20. AUXILIARY AND MODAL VERBS: FORMS AND FUNCTIONS 20. AUXILIARY AND MODAL VERBS: FORMS AND FUNCTIONS
OUTLINE OUTLINE
1.
1. IntroductionIntroduction 2.
2. General introduction to auxiliary verbsGeneral introduction to auxiliary verbs 2.1. A
2.1. A classificclassification of auxiliary verbsation of auxiliary verbs
2.2. Modal vs. primary verbs: main differences. 2.2. Modal vs. primary verbs: main differences. 3.
3. Auxiliary verbs: forms and functionsAuxiliary verbs: forms and functions 3.1. Verb to be 3.1. Verb to be 3.2. Verb to do 3.2. Verb to do 3.3. Verb to have 3.3. Verb to have 4.
4. Modal Modal verbs: verbs: forms forms and and functionsfunctions 4.1. Can 4.1. Can 4.2. Could 4.2. Could 4.3. May 4.3. May 4.4. Might 4.4. Might 4.5. Shall 4.5. Shall 4.6. Should 4.6. Should 4.7. Will 4.7. Will 4.8. Would 4.8. Would 4.9. Must 4.9. Must 4.10. Semi-modal verbs 4.10. Semi-modal verbs
5. Conclusion: appliance to the ESL classroom 5. Conclusion: appliance to the ESL classroom 6. Bibliography
1.
1. IntroductionIntroduction
This unit is primarily aimed to examine in English auxiliary and modal verbs in terms of form and This unit is primarily aimed to examine in English auxiliary and modal verbs in terms of form and function, basically achieved by means of verbs and other specific structures. It is relevant to mention at function, basically achieved by means of verbs and other specific structures. It is relevant to mention at this point that the title of the unit may lead to a misunderstanding, since the category of auxiliary verbs this point that the title of the unit may lead to a misunderstanding, since the category of auxiliary verbs includes both primary auxiliary verbs and modal auxiliary verbs. Therefore, when talking about auxiliary includes both primary auxiliary verbs and modal auxiliary verbs. Therefore, when talking about auxiliary verbs both types of verbs will be taken into account.
verbs both types of verbs will be taken into account. 2.
2. General introduction to auxiliary verbsGeneral introduction to auxiliary verbs
The English verb system consists of two main different types of verbs: lexical verbs and auxiliary verbs The English verb system consists of two main different types of verbs: lexical verbs and auxiliary verbs (Greenbaum and Quirk, 1973). Lexical verbs carry meaning and can stand on their own. They denote (Greenbaum and Quirk, 1973). Lexical verbs carry meaning and can stand on their own. They denote actions, events, and states, and belong to an open class of words. On the other hand, primary auxiliary actions, events, and states, and belong to an open class of words. On the other hand, primary auxiliary verbs add extra information to the lexical verb and modal verbs express a modality from the speaker verbs add extra information to the lexical verb and modal verbs express a modality from the speaker and they are usually followed by a lexical verb.
and they are usually followed by a lexical verb. 2.1. A classification of auxiliary verbs 2.1. A classification of auxiliary verbs
According to Quirk and Greenbaum (1990), there are not only the primary auxiliary verbs and modal According to Quirk and Greenbaum (1990), there are not only the primary auxiliary verbs and modal verbs, but there is also another subclassification which includes semi-auxiliaries, modal idioms and verbs, but there is also another subclassification which includes semi-auxiliaries, modal idioms and catenative verbs, which are intermediate to auxiliaries and main verbs on expressing modal or aspectual catenative verbs, which are intermediate to auxiliaries and main verbs on expressing modal or aspectual meaning.
meaning.
The first subclassification,
The first subclassification, primary auxiliariesprimary auxiliaries comprise the items, do, have and be, where do differscomprise the items, do, have and be, where do differs from
from havehaveandand bebein that it usually co-occurs with lexical verbs only. This in that it usually co-occurs with lexical verbs only. This means that verb phrases withmeans that verb phrases with do
do contain only two verb forms, since verb forms cannot have more than one lexical verb (i.e.contain only two verb forms, since verb forms cannot have more than one lexical verb (i.e. DoDo youyou believe him?
believe him? ). Moreover, it is used as an auxiliary of periphrasis (i.e.). Moreover, it is used as an auxiliary of periphrasis (i.e. Only thenOnly then did did he realize his positionhe realize his position)) and of emphasis (i.e.
and of emphasis (i.e. II did did lock the door lock the door .) On the other hand,.) On the other hand, havehaveandandbebe co-occur not only with lexicalco-occur not only with lexical verbs but also with modal auxiliaries, always following the latter. In addition, both function as auxiliaries verbs but also with modal auxiliaries, always following the latter. In addition, both function as auxiliaries of aspect. (i.e.
of aspect. (i.e. He must He must havehave been very proud of himself been very proud of himself ).). The second subclassification,
The second subclassification, modal verbsmodal verbs, comprises the following items: can, could, may, might, must,, comprises the following items: can, could, may, might, must, shall, should and will. According to Thomson & Martinet (1986) there are some
shall, should and will. According to Thomson & Martinet (1986) there are some semi-modalsemi-modal verbs, suchverbs, such as dare, need, ought (to) and used (to) which can be used both as auxiliaries and as lexical verbs.
as dare, need, ought (to) and used (to) which can be used both as auxiliaries and as lexical verbs. Thirdly,
Thirdly, semi-auxiliariessemi-auxiliaries are said to be a set of verb idioms which are introduced by one of the primaryare said to be a set of verb idioms which are introduced by one of the primary verbs have and be, according to Greenbaum and Quirk (1990). This type of verbs has nonfinite forms verbs have and be, according to Greenbaum and Quirk (1990). This type of verbs has nonfinite forms (bare infinitive) and consequently can occur in combination with preceding auxiliaries or in sequences. (bare infinitive) and consequently can occur in combination with preceding auxiliaries or in sequences. For instance, “be able to”, “be about to” or “be going to”.
