001 21316
002 7
004 18E35B14-B07D-4F4B-A13C-FAAE8278DF02
005 201809131342
008 081223s2017||||vm|#################vie#d
009 1 0
039 ## $a20180913134223 $bminhkhue $y20180517103427 $zhonghanh
082 ## $a420 $bTR-H
100 $aTrần, Thị Hồng
245 ## $aEpistemic modality in English with reference to the Vietnamese equivelents / $cTrần Thị Hồng; GVHD: Ho Ngoc Trung
260 ## $aH. : $bViện Đại Học Mở Hà Nội, $c2017
300 ## $a62tr. ; $cA4
520 ## $aIt can not be denied that modality, which is normally classified into deotic modality and epistemic modality, plays an important role in English language. While deontic modality expresses the obligation or necessity, epistemic modality adds different degree of certainty to the speakers’ attitude, belief and commitment to the realis. Besides, epistemic modality challenges both speakers and listeners in their communicative strategy such as politeness or hedges. Owning to the intergral part of epistemic modality in English, the study is chosen to investigate epistemic modality in both terms of semantic and syntactic features. However, the semantic meaning and syntactic features of epistemic modality are not accessed in a traditional way; they will be focused in the view of pragmatics for their meaning in context and in the view of theme- rheme structure for their occurrence in the utterances, clauses or sentences. The contrastive analysis of epistemic modality in English with the Vietnamese equivelents will reveal the similarities and differences between the two languages. To some extent, English and Vietnamese share the same matter of epistemic modality regardless of the differences in the markers of the two languages. English in this point of view seems to be more various, expresing larger scale of certainty degree. In terms of syntactic features, epistemic modality is more flexible, i.e. easier to move in utterances, clauses or sentences than in Vietnamese. The similarities and differences of epistemic modality in English and Vietnmese set the ground for the survey which will be carried out at NBK high school to find out the common errors of the learners there. The suggestions for a better understanding and the implications for teaching and learning English epistemic modality, therefore, will be a valuable source to help the learners learn English better
653 ## $asyntactic-
653 ## $asemantic features,
653 ## $atheme- rheme structure
653 ## $aEpistemic modality,
852 ## $a01 $bKho Luận văn $j(2): 01501714, 08100950
856 1# $uhttp://thuvien.hou.edu.vn/houkiposdata2/luanvanluanankhoaluan/luanvan/2017/420/tranthihong/tranthihong_01thumbimage.jpg
890 ## $a2 $c1