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Abstract
This study aims at investigating the extent to which modals are presented in Action Pack Ten, Eleven, and Twelve in terms of variety in meaning, distribution, and activities which teach students modals and how these activities are effective. The researchers adopt content analysis method to answer the question of the study. The unit of analysis is the modal verb in Action Pack Ten, Eleven, and Twelve. They categorized modals in terms of the type of modality they express into: modals that indicate deontic modality, modals that indicate epistemic modality, and modals that indicate dynamic modality. Each category will be subcategorized according to the specific meaning it indicates such as: possibility, ability, permission, obligation, and advisability. The findings of the study revealed that the most dilemmatic issue in teaching modals is their meanings due to the fact that students are, sometimes, overwhelmed by the idea that there is only one meaning for each modal whatever it occurs in different contexts. Thus, they should be acquainted with the opposite idea, i.e., each modal has more than one meaning according to the context it occurs in.
Key Words: content analysis, modals, Action Pack Ten, Eleven, Twelve, meaning, distribution, and activities, effective methods in teaching modals
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References
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Nuyts, J., Byloo, P., & Diepeveen, J. (2010). On deontic modality, directivity, and mood: The case of Dutch mogen and moeten. Journal of Pragmatics, 42(1), 16-34. doi:10.1016/j.pragma.2009.05.012
Vethemani, M.E., Abdul Manaf, U., &Akbari, O. (2009). Students' use of modals in narrative compositions: Forms and functions. English Language Teaching, 1(1) DOI: 10.5539/elt.v1n1p61
References
teacher's course. Rowley: Newbury House Publisher Inc.
Collins, P. (2014). Quasi-modals and modals in Australian English fiction 1800-1999, with comparisons across British and American English. Journal of English Linguistics, 42(1), 7-30. doi:10.1177/0075424213512857
Depraetere, I. (2014). Modals and lexically-regulated saturation. Journal of Pragmatics, 71, 160-177. doi:10.1016/j.pragma.2014.08.003
Haines, S. (2008-2009). Action Pack Ten/Student's Book. London: York Press.
- (2010-2011). Action Pack Eleven/ Student's Book. London: York Press.
- (2010-2011). Action Pack Twelve/ Student's Book. London: York Press.
Khalil, Aziz. (1999). A Contrastive Grammar of English and Arabic .Jordan: Jordan
Book Center.
Palmer, F.R. (1987). Modality and the English Modals. 3rd Edition. London: Longman Group Ltd.
Palmer, F.R. (1990). Modality and the English Modals 2nd Edition .London: Longman
Group Ltd.
Small, L. (2010). Modal verbs and recommendation for effective Presentation.
In http://www.adm.fukuoka-u.ac.jp
Thompson, Michael. (2002). Helping students with modals in the internet. TESL Journal,8(9)retrivedfromhttp://iteslj.org/http://www.eslflow.com/Modalslessonplans.htm
Mukundan, J., Anuar bin Saadullah, K., Binti Ismail, R., & Hairunnisa binti Jusoh Zasenawi, N. (2013). Malaysian ESL students' syntactic accuracy in the usage of English modal verbs in argumentative writing. English Language Teaching, 6(12). doi:10.5539/elt.v6n12p98
Nuyts, J., Byloo, P., & Diepeveen, J. (2010). On deontic modality, directivity, and mood: The case of Dutch mogen and moeten. Journal of Pragmatics, 42(1), 16-34. doi:10.1016/j.pragma.2009.05.012
Vethemani, M.E., Abdul Manaf, U., &Akbari, O. (2009). Students' use of modals in narrative compositions: Forms and functions. English Language Teaching, 1(1) DOI: 10.5539/elt.v1n1p61