Rationale of the study
In English interpersonal communication, the auxiliaries Could, Would, May, and Might convey distinct modal meanings, reflecting various attitudes of speakers As an English teacher, I have observed that learners often make mistakes when using these auxiliaries as politeness markers.
For this reason, I have made up my mind to choose this as the topic for my research.
Aim of the research
This thesis is an attempt to gain an insightful look into the linguistic features of
Could, Would, May, Might as politeness markers in interpersonal communication
And, on this basis, possible pedagogical implications might be obtained.
Objectives of the research
The following have been set forth as specific objectives of the thesis:
(i) Identification of the linguistic features of Could, Would, May, Might as politeness markers in English
(ii) Categorization of the mistakes commonly made by learners of English in using
Could, Would, May, Might as politeness makers
(iii) Possible pedagogical implications in the teaching of Could, Would, May, Might as politeness markers in interpersonal interaction.
Scope of the research
English modal auxiliaries, particularly Could, Would, May, and Might, serve as essential politeness markers in interpersonal communication This study focuses on the linguistic features of these modals as they relate to politeness in interactions Additionally, it examines common errors made by English learners at Ninh Giang High School when using these modals and proposes potential solutions to address these challenges.
Significance of the research
The practical value of the thesis lies in the fact that, with the research results obtained, an insight can be gained into the linguistic features of Could, Would, May,
Might This type of knowledge, to the possible extent, helps facilitate teaching, translating, and communicating in English.
Structural organization of the thesis
The study is composed of three main parts
Part A is the introduction which presents the rationale, aim, and scope of the study as well as the significance of the research
Part B is “Development” which consists of three chapters
Chapter one is about the theoretical background for the research This chapter is aimed at establishing the framework of investigation
Chapter two is entitled “Methodology” This chapter gives a general description of the research method, the subjects chosen for the study, the data collection instruments and the research procedures
Chapter three, titled "Findings and Discussions," highlights the linguistic features identified through surveys, observations, and interviews conducted with both students and teachers It compares the progress of students and teachers while also addressing relevant pedagogical implications for English language learners.
The final part is the “Conclusion” which presents a recapitulation, and provides conclusions on each of the thesis objectives Recommendations and suggestions for future studies are also herein provided
At the end of the thesis are References and Appendices.
LITERATURE REVIEW
Review of previous studies related to the research area of the thesis
Following are the previous research works directly related to the theme of the thesis:
(i) Politeness markers used in offering assistance in English and Vietnamese, Hồ
Thị Kiều Oanh, No 5(40).2010 Science and Technology magazine,
This article examines and contrasts the politeness markers employed in the act of offering assistance in Australian English and Vietnamese It explores various strategies and social deixes, such as addressing terms, formal semantic items, and pragmatic particles, across different situational contexts Additionally, it analyzes the reasons behind the similarities and differences in these politeness markers, highlighting the cultural influences of face and politeness in both Australian and Vietnamese societies.
This study explores the strategies involved in offering assistance, focusing on the linguistic forms and means used in this speech act It examines politeness markers and social deixis that reflect the nuances of interpersonal communication Additionally, the research analyzes formal semantic items that convey deference and the role of pragmatic particles, which, while lacking lexical meaning, clarify grammatical relationships between semantic elements within sentences.
(ii) A contrastive analysis of the meanings expressed via the modal verbs can, may, must in English and the equivalent expressions in Vietnamese, Nguyễn Minh Huệ,
Preliminaries and features of modal auxiliaries in English and in Vietnamese, making a comparison between modal meanings expressed by can, may, must in
English and their Vietnamese equivalent expressions and offering some suggestions for the application of the study to the teaching of English modals
The thesis accurately interprets the modal verb "may," emphasizing the significance of both the speaker and hearer in meaning construction while considering social and psychological factors In contrast to the English modal verb "may," the Vietnamese equivalent exhibits considerable ambiguity To effectively teach English modal verbs to Vietnamese learners, it is essential to help them understand the meaning of each modal in specific contexts This contextual approach highlights the challenges faced in teaching English modal verbs.
Further research is needed to conduct a contrastive analysis of the modal systems in English and Vietnamese, particularly in how they express possibility, permission, and obligation Additionally, there is a need to explore the linguistic means that convey permission and obligation in the English language.
(iii) A study on politeness strategies manifested in advising in English and Vietnamese, Lê Thu Thảo, 2008 ULIS
This study highlights the crucial role of politeness in facilitating effective social communication, particularly in cross-cultural interactions By examining the manifestation of positive and negative politeness strategies in advising situations in both English and Vietnamese, the research provides valuable insights into the nuances of intercultural communication The findings of this study also offer practical suggestions for teaching advising situations, emphasizing the importance of cultural sensitivity and effective communication skills.
This study offers a preliminary exploration of politeness strategies in advising between English and Vietnamese, leaving key questions, such as "Addressing forms in advising," unresolved Future research could greatly benefit English teaching and learning by examining the use of positive and negative politeness strategies in everyday communication among English and Vietnamese speakers, as well as the application of these strategies in making suggestions.
Theoretical preliminaries
Auxiliary verbs play a crucial role in English grammar by assisting main verbs and adding essential grammatical information They are categorized into two types: primary auxiliaries (DO, HAVE, BE), which primarily serve grammatical functions, and modal auxiliaries, which convey both grammatical and modal meanings Modal auxiliaries express the speaker's attitudes toward the content and the listener, enriching the communication.
English features three main auxiliary verbs: do, be, and have, which play crucial roles in constructing various grammatical forms while holding minimal intrinsic meaning For instance, the auxiliary verb "be" is essential for forming the progressive tense, as demonstrated in the sentence: Tim is dancing.
The term "BE" in this context serves a crucial role in forming a verb phrase that signifies Tim's dancing is currently happening This function is consistent across all primary auxiliary verbs, which act as essential helpers in conveying the intended verbal meaning.