The fourth subclassification is
The fourth subclassification is modal idiomsmodal idioms, which are a combination of auxiliary and infinitive or, which are a combination of auxiliary and infinitive or adverb. Their main characteristic is that none of them have nonfinite forms and as a result, they are adverb. Their main characteristic is that none of them have nonfinite forms and as a result, they are always the first verb in the verb phrase, such as “had better” or “would rather”.
always the first verb in the verb phrase, such as “had better” or “would rather”. And finally, the
And finally, the catenative verbs,catenative verbs, lie auxiliaries, have meanings similar to those for the aspectual andlie auxiliaries, have meanings similar to those for the aspectual and modal auxiliaries. For instance, “appear to”, “seem to” and “happen to”
modal auxiliaries. For instance, “appear to”, “seem to” and “happen to” . Moreover, some catenative. Moreover, some catenative verbs are followed by the nonfinite forms
verbs are followed by the nonfinite forms ––ing anding and ––ed participles rather than by infinitives, for instance,ed participles rather than by infinitives, for instance, “start (working)” or “get (dresses)”.
“start (working)” or “get (dresses)”.
Despite this classification, in the present unit only the primary auxiliary verbs and the modal verbs will Despite this classification, in the present unit only the primary auxiliary verbs and the modal verbs will be analyzed, since they are the most important ones and those who seem to be more difficult to be analyzed, since they are the most important ones and those who seem to be more difficult to understand for the students of English as a second language.
understand for the students of English as a second language. 2.2. Modal vs. primary verbs: main differences. 2.2. Modal vs. primary verbs: main differences.
The further distinction of modal auxiliary verbs and primary auxiliary verbs show important differences. The further distinction of modal auxiliary verbs and primary auxiliary verbs show important differences. Modal auxiliary verbs
Modal auxiliary verbs are always finite (showing tense, mood, aspect and voice), whereasare always finite (showing tense, mood, aspect and voice), whereas havehaveandand bebe have finite as well as non-finite forms (an infinitive, an
have finite as well as non-finite forms (an infinitive, an ––ing participle or an -ed participle.) Modal verbsing participle or an -ed participle.) Modal verbs invariably occur as the first element of the verb phrase whereas the primary auxiliaries may occur in invariably occur as the first element of the verb phrase whereas the primary auxiliaries may occur in initial but also in middle position. Moreover, in English, modals are mutually exclusive, which means that initial but also in middle position. Moreover, in English, modals are mutually exclusive, which means that they cannot be combined with other auxiliaries.
they cannot be combined with other auxiliaries. Finally, it is important to distinguish
Finally, it is important to distinguish dodo fromfrom havehave andand bebe, since it always occurs initially, is invariably, since it always occurs initially, is invariably finite, does not generally co-occur with other auxiliaries and it can be used, as it has been explained finite, does not generally co-occur with other auxiliaries and it can be used, as it has been explained before, for periphrasis and emphasis.
before, for periphrasis and emphasis. 3.
3. Primary auxiliary verbs: forms and functionsPrimary auxiliary verbs: forms and functions
As it has been stated before, primary auxiliary verbs in English are
As it has been stated before, primary auxiliary verbs in English are bebe,, dodo, and, and havehave. These verbs add. These verbs add extra information to the lexical verb in the verb phrase. For example, auxiliary verb
extra information to the lexical verb in the verb phrase. For example, auxiliary verb bebe can be found tocan be found to indicate progressive aspect and passive voice;
indicate progressive aspect and passive voice; dodo is to create interrogative sentences, negativeis to create interrogative sentences, negative sentences and emphatic structures; and
sentences and emphatic structures; and havehaveindicates perfect aspect.indicates perfect aspect. One particular characteristic about primary auxiliary verbs
One particular characteristic about primary auxiliary verbs bebe,, dodoandand havehave is the fact that they can beis the fact that they can be used both as auxiliary verbs and as lexical verbs, depending on the context where they may be found. used both as auxiliary verbs and as lexical verbs, depending on the context where they may be found. For instance:
For instance: They
They werewere playing football all weekend.playing football all weekend. How
How dodo you say “UFO” in Spanish? you say “UFO” in Spanish? They
In these examples the verbs
In these examples the verbs dodo,, havehave andand bebe are used as primary auxiliary verbs, whereas in theare used as primary auxiliary verbs, whereas in the following examples all the verbs are used as lexical verbs.
following examples all the verbs are used as lexical verbs. They
They werewere very good players indeed.very good players indeed. I really need to
I really need to dodo a lot of homework today.a lot of homework today. I would like to
I would like to havehave my my dinnedinner, please.r, please. 3.1. Verb to be
3.1. Verb to be The primary auxiliary verb
The primary auxiliary verb bebe can be found in two main occasions: to indicate progressive aspect or tocan be found in two main occasions: to indicate progressive aspect or to build a passive voice sentence. In both cases, the verb is followed by a lexical verb and is adapted to the build a passive voice sentence. In both cases, the verb is followed by a lexical verb and is adapted to the number of the person speaking.
number of the person speaking.
