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Deontic moods are a category of grammatical moods that are used to express deontic modality. An example for a deontic mood is the imperative ("Come!").. However, many languages (like English) have additional ways to express deontic modality, like modal verbs ("I shall help you.") and other verbs ("I hope to come soon."), as well as adverbials (hopefully) and other constructions.
Palmer treated modality in language or languages generally. [10] In his book Mood and Modality, first published in 1986, Palmer developed a typological study of modality or mood. Another publication Modality and the English Modals had already appeared in 1979. Palmer pointed out the current interest in mood and modality, as well as in ...
In classic formal approaches to linguistic modality, an utterance expressing modality is one that can always roughly be paraphrased to fit the following template: (3) According to [a set of rules, wishes, beliefs,...] it is [necessary, possible] that [the main proposition] is the case.
In linguistics, grammatical mood is a grammatical feature of verbs, used for signaling modality. [1] [2]: 181 [3] That is, it is the use of verbal inflections that allow speakers to express their attitude toward what they are saying (for example, a statement of fact, of desire, of command, etc.).
dynamic modality, [2] which may be distinguished from deontic modality in that, with dynamic modality, the conditioning factors are internal – the subject's own ability or willingness to act [3] The following sentences illustrate epistemic and deontic uses of the English modal verb must: epistemic: You must be starving.
Free choice inferences are most widely studied for deontic modals, but also arise with other flavors of modality as well as imperatives, conditionals, and other kinds of operators. [ 1 ] [ 8 ] [ 9 ] [ 4 ] Indefinite noun phrases give rise to a similar inference which is also referred to as "free choice" though researchers disagree as to whether ...
However, method is an ambiguous concept in language teaching and has been used in many different ways. According to Bell, this variety in use "offers a challenge for anyone wishing to enter into the analysis or deconstruction of methods". [5] The methods of teaching language may be characterized into three principal views:
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