The verb to be forms the passive voice (The ball was hit by John) The verb to have forms the perfect tenses (I have decided to retire)
The verb to do enables us to negate or to ask questions (He did not write the book,
Notice that each of these verbs can act as a main verb as well, as in I am happy, He has a lot of money, and He does his own thing
(Source: http://awelu.srv.lu.se/grammar-and-words/selective-mini grammar/verb- phrases/primary-auxiliary-verbs/)
To put it in a nutshell, we can say that primary auxiliaries mainly perform grammatical function rather than convey other types of meaning
Language initially adhered to truth-conditional logic until intensional logic introduced the concept of truth relativity, leading to the idea of "possible worlds" to clarify modal and temporal operators Bally (1932) expanded on medieval proposition analysis, distinguishing between modus, which reflects the speaker's subjective attitude, and dictum, which represents the propositional content He emphasized that modality can be both explicit and implicit, with their relationship depicted on a scale from explicit to implicit, where modality is integrated into dictum Modal verbs serve as implicit morphological indicators of modality (Boicu, 2007: 2).
In English, there are 10 essential modal verbs: can, could, may, might, must, ought, shall, should, will, and would Additionally, other verbs such as need, had better, and the invariant be can also act as modals, often referred to as semi-modals.
Palmer (2001: 7) proposes a binary distinction the former separates „non-modal‟ from „modal‟ and is associated with the notional contrast between „factual‟ and
Recent terminology has shifted from terms like "non-factual," "real," and "unreal" to the more precise labels "realis" and "irrealis." Modality is categorized within the "irrealis" domain, which also encompasses certain tenses and moods.
The second distinction Palmer makes divides modal verbs in keeping with the two main semantic categories: epistemic and deontic
In his systemic functional grammar, Halliday (1970) identifies two key systems: modality and modulation Modality pertains to how a speaker subjectively expresses their degree of certainty regarding the truth of a proposition, encompassing semantic categories like "probable," "possible," "virtually certain," and "certain." This system is rooted in Halliday's concept of the interpersonal metafunction of language.
Modulation concerns the ideational metafunction of the content and of the conditions that influence it Its types are defined in terms of „permission‟,
„obligation‟, „ability‟, „desire‟, etc The cause of ambiguity would be the fact that the two systems are semantically similar, since they both underlie the same group of modal verbs
Hoffman (1993) states that there are four main modalities contained by logical, epistemic, deontic and capacity modals He puts forward the assumption that
“Natural languages have three basic logical modal concepts: [Nec] necessary, [Psb] possible and [Imp] impossible; the first two are defined and given symbols in logic”
According to the linguist, English linguistic modality is primarily divided into two categories: epistemic modalities, which connect propositions to one another, and other modalities that typically focus on the subject's perspective.
A comparative analysis of epistemic modals (MoE) and social deontic modals (MoD) reveals striking similarities, which can be paralleled with quantifiers (Qnt) and adverbs of frequency (AvF) This comparison is presented in a comprehensive table, showcasing seven degrees of modal intensity By examining the intersections between MoE, MoD, Qnt, and AvF, researchers can gain a deeper understanding of the complex relationships between these linguistic elements The table provides a detailed breakdown of the corresponding degrees, facilitating a nuanced exploration of the similarities and differences between these modal verb series.
„strength‟ concerning all the four classes of elements
The seven degrees of "strength" in language range from necessary ([Nec]) to impossible ([Imp]), appearing in various forms across different languages While some specific terms may be absent, particularly in the context of capacity modals, quantifiers generally provide a comprehensive scale in most languages.
The correlation among the above-mentioned categories is shown in the following Table (Hoffman 1993: 112):
{Nec} must must always all, every
{Apx-Nec} should should usually most
- may/could often many/much
{Psb} can may sometimes some
{Apx-Imp} should not should not seldom, rarely few
{Imp} must not must not, can‟t never none, no
Politeness is the practical application of good manners and etiquette, which varies across cultures What is deemed polite in one culture may be perceived as rude or eccentric in another, highlighting the culturally defined nature of politeness.
“Politeness is the art of choosing among your thoughts.” Madame de Stael (Abel Stevens, 1880)
Have you ever faced a disapproving glance from a waiter while ordering in a foreign restaurant? Or encountered someone who refused your request with an irritated tone? These situations might stem from a lack of politeness in your English communication.
The English language is full of these little formalities which can definitely determine whether you‟re going to make a good first impression on someone or not
When seeking information or offering something, it's essential to adhere to unspoken etiquette by using polite expressions like "please" and "thank you." Many interactions rely on an indirect communication style, which is often perceived as a way to demonstrate politeness and respect in social exchanges.
(Source: http://reallifeglobal.com/how-to-be-polite-in-english)
* “Face” and “Face Threatening Act” (FTA)
Brown and Levinson (1978) offer a unique viewpoint on politeness across various languages and cultures, asserting that the roots of politeness are consistent worldwide They emphasize that to foster social relationships, individuals must recognize and respect the "face" of others.
Central to their theory is the concept of "face," rooted in Goffman's (1955) idea of "face-work," which involves the effort to present oneself and protect both one's own and others' dignity This concept also connects to the English folk notion of "losing face," associated with feelings of embarrassment or humiliation.
Brown and Levinson assume that all adult competent members of a society have:
“Face, the public self-image that every member (of a society) wants to claim for himself consisting of two related aspects:
* Negative face: the basic claim to territories, personal preserves, rights to non- distraction, i.e to freedom of action and freedom from imposition
* Positive face: the positive consistent self-image or personality „crucially including the desire that this self-image be appreciated‟.”
Summary
In short, this chapter provides a review of some major theoretical points related to investigations into English auxiliaries in general and English modal auxiliaries
In the realm of language, modality plays a significant role in conveying the speaker's attitude towards a proposition, and certain linguistic elements serve as politeness markers to facilitate smooth interactions Specifically, Could, Would, May, and Might are commonly employed to preserve the negative face of the interlocutor, thereby maintaining social harmony By utilizing these modal verbs, speakers can effectively produce face-saving acts (FSAs) that promote respectful and considerate communication in interpersonal relationships.
