MODAL VERB

A modal verb (also modal, modal auxiliary verb, modal auxiliary) is a type of auxiliary verb that is used to indicate modality – that is, likelihood, ability, permission, and obligation.^[1] Examples include the English verbs can, must and should.
In English and other Germanic languages, modal verbs are often distinguished as a class based on certain grammatical properties.
For more detail about modals in English, see English modal verbs.

Contents 1 Function 2 Modal verbs in Germanic languages 2.1 English 2.1.1 Defectiveness 2.2 Other Germanic languages 2.2.1 Morphology and syntax 3 Modal verbs in other languages 3.1 Hawaiian Creole English 3.2 Hawaiian 3.3 French 3.4 Mandarin Chinese 3.5 Spanish 4 See also 5 Bibliography 6 References 7 External links

Function

A modal auxiliary verb gives more information about the function of the main verb that it governs. Modals have a wide variety of communicative functions, but these functions can generally be related to a scale ranging from possibility ("may") to necessity ("must"), in terms of one of the following types of modality:

• epistemic modality, concerned with the theoretical possibility of propositions being true or not true (including likelihood and certainty)
• deontic modality, concerned with possibility and necessity in terms of freedom to act (including permission and duty)
• 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. ("It is necessarily the case that you are starving.")
• deontic: You must leave now. ("You are required to leave now.")

An ambiguous case is You must speak Spanish. This may be intended epistemically ("It is surely the case that you speak Spanish", e.g. after having lived in Spain for a long time), or deontically ("It is a requirement that you speak Spanish", e.g. if you want to get a job in Spain).
Epistemic modals can be analyzed as raising verbs, while deontic modals can be analyzed as control verbs.
Epistemic usages of modals tend to develop from deontic usages.^[4] For example, the inferred certainty sense of English must developed after the strong obligation sense; the probabilistic sense of should developed after the weak obligation sense; and the possibility senses of may and can developed later than the permission or ability sense. Two typical sequences of evolution of modal meanings are:

• internal mental ability → internal ability → root possibility (internal or external ability) → permission and epistemic possibility
• obligation → probability

Modal verbs in Germanic languages

English

Main article: English modal verbs

The following table lists the modal auxiliary verbs of standard English. Most of them appear more than once based upon the distinction between deontic and epistemic modality:

Modal auxiliary	meaning contribution	Example
can1	deontic/dynamic modality	She can really sing.
can2	epistemic modality	That can indeed help.
could1	deontic modality	He could swim when he was young.
could2	epistemic modality	That could happen soon.
may1	deontic modality	May I stay?
may2	epistemic modality	That may be a problem.
might	epistemic modality	The weather might improve.
must1	deontic modality	Sam must go to school.
must2	epistemic modality	It must be hot outside.
shall	deontic modality	You shall not pass.
should1	deontic modality	You should stop that.
should2	epistemic modality	That should be surprising.
will	epistemic modality	She will try to lie.
would	epistemic modality	Nothing would accomplish that.

The verbs in this list all have the following characteristics:

1. They are auxiliary verbs, which means they allow subject-auxiliary inversion and can take the negation not,
2. They convey functional meaning,
3. They are defective insofar as they cannot be inflected, nor do they appear in non-finite form (i.e. not as infinitives, gerunds, or participles),
4. They are nevertheless always finite and thus appear as the root verb in their clause, and
5. They subcategorize for an infinitive, i.e. they take an infinitive as their complement

The verbs/expressions dare, ought to, had better, and need not behave like modal auxiliaries to a large extent, although they are not productive in the role to the same extent as those listed here. Furthermore, there are numerous other verbs that can be viewed as modal verbs insofar as they clearly express modality in the same way that the verbs in this list do, e.g. appear, have to, seem, etc. In the strict sense, though, these other verbs do not qualify as modal verbs in English because they do not allow subject-auxiliary inversion, nor do they allow negation with not. If, however, one defines modal verb entirely in terms of meaning contribution, then these other verbs would also be modals and so the list here would have to be greatly expanded.

