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Modality Meanings LQ 6WXGHQW¶V $UJXPHQWDWLYH :ULWLQJ

Corresponding e-mail: [email protected]

Abstract: This paper presents some exploratory observations on the use of epistemic and deontic modality in a set of 30
XQGHUJUDGXDWH VWXGHQWV¶ DUJXPHQWDWLYH writing as classified by Nuyts (2006) and Bybee (1994). It is important to
NQRZ WKH VWXGHQWV¶ XQGHUVWDQGLQJ DERXW ZKHQ WR XVH WKHVH H[SUHVVLRQV through the use of these epistemic and
deontic modality expressions EHFDXVH E\ DFNQRZOHGJLQJ WKH VWXGHQWV¶ understanding about them, we as a teacher
will realize that our students do understand the use of them or they need better perception about modality
meanings. Since the way they apply those expressions in their writing reflect their comprehension about the actual
use of these expressions in the English language and culture and the indication that the area students need help
with. The study finds that in terms of deontic modality, the students used modality auxiliaries more frequently
than to the use of lexical verbs, adverbs, adjectives or multi word units to show modality meanings in their writing
while in terms of epistemic, they employed multi word units such as I think, to express modality meaning many
more compared to other expressions. These findings show that the students do not know precisely the use and
meanings of these expressions so that they continually use the similar expressions in their writings or in other
words because of their lack information, they ignore the precise use of these expressions. Therefore, there must be
more information about the perceptions of modality expressions and the different meanings that these expressions
carry.

Keywords: modality meanings, mood and modality expressions, deontic, epistemic, argumentative.

1 INTRODUCTION areas since they were in the first semester and these
Modality is a semantic phenomenon; it is the expressions have been applied in their academic
content of an expression that reflects the VSHDNHU¶V writing. This academic writing leads to studies of
attitude or state of knowledge about a preposition modality as one of the characteristics of this writing
(Frawley, 1992: 388). It is the grammar of explicit genre is the frequent use of hedging (Thomson,
comment, the means by which people express their 2002). Therefore, the ability to qualify statements
degree of commitment to the truth of the propositions appropriately is crucial to good academic writing. It
they utter, and their news on the desirability or is the skill that the students need to master. The
otherwise of the states of affairs referred to (Nuyts, examination of the degree of certainty or statement of
2006: 216). Modality concerns the factual status of obligation LQ WKH VWXGHQWV¶ DUJXPHQWDWLYH ZULWLQJ DQG
information; signals the relative actuality, validity or the selection of linguistic devices in terms of types
believability of the content of an expression. In this can provide useful information and indication if these
study, the term modality refers to epistemic and students need help with which can then form the
deontic modality which according to Lyons (1977: basis for support the next and higher level of
797), epistemic modality is any utterance in which academic writing before they begin working their
the speaker explicitly qualifies his comment to the thesis.
truth of the proposition expressed by the sentence he Some studies on the use of epistemic and
utters. It is concerned with the expressions of the deontic modality expressions were conducted for the
XVHUV¶ GHJUHH RI FHUWDLQW\ RU FRPPLWPHQW WR WKH WUXWK purpose of academic instructions. Those studies
of their statements and the assessment of the like concentrated on the use of epistemic modality on the
hood of something being or having been, the case written discourse produced by native and nonnative
(Biber, et al, 1999, Palmer, 1986). Unlike epistemic students so this studies focus on the use of epistemic
modality, deontic modality concerned with the modality by the students who have different language
necessity or possibility of acts performed by morally background (e.g; Gabrielatos and McEnery in 2005,
responsible agents, for example; obligation and Letica in 2009). It finds that participants used
permission (Lyons, 1977, Kratzer, 1981a, Palmer, epistemic devices less frequently in their L2 than in
1986, 1990 in Papafragou, 2000). their L1. Another studies concentrated on the use of
This term, modality, is not new anymore for the HSLVWHPLF PRGDOLW\ LQ 9HQH]XHODQ¶V FKLOGUHQ VWRries
students because they have been introduced to these done in 2004 by M. Shiro. This research shows that

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Venezuelans children used a wide selection of lexical 2. the predicative adjective, expressing moral
and grammatical resources to express epistemic desirability, for example; It is not wise to treat
modality compared to the use of modal verbs. your son like that.