Regarding the continuous or progressive aspect, it is normally used when the speaker wants to express Regarding the continuous or progressive aspect, it is normally used when the speaker wants to express the duration of the action or the event rather than the moment when the action happens. It may also the duration of the action or the event rather than the moment when the action happens. It may also express that something is, was or will be already in progress when something else happens or express that something is, was or will be already in progress when something else happens or happened. Continuous aspect involves the use of the auxiliary be and the
happened. Continuous aspect involves the use of the auxiliary be and the ––ing form of the lexical verb.ing form of the lexical verb. The present continuous (or progressive) is formed with the present tense forms of auxiliary verb
The present continuous (or progressive) is formed with the present tense forms of auxiliary verb bebeandand the -ing form of the lexical verb, as seen in the previous example. They express an action which is being the -ing form of the lexical verb, as seen in the previous example. They express an action which is being carried out at the moment of speaking or to express something which is not usual at the moment of carried out at the moment of speaking or to express something which is not usual at the moment of speaking. For instance:
speaking. For instance: II’m studying’m studying for a very important exam.for a very important exam. The past continuous uses the past formsThe past continuous uses the past forms of the verb
of the verb bebe ((waswas oror werewere) and the) and the ––ing form of the lexical verb and it shows the background of ing form of the lexical verb and it shows the background of narration, in contract with the simple form of the verb, which indicates a more concrete point of time. narration, in contract with the simple form of the verb, which indicates a more concrete point of time. For example:
For example: II was walkingwas walking down the street one day, when I came across one of my best friends.down the street one day, when I came across one of my best friends. Finally,Finally, the future continuous makes a reference to a future action in which the speaker wants to state the the future continuous makes a reference to a future action in which the speaker wants to state the duration of the action stated by the simple verb. It is formed with
duration of the action stated by the simple verb. It is formed with will will andand shall shall or the contractionor the contraction ‘ll ‘ll plusplus the verb
the verb bebein its base form and thein its base form and the ––ing form of the lexical verb. For example:ing form of the lexical verb. For example: I’ll be working when youI’ll be working when you get home
get home.. The verb
The verb bebe can also be used as a part of the passive voice. In this kind of passive construction, thecan also be used as a part of the passive voice. In this kind of passive construction, the object of an action becomes the subject of the clause, using the structure subject plus auxiliary verb object of an action becomes the subject of the clause, using the structure subject plus auxiliary verb bebe plus the past participle of the lexical verb. It can be done with almost any tense in English, but it is plus the past participle of the lexical verb. It can be done with almost any tense in English, but it is seldom used with state verbs, such as
seldom used with state verbs, such as know know andand think think . We can sometimes identify passive construction. We can sometimes identify passive construction by using agents with prepositions
3.2. Verb to do 3.2. Verb to do
This primary auxiliary verb is used with the base form of a lexical verb in negative, interrogative and This primary auxiliary verb is used with the base form of a lexical verb in negative, interrogative and emphatic structures, and as a substitute for a lexical verb or clause predicate. It can be used in any tense emphatic structures, and as a substitute for a lexical verb or clause predicate. It can be used in any tense in English needing an auxiliary verb, present or past, but never in the future, although the present tense in English needing an auxiliary verb, present or past, but never in the future, although the present tense might have a future meaning on certain occasions. It is important to remember that there is a change in might have a future meaning on certain occasions. It is important to remember that there is a change in the third person singular of the present simple and thus
the third person singular of the present simple and thus dodobecomesbecomesdoesdoes, a fact that a great number of , a fact that a great number of learners tend to forget. As it can be observed in the following examples, the structure of the sentences learners tend to forget. As it can be observed in the following examples, the structure of the sentences with this verb is always the same.
with this verb is always the same. Negative:
Negative: II do not (don’t)do not (don’t)want to go to the cinema tonight.want to go to the cinema tonight. Interrogative:
Interrogative: Did Did you go to the cinema last weekend? you go to the cinema last weekend? Emphatic:
Emphatic: I’m telling you! II’m telling you! I dodo believe in ghosts.believe in ghosts. Substitute:
Substitute: - I went to see her when she was in the hospital.- I went to see her when she was in the hospital. - Yes, I
- Yes, I did did too.too.
A general confusion among students of English as a Second Language is the fact that auxiliary verb
A general confusion among students of English as a Second Language is the fact that auxiliary verb dodoisis the same as lexical verb
the same as lexical verbdodoin form, and it sometimes leads to mistakes. In the following example:in form, and it sometimes leads to mistakes. In the following example: What
What dodo you do? you do? The first
The firstdodofunctions as a primary auxiliary verb, whereas the second one is the lexical verb.functions as a primary auxiliary verb, whereas the second one is the lexical verb. 3.3. Verb to have
3.3. Verb to have The primary auxiliary verb
The primary auxiliary verb havehave (or(orhashas in the third person singular) is used with the past participle toin the third person singular) is used with the past participle to indicate perfect aspect. In this case, the perfect aspect deals with the perspective of the speaker on the indicate perfect aspect. In this case, the perfect aspect deals with the perspective of the speaker on the relationship between one time frame and an event that takes place in another time frame. That is to relationship between one time frame and an event that takes place in another time frame. That is to say, depending on whether the speaker wants to state the completeness of the action or not, the say, depending on whether the speaker wants to state the completeness of the action or not, the speaker will use a present aspect or a simple tense instead.
speaker will use a present aspect or a simple tense instead.