Would you pass me the salt
Will you (please) pass me the salt?
The phrases "would you" and "will you" serve similar functions in polite requests, with "would you" being the more frequently used and generally perceived as more courteous Nevertheless, the level of politeness conveyed can significantly depend on the speaker's tone of voice.
Could you pass me the salt
Basically, could you and would you have the same meaning The difference is slight
Would you = Do you want to do this please?
Could you = Do you want to do this please, and Is it possible for you to do this?
Could you and would you are equally polite
Can you ? Can you (please) pass the salt?
Can you is often used informally It usually sounds less polite than could you or would you
Yes, I'd ( I would ) be happy to Yes, I'd ( I would ) be glad to
A person usually responds in the affirmative to a polite request If a negative response is necessary, a person might begin by saying "I'd like to, but " (e.g I'd like to pass the salt, but
METHODOLOGY
Research orientations
The thesis seeks answers for the following research questions:
(i) What are the linguistic features of Could, Would, May, Might as politeness markers in English?
(ii) What are the types of mistakes commonly committed by learners of English in using Could, Would, May, Might as politeness makers?
(iii) What are the pedagogical implications for the teaching of Could, Would, May, Might as politeness markers?
A study conducted at Ninh Giang High School in Hai Duong utilized questionnaires, observations, and interviews to collect data The researcher distributed questionnaires to 90 elementary-level students to gather insights for the research.
This research primarily focuses on qualitative methods, while also incorporating quantitative elements to enhance the reliability of qualitative findings The study employs document analysis, along with data gathered from questionnaires and interviews, to support its conclusions through inference.
Research methods
This thesis primarily serves as descriptive research, focusing on the linguistic features of the modal verbs Could, Would, May, and Might, as well as identifying common errors made by students at Ninh Giang High School To achieve this, various data collection instruments were utilized to gather relevant information.
To assess the teaching and learning abilities of both teachers and students, and to evaluate the effective use of "Could," "Would," "May," and "Might" as politeness markers by students, the researcher employed a combination of document analysis, questionnaires, observations, and interviews as research instruments.
One of the focuses set out for the thesis is the establishment of linguistic features of
Could, would, may, and might can be effectively understood through careful observation of analyzed data Consequently, document analysis should be recognized as a valuable data collection tool Analyzing data from various sources yields insightful information about these auxiliary verbs The underlying assumption is that a more multi-dimensional analysis leads to more informative results.
Document analysis serves as both a technique and an effective tool for identifying the linguistic features of modal verbs such as Could, Would, May, and Might This process encompasses the examination of structural organization, semantico-pragmatic traits, and phonological characteristics.
Questionnaires are recognized as highly effective tools for data collection in survey research This study's questionnaires aim to identify various mistakes made by students when using politeness markers such as Could, Would, May, and Might The design of these questionnaires categorizes the errors into structural, semantico-pragmatic, and phonological mistakes The administered questionnaires include multiple choice questions, cloze tests, Discourse Completion Tasks (DCT), and sentence-building exercises based on provided words.
Analyzing the various formats of questionnaires allows for a comprehensive understanding of the different errors made by students, which can lead to identifying effective solutions to these issues.
Interviews serve as a valuable data collection tool in survey research, similar to questionnaires The primary aim of the interviews conducted in this study is to pinpoint the pronunciation errors made by students with the modal verbs "could," "would," "may," and "might" in both their strong and weak forms.
Interviews utilize both structured and unstructured response formats to assess students' understanding of modal verbs such as Could, Would, May, and Might Structured formats, including gap-filling, multiple choice questions, and checklists, enable quick identification of common mistakes In contrast, unstructured interviews explore students' awareness and the challenges they face in mastering these modal verbs.
Observing two classes at different times has provided crucial evidence for my research thesis, highlighting the significance of this activity in my study process.
On March 4, 2014, I attended Mrs Thuy's class at Ninh Giang High School, where she introduced the concept of modal verbs, specifically focusing on "would" for making offers Initially, students listened attentively to her explanations During the second part of the lesson, handouts were distributed, and students actively engaged by completing exercises and speaking up, with most of them successfully answering the questions while remaining focused on the task.
• Mr Thanh‟s class (at Ninh Giang high school, date of observing: March 24,
In 2014, after teaching his students about Modals of Polite Request, he provided them with a practical exercise He encouraged them to select the best answers from the options given and then explain their choices.
To fulfill the purpose of finding out teachers‟ and students‟ attitudes toward Could,
The survey questionnaire was clearly presented through tables and figures to address the challenges associated with the use of "would," "may," and "might." A comprehensive analysis and interpretation of these tables and figures facilitated a more effective discussion of the findings, leading to reliable assessments and recommendations for future research.
In general, the research has undergone 3 phases as follows:
- Phase 1: I spent the first 2 weeks to prepare for my research, from choosing the sources to determining the goals that I would like to achieve
During Phase 2, meticulously designed survey questionnaires and interviews were administered to students and teachers at Ninh Giang High School, followed by a comprehensive data analysis This phase lasted approximately three weeks.
- Phase 3: the rest of the time I concentrate on writing the first draft, review it and then complete the whole version of the paper.
Summary
Chapter 2 has provided some information on the employed research method, the data collection instruments which consists of data analysis, questionnaires, interviews, observation; procedure of the study and data analysis techniques as well The results obtainable via the methods will be presented in the next chapter.
FINDINGS AND DISCUSSIONS
Findings & Discussion on linguistic features of Could, Would May, Might
3.1.1 Structural features of Could , Would , May , Might
The structure of a modal verb is simple: there is never a conjugation or a non-finite form and they can take the negation directly
Modal verbs in English are unique as they always precede the verb phrase and do not indicate number The six main combinations of verb phrases involving modal verbs include: modal verb + simple form, modal verb + have + past participle, modal verb + be + present participle, modal verb + have + been + past participle, modal verb + be + past participle, and modal verb + have + been + present participle.