However, this study is aimed at describing the type of Deontic modality is also represented in a more
resources to convey epistemic and deontic meanings complex way by expressions of permission and
by non-native English Department students of Wijaya obligation for the first-argument participant in the
Kusuma Surabaya University (UWKS). clause, as involved in modal auxiliary and the speech
2 MOOD AND MODALITY act (2006: 4), for example; you may go home and I
Modality is a semantic phenomenon; it is the demand that you complete your assignment today.
FRQWHQW RI DQ H[SUHVVLRQ WKDW UHIOHFWV WKH VSHDNHU¶V The second form of permission and obligation
attitude or state of knowledge about a preposition expression through speech act can be realized
(Frawley, 1992: 388). Mood is a grammatical through the combination of adjectives and participles
phenomenon, usually the inflectional expression of a LQ ³%H««WKDW´ DQG ³EH« WR´ FRQVWUXFWLRQV
subset of modal denotation (Palmer, 1986). However, representing a comparable continuum of
traditional accounts of mood equate it with modality; commitment. The examples below show different
for example, subjective mood, a grammatical device, degrees of obligation and possibility (Simpson, 1994:
is often defined as the way a language expresses 44):
hypothetically or uncertainty. But whereas there may 1. You are permitted to smoke
be close connections between grammatical forms and 2. It is possible for you to buy that car
semantic content in this regard, mood is a structural 3. You are obliged to stay
property of verbs in certain kinds of clauses 4. It is necessary that you stay
(Frawley, 1992: 386). Traditionally, Modality is 5. You are forbidden to stay here
divided into three common types of modal categories The second common type of modality is
such as deontic, epistemic and dynamic modality epistemic modality or extrinsic modality (quirk, et al:
(Nuyts, 2006: 2). Since the reasearch is related to two 1985: 219). This type of modality is concerns an
kinds of modality, which are epistemic and deontic indication of the estimation, typically, but not
modality, the following description is related to those necessarily, by the speaker, of the chances that the
two modality expressions. state of affairs expressed in the clause applies in the
The first kind of modality is deontic modality world, in other words, it expresses the degree of
(Nuyts, 2006: 2). It is the modal system of duty, as it probability of the state of affairs as indicated by the
LV FRQFHUQHG ZLWK D VSHDNHU¶V DWWLWXGH WR WKH GHJUHH RI modal auxiliary such as will, can, could, may, might,
obligation attaching to the performance of certain most, shall, should, and would, such as in some
actions (Simpson, 1993: 43). Quirk, et al (1985: 219) students come late, they will be trapped in traffic
used intrinsic modality term to mention deontic jam, or the modal adverb maybe, such as in his score
modality which are used by Lyon (1977) and Palmer in the exam is not good, maybe he did not study
(1986). It may be defined as an indication of the (Nuyts, 2006: 6, Huddleston, 1984: 164) or it
degree of moral desirability of the state of affairs FRQFHUQV ZLWK WKH VSHDNHU¶V FRQILGHQFH RU ODFN RI
expressed in the utterance, typically, but not confidence in the truth of a proposition expressed, so
necessarily, on behalf of the speaker (speakers can the common expressed epistemic modalities are
UHSRUW RQ RWKHUV¶ GHRQWLF DVVHVVPHQWV 1X\WV possibility, probability and inferred certainty (Bybee,
2006:4-5). In other words, the meaning of some kind 1994: 179). Possibility indicates that the proposition
of intrinsic human control over events would signify may possibly be true, as in she may have drink the
³SHUPLVVLRQ DQG REOLJDWLRQ´ WKHUHIRUH Geontic modal tea, the glass is empty, and should be kept distinct
auxiliaries realize a continuum of commitment from from root possibility, as in , DFWXDOO\ FRXOGQ¶W ILQLVK
permission, through obligation and to requirement reading it because the chap whose shoulder I was
(Simpson, 1994: 43). This semantic category is reading the book over got out at Leicester Square
rendered in the most direct or straightforward way by (Coates, 1983: 114). Probability indicates a greater
expressions such as like hood that the proposition is true than possibility
1. the modal auxiliaries, expressing respectively does, as in the storm should clear by tomorrow
moral desirability and necessity, for example: (Bybee, 1994: 180).
