In LR, there are such pattern-like usages concerning the MSA therefore as should therefore, must therefore, may therefore, shall therefore and will therefore.There are no such occurrences as *might therefore and *would therefore.The reason could be the hypothetical senses that might and would have.
According to Leech (1983: 121), the past-tense modals signify hypothetical actions which the present-tense counterparts do not.For instance, when replacing will and can by would and could, S (speaker）gives H (hearer）an excuse for not complying with the request, so in reply, H can in theory give a positive reply to the question without committing himself to anything in the real world.Leech (ibid）further suggests that to make the implication of an impositive even more remote, tentative or negatively biased items can be added, such as possibly.
It is hypothesized that the lawmakers are aware of the hypothetical senses that might and would have, and thus the patterns *might therefore and *would therefore are not present in LR.The pattern-like MSAs in LR reflect the functions of perspectivity and intersubjectivity as well as the role of hierarchy as an ideology.
6.10 Generic features of MSAs in an experiment
The deployment of MSAs as a means of modality supplementing is evident in certain genres (e.g.JI and AW).Some scholars (e.g.Holmes, 1988; McEnery & Kifle, 2002）have done teaching experiments involving second-language students in relation to the use of MVs and MAs in argumentative essays, which show that these two types of modal devices may be used together to some extent.Though these scholars did not mention the concept of MSAs as a means of modality supplementing, their experiments actually prove the importance of MSAs in some genres.
This part will present the experiment findings with some EFL subjects.The experiment is a writing project on a topic: Are computer games harmful or useful?
The experiment is intended to reveal the fact that MSAs even exist in second-language or foreign language students’ writings for the expressions of interpersonal meanings, and endorse the view that MSAs as a means of modality supplementing are important for these people to express their views or judgments.Hence, it is hoped that the experiment can arouse scholars’ attention to the phenomenon of modality supplementing through MSAs.In this sense, the experiment is an extension of the generic features of MSAs that have been explored in the earlier parts of this chapter.
6.10.1 Designing the experiment
To detect if modality supplementing does exist in EFL students’ writing, a writing experiment was designed.The experiment is not complex.80 third-year English majors in a college of Guizhou Province attended the experiment.The subjects were asked to write a short passage (about 100 words）on the following title: Are computer games harmful or useful?
Obviously, the students would have to express their views on this topic.They were told that they could write against computer games, or for them, or they could take a compromised view on this issue.After they had completed their writing, their works were collected, and the modal expressions they had used were analyzed.The purpose is to find out the experimental result of modality supplementing through MSAs in EFL students’ writing, as well as the pedagogical significance that may be derived from the experiment.
6.10.2 Experimental result
The subjects did use modality supplementing and MSAs in their writing.Table 6.9 is a count of the 80 subjects’ use of MSAs for central MVs.It should be noted that two central MVs, i.e.must and shall, have no MSAs in the writing.
Of course, there are some other MSAs used, such as even, generally, and frankly, though they are not as frequent as the above nine MSAs.Besides MSAs as modality supplementing devices, the other types of modality supplementing patterns that the experiment subjects adopted are: may…possible…; I think…can (may, might)…; I think…probably (possibly)…; I think…of course…; I believe…to some extent…
The experiment is significant in three aspects.
First, modality is necessary in argumentative contexts.Writing on the topic about the harms or usefulness of computer games, the subjects had to express their personal views.According to Conrad & Biber (2000: 63-65）modality (or “stance” in their terms）is closely related to genre (or “register” in their terms).Conversation and academic prose possess a higher percentage of modality devices than news reportage, the reason being that the former two genres focus more on opinions than on facts in comparison with the latter genre.The experiment gave credit to Conrad & Biber’s view.Consider the following:
(282）I don’t think computer games are harmful.I can give a few reasons for that.First, computer games may greatly relieve our tiredness when we feel tired with our work or study.Second, computer games can probably help our minds to become smarter.When we play them, we must use our brains.I think this will, of course, help us to think actively.
In Example (282), the subject concerned used eight modal expressions, namely, don’t think, can, may greatly, can probably, must, will, and of course.They are rich in types and patterns.In fact, other subjects also used a big number and a variety of modal expressions.