(Source: http://sdhanel.com/grammar/modalverbtesl.html)
* You might try the cheesecake
* You might have tried the cheese cake
From the 2 above examples, we have seen the position of modal verbs in a sentence:
Subject + Could/ Would/ May/ Might + infinitive
* You might try the cheesecake
Modal verbs serve as auxiliary verbs that enhance the meaning of main verbs When using modal verbs, the following verb should be in its infinitive form without "to." For example, one would say, "You might take photographs," rather than "You might to take photographs."
(ii) Modals do not change in the third person singular form (he/she/it) in the present simple, or no “-ing” and “-ed” forms
E.g Mary may leave now (not: Mary mays …)
(iii) Modals are not used with the auxiliary verb “do” to form the negative, we add
“not” after the modal To ask questions, we put the modals in front of the subject E.g Hey, you couldn’t pass me that plate, could you?
Modals primarily serve to express stance, such as possibility or obligation, beyond their temporal meanings Notably, past-time modals can be utilized in hypothetical scenarios to indicate present or future contexts In such instances, modals effectively convey politeness in communication.
* Could you pass me the cheese?
* Would you (be so kind as to) do this?
The two sentences above show the politeness Could and Would are the two modal verbs, employed to convey In other words, they are auxiliaries as politeness markers
* Could you pass me the cheese? means "Please pass me the cheese”
* Would you (be so kind as to) do this? means "Please do this”
English modal auxiliaries include can, could, may, might, must, shall, should, will, and would Each of these modals can be negated in two ways: grammatically, such as "will not," or morphologically, using contractions like "won't," "wouldn't," "mustn't," "can't," "couldn't," "mayn't" (rare), "mightn't," "shan't" (marked), and "shouldn't."
3.1.2 Semantico-pragmatic features of Could , Would , May , Might
3.1.2.1 Common features shared by Could , Would , May , Might
(i) These auxiliaries express modality, both epistemic and deontic
Eg: He might be there
Auxiliary verbs serve as politeness markers, functioning as linguistic tools to facilitate face-saving acts They act as mitigating devices, helping to soften statements and maintain social harmony in communication.
Eg: Would you send me your document?
(iii) Pragmatically, they all can act the tag component in tag questions
Eg: Never mind, would you?
3.1.2.2 Specific features of Could , Would , May , Might
Listed below are the modal meanings contained in these four auxiliaries:
The modal verb "could" shares meanings with "can," yet conveys a more polite tone and serves as the past tense of "can." For instance, "could" indicates past ability, as in the sentence, "When he was five, he could already read."
The phrase "to be allowed to" signifies permission, while "could" conveys a more polite form of permission compared to "can," as in "Could I please say something?" Additionally, "could" indicates possibility, functioning similarly to "can," such as in the statement, "Heavy drinking could cause liver cancer."
The word "would" is primarily used to discuss past events, future scenarios from a past perspective, and to express conditional situations Additionally, it serves various functions such as conveying desire, making polite requests, and expressing opinions, hopes, wishes, or regrets When asking someone to do something, "would" is considered more polite than "could." For instance, phrases like "Would you do me a favor?" and "Would you get me some bread, please?" exemplify this politeness, in contrast to their "could" counterparts, which are still polite but less formal.
* Would you open the door, please? (more polite than: Open the door, please.)
* Would you go with me? (more polite than: Will you go with me?)
* Would you know the answer? (more polite than: Do you know the answer?)
* What would the capital of Nigeria be? (more polite than: What is the capital of Nigeria?)
The modal verb "may" conveys two primary meanings: permission and possibility When used to express permission, as in "May I please have seconds?" it is considered more polite and grammatically correct than "can." Additionally, "may" indicates possibility or probability, similar to "can" and "could," as illustrated by the statement "Heavy drinking may cause liver cancer." In this context, "may," "can," or "could" suggest that while something is possible, it is not guaranteed.
"Might" serves a similar function to "may," just as "could" relates to "can," offering a more polite way to convey the speaker's attitude For example, "might" is used to politely request permission, as in "Might I have seconds?" It also indicates a weaker possibility or probability, illustrated by the statement, "Heavy drinking might cause liver cancer, but we are not certain."
3.1.3.1 General phonological features of Could , Would , May , Might
+ All words (Could, Would, May and Might) have weak forms and strong forms By
“strong form” we mean the fact that the words are strong uttered By “weak form” we mean that the words are uttered with little force
+ They are not inflected for tense and number e.g Simon might swim not Simon mights swim [mait] [maitz]
3.1.3.1 Specific phonological features of Could , Would , May , Might
* Strong and Weak forms of “Would”
Example: I would like some fish and chips
+ Strong forms /aɪ wʊd laɪk sʌm fɪʃ ổnd tʃɪps/ This version sounds unnatural and more difficult to understand for a native speaker
Weak forms in English, such as /ɑ wəd laɪk səm fɪʃ ən tʃɪps/ and the alternative weaker form /ɑd laɪk səm fɪʃ ən tʃɪps/, illustrate the flexibility in pronunciation The auxiliary verb "would" can be pronounced as either /wəd/ or /d/, demonstrating how context can influence speech patterns.
* Strong and Weak forms of “Could”
The auxiliary verb “Could”, as the verb can, is used in its strong form when it occurs at the end of the sentence
Strong form /k ʊ d/ – (Example: Everybody could Or so he could) Weak form /kəd/ – (Example: He could wait Or Could you spell your name for me, please?)