You should go to the library before twelve, In short, epistemic modality is expressed
therefore, you must prepare the cards through 1) modal auxiliaries such as can could, may,
immediately. might, most, shall, should, will, would, 2) a number

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of lexical verbs such as believe, infer and know, 3) (2) As a university student, we must have good
adjectives such as definite, probably and unlikely, 4) characters because it can influence our
adverb such as arguably, certainly, possibly and 4) achievement (EpM).
multi word units and colligations involving lexis (3) The quality of the lecturer must be considered
expressing degrees of certainty such as it seems because a lecturer is a person who can make
plausible, it is doubtful, call into questions, you are the students success or fail (EpM).
sure to be right (Bybee, 1994: 45). (4) The students must have good personality
3 RESEARCH METHODS because most of them are cheating during the
The research done was descriptive qualitative test (DeM).
research because the researcher only described the (5) Some toilets are not clean enough; there are
data which content epistemic and deontic modality still much litters which are scattered around.
meanings (EpM and DeM) which were expressed in The cleaning service must be advised to be
modal auxiliaries, adverbs, lexical verbs and multi- more diligent to clean it (DeM).
word units and then interpreted them to find the (6) Before they are accepted to teach in this
meaning of them. Total data collected were 160 in department, the lecturers must have high
which 72 belong to DeMs and 88 belong to EpMs education and competence (DeM).
(EpM). The data were collected from 31 Data 1, 2 and 3 above show the use of must to
argumentative writing of the English Department express epistemic meanings. In this case the students
Students of UWKS. assess their like hood about some points which will
The data firstly were reduced and then classified be able to improve the quality of the English
based on the kinds of meanings: epistemic meaning Department. They have the meanings that it is
(EpM) and deontic meaning (DeM) . Then from those necessary assumption that the facilities are built, the
two big classifications, they were classified based on students and the lecturer are good. Meanwhile, data
their class whether the expressions belong to modal 4, 5 and 6 give some descriptions of the use of must
auxiliary, adverbs, lexical verbs or multi word units to express deontic meanings which can be interpreted
etc. The analysis was done based on the types of as the students are required to be good, the toilets are
epistemic and deontic modality meanings as required to be clean and the lecturers are required to
proposed by Nuyt (2006) and Bybee (1994). be competent. Therefore modal, must can both
4 Findings and Discussion express deontic and epistemic meanings. The similar
4.1 Findings case is found in the following data;
The results obtained are summarized in Table 1, (7) The faculty should prepare good facilities for
2 and 3 in which the all the data about DeM and EpM the students because there are some important
are shown along with the total of DeM and EpM things that are needed by the students (EpM).
employed by the students. From the topic given, (8) English Department students should speak
mostly the students express their opinion, likehood or English in class because it will make students
obligation in their writing using modal auxiliaries can speak English well (EpM).
compared to the use of lexical verbs or multi word (9) We should have many activities like a seminar,
units and the most popular modal auxiliary among not just a national but also international
them is must. In their argumentative writing, it is seminar to expand (DeM).
interesting that the students use similar modal (10) We should work together with some company or
expressions both deontically and epistemically. schools because after some students graduate,
The illustration in table 1 for example, shows they are easy to find some job as a teacher or
that the total number of the DeM expressed by the private teacher (DeM).