Defectiveness

Modals in English form a very distinctive class of verbs. They are auxiliary verbs like be, do, and have, but they are defective insofar as they cannot be inflected like these other auxiliary verbs, e.g. have → has vs. should → *shoulds, do → did vs. may → *mayed, etc. In clauses that contain two or more verbs, any modal that is present appears as the left-most verb in the verb catena (= chain of verbs). What this means is that the modal verb is always finite (although it is, as stated, never inflected). In the syntactic structure of the clause, the modal verb is the clause root. The following dependency grammar trees illustrate the point:

The verb catenae are in blue. The modal auxiliary in both trees is the root of the entire sentence. The verb that is immediately subordinate to the modal is always an infinitive. The fact that modal auxiliaries in English are necessarily finite means that within the minimal finite clause that contains them, they can never be subordinate to another verb, e.g.

a. Sam may have done his homework. - The modal auxiliary may is the root of the clause.

b. *Sam has may done his homeowork. - The sentence fails because the modal auxiliary may is not the root of the clause.

a. Jim will be helped. - The modal auxiliary will is the root of the clause.

b. *Jim is will be helped. - The sentence fails because the modal auxiliary will is not the root of the clause.

This trait of modal auxiliaries has motivated the designation defective, that is, modal auxiliaries are defective in English because they are so limited in their form and distribution. One can note further in this area that English modal auxiliaries are quite unlike modal verbs in closely related languages. In German, for instance, modals can occur as non-finite verbs, which means they can be subordinate to other verbs in verb catenae; they need not appear as the clause root.

Other Germanic languages

The table below lists some modal verbs with common roots in English, German and Dutch. English modal auxiliary verb provides an exhaustive list of modal verbs in English, and German verb#Modal verbs provides a list for German, with translations. Dutch verbs#Irregular verbs gives conjugations for some Dutch modals.
Words in the same row of the table below share the same etymological root. Because of semantic drift, however, words in the same row may no longer be proper translations of each other. In addition, the English and German verbs will are completely different in meaning, and the German one has nothing to do with constructing the future tense. These words are false friends.
In English, the plural and singular forms are identical. For German and Dutch, both the plural and singular form of the verb are shown.
Etymological relatives (not translations)

English	German	Dutch
can	können, kann	kunnen, kan
shall	sollen, soll	zullen, zal
will	wollen, will	willen, wil
must	müssen, muss	moeten, moet
may	mögen, mag	mogen, mag
tharf[5]	dürfen, darf	durven, durf

The English could is the preterite form of can; should is the preterite of shall; and might is the preterite of may. (This is ignoring the use of "may" as a vestige of the subjunctive mood in English.) These verbs have acquired an independent, present tense meaning. The German verb möchten is sometimes taught as a vocabulary word and included in the list of modal verbs, but it is actually the past subjunctive form of mögen.
The English verbs dare and need have both a modal use (he dare not do it), and a non-modal use (he doesn't dare to do it). The Dutch verb durven is not considered a modal (but it is there, nevertheless) because its modal use has disappeared, but it has a non-modal use analogous with the English dare. Some English modals consist of more than one word, such as "had better" and "would rather".^[6]
Some other English verbs express modality although they are not modal verbs because they are not auxiliaries, including want, wish, hope, and like. All of these differ from the modals in English (with the disputed exception of ought (to)) in that the associated main verb takes its long infinitive form with the particle to rather than its short form without to, and in that they are fully conjugated.

Morphology and syntax

Germanic modal verbs are preterite-present verbs, which means that their present tense has the form of a vocalic preterite. This is the source of the vowel alternation between singular and plural in German and Dutch. Because of their preterite origins, modal verbs also lack the suffix (-s in modern English, -t in German and Dutch) that would normally mark the third person singular form:

	normal verb	modal verb
English	he works	he can
German	er arbeitet	er kann
Dutch	hij werkt	hij kan

The main verb that is modified by the modal verb is in the infinitive form and is not preceded by the word to (German: zu, Dutch: te). There are verbs that may seem somewhat similar in meaning to modal verbs (e.g. like, want), but the construction with such verbs would be different:

	normal verb	modal verb
English	he tries to work	he can work
German	er versucht zu arbeiten	er kann arbeiten
Dutch	hij probeert te werken	hij kan werken

In English, main verbs but not modal verbs always require the auxiliary verb do to form negations and questions, and do can be used with main verbs to form emphatic affirmative statements. Neither negations nor questions in early modern English used to require do.

	normal verb	modal verb
affirmative	he works	he can work
negation	he does not work	he cannot work
emphatic	he does work hard	he can work hard
question	does he work here?	can he work at all?
negation + question	does he not work here?	can he not work at all?

(German never uses "do" as an auxiliary verb for any function; Dutch uses "do" as an auxiliary, but only in colloquial speech)
In English, modal verbs are called defective verbs because of their incomplete conjugation: they have a narrower range of functions than ordinary verbs. For example, most have no infinitive or gerund.