* Strong and Weak forms of “May”
“May”: /mei/ - uttered with strong force → strong form
- uttered with little force as compared to the strong form → weak form + Future Expectation (Possible) (Weak form): He may play
+ Probability of Present event (Weak form): He may be playing (now)
+ It's a possibility (Strong form): It may not be true
* Strong and Weak forms of “Might”
“Might”: /mait/ - uttered with strong force → strong form
- uttered with little force as compared to the strong form → weak form + Future Expectation: Weak form: (Possible) He might play
+ Probability of Present event: Weak form: He might be playing (now)
+ When talking about either future or current states (Strong form):
- Present: Ask John, he might know the answer
- Future: Ask him tomorrow, he might know then
+ It's a possibility (Strong form): I said she might consider a new haircut.
Findings & Discussion on types of mistakes commonly committed by
3.2.1 Types of mistakes related to structural organization of the sentence
Many students grasp the concepts of using "Could," "Would," "May," and "Might" in exercises, yet struggle with forming modal auxiliary verbs correctly Some may have forgotten the rules, while others recall them inaccurately This confusion extends to knowing when to use a modal auxiliary verb versus a main verb, as well as constructing modal sentences and completing transformations.
→ He may driving a car Or He may to drive a car
- She (would not) do that
→ She not would do that
- Could you _ me the way to the post office, please? → Could you telling me the way to the post office, please?
3.2.2 Types of mistakes related to semantico-pragmatic usage
In certain contexts, individuals may struggle to choose the appropriate modal verb due to a lack of understanding of the sentence or paragraph's content For example, confusion can arise when interpreting specific sentences.
- Students do not master the rules and context of Could, Would, May, Might so it can lead to wrong translations
Eg: - Would you please send me the document by email? → Bạn cần phải gửi tài liệu cho mình qua email?
3.2.3 Types of mistakes related to phonological features
Many students tend to use strong forms of modal verbs like "could," "would," "may," and "might." However, a common issue arises as many students mispronounce these verbs For instance, when asked to pronounce "could," many pronounce it as "/kut/" or "/ku…s/" instead of the correct forms "/kʊd/" or "/kəd/."
Based on the students‟ and teachers‟ feedback in the interview questions and class observation, I have got some results hereafter presented:
Teachers prepare and select textbooks and lesson plans from online sources and printed newspapers, while students are now tasked with independently researching and preparing class presentations on technical topics Despite this, respondents express that they have not been given opportunities to attend workshops or meet with technical teachers for practical experience and consultation This situation prompts concerns for the department and school management, highlighting the need for effective teaching techniques.
Understanding the nuances of modal verbs such as could, would, may, and might is essential for effective communication Teachers often rely on lesson content and students' proficiency levels, yet struggle to find effective methods to maximize learning outcomes Implementing targeted exercises can enhance comprehension and application of these grammatical concepts, leading to improved language skills.
Findings & Discussion on the possible pedagogical implications for
* Solutions to the types of mistakes committed by elementary level students at Ninh Giang High School
3.3.1 Solutions to mistakes related to structural organization of the sentence
English language learners frequently find the modal verbs Could, Would, May, and Might perplexing due to their distinct uses as politeness markers in various contexts To effectively teach these concepts, it's beneficial to introduce a limited number of these words at once, allowing for ample practice activities before adding more vocabulary Alternatively, structuring lessons around the specific uses of these modals can enhance understanding By focusing on their application, educators can clarify the nuances of these verbs for students.
Incorporate politeness markers effectively by organizing them into two distinct lessons: one focused on advice-giving and the other on general politeness For the advice lesson, select markers that encourage a supportive tone, while the politeness lesson should emphasize respectful communication This structured approach enhances understanding and application of politeness in various contexts.
In this article, we will explore the politeness markers "Could," "Would," "May," and "Might," which play a crucial role in softening requests and suggestions in English Depending on your class level, you can focus on the most relevant terms to enhance understanding Since visual aids are limited for these concepts, it's effective to use pronunciation practice by pointing to the words on the board Additionally, the introduction will address key rules that apply to the usage of "Could," helping students grasp their meanings and applications in various contexts.
Could, Would, May, and Might serve as politeness markers in English, and unlike most verbs, they do not require an -s for the third person singular form, as in "He could." These modal verbs form negatives by adding "not" and must always be accompanied by another verb, as they cannot function as the main verb in a sentence Additionally, they only have present tense forms; there are no past tense equivalents for these politeness markers To aid understanding, it's helpful to write the rules for Could, Would, May, and Might on the board for reference after pronunciation practice.
When teaching modal verbs, focus on "could," "would," "may," and "might." Begin with "would," as it is the easiest for students to grasp For example, encourage them to practice sentences like, "I would like to participate." Next, introduce "might" with examples such as, "Might I take these tests?" This gradual introduction of structures, paired with ample practice activities, will enhance students' understanding and usage of these modals effectively.
3.3.2 Solutions to mistakes related to semantico-pragmatic usage
The following techniques can be employed as solutions to the problems encountered by students in using Could, Would, May, Might
Employment of DCT (Discourse Completion Task)
In this exercise, students receive a partial sentence or paragraph and are tasked with completing it These completion exercises can also take the form of gap-filling activities, similar to close reading texts.
E.g Exercise 1: Complete the following sentences using suitable word
2 …… you please email that document to me? I need it
3 ……… you mind buying two loaves of bread on your way home?
Teaching the modal verbs Could, Would, May, and Might requires students to understand their appropriate usage in various contexts To facilitate this learning, it is essential to incorporate situation-based practice that progresses from simple to complex scenarios Additionally, these practice situations should closely resemble real-life situations to enhance relevance and comprehension.
E.g Ask polite questions in the following situations Use any appropriate word
1 You’re in office You’re cold The window is opened
2 You’re at a bar You want some more wine
Students can practice polite requests using modal verbs like Could, Would, May, and Might through engaging activities One effective exercise involves inviting friends, where students roam the classroom with pen and paper to gather information After sufficient practice time, they share their findings with the entire class, enhancing their speaking and listening skills.
Teaching a language effectively requires recognizing the diverse backgrounds and learning conditions of students There is no one-size-fits-all method; thus, educators must consider these factors to select suitable techniques and exercises that enhance student learning.