There are several types of occasions that indicate the perfect aspect. The first one is the present perfect, There are several types of occasions that indicate the perfect aspect. The first one is the present perfect, which can indicate the whole period of time from a point in the past till now, for instance,
which can indicate the whole period of time from a point in the past till now, for instance, II have lived have lived inin Exeter for two years
Exeter for two years; or it can express the time change happened between an unspecified point in the; or it can express the time change happened between an unspecified point in the past and now,
past and now, The flightsThe flights have changed have changed the time.the time. Secondly,Secondly, havehave is also used in the past perfect forms.is also used in the past perfect forms. In this case, the past perfect simple forms are the same as in the present perfect, but the form
In this case, the past perfect simple forms are the same as in the present perfect, but the form hadhad isis used instead. The reference here is also to the past but the connection is not with the present but with used instead. The reference here is also to the past but the connection is not with the present but with another point of the past. In a way, it can be said that the past perfect forms indicate a past within the another point of the past. In a way, it can be said that the past perfect forms indicate a past within the past, for instance:
aspect is to be found in the future perfect, which establishes a relationship between the time when we aspect is to be found in the future perfect, which establishes a relationship between the time when we started an action and a point in the future. In this sense, the future perfect indicates that the speaker is started an action and a point in the future. In this sense, the future perfect indicates that the speaker is dealing with a past in the future which has not yet happened. For instance:
dealing with a past in the future which has not yet happened. For instance: Yesterday and tomorrow all Yesterday and tomorrow all together I
together I will have spent will have spent more than 1000 Euros.more than 1000 Euros. In this case, the speaker is referring to yesterday andIn this case, the speaker is referring to yesterday and the period up to and including tomorrow, whereas in
the period up to and including tomorrow, whereas in In four month time, IIn four month time, I will have finished will have finished my exams,my exams, the speaker is talking about the time between today and a period in the future from now.
the speaker is talking about the time between today and a period in the future from now. 4.
4. Modal verbs: forms and functionsModal verbs: forms and functions In the English language, the most
In the English language, the most significant expsignificant expression of modality is by ression of modality is by means of modal verbs. There ismeans of modal verbs. There is also a set of semi-modals verbs, which behave in similar ways to core modal verbs but share some also a set of semi-modals verbs, which behave in similar ways to core modal verbs but share some characteristics with lexical verbs. Modal verbs always go before the lexical verb and thus modify the characteristics with lexical verbs. Modal verbs always go before the lexical verb and thus modify the attitude of the speaker in the action conveyed by that lexical verb. From a formal point of view, they attitude of the speaker in the action conveyed by that lexical verb. From a formal point of view, they correspond to a close category of verbs, because no new items can be included in it. They are rarely correspond to a close category of verbs, because no new items can be included in it. They are rarely followed by the particle
followed by the particle toto and their infinitive form is also without this particle. Several exceptions canand their infinitive form is also without this particle. Several exceptions can be found to this rule, especially in semi-modal verbs, which can take the particle
be found to this rule, especially in semi-modal verbs, which can take the particle toto, for instance,, for instance, ought ought to
to oror have tohave to..
On the other hand, from a syntactical point of view, these verbs always follow the subject in sentences. On the other hand, from a syntactical point of view, these verbs always follow the subject in sentences. However, the use of primary auxiliary verbs is not allowed with modal verbs. Therefore, in questions However, the use of primary auxiliary verbs is not allowed with modal verbs. Therefore, in questions there is an inversion of the clause constituents. As with other types of verbs, for the construction of there is an inversion of the clause constituents. As with other types of verbs, for the construction of negative statements, the use of the adverb
negative statements, the use of the adverb not not is required. (i.e.is required. (i.e. YouYou should not should not let him go to the party let him go to the party )) There are a number of modal verbs that are basic and other ones appear to be more complex. Learners There are a number of modal verbs that are basic and other ones appear to be more complex. Learners of English as a second language usually find this type of verbs difficult and tend to avoid their use. In this of English as a second language usually find this type of verbs difficult and tend to avoid their use. In this respect teachers must remember that modal verbs are very frequently used in English and therefore, respect teachers must remember that modal verbs are very frequently used in English and therefore, they shall encourage students to use them correctly inside and outside the classroom.
they shall encourage students to use them correctly inside and outside the classroom. A list of modal verbs and the modality they express is as follows:
A list of modal verbs and the modality they express is as follows: Modal
Modal verb verb Modality express Modality express by by verbverb C
CANAN Permission, ability, general truth, possibilityPermission, ability, general truth, possibility C
COULDOULD ProbabiliProbability, suggestions, ty, suggestions, permission, criticipermission, criticism, past sm, past of of cancan M
MAYAY PermissiPermission on probabiliprobability, general truths, ty, general truths, concession, good wishes concession, good wishes and cursesand curses M
MIGHTIGHT ProbabiliProbability, permission, ty, permission, suggestions, past tense of suggestions, past tense of may may S
SHALLHALL PredictiPredictions and ons and intentions, directintentions, directives, making offers and ives, making offers and seeking adviceseeking advice S
SHOULDHOULD Desires, possibilitiDesires, possibilities, sures, surprise, suggestions, thanking, prise, suggestions, thanking, conditiconditionsons W
WILLILL Future time, predictions, habitual events, requests and invitations, directives, disapproval,Future time, predictions, habitual events, requests and invitations, directives, disapproval, responding
responding W
WOULDOULD Volition, responding, hedging, requests, past of Volition, responding, hedging, requests, past of will will , future in the past, habitual actions and, future in the past, habitual actions and conditionals
conditionals MUST
4.1. Can 4.1. Can
The speaker uses modal verb
The speaker uses modal verb cancan when seeking for permission to do an activity (i.e.when seeking for permission to do an activity (i.e. CanCan we go to awe go to a party tomorrow?
