The use of english modals by first-year students of the department of anglophone studies

• INTRODUCTION
  
  • I.1 - THE ORIGIN AND HISTORICAL VAGARIES OF THE TERM «PRAGMATICS» ACCORDING TO LEVINSON ( 1983)
    
  • I.2 - DEFINITION OF PRAGMATICS
    
  • I.3 - PRAGMATICS AND DISCOURSE CONTEXT
    
  • I.3.1 - Pragmatic reference
    
  • I.3.2 - Pragmatic presupposition
    
  • I.3.3 - Implicature
    
  • I.3.4 - Inference
    
  • I.3.5 - Speech act theory
    
  • I.4 - THE CONTEXT OF SITUATION
    
  • I.5 - MODALITY
    
  • I.5.0 Introduction
    
  • I.5.1 - Defining modality
    
  • I.5.2 - Forms and uses of modals
    
• CONCLUSION
  
• II.1 - APPROACH
  
• II.2 - DATA COLLECTION TECHNIQUES AND INSTRUMENTS
  
• II.3 - SAMPLING
  
• II.4 - PROBLEMS ENCOUNTERED IN THE FIELD AND SOLUTIONS PROVIDED
  
• II.5 - DATA ANALYSIS PROCEDURE
  
• III.1 - FINDINGS FROM THE IDENTIFICATION ITEMS
  
• III.2.1 - Meaning Recognition
  
• III.2.2 - Modal Production
  
• III.3 - PROBABLE SOURCES OF MODAL MISUSE AND MISUNDERSTANDING
  
• IV.1 - THE RATIONALE OF MODALS TEACHING AND LEARNING
  
• IV.2 - SOME SUGGESTIONS IN TEACHING MODALS
  
• IV.2.3 - Explain the differences between the kinds of meanings
  
• IV.2.4- Encourage the use of modals
  
• CONCLUSION