3.3.3 Solutions to mistakes related to phonological features
Students often mispronounce modal auxiliaries by using strong forms instead of the expected weak forms, a mistake known as "overuse of strong forms." To address this issue, several solutions can be implemented.
Enhancing students' understanding of strong and weak forms in English is essential Strong forms of the auxiliaries Could, Would, May, and Might are used when these verbs appear at the beginning of Yes-No questions or are followed by the contracted negative "n’t" (e.g., wouldn’t, couldn’t) and their full negative forms (e.g., may not, might not) In contrast, weak forms of these auxiliaries are utilized when they precede the main verb in statements during regular speech, where the modal meanings are less emphasized.
(ii) Giving plenty of practice to sample sentences that contain the strong forms and the weak forms in accordance with the rules mentioned above.
Summary
This chapter explores the key linguistic features of the modal verbs Could, Would, May, and Might as politeness markers, focusing on their structural, semantico-pragmatic, and phonological aspects It identifies common errors made by students at Ninh Giang High School in Hai Duong and presents potential solutions to address the challenges faced by both teachers and students.
Recapitulation
This thesis primarily focuses on descriptive research, highlighting the key linguistic features of the modal verbs Could, Would, May, and Might as politeness markers It explores these features through essential theoretical frameworks, including the concepts of politeness, Face Threatening Acts (FTA), Face-Focused Acts (FFA), Face-Saving Acts (FSA), and the role of politeness markers.
This article explores the pedagogical implications of mistake types identified at Ninh Giang High School, providing potential solutions to the challenges faced by both teachers and students.
Conclusions
The four modal verbs are used with the bare infinitive and always occupy the first position in the verb phrase They do not take “-s” or “-es” in the third person singular and are invariable These modals function as auxiliaries, eliminating the need for additional auxiliaries in short answers, negatives, or interrogative sentences Additionally, they lack infinitives, “-ing” forms, and do not inflect for tense or number.
The key semantico-pragmatic characteristic of verbs is their ability to convey specific modal meanings Notably, the four modal verbs exhibit both weak and strong phonological forms, with weak forms being pronounced softly and strong forms being articulated with greater emphasis.
2.2 Conclusions on objective (ii) (“What are the types of mistakes commonly committed by learners of English in using Could, Would, May, Might as politeness markers?”) With the sheets of questionnaire collected and analyzed from 90 students at Ninh Giang high school, some report findings have been made It is seen that there are some types of mistakes commonly committed:
- Some students do not know how to use Could, Would, May, and Might in the verb phrase and in different sentence types (questions, statements,…)
- Some students do not grasp the meanings of Could, Would, May, and Might So they produce ill-formed sentences semantically They do not master the use of
Could, Would, May, and Might in situation, context So this can lead to wrong translations
Many students tend to overuse strong forms of modal verbs such as Could, Would, May, and Might, often leading to incorrect pronunciation This common mistake highlights the need for greater awareness and practice in using these verbs accurately.
2.3 Conclusions on objective (iii) (“What are the possible pedagogical implications for the teaching of Could, Would, May, Might as politeness markers? ”)
From the result of survey, the researcher can offer some solutions to the type of mistakes committed by students
(i) Solutions to mistakes related to structural organization of the sentence
* Forms and structures of “Could”, “Would”, “May”, “Might” through introduction, practice stage
(ii) Solutions to mistakes related to semantico-pragmatic usage
* Emloyment of DCT (Discourse Completion Task) exercise
* Free practice (iii) Solutions to mistakes related to phonological features
* Increasing students‟ awareness of the rules for using strong forms and weak forms:
* Giving plenty of practice to sample sentences that contain the strong forms and the weak forms of Could, Would, May, Might in accordance with the rules mentioned above
- Remember by heart all the modal meanings of each of the auxiliaries (“Could”,
- Do the exercises exclusively designed for these auxiliaries Try to elicit the meanings that each of these auxiliaries conveys in these exercises
- Work out the differences in conotational meaning that the uses of these auxiliaries may entail in actual interpersonal communication
- Do translation exercises related to the uses of these auxiliaries as politeness markers
Eg: He may be right
→ what is the difference in expressing the speaker‟s attitude?
- Provide students with an overall picture of the meanings of these auxiliaries
- Administer exercises exclusively designed for the practice of these modal verbs.
Limitations of the current research
There have been some limitations that need to be taken into consideration
First of all, the researcher only uses the questionnaire to discover how well the students use Could, Would, May, Might as politeness markers used for practising at
Ninh Giang High School conducted a questionnaire with participation limited to just two classes, totaling 60 students, which may not provide a comprehensive basis for accurate conclusions by the researcher.
The researcher conducted a survey and questionnaires over a brief period of eight weeks, which may affect the accuracy of the findings Additionally, the varying levels of students in the observed classes, despite efforts to select two appropriate groups, limited the precision of the data collected.
This study focused on Ninh Giang High School, indicating that the teaching methods discussed may not be applicable to other high schools due to variations in students' language proficiency and differing social circumstances.
Suggestions for future research
This thesis explores the linguistic features and pedagogical implications of the modals Could, Would, May, and Might It suggests several related themes for future research, particularly focusing on how these modals function as politeness markers in communication.
This article presents a contrastive analysis of the modal systems in English and Vietnamese, focusing on how both languages express similar modal meanings such as possibility, politeness, permission, and obligation It specifically examines the usage of modals like Could, Would, May, and Might as markers of politeness Through this comparative study, the article highlights the nuances and similarities in how these modals function in both languages, providing insights into their implications for effective communication.
