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SEMANTIC IMPLICATIONS OF THE USES OF MODAL AUXILIARIES AMONG 100 LEVEL STUDENT OF ENGLISH DEPARTMENT

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[icon type=”icon-pencil”]: SEMANTIC IMPLICATIONS OF THE USES OF MODAL AUXILIARIES AMONG 100 LEVEL STUDENT OF ENGLISH DEPARTMENT
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This study, SEMANTIC IMPLICATIONS OF THE USES OF MODAL AUXILIARIES AMONG 100 LEVEL STUDENT OF ENGLISH DEPARTMENT contains concise information that will serve as a framework or guide for your project work. The project study is well-researched for academic purposes and are usually provided in complete chapters with adequate References.

Keywords: SEMANTIC IMPLICATIONS OF THE USES OF MODAL AUXILIARIES AMONG 100 LEVEL STUDENT OF ENGLISH DEPARTMENT

RESEARCH BODY

ABSTRACT

The project focused on semantic analysis of the use of modal auxiliary verbs among 100 level students of Federal college of education, Abeokuta as a case study. Linguistic researchers like those of Palmer (1979), Lyons (1977) and Quirk et al (1972) have focused on various aspects of modal auxiliaries such as classifications, types and their functions.None, to the best of our knowledge has focused on the semantic implications of modal auxiliary verbs uses among Colleges of Education students. The researcher employed survey research design and test to elicit responses from fifty students in order to find out the way the students make use of modal auxiliary verbs such as: ‘Can’, ‘Could’, will, would, shall/should, may, might and must.The data collected were analyzed using simple percentage to prove the hypothesis formulated. The result of the findings was divided into two; the sectional performance and total performance. The sectional performance revealed that, the percentage of respondents who had good knowledge and use range from 50% to 100% this percentage reveals that most of the students know how to make appropriate use of modal auxiliary.The total performance of male respondents compared with their female counterparts revealed that the female respondents performed better than the male respondents.The study concluded that the students should be exposed more to the use of modal auxiliaries.

CHAPTER ONE

1.1       BACKGROUND TO THE STUDY

This research sets out to shed light on the semantic implications of the uses of modal auxiliaries among Federal College of Education English Students.

Modal Auxiliaries include: Will/Would, Can/Could, Shall, should, must, may/might and ought to. The research aims purposely to pinpoint the mistakes that students make in using modal auxiliaries and to discover the proper methods that will help them to improve their performances.

1.1.1    Modal Auxiliaries

A modal is a verb that combines with another verb to indicate mood or tense. It is known as (Modal Auxiliaries). It express ability, necessity, probability, uncertainty or permission etc.Examples of Modal verbs are: can /could, may / might, shall, should, must, ought, will and would

1.1.2    Semantic Analysis of Modal Auxiliaries

Semantic component of the modal auxiliaries has to the with the study of words of phrases; it gives a deep structure of how they are combine to provide meaning for the sentence as a while. It also seeks to convey and classify human experience through language.

However, it can be said that semantic component depends upon the synthetic component for instance, unless one arranges ‘’Old several bucket rusty metal’’ in the conventional English way, no meaning is communicated by the individual words of this structure so; several old, rusty, metal, buckets arranged this way, becomes meaningful.

1.1.3    Characteristics of Modal Auxiliaries

  1. It takes negation directly.

(Can’t, must not)e.g. I can’t do the work alone.

  1. They do not take an – s in the third person singular

You cannot say he cans or she wills.

  1. They without ‘to’ if you want to pass the exam
  2. In most cases they functions like auxiliaries for questions and negatives.

E.g. can you speak louder, please? No, I cannot speak louder.

1.1.4    Modal Auxiliary Verbs

The table below shows the different usage forms of modal auxiliary verbs presented under the following headings.

