| The English modal system encompasses modal verbs (e.g., should, must, could), periphrastic modal verbs (e.g., have to, need to), and modal expressions (e.g, it's necessary). The idea for this research emerged after several observations of misinterpretations caused by inappropriate usage of the forms mentioned by non-native speakers. These speakers do not seem to know the semantic extensions of the various forms that one may use to code root modality.The most common labels used to describe root modality meanings are necessity, obligation, and advisability. However, these labels are insufficient to give language learners an adequate understanding of root modality. This study suggests breaking down the labels into the elements that compose the vast semantic range of root modality. Both native speakers (the control group) and non-native speakers participated in several data collection procedures: tests of appropriateness, fill-in-the-blank tests, role-plays, debates, and spontaneous conversations. Based on quantitative and qualitative analysis, the elements validated by the control group were urgency, new rule + urgency, pre-existing rule and speaker's necessity. Besides these contexts, other factors influenced the choice of the modal device. Power relations and social distance were crucial factors in certain contexts. The results clearly showed that the non-native speakers' form-function mappings diverge from the native usage. These emerging grammars seem to have different starting points depending on learner's first language.Most textbooks available on the market, with few exceptions, present crude explanations of the usage of root modality devices. One way of broadening students' understanding and usage of root modality devices is to show them how these constructions are used in the real world.The awareness of the root modal elements tested here may facilitate non-native speakers' learning of root modality. Showing learners which contextual clues native speakers use in their choice of modal devices, may lead these learners to use root modality devices more appropriately. |