* A study on linguistic means other than Could, Would, May, Might capable of expressing deontic modality in English
1 Abel Stevens, 1880, Madame de Stael, a study of her life and times: the first revolution and the first emprie American Edition
2 Bally, Charles, 1932, Linguistique gộnộrale et linguistique franỗaise, Paris,
3 Brown, P and Levison, S.C (1987), Politeness: Some Universals in Language Usage, Cambridge: Cambridge University Press
4 Dacia Dressen-Hammouda, 2013, Politeness strategies in the job application letter: Implications of Intercultural Rhetoric for designing writing feedback,
Université Blaise Pascal, published in ASp 64 (2013) pp139-159
5 Goffman ,1955, “On Facework”, Guilford Press
6 Halliday, M.A.K.,1970, Functional diversity in language as seen from a consideration of modality and mood in English Foundations of Language 6 (3)
7 Hoffman, Th R., 1993, Realms of Meaning, New York, Longman, pp 111-113
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U Helfrich (eds), 93-116 Frankfurt am Main: Peter Lang
9 Lakoff, R 1990, Talking Power: The Politics of Language, New York: Basic
10 Madame de Stael Quotes, Madame de Stặl, a study of her life and times: the first revolution and the first empire (1880) by Abel Stevens; p 79
11 Muh Shohibussirri, An Analysis of Politeness Strategy in Putra Nababan’s Interview with Barack Obama Thesis Jakata English Letters Department,
Letters and Humanities Faculty, State Islamic University (UIN) Syarif Hidayatullah, February 2011; pp 14-15
12 Palmer, F R., 2001, Mood and Modality, Cambridge, Cambridge University Press
13 Ruxandra Boicu, 2007, Modal verbs and politeness strategies in political discourse, University of Bucharest, Faculty of Journalism and Communication
14 Thomas, J.1995.Meaning in Interaction: an Introduction to Pragmatics, London and New York: Longman
is a verb that provides functional or grammatical meaning to a clause, helping to express elements such as tense, aspect, modality, and voice Commonly known as **helping verbs**, they usually accompany a main verb, such as in the sentence "I have finished my lunch," where "have" indicates the perfect aspect Auxiliary verbs vary across languages and include forms like "be," "have," and modal verbs such as "can" and "must." In English, these verbs allow for subject-auxiliary inversion and can take "not" as a postdependent, distinguishing them from full verbs The classification of auxiliary verbs can be inconsistent, and some verbs may serve as semi-auxiliaries, depending on their use in context.
1 Alemi, Minoo and Razzaghi, Sajedeh, 2012, Politeness markers in
English for business purposes textbook, International Journal of
Research Studies in Language Learning: 2013 October, Volume 2 Number 4, 109-123
2 Groefsema, M., C.J Fox and N Obeid, 1991 “Can, May, Must and
Should: A division of Labour”, in LAGB, Somerville College, Oxford
3 Halliday, M.A.K., 1994, An Introduction to Functional Grammar (Second
4 Leech, Geoffrey, N., 1983, Principles of Pragmatics, London and New York, Longman
5 Perkins, Michael, R., 1983, Modal Expressions in English, London, Frances Pinter
6 Quang, Võ Đại (2005) Một số vấn đề cú pháp, ngữ nghĩa, ngữ dụng và âm vị học Nxb Văn hóa- Thông tin
7 Quang, Võ Đại (2009) Một số phương tiện biểu đạt nghĩa tình thái trong tiếng Anh và tiếng Việt Nxb Đại học Quốc Gia Hà Nội
UNPUBLISHED MA THESES RELATED TO THE
1 Nguyễn Minh Huệ, 2010 ULIS, A contrastive analysis of the the meanings expressed via the modal verbs can, may, must in English and equivalent expressions in Vietnamese, ULIS Doc
2 Lê Thu Thảo, 2008 ULIS, A study on politeness strategies manifested in advising in English and Vietnamese, ULIS Doc
3 Walton, A., 1988, The Pragmatics of English Modal Verbs, unpublished PhD Dissertation, University of London
Student‟s name (Tên): ……… Class (Lớp): ……
Sex (Giới tính): female (Nam) male (Nữ) Period of studying English (Thời gian học tiếng Anh) : ………years (năm)
My name is Hai, an MA student in English Linguistics at Hanoi University of Languages and International Studies I am currently researching "Common English Auxiliaries as Politeness Markers: Prominent Linguistic Features and Possible Pedagogical Implications." Your insights are invaluable to my study, and I would greatly appreciate it if you could take a moment to answer the questions below Thank you for your cooperation.
Các em học sinh thân mến, tôi là Hải, học viên Cao học chuyên ngành Ngôn ngữ Anh tại Trường Đại học Ngoại Ngữ Hiện tại, tôi đang thực hiện luận văn nghiên cứu về “Những trợ động từ thông dụng trong tiếng Anh như những chỉ tố lịch sự: Một số đặc điểm ngôn ngữ học nổi trội và những ứng dụng sư phạm khả hữu.” Mong các em dành chút thời gian để trả lời các câu hỏi dưới đây Cảm ơn các em rất nhiều.
(Designed for collecting mistakes related to structural organization of the sentence)
* Arrange the following words into the correct order (Sắp xếp những từ sau thành câu hoàn chỉnh)
1 you/ way/ the/ tell/ could/ please/ post office/ the/ to/ me?
4 botanical/ you/ might/ gardens/ during/ visit/ the
6 would / I/ inside/ you / if/ mind / smoke?
8 Barbara/ black/ us/ coffees/ could/ please/ you/ fix/ two?
9 for/ we/ just/ might/ moment/ interrupt/ a?
10 I/ had/ that / buy/ money/ now/ I/ enough/motorbike/ would/ if
11 feel/ yesterday/ very/ I/ well/ couldn‟t/ eat/ I/ anything/ didn‟t
12 I/ not/ might/ able/ to/ I‟m/ help/ be/ you/ but/ yet/ sure
13 you/ I/ take/ may/ a/ of/ photograph?
14 his/ be/ don‟t/ true/ but /I/ may/ believe/ excuse
15 I/ want/ could/ you/ I/ help/ don‟t/ but/ to
17 He/ window/ the/ couldn‟t/ broken/ classroom/ have
18 speak/ please/ softly/ would/ you/ more?