party tomorrow? ); giving permission to do something (i.e.); giving permission to do something (i.e. YouYou cancan borrow my pen if you need it.borrow my pen if you need it. ) ) oror forbidding an action when used in negative form (i.e.
forbidding an action when used in negative form (i.e. YouYou can’t can’t take that toy. It’s your brother’s.take that toy. It’s your brother’s.) One of ) One of the most common uses of
the most common uses of cancan is to express ability. This is particularly so with verbs of perception andis to express ability. This is particularly so with verbs of perception and with mental process verbs (i.e.
with mental process verbs (i.e. II cancan see clearly now the rain is gone.see clearly now the rain is gone. // II can’t can’t understand why you haveunderstand why you have to keep on doing that!
to keep on doing that!) Moreover, when the speaker wants to make a statement which is a general) Moreover, when the speaker wants to make a statement which is a general truth,
truth, cancanis used, as in Germanis used, as inGerman cancan be a very difficult language to learnbe a very difficult language to learn. Finally, the modal verb. Finally, the modal verb cancan, is, is also used to indicate logical
also used to indicate logical possibility (i.e.possibility (i.e. How How cancan Laura be in LA already? Laura be in LA already? )) 4.2. Could
4.2. Could Modal verb
Modal verb couldcould is used to assess possibility or weak probability (i.e.is used to assess possibility or weak probability (i.e. We all We all could could be walking on thebe walking on the Moon in 20 years time.
Moon in 20 years time.), as well as when the speaker wants to advice someone (i.e.), as well as when the speaker wants to advice someone (i.e. WeWe could could go togo to London for our school trip.
London for our school trip. ) In the case of asking for permission,) In the case of asking for permission, couldcould is used when the speaker wantsis used when the speaker wants to sound more formal (i.e.
to sound more formal (i.e. Could Could I talk to you for a minute? I talk to you for a minute? )) Could
Could can also be used (with its perfect aspect) to refer to a disapproval or criticisms of someone orcan also be used (with its perfect aspect) to refer to a disapproval or criticisms of someone or something (i.e.
something (i.e. How could How could you do that to your friends? you do that to your friends? ) When referring to the past modal verb) When referring to the past modal verb cancanin ain a given past clause,
given past clause, couldcould can be used (i.e.can be used (i.e. II could could almost hear you.almost hear you.), but when dealing with actions that), but when dealing with actions that are achievements, the use of
are achievements, the use of was/were able towas/were able to is preferred (i.e. II was able tois preferred (i.e. was able to solve the mistery!solve the mistery!).). However, non-achievement
However, non-achievement can be expressed either by couldn’t or wasn’t/weren’t able to (i.e.can be expressed either by couldn’t or wasn’t/weren’t able to (i.e. Our teamOur team couldn’t
couldn’t / / was not able towas not able towin the match.win the match.)) 4.3. May
4.3. May In English,
In English, maymay is used when the speaker wants to grant, refuse or ask for permission to do a certainis used when the speaker wants to grant, refuse or ask for permission to do a certain action (i.e.
action (i.e. YouYou may may go now. /go now. / YouYou may may not say anything yet.not say anything yet. //May May I say something? I say something? ) In the case of ) In the case of expressing probability,
expressing probability, maymayis only used when the degree of probability is weak, that is to say, when theis only used when the degree of probability is weak, that is to say, when the speaker is not certain about a particular action (i.e.
speaker is not certain about a particular action (i.e. YouYou may may get your free pass if you get lucky.get your free pass if you get lucky. ) When) When may
may is used for expressing a general truth, it functions as the formal equivalent of is used for expressing a general truth, it functions as the formal equivalent of cancan and it is mainlyand it is mainly used in academic written English (i.e.
used in academic written English (i.e. WeWe may may concludeconclude that …that …) The construction may + well+ a clause) The construction may + well+ a clause starting with
starting with but but indicates a meaning of concession (i.e.indicates a meaning of concession (i.e. YouYou may well may well say that you want to do it,say that you want to do it, but but II don’t believe you
don’t believe you.) Finally, a wish can be expressed with.) Finally, a wish can be expressed with maymayin formal occasions (i.e.in formal occasions (i.e. May May the Force bethe Force be with you.)
4.4. Might 4.4. Might
The most common use of the modal verb
The most common use of the modal verb mightmight is to express probability. It expresses the sameis to express probability. It expresses the same probabilit
probability y asasmaymaybut it is more tentative (i.e.but it is more tentative (i.e. II might might finally buy that shirt I told you about finally buy that shirt I told you about .) When used.) When used to ask for permission,
to ask for permission, mightmight is only used in formal occasions (i.e.is only used in formal occasions (i.e. Might Might I speak to John, please? I speak to John, please? ). In). In sentences that are reported speech,
sentences that are reported speech, mightmightis used as the past form of is used as the past form of maymay(i.e.(i.e. He said it might happenHe said it might happen anytime soon.
anytime soon.) Finally, when) Finally, when mightmight goes together with “like” or “want”, it expresses a sense of goes together with “like” or “want”, it expresses a sense of politepolite advice or suggestion (i.e.
advice or suggestion (i.e. YouYou might want might want to think about it.to think about it.))