  • Present tense
  • Negative forms
  • Past tense
  • Duty in a sentence
Present T Negative form Past t Duty in sentence
Ought to Ought not to ————- Advice
Dare Dare not ————- Challenge
Need Need not —————- Advice
Will Will not Would Assurance / promise
Shall Shall not Should Assurance
May May not Might Probability
Can Cannot Could ability
Must Must not ———– Order

1.2       STATEMENT OF THE PROBLEM

The aim of this research was to find out the semantic implications of the uses of modal auxiliaries among 100 level students of English department in Federal College of Education, Abeokuta.

Many research works have been done by notable scholars.For instance, Todd (2002) says that the modal auxiliaries are a set of nine auxiliaries: “can/could, will/would, shall/should, May/Might and Must” i.e. he exclude “ought to and used to”.According to Crystal (1980), these types of auxiliaries are verbs which display some but not all the properties of the auxiliary class. These types of auxiliaries include ‘dare’ and ‘need’ modal auxiliaries are more than nine and ought to, used to,dare and need should be included. They also perform same functions that the others perform, for instance; they convey meaning on their own and can be used in present tense etc. as far as the present study is concerned, the researcher takes a look at the implications of the uses of these modal auxiliaries among students of Colleges of Education. This makes the present study different from earlier studies which had other focuses.

1.3       AIMS AND OBJECTIVES

The aim of the study of semantic analysis of modal auxiliaries is to expatiate the semantic structure of modal auxiliaries and also to pin point the difficulties the students face in their use.

The specific objectives are; to

  1. Discuss the meaning of the modal auxiliaries through intensive explanation: giving the meaning of the auxiliaries
  2. Bringing out the various uses of modal auxiliaries with the analysis of semantic structure of classifications
  3. Reveal those common problematic areas and show how their misuse hinders effective communication.

1.4       RESEARCH QUESTIONS

  1. To what extent can modal auxiliaries be analyzed through the semantic structure?
  2. How do modal auxiliaries help in the construction of simple sentence?
  3. What types of classification of modal auxiliaries are most used by teachers and students in the study area?

1.5       SCOPE OF THE STUDY

The scope of this study is limited to selected students Federal College of Education Osiele, Abeokuta.

The study is based entirely on the problems of the use of English Modal Auxiliaries among NCE students.

This study will also estimate the degree at which students apply the semantic rules concerning the use of modal auxiliaries

1.6       SIGNIFICANCE OF THE STUDY

This study will point out the various uses of modal auxiliaries at the semantic levels.

Ts study will also contribute to existing knowledge on the importance of grammaticality and acceptability of the English auxiliaries in communication and how the abuse can pose a threat to effective communication among the students and their teachers.

1.7       BASIC ASSUMPTIONS

In this study, the following will be assumed;

  1. The administering of test to students in this study will reveal the actual performance of students.
  2. The sample to be used for the study will represent the population as it has similar characteristics in common.
  3. Modal auxiliaries plays a vital role in the construction of simple and correct English.

1.8       DEFINITION OF TERMS

  • SEMANTIC: This is the study of words and phrases, and how the words and phrases can be combined to provide meaning for the sentence as a whole.
  • ANALYSIS: The detail or structure of a particular aspect especially by separating it into its parts in order to understand it more.
  • MODAL: These are called verb makers sometimes, because they signal that a verb is about to follow. They give special meaning when they precede verb stems and express; probability, necessity, certainty, ability, permission, willingness, obligation etc.
  • AUXILIARIES VERBS: The auxiliary verbs are known as the helping verbs. They help the main verb in the sentence by telling us more about its tense.
  • It is divided into primary Auxiliaries and Modal Auxiliaries.
Keywords: SEMANTIC IMPLICATIONS OF THE USES OF MODAL AUXILIARIES AMONG 100 LEVEL STUDENT OF ENGLISH DEPARTMENT


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Keywords: SEMANTIC IMPLICATIONS OF THE USES OF MODAL AUXILIARIES AMONG 100 LEVEL STUDENT OF ENGLISH DEPARTMENT

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