students is 61 while the total of EpM is 49. The same The modal auxiliaries, should, both represent
modal auxiliaries carry different meanings, such as deontic and epistemic meaning as it is found in the
modal auxiliary must, should, can or will. The previous illustrations. Data 7 and 8 say that based on
students employed these modal auxiliaries to express the evidence, the students are sure that good facilities
either deontic meaning or epistemic meaning, as and activities are done to improve and support the
illustrated in the following data: English Department. It is based on the assumption
(1) There must be facilities that are able to that the facilities are necessary to be built and also
increase all of the plans for example maybe the students are necessary to be active. In other data
we need to make an English classroom (9 and 10), the students stress on the actions that
discussion outside the class (EpM). should be done to increase the quality of the

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department. They are not just on the level of the there are many mosquitoes, therefore the
VWXGHQWV¶ certainty but these modal meanings carry students have to keep clean the class (DeM).
the meaning that there should be some actions for the Data 15 says that in order to build the academic
improvement of the English Department. quality, it is necessary to build the infrastructures in
(11) The library provides some books so we can UWKS. Modality, Have to, conveys deontic
read and borrow the books whenever we do meaning, as it focuses on the aspiration of improving
our assignments (EpM). the campus quality. It is not high degree of
(12) The classroom is so dirty, it makes the compelling compared to must, for example; when the
VWXGHQWV FDQ¶W FRQFHQWUDWH ZKLOH WKH\ DUH students use have to just like in data 17, it implicitly
studying (DeM). conveys the meaning that it is a common sight that
(13) We should have good facilities because good the class is dirty and some janitors have been
facility in our department will attract students assigned to clean and it does not influence much on
in Senior High School to continue their study the learning activities, so it is less compelling context
in our department (EpM). that the modal operator uses have to suggest what the
(14) There will be punishment for the students students do. Have to LV DOVR IRXQG LQ WKH VWXGHQWV¶
who do not come to class for five times in writing to convey epistemic meaning, for example:
stretch (DeM). (18) We have to be brave to take a big change,
Normally can is used for deontic modality, between the faculty and the students, do
however, data 11, says that it is possible for the something good to increase our quality
students to read some books because the library (EpM).
provides some books for the students while data 12 (19) English language lecturer have to work hard
implicitly describes an intrinsic ability however this as a team because the success will come true
is WKH VWXGHQWV¶ inability to concentrate because of if there is enthusiasm to learn without being
something. Both can in data 11 and 13 express ability depressed (EpM).
but convey different meanings of ability. The next Those examples say that something is true
modal that is in data 14 conveys the meaning of because of WKH VWXGHQWV¶ NQRZOHGJH WKDW ZRUNLQJ DV D
IXWXUH PRGDOLW\ EXW LW VLJQDOV WKH PRGDO RSHUDWRU¶s WHDP ZLOO JLYH SRVLWLYH UHVXOW RQ WKH VWXGHQWV¶
volitions sense at the present moment. motivation and willingness to learn.
Table 1 DeM and EpM expressed in Modal Moving to the way the students express deontic
Auxiliaries in Argumentative Writing by the English meaning, it is interesting to find that mostly the
Department Students of UWKS epistemic meanings are represented by using the
lexical verb think. Among 37 data, 21 data shows the
Modal Auxilaries DeM EpM popular lexical verb used by the students in their
Must 34 18 writing is I think compared the use of wish or
Should 17 8
Can 8 15
perhabs, as illustrated in the following data:
Could - 1 (20) I think the wi-fi connection is not wide
Will 1 6 enough (EpM.)
Total 61 49 (21) I think the university has to hold a
conference about how to teach well (EpM).
