A Contrastive Study On The Modal Auxiliary Verbs In English And German

Modal auxiliary verbs indicate different types of functions and meanings of modality. Many linguists have been studying on the functions and meanings of modality in English and German for a long time. However, few scholars did such a contrastive research on the application of modals in both English and German. Based on language transfer theory in the Second Language Acquisition (SLA) and Wittgenstein’s later theory, this thesis is designed to make a contrastive study on the modal verbs in English and German.At first, Chapter one introduces Wittgenstein’s later important theory-language game and family resemblances. Wittgenstein calls the whole, consisting of language and the actions into which it is woven, the "language game". It is a kind of free and blind activity, the instinctive activities of human beings. He also points out that language will be meaningful in the integral interaction and the meaning of a word is in its using. This is the famous point of view in Wittgenstein’s later theory:"the meaning of a word is its use in the language." Family resemblance is one of the important conceptions in Wittgenstein’s later linguistic philosophy. Wittgenstein holds that there is no sole thing in common between something that word refers, but similarity between them or with others. In addition, this thesis introduces language transfer theory in the Second Language Acquisition. It accounts for further that positive transfer and negative transfer in using language play an important role.From the second chapter to the fourth chapter are the form, meaning and function of the English and German modal verbs. Through a contrastive study on the form, meaning and function of modal verbs in English and German, we can find out the similarities and differences between the two languages. In summary, this contrastive study may further help us to gain a better knowledge of the concrete similarities and differences of application of modals in both English and German which belong to the same Germanic-family. Those students who learn English as a first foreign language and German as a second foreign language and the teachers who teach these students German as a second foreign language will benefit from this study. In addition, Language transfer theory in the Second Language Acquisition makes us know how to effectively use positive transfer and negative transfer in using language.At last, this thesis draws some conclusions and inspirations in the teaching and learning German as a second language. Teachers should change their own role as an instructor, but make students be center in the class. As helpers they can try to arouse students’positivity and enthusiasm to use language freely and improve their communicating abilities in the ordinary lives. Thus, they will deeply understand the real meaning of learning language.