19 rather/ stay/ home/would/ you/ wouldn‟t/at/you?
20 when/ finished/ could/ me/ pick/ up/ you / I/ have/?
* Choose the best answer and write a, b, c, or d to the left of the sentence (Chọn câu trả lời đúng và viết chữ a, b, c, hoặc d về phía bên trái của câu)
Động từ khuyết thiếu trong tiếng Anh có những đặc điểm quan trọng: a không có TO ở nguyên mẫu và không có TO khi có động từ theo sau; b có TO ở nguyên mẫu và không có TO khi có động từ theo sau; c không có TO ở nguyên mẫu và có TO khi có động từ theo sau.
Động từ khuyết thiếu trong tiếng Anh có những đặc điểm quan trọng: a Chúng có “s” ở ngôi thứ ba số ít thì hiện tại b Chúng không có “s” ở ngôi thứ ba số ít thì hiện tại c Chúng có “es” ở ngôi thứ ba số ít thì hiện tại.
Động từ khuyết thiếu trong tiếng Anh có những đặc điểm sau: a Chỉ có một thì: Thì hiện tại b Chỉ có một thì: Thì quá khứ đơn c Chỉ có hai thì: Thì hiện tại và thì quá khứ đơn.
( ) 24 Động từ khuyết thiếu trong tiếng Anh chỉ làm trợ động từ a Đúng b Sai c Chưa xác định rõ
( ) 25 Động từ khuyết thiếu trong tiếng Anh đều có hình thức ……… với tất cả các ngôi a khác nhau b giống nhau c “ing”
( ) 26 Động từ khuyết thiếu trong tiếng Anh trong câu hỏi dạng Yes/No question thường ……… a đứng ở cuối câu b đứng ở giữa câu c đứng ở đầu câu
Để hình thành câu trả lời cho câu hỏi dạng Yes/No, cần sử dụng lại chính động từ trong câu hỏi Ngoài ra, để tạo thể phủ định cho động từ khuyết thiếu trong tiếng Anh, chúng ta thêm "NOT" sau động từ.
Câu hỏi đuôi của động từ khuyết thiếu trong tiếng Anh có thể được hình thành bằng cách sử dụng chính động từ đó, một trợ động từ khác, hoặc trợ động từ TO BE.
( ) 30 Nếu bạn dùng “would you mind”, thì động từ sau đó phải để ở dạng
“V-ing” chứ không được để ở dạng nguyên thể không có TO a Đúng b Sai c Chưa xác định rõ
( ) 31 Could là thì quá khứ đơn của Can a Đúng b Sai c Chưa xác định rõ
( ) 32 Trong từ sau đây, dạng viết tắt của would not dạng đúng là: a wouldn‟t b would‟t c would‟nt
( ) 33 Trong câu sau đây, theo em câu nào đúng? a It not might be you b It might not be you c It might be not you
In the following sentence, which one do you think is correct? a Could you tell me the right time, please? b Could you tell to me the right time, please? c Could please tell me the right time, please?
In the following sentences, identify the correct one: a Would you please to call me at seven o'clock? b Would you ask him please to call me at seven o'clock? c Would you please ask him to call me at seven o'clock?
In the following sentences, which one is correct? a "Would you mind buying two loaves of bread on your way home?" b "Would you mind to buy two loaves of bread on your way home?" c "Would you mind buy two loaves of bread on your way home?" The correct option is a, as it uses the gerund form "buying" after "mind."
In the following sentences, identify which one is in the passive voice of a modal verb: a The problem could have been solved by her b The problem could been solved by her c The problem could been have solved by her.
( ) 38 “Would …… please bring me a glass of beer?” Em chọn từ nào? a you b I c we
( ) 39 “He …………been very happy if he had known about it.” Em chọn từ nào? a will b would c would have
( ) 40 “Would you be so kind as ……… ?” Em chọn từ nào? a doing this b to do this c have done this
(Designed for collecting mistakes related to semantico-pragmatic usage)
* Choose the suitable modal verb Identify your answer by circling the corresponding letter A, B, or C (Hãy chọn động từ tình thái thích hợp Khoanh tròn đáp án A, B, hoặc C)
1 I wish I ……… buy a new mobile phone but I don‟t have enough money
3 Judy is not at home She ………… have gone to Madrid, I don‟t know
4 ………… we go out tonight, please?
5 Jack ………… come to our wedding, but we aren‟t sure
7 Jane ………… not play the violin when she was five
8 ……… you water my plants while I am away?
9 I haven‟t decided yet where I will go in my next holidays I think I ……… go to Paris
10 Marco, …………you please erase the blackboard for me?
11 He ……… come if you asked him
12 You ……… be right but I'm going back to check anyway
13 You ……… leave now if you wish
14 Don‟t climb the wall without a rope because you ………… fall
15 Perhaps, he ………… not have heard He did not hang up the phone!
16 You ……… not do the job if you didn‟t speak Arabic fluently
17 It ………… have been Sam who called and didn‟t leave a message on the answering machine
18 Take an umbrella It ………….rain later
19 ………… I ask a question? Yes, of course
20 He asked if he ……… borrow the car
21 A: Where is James? He should already be here, shouldn't he?
B: Yes, he should but I don't know why he isn't here – he……….have missed the bus
22 A: I'm not sure if I passed the exam I don't feel very sure that I passed
B: I ………… not have passed the exam
23 A: They're coming this week but I don't know which day
24 I advised her not to go out late at night on her own, but she ……… not listen
25 I ……… be grateful if you could send me further information
* Choose the best answer and write a, b, c, or d to the left of the sentence (Chọn câu trả lời đúng và viết chữ a, b, c, hoặc d về phía bên trái của câu)
Chúng ta sử dụng động từ tình thái để diễn đạt khả năng và xin phép, cũng như để đưa ra những gợi ý, yêu cầu, và lời xin lỗi.