An important fact to bear in mind is that regarding probability and permission,
An important fact to bear in mind is that regarding probability and permission, mightmight is a more indirectis a more indirect alternative to
alternative tomaymay.. 4.5. Shall 4.5. Shall The modal verb
The modal verb shallshall is a very formal equivalent of is a very formal equivalent of willwill, but it is much less frequent. It can be used to, but it is much less frequent. It can be used to make predictions or announce intentions with a first person subject (i.e.
make predictions or announce intentions with a first person subject (i.e. WeWe shall shall never forget our never forget our origins
origins). The negative form of ). The negative form of shallshall, which is, which isshall notshall notoror shan’tshan’t is used for the same purpose, although isis used for the same purpose, although is rarely used. It is also rare to use
rarely used. It is also rare to use shallshall for directives, but there are some examples in very formalfor directives, but there are some examples in very formal occasions (i.e.
occasions (i.e. This door This door shall shall be closed be closed ). However, the most usual use of ). However, the most usual use of shallshall is to ask for advice (i.e.is to ask for advice (i.e. What
What shall shall I do?)I do?) or to suggest something (i.e.or to suggest something (i.e. Shall Shall we give him our present? we give him our present? ).). 4.6. Should
4.6. Should The modal verb
The modal verb shouldshould can be used to indicate the speaker’s feelingscan be used to indicate the speaker’s feelings on what he/she thinks should beon what he/she thinks should be right (i.e.
right (i.e. I think the government I think the government should should stop giving money away stop giving money away ). It is also frequent to use). It is also frequent to use shouldshould inin cases where the speaker wants to state the possibility of one thing to happen (i.e.
cases where the speaker wants to state the possibility of one thing to happen (i.e. SheShe should should be back be back soon
soon).). It also can be used to express the speaker’sIt also can be used to express the speaker’s surprise for some kind of action or even to show asurprise for some kind of action or even to show a certain disbelief in a certain unexpected action (i.e.
certain disbelief in a certain unexpected action (i.e. I’m really impressed that sheI’m really impressed that she should should cope with thecope with the situation that brilliantly
situation that brilliantly ).).ShouldShould also expresses suggestion (i.e.also expresses suggestion (i.e. YouYou should should stop smoking straight away stop smoking straight away ).). When used in the negative form,
When used in the negative form, shouldn’tshouldn’t, together with, together with havehave, the speaker can express gratitude for, the speaker can express gratitude for something he /she receives (i.e.
something he /she receives (i.e. Thank you very much for the Thank you very much for the present. You really present. You really shouldn’t have). Finally,shouldn’t have). Finally, in formal contexts
in formal contexts shouldshould is used to indicate a hypothetical conditional action. It appears in theis used to indicate a hypothetical conditional action. It appears in the if if clauseclause and it expresses a possibility (i.e.
and it expresses a possibility (i.e. If youIf you should should need me, please just call meneed me, please just call me). On the other hand, subject-). On the other hand, subject-verb inversion with
verb inversion with shouldshould can occur instead of can occur instead of if if also in formal situations (i.e.also in formal situations (i.e. Should youShould you need further need further information, please do not hesitate to contact us
information, please do not hesitate to contact us).). 4.7. Will
Since English does not have an inflected form of the verb to state the future, a way to express the future Since English does not have an inflected form of the verb to state the future, a way to express the future is by using the verb
is by using the verb willwill. (i.e.. (i.e. The general electionThe general election will will take place on January 15take place on January 15thth the next year the next year ). Modal). Modal verb
verb willwill is also used to make a prediction when the speaker is not sure or has no certainty (i.e.is also used to make a prediction when the speaker is not sure or has no certainty (i.e. I think I think we
we will will probably go to Ireland for our next holiday probably go to Ireland for our next holiday ). Moreover, it can also be used when the prediction). Moreover, it can also be used when the prediction becomes a deduction about the present situation (i.e.
becomes a deduction about the present situation (i.e. That That will will be Sam knocking at the door be Sam knocking at the door ) or even) or even when the action always happens (i.e.
when the action always happens (i.e. BabiesBabies will will cry when they’re hungry cry when they’re hungry ).). WillWill can also be used tocan also be used to express habitual events, which refer to usual repeated actions (i.e.
express habitual events, which refer to usual repeated actions (i.e. OnOn a Friday night we’ a Friday night we’ ll ll go out and go out and we’
we’ ll ll spend the night dancing and laughingspend the night dancing and laughing ). When the speaker wants to ask for something or wants to). When the speaker wants to ask for something or wants to invite someone,
invite someone, willwill is also used (i.e. Will is also used (i.e.Will you bring me the water, please? you bring me the water, please? // Will Will you marry me? you marry me? ). The). The negative form
negative form won’twon’t is used when the speaker wants to sound more polite (i.e.is used when the speaker wants to sound more polite (i.e. Won’t Won’t you take a sit? you take a sit? ). In). In addition,
addition, willwillis used in a subject-verb inversion to show a strong directive (i.e.is used in a subject-verb inversion to show a strong directive (i.e. Will Will you stop making that you stop making that noise!)