Lexical verbs are the linguistic devices the (22) Perhaps, they are going to college because
students use in their writing besides modal they do not know what to do (EpM)
auxiliaries. Table 2 shows that most students employ Table 2. DeM and EpM expressed in Lexical Verbs
the verb have to which refers to compelling modal. It in Argumentative Writing by the English Department
conveys obligation. Compared to the use of other Students of UWKS
linguistic devices, mostly the students employ this Lexical DeM EpM
verb, as seen in the following data: Verbs
(15) To enhance the academic quality, we have to Think - 21
fix the infrastructures (DeM). Have to 12 2
(16) All the students have to realize that all the Perhaps - 1
subjects which are taken help them to increase
the academic condition of themselves (DeM). Total 12 25
(17) The class is dirty because same students
littering in the class, so the class is dirty and

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Now moves to the use of multi word units. Table 4.2 Discussion
3 shows the various attributes found in the source of
Two major distinctions of modality that is
data. However to express deontic meanings, the
commonly made is epistemic and root modality
attributions are used show the VWXGHQWV¶ H[SHFWDWLRQ
which include deontic modality (Nuyts, 2006). From
about the issue discussed, as illustrated below:
the findings elaborated above, it is therefore,
(23) The lecturers DWWHQG WKH FODVV EXW WKH\ GRQ¶W
confirmed that the nonnative English Department
give us the subject, they tell about their study
students of UWKS expressed both deontic and
DQG GRQ¶W GLVFXVV WKH OHVVRQ VR ZH KRSH WKH\
epistemic modal meanings in a number of ways and
can teach us better than before (DeM).
in equal frequency. There are no significant
(24) We do need cleaning service to clean the
differences between the number of epistemic and
room (DeM).
deontic modality which of course contrary to the
(25) If the lecturers have good personality, I am
previous findings drawn by Shiro who says that the
sure more than 50% students will finish the
subjects of the research employed lexical and
lesson well (EpM).
grammatical resources more frequently than other
(26) I hope that there will be other activities such
linguistic devices (2004). In this research, modal
as competition, students exchange and many
auxiliaries must and should were used more
more (EpM).
frequently by the students to express deontic modal
(27) In my opinion, it is important to give
meanings. While the epistemic modal meanings were
motivation to the students (EpM).
expressed more frequently by using modal auxiliaries
(28) The most important thing is wi-fi because
must and can. In terms of lexical resources, majority
for me wi-fi is an important thing for the
the students employed the modal verb have to
student to help them finish the assignment
express deontic meanings and the verb think to
(EpM).
express epistemic meanings.
These findings open the facts that the students
The students mostly write their certainty and
seems not to understand precisely the concept of
possibility towards the issues by using the attribution
compelling and enabling modality. For example, the
I hope (e.g. 23) which is similar to express the
same expressions or resources were used by the
compelling modalities need, in which this modal verb
students although they tried to convey different
need relates to the noun need which carry the sense
context such as found in data 2 and 3, which say that
RI µODFNLQJ¶ ZKLFK LV WKHQ DVVRFLDWHG ZLWK D
to increase the quality of the English Department,
compelling force emanating from within the thing
more facilities must be built to give them a chance to
(see data 27).
learn outside the class. The use of must itself shows a
Data 25, 27, 28 convey the meaning that there
high degree of compelling because it is prompted by
are strong volitions because they express the
the compelling context itself and this use is not
VWXGHQWV¶ GHVLUHV DERXW SURVSHFWLYH DFWLRQV :KLOH WKH
recommended because those kind of facilities do not
data 27 shows lower degree of expectation because of
influence totally to the increasing quality of the
the expression I hope that.
students, so the recommended one is have to,
Table 3. DeM and EpM expressed in multi word
however, if this modal is used to express their strong
units in Argumentative Writing by the English
compelling to the quality of the lecturer, this modal
Department Students of UWKS.
auxiliary is recommended to be used. As Nuyts
(2006) and Huddleston (1984) says that epistemic
Multi Word Units DeM EpM modality is expressed in a number of ways, it is
We hope that 2 6 FRQFHUQHG ZLWK WKH VSHDNHU¶V FRQILGHQFH RU ODFN RI
,¶P VXUH WKDW - 2 confidence based on their knowledge of the world.
In my opinion - 1 The next high frequency of compelling modal used
We do need 1 - by the students is the verb think. There are 21
The most important - 1 attributes out of 37 attributes found in the studenWV¶
thing writing. To express their assumption, this verb of
think seems to be used in every sentence they
I wish that 1 - produce (see data 20 and 22). No significant meaning
Total 4 10 can be interpreted from the use of this verb and other
resources.

