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Modals, Speech Acts and (Im)Politeness: Interactions in Shakespeare’s Plays

100%
Nakayasu M.
Studia Anglica Posnaniensia
|
2013
|
vol. 48
|
issue 4
5-33
EN
This paper accounts for how modals are interrelated with speech acts and (im)politeness, to offer a new perspective to the interactions in Shakespeare’s plays. A variety of strategies to save or attack the hearer’s positive or negative face are taken into account within the frameworks of Brown & Levinson (1987) and Culpeper (1996), and the interplay between these strategies is observed in relation to the modals. Furthermore, this study analyses how speech acts performed with the aid of modals are associated with (im)politeness strategies, based on the inventory of speech acts proposed by Nakayasu (2009). It has been shown that there are more strategies to save or attack the hearer’s positive face in Shakespeare which are employed with the use of modals. The analysis reinforces the proposal by Kopytko (1993, 1995) that social interactions in Shakespeare’s time were positive politenessoriented, going further to extend the analysis to impoliteness, and suggests the interrelated nature of modality, speech acts and (im)politeness.
2
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Arab EFL Learners' Acquisition of Modals

100%
Saeed A.
Research in Language
|
2009
|
vol. 7
75-98
EN
This paper investigates Arab EFL learners' acquisition of modal verbs. The study used a questionnaire, which comprises two versions, testing students' mastery of modals at the levels of both recognition and production. The questionnaire was distributed to 50 English major university students who had studied English for 12-14 years and who had scored 500 or more on the TOEFL. The findings of the study show that the overall performance of the subjects in the study was quite low. The study established a hierarchy of difficulty and identified the major causes of difficulty in the use of modals.
3
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Arab EFL Learners’ Acquisition of Modals

100%
Saeed A. T.
Research in Language
|
2009
|
vol. 7
75-98
EN
This paper investigates Arab EFL learners’ acquisition of modal verbs. The study used a questionnaire, which comprises two versions, testing students’ mastery of modals at the levels of both recognition and production. The questionnaire was distributed to 50 English major university students who had studied English for 12-14 years and who had scored 500 or more on the TOEFL. The findings of the study show that the overall performance of the subjects in the study was quite low. The study established a hierarchy of difficulty and identified the major causes of difficulty in the use of modals.
4
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Some Remarks on Shall’s and a Hypothesis of its Origin

88%
Tomaszewska M.
Anglica. An International Journal of English Studies
|
2016
|
issue 25/3
147-162
EN
The present study focuses on the origin of the idiom shall’s ‘shall we’ in two corpora: the online database The Collected Works of Shakespeare and a corpus of Ben Jonson works compiled on the basis of online html texts linked to the webpage Luminarium: Anthology of English Literature. The Works of Ben Jonson. The paper discusses available accounts of the issue offered by late nineteenth and early twentieth century linguists and juxtaposes them with new findings and observations. The author analyzes data concerning shall’s, shall us, shall we, let’s and let us to suggest a new hypothesis on the potential rise of shall’s, i.e. that the idiom resulted from a blending of shall we and let’s.
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