noise!). When other people or oneself continue doing an annoying action, the disapproval can be. When other people or oneself continue doing an annoying action, the disapproval can be expressed with
expressed with willwill (i.e.(i.e. My studentsMy students will will start talking every time I try to explain somethingstart talking every time I try to explain something). Finally,). Finally, when the speaker wants something to happen with an object or when this object does not respond to when the speaker wants something to happen with an object or when this object does not respond to the speaker’s intentions,
the speaker’s intentions, willwillcan be used to express her/his feelings (i.e.can be used to express her/his feelings (i.e. My computer My computer w w on’t on’t start start ).). 4.8. Would
4.8. Would In past situations,
In past situations, wouldwould can be used to express volition (i.e.can be used to express volition (i.e. My brother My brother would would always be there for mealways be there for me).). Similar to the case of responding with modal verb
Similar to the case of responding with modal verb willwill,, wouldn’twouldn’tcan be used to express how somethingcan be used to express how something did not respond to the
did not respond to the speaker’s intervention in the past (i.e.speaker’s intervention in the past (i.e. It was time to leave but my parentsIt was time to leave but my parents wouldn’t
wouldn’t let us go without a last huglet us go without a last hug).). When used with verbs such as “advise”, “imagine” and “think”When used with verbs such as “advise”, “imagine” and “think” the use of
the use of wouldwould hedges the situation (i.e.hedges the situation (i.e. The total amount would be 7,000 €, IThe total amount would be 7,000 €, I would would think think ). In). In requests, in order to sound more polite than with
requests, in order to sound more polite than with willwill,, wouldwould is used (i.e.is used (i.e. Would Would you bring me theyou bring me the menu?
menu? ). In reported speech,). In reported speech, wouldwouldcan express the past tense of can express the past tense of willwill(i.e.(i.e. My sister confirmed sheMy sister confirmed she would would pick up the dress herself
pick up the dress herself ). Moreover, when the speaker looks forward in time from a point in the past,). Moreover, when the speaker looks forward in time from a point in the past, that is to say, referring to the future in the past,
that is to say, referring to the future in the past, wouldwould is used (i.e.is used (i.e. After buying my ticket, IAfter buying my ticket, I would would continue my journey
continue my journey ). Usually used in narrative style,). Usually used in narrative style, wouldwould can occur when describing a past habit, ancan occur when describing a past habit, an action or event which was repeated several times (i.e.
action or event which was repeated several times (i.e. When I was a child, IWhen I was a child, I would would go to the park every go to the park every afternoon
afternoon). Finally, modal verb). Finally, modal verb wouldwould is used with type two conditional sentences (i.e.is used with type two conditional sentences (i.e. If I won theIf I won the lottery, I
lottery, I would would travel around the world travel around the world ) and type three conditional sentence) and type three conditional sentences (i.es (i.e.. If I had studied mIf I had studied more,ore, II would would have passed the examhave passed the exam).).
4.9. Must 4.9. Must Modal verb
Modal verb mustmust can be used when deducing something from a certain action or words (i.e.can be used when deducing something from a certain action or words (i.e. It It must must bebe her calling again
her calling again). It is also used in a context where the speaker wants to convey a strong obligation (i.e.). It is also used in a context where the speaker wants to convey a strong obligation (i.e. You
my place to see my new furniture
my place to see my new furniture).). MustMust and its negative formand its negative form must notmust not// mustn’tmustn’t indicate laws andindicate laws and rules to follow or prohibitions (i.e.
rules to follow or prohibitions (i.e. All passengersAll passengers must must show they ID card arrival gateshow they ID card arrival gate ). Finally, used in). Finally, used in the interrogative form,
the interrogative form, mustmustexpresses a reproach from the speaker (i.e.expresses a reproach from the speaker (i.e. Why Why must must she always do thoseshe always do those annoying sounds?
annoying sounds? ).).
4.10. Semi-modal verbs 4.10. Semi-modal verbs
Semi-modal verbs share some characteristics of modal verbs and some lexical verbs. They are Semi-modal verbs share some characteristics of modal verbs and some lexical verbs. They are sometimes called
sometimes called marginal marginal modal verbs.modal verbs.DareDareandandneedneed can function both as modal and as lexical verbs,can function both as modal and as lexical verbs, but not
but notought toought toororused toused to.. The semi-modal
The semi-modal daredare frequently occurs in negative and interrogative clauses. As a semi-modal, it isfrequently occurs in negative and interrogative clauses. As a semi-modal, it is followed by an infinitive without
followed by an infinitive without toto, like all other modal verbs. On the other hand, the negative form of , like all other modal verbs. On the other hand, the negative form of this verb can be formed with
this verb can be formed with daren’tdaren’t or with the primary auxiliary verbor with the primary auxiliary verb dodo. However, when used as a. However, when used as a lexical verb,
lexical verb,daredarecan be inflected and followed by an infinitive withcan be inflected and followed by an infinitive with toto.. Examples:
Examples: DareDare you look into my eyes like that? you look into my eyes like that? (Semi-modal verb)(Semi-modal verb) I think he’ll finally get it if
I think he’ll finally get it if hehe dares todares to make a first statement.make a first statement. (Lexical verb)(Lexical verb) The marginal modal verb
The marginal modal verb needneed can express different types of modality. It indicates lack of obligation incan express different types of modality. It indicates lack of obligation in negative statements, and it has no past equivalent when it functions as a semi-modal verb. If
negative statements, and it has no past equivalent when it functions as a semi-modal verb. If needneed hashas to be used in the past, it becomes a lexical verb and it expresses lack of obligation in the past (i.e. to be used in the past, it becomes a lexical verb and it expresses lack of obligation in the past (i.e. II didn’t need
didn’t need to go to the bank to go to the bank ). On the other hand, it can also be used as a future in the past action.). On the other hand, it can also be used as a future in the past action. When the speaker uses
When the speaker uses needn’tneedn’t plusplushavehavepluspluspast participlepast participle, he/she is referring to a past action which, he/she is referring to a past action which the speaker believes that was unnecessary; although it was done (i.e.
