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Modality & Discourse Analysis and Phonology (Pronunciation) : Carmen Anahis Rdz. Cervantes Sarai Altamirano Altamirano

The document discusses modality, discourse analysis, and phonology. It defines modality as the expression of possibility, certainty, obligation, and other attitudes. It notes that modality is expressed not just through modal verbs but also lexical words. Discourse analysts have shown that modality is fundamental in creating discourse. The document also discusses phonology, specifically phonemes - the smallest units of sound that distinguish meaning. It describes how phonemes are articulated and can be presented in isolation, words, or contrasting pairs for language learning. Assimilation and elision are discussed as common phonological processes where sounds change in connected speech.

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61 views

Modality & Discourse Analysis and Phonology (Pronunciation) : Carmen Anahis Rdz. Cervantes Sarai Altamirano Altamirano

The document discusses modality, discourse analysis, and phonology. It defines modality as the expression of possibility, certainty, obligation, and other attitudes. It notes that modality is expressed not just through modal verbs but also lexical words. Discourse analysts have shown that modality is fundamental in creating discourse. The document also discusses phonology, specifically phonemes - the smallest units of sound that distinguish meaning. It describes how phonemes are articulated and can be presented in isolation, words, or contrasting pairs for language learning. Assimilation and elision are discussed as common phonological processes where sounds change in connected speech.

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altamirano altamirano
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Modality & Discourse

analysis
and phonology
(pronunciation)

Carmen Anahis Rdz. Cervantes


Modality
Modality is often thought of as the
providence of the closed class of modal verbs
(must, can, will, may, etc.) and treated as part
of the grammar of English, but a large number
of ‘ lexical’ words (nouns , adjectives, verbs
and adverbs) carry the same or similar
meanings to the modal verbs.
Two notable studies of modality in large
amounts if discourse, Holmes(1983) and
Hemeren (1978), show a wide range of uses of
the traditional class of modal verbs and of a
vocabulary of lexical items carrying modal
meanings, from the classic epistemic
modality ( concerned with degrees of certainly
and possibility) to the root modalities
( volition, permission, obligation).
The vocabulary of modality includes verbs
such as appear, assume, doubt, guess, look as
if, suggest, think, adverbs such as actually,
certainly, inevitably, obviously, possibly, and
nouns and objectives related to them.
All words carry important information about
the stance and attitude of the sender to the
message; they are concerned with assertion,
tentativeness, commitment, detachment and
other crucial aspects of interpersonal
meaning.
Discourse analysts have demostrated that
modality is fundamental in the creation of
discourse; all messages choose some degree
of modality, even if it is only to make a neutral
choice of bald assertion .
Example :
The cat sat on the mat.

As compared with the heavily moralized.

I suppose it’s possible the cat just may have sat


on the mat.
Activity
Please answer reader activity 7 in your book
on page 86.
3.9 Conclusion
The study of vocabulary in discourse is
concerned with patterns in text generated by
the vocabulary relations that are found over
clause and sentence boundaries, the role of
certain words in organizing discourses and
signaling their structure, and the relationship
between these features of textually and the
register of the end product.
Students can be encouraged to collect items
along discourse- functional lines, something
which becomes more and more important as
they embark on composition writing and
argumentation in general,and something
which can offer an organised backdrop in
learning areas normally left to organize
themselves.
Discourse analysis and
phonology

The most exciting developments in the


analysis of discourse have been in intonation
studies rather than at the segmental level
(the study of phonemes and their articulation)
Pronunciation
Traditional pronunciation teaching has found its
strength in the ability of linguists to segment
the
sounds of language

Phonemes
When used in the construction of words.

Produce meaningful contrasts with other


words.
The position and manner of articulation of
phonemes in
a language like English are well described and
can be
presented in language classes either:

Isolated sounds
In words
In contrasting pairs of words or in minimal
contexts
Assimilations

Elisions
Assimilation
Is a common phonological process by which
the phonetics of a speech segment becomes
more like that of another segment in a word

Ex: "don't be silly"


Elisions
Elision is the omission of one or more sounds
(such as a vowel, a consonant, or a whole
syllable) in a word or phrase, producing a
result that is easier for the speaker to
pronounce. Sometimes, sounds may be elided
for euphonic effect.

Ex. Most man


Read activity 1
pg.89

Assimilation and elision


Conclusion
Some aspects of the teaching of
pronunciation has been the relationship
between phoneme articulation and other,
broader features of connected speech

 Include voice-setting features which are


difficult to tackle, and are largely ignored in
present day teaching materials, but advice to
learners on typical setting of the speech
organs that give each language.

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