Modal verbs in other languages

Hawaiian Creole English

Hawaiian Creole English is a creole language most of whose vocabulary, but not grammar, is drawn from English. As is generally the case with creole languages, it is an isolating language and modality is typically indicated by the use of invariant pre-verbal auxiliaries.^[7] The invariance of the modal auxiliaries to person, number, and tense makes them analogous to modal auxiliaries in English. However, as in most creoles the main verbs are also invariant; the auxiliaries are distinguished by their use in combination with (followed by) a main verb.
There are various preverbal modal auxiliaries: kaen "can", laik "want to", gata "have got to", haeftu "have to", baeta "had better", sapostu "am/is/are supposed to". Unlike in Germanic languages, tense markers are used, albeit infrequently, before modals: gon kaen kam "is going to be able to come". Waz "was" can indicate past tense before the future/volitional marker gon and the modal sapostu: Ai waz gon lift weits "I was gonna lift weights"; Ai waz sapostu go "I was supposed to go".

Hawaiian

Hawaiian, like the Polynesian languages generally, is an isolating language, so its verbal grammar exclusively relies on unconjugated verbs. Thus, as with creoles, there is no real distinction between modal auxiliaries and lexically modal main verbs that are followed by another main verb. Hawaiian has an imperative indicated by e + verb (or in the negative by mai + verb). Some examples of the treatment of modality are as follows:^{[8]:pp. 38–39} Pono conveys obligation/necessity as in He pono i na kamali'i a pau e maka'ala, "It's right for children all to beware", "All children should/must beware"; ability is conveyed by hiki as in Ua hiki i keia kamali'i ke heluhelu "Has enabled to this child to read", "This child can read".

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Hortatory Exposition Text : Helping Children Discover Their Own Identity

Hortatory Exposition Text : Helping Children Discover Their Own Identity | Children of today's advanced world are different from those in the past. With easy access to modern technology, chil dren of today are able to learn everything they encounter in their life, including worldclass information. In terms of knowledge of the world, one must admit, they seem to surpass children brought up in the era when techno logical equipment was still traditional.

The rapid growth of children's cognitive, physical and social adaptations is an indication of how they can be easily shaped by the modern vicinity. This is a critical period when children are beginning to try to discover their own true identity.

Parental guidance is necessary to assist them in leading to the correct path. To do this, intervention, however, is not always mandatory if parents are upbeat that their offspring can handle the conundrum they are facing on their own. Self-reliance, in any occasion, needs to be stressed.

What parents need to do is to respect the changes going on within their child's world, and respond appropriately to their changing needs. Here a close monitoring rather than control taking is essential.

This may sound like ideal advice; yet not all parents may agree with this. A parent who was raised in a democratic family atmosphere will certainly pass down the freedom he/she had enjoyed during childhood to his/her offspring. On the other hand, those who were brought up in a conservative and authoritative family will inculcate traditional values to their children, restricting them by tightly abiding to what the parents believe to be the correct norms.

Clearly, a parent's family back-ground will, exert a considerable influence in helping his/her children to learn both formally and informally. It is more likely that parents will consistently follow the mind-set they adopted from their father or mother if they think that it is beneficial. Today's parents, how ever, need to be aware that not all values and norms that their parents implanted in them during their childhood are compatible with modern reality. Things have changed consider ably, and parents should take this into account.

It might, for example, be felt less relevant to impose traditional control over their children's conduct about what they need to do to attain academic achievement. However, most parents still cling to this, acting as if they are omniscient and know perfectly what is best for their children. In guiding children in search of true identity, it is important for today's parents to listen and accommodate all feedback from their children. Though it seems too difficult for some conservative parents to implement this, it is essential to a child's development into an emotionally mature adult.

Parents also should not exercise too much authority so as to overprotect their children to develop their potential to the fullest. Parental intervention, if it is done in an improper manner, can do more harm than good. If not in accord with children's interests, parents' excessive intervention is seen by children as something that inhibits rather than facilitates their academic excursions. Parents may probably not realize that their children simply want them to stay in the background and to provide whatever support and resources they need to venture out into the world.

This does not imply that intervention is not necessary. At the very young age when the influence of a peer group is extremely powerful, parents need to intervene by setting a strong measure to help their children resist the pressure to behave in ways that do not meet family standards.

The best way parents can aid their children is by successfully discovering their true identity and growing up to be an emotionally mature adult is to take a flexible approach. Parents need not always rigidly follow and impose certain norms and values, which are imbued with their family tradition during their childhood, on their children. Understanding children from the way they see the reality is surely a far more rewarding experience.

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