the speaker believes that was unnecessary; although it was done (i.e. They tell me now IThey tell me now I needn’t haveneedn’t have stayed
stayed at the hotel because John lives thereat the hotel because John lives there).). The meanings and uses of
The meanings and uses of ought toought toare the same as with modal verbare the same as with modal verb shouldshould. The main difference lies on. The main difference lies on the fact that in English the particle
the fact that in English the particle toto is used afteris used afteroughtought, reason why it is called a semi-modal. However,, reason why it is called a semi-modal. However, it is more likely to find
it is more likely to findshouldshouldin questions, becausein questions, becauseought toought tois very formal.is very formal. The last semi-modal is
The last semi-modal isused toused to, which is exclusively used in the past tense. It refers to past actions which, which is exclusively used in the past tense. It refers to past actions which were usual but are no longer true (i.e.
were usual but are no longer true (i.e. II used toused to play tennis when I was younger play tennis when I was younger ). The negative form of ). The negative form of this verb can be
this verb can be used not toused not to in formal contexts (i.e.in formal contexts (i.e. The Prime Minister The Prime Minister used not toused not to make mistakesmake mistakes before the elections
before the elections) or) or didn’t use(d) todidn’t use(d) to in more frequent occasions (i.e.in more frequent occasions (i.e. WeWe didn’t use(d) todidn’t use(d) to play tennisplay tennis when we were young
5.
5. Conclusion: appliance to the ESL classroomConclusion: appliance to the ESL classroom
The different verbal paradigms dealt with in this unit are so relevant to the learning of a foreign The different verbal paradigms dealt with in this unit are so relevant to the learning of a foreign language since differences between the vocabulary rela
language since differences between the vocabulary rela ted to modal verbs of the learner’s nativeted to modal verbs of the learner’s native language (L1) and that of the foreign language (L2) may lead to several problems, such as the incorrect language (L1) and that of the foreign language (L2) may lead to several problems, such as the incorrect use of verbal tenses, especially because of the syntactic, morphological, and semantic process implied in use of verbal tenses, especially because of the syntactic, morphological, and semantic process implied in these categories.
these categories.
According to Thomson & Martinet (1986), a European student may find specially troublesome the use of According to Thomson & Martinet (1986), a European student may find specially troublesome the use of verbal tenses, and particularly modal and auxiliary verbs, when communicating in English, since the verbal tenses, and particularly modal and auxiliary verbs, when communicating in English, since the student first has to know the specific constructions a verb needs or not and, second, which modal verb student first has to know the specific constructions a verb needs or not and, second, which modal verb to use when certain situations are given depending on the context (possibility, deduction, advice, and so to use when certain situations are given depending on the context (possibility, deduction, advice, and so on) and on top of that how to place adverbs in this type of structures.
on) and on top of that how to place adverbs in this type of structures.
In the Catalan curriculum, the use of modal and auxiliary verbs is envisaged from early stages of ESO in In the Catalan curriculum, the use of modal and auxiliary verbs is envisaged from early stages of ESO in the use of simple modal verbs (can, must, should) to talk about students’ everyday lives or any specific the use of simple modal verbs (can, must, should) to talk about students’ everyday lives or any specific topic, up to the higher stages of Batxillerat, towards more complex verbal forms, such as modal verbs topic, up to the higher stages of Batxillerat, towards more complex verbal forms, such as modal verbs plus perfective infinitive for deduction (i.e.
plus perfective infinitive for deduction (i.e. He must have gone out He must have gone out ), past habits (i.e.), past habits (i.e. He got used toHe got used to listening to classical music
listening to classical music) and above all, idiomatic expressions in certain modal idioms (i.e.) and above all, idiomatic expressions in certain modal idioms (i.e. I’d rather I’d rather stay with you tonight
stay with you tonight .).)
The correct expression of auxiliary verbs (modal and primary), is currently considered to be a central The correct expression of auxiliary verbs (modal and primary), is currently considered to be a central element in communicative competence and in the acquisition of a second language, since students must element in communicative competence and in the acquisition of a second language, since students must be able to use and distinguish these forms in their everyday life in many different situations.
be able to use and distinguish these forms in their everyday life in many different situations.
Therefore, it is a fact that the student must be able to handle the use of these verbs in order to be Therefore, it is a fact that the student must be able to handle the use of these verbs in order to be effect
effectively and highly communicative in the classroom and in real life ively and highly communicative in the classroom and in real life situations. The situations. The expressexpression of theseion of these verbal paradigms in form and function proves highly frequent in our everyday speech, and verbal paradigms in form and function proves highly frequent in our everyday speech, and consequently, we must encourage our students to have a good managing of it.
consequently, we must encourage our students to have a good managing of it. 6. Bibliography
6. Bibliography
Greenbaum, S. and Quirk, R. (1973)
Greenbaum, S. and Quirk, R. (1973) A University Grammar of EnglishA University Grammar of English. Longman.. Longman. Greenbaum, S. and Quirk, R. (1990)
Greenbaum, S. and Quirk, R. (1990) A Student’s Grammar of the English LanguageA Student’s Grammar of the English Language LongmanLongman Group, UK Limited.
Group, UK Limited. Thomson, A.J. & Martinet, A. V. (1986)