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Some possibilities are drawn from these findings Coates, J. (1983). The Semantics of the Modal Auxiliaries.
that the students do not know and understand the London: Croom Helm.
implicit meaning in every resource in the modality Frawley, W.1992. Linguistic Semantics. London:
expressions because of lack information they receive Routledge.
Grabielatos, C and McEnery. (2005). Linguistics in MA
since they were in the first semester. So far they just Dissertation. In P.A. Fuertes Olivera (Ed). Lengua y
know that the source of modality meanings is modal Sociedad: Investigationes enlinguistica aplicada.
auxiliaries. They even do not have information that Linguistica y Filologia. No 16. Valladolid: Universidad
modality meanings are not only expressed through de Valladolid. PP. 311-331.
modal auxiliaries but also through lexical and Huddleston, R. (1984). Introduction to Grammar of
grammatical resources, adverbs, or adjectives. English. Cambridge: Cambridge University Press.
4 CONCLUSION Kratzer, A. (1981a). The Notion Category of Modality. In:
Worlds, Words, and Contexts (H. J. Eikmeyer and H.
It is concluded that to express deontic modality Rieser, eds). PP. 38-74. Berlin: de Gruyer.
meanings, the students used modal auxiliaries more Lyons, J (1977) Semantics. Cambridge: Cambridge
frequently than any other forms of resources. The University Press.
highest degree of compelling modality must become Shiro, M. 2004. The expressions of Epistemic Modality and
the main interest the students have and should the Constructions of Narrative Stance in Venezuelan
become the next compelling modality the students &KLOGUHQ¶V 6WRULHV Psychology of Language and
chosen. Meanwhile, epistemic modality in this Communication. Vo.8. No.2.
research is represented by the lexical verbs, modal Papafragou, A (2000) Modality: Issues in the Semantics ±
auxiliaries and multi word units. Unlike modal Pragmatics Interface. United Kingdom: Elsevier.
Palmer, F.R. 1986. Mood and Modality. Cambridge:
auxiliary must which become the central focus of the Cambridge University Press. 1990. Modality and the
students, the lexical verb think seems to be used more English Modals. Lonndon: Longman.
frequently in their argumentative writing, then Quirk, R, et al. (1985). A Comparison Grammar of the
followed by modal auxiliaries must and can. English Language. London: Longman.
The possible reasons for these findings are that Nuyts, J. (2006). Modality: Overview and Linguistic
firstly, the students are lack of information to the use Issues. In Frawley, W. (ed) The Expressions of
of modality and its meanings, and consequently, they Modality. Berlin: Mouton de Gruyter. PP. 1-26.
use their epistemic and deontic modality meanings in Simpson, P. (1994). Stylistics: A Resource book for
similar ways as they copied from the questions given Students. London: Routledge.
Thomson, P. (2002). Modal Verbs in Academic Writing. In
by the lecturer. KeHemann, B & Marks, G (eds). PP. 305-325.
Therefore, it is suggested that from the first
semester, the students must be introduced with the
various ways to express modality meanings, either
they are epistemic and deontic meanings.
5 ACKNOWLEDGEMENT
I would like express my sincere gratitude to the
late Prof Abbas Achmad Badib, M.A, M.A, Ph.D. He
has inspired me to be a wise and inspiring lecturer
and dedicate my knowledge to whoever needs it. He
has been my great supervisor and always be my great
teacher. Thank you for giving me inspirations and
motivation to become a professional lecturer.
6 REFERENCES
Angordans, J.P, et al (2002) Epistemic & Deontic
Modality: a Linguistic indicator of Diplinary Variation
in Academic English. LSP & Professional
Communication. Vol 2. ISSN 1601 ± 1929. DSPF/LSD
Centre.
Biber. O.J, et al ( 1999). Longman Grammar of Spoken and
Written English. London: Longman.
Bybee, J, et al. (1992). The Evolution of Grammar.
London: the University of Chicago Press.

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