is ‘hedge’, a pragmatic feature representing a speaker’s tentativeness and possibility in communication (Lakoff, 1973). This paper addresses two questions: (1) what types of hedges are used in the students’ reflective feedback in online class during the covid-19 outbreak? and (2) what are the functions of the hedges? This paper took 151 samples of students’ reflective feedback in the introduction to English linguistics class at Sanata Dharma University to answer those problems. Findings reveal that the students dominantly used modal auxiliaries and epistemic adverbs as the types of hedges as a politeness technique to convey their anxiety and hesitation during an online class.Keywords: hedges, reflective feedback, online class

Training Bahasa Inggris Dasar Peramu Wisata Untuk Forum Muda Berkarya (FMB) Desa Wisata Hijau Bilebante Kabupaten Lombok Tengah

This community service aims to improve knowledge, basic English skill for teenagers especially English for tour guide both theoretically and practically. This program involved the teenagers of Working Youth Forum (FMB) Bilebante Green Tourism Village, Central Lombok Regency. The presenters of this program were the English lecturers of UNDIKMA who are still active. The program took place in Bilebante Green Tourism Village, Central Lombok Regency. The method implemented planning, acting, and observing in which through giving the material presentation focusing on some materials such as; English for tourism, modal auxiliaries, eight parts of speech, and mini conversation practice realizing the materials given. The result of this community service revealed that the respondents were very enthusiastic and interest to participate actively within the process of the program given start from the first till the end. The capability of the respondents was also increase regarding on how to use English language expression for tour guide, vocabulary items, and become more confident. They expected the same program may be re-conducted or proceeded in another time since it has positive effect toward presentation, and their communicative English language skill.