INTRODUCTION
Rationale
Language is never a one-way transmission of messages, but rather an interactive process which involves speaker/writer and the audience (Halliday,
Language serves multiple purposes, including describing, expressing opinions, building relationships, and influencing attitudes and behaviors (Thompson, 1996) This function is known as the interpersonal metafunction of language According to Halliday's systemic functional linguistics (SFL), modality is a key mechanism for conveying speakers' certainty and commitment to their statements, impacting how readers and listeners perceive them This linguistic feature is crucial in forming arguments in both written and spoken discourse (Rocci, Rocci & Olivier, 2017; Letica, 2008) and is essential for effective academic communication, as claims and assertions must be properly "warranted."
Understanding modality is essential for L2 learners, as it equips them with a range of expressions to convey the precise level of certainty or doubt they wish to express This knowledge enhances their ability to engage in appropriate social interactions, allowing them to communicate more effectively and confidently.
Non-native language users often struggle with interpreting and using different degrees of modality, leading to a limited selection of modal expressions and an inappropriate reliance on stronger or weaker commitments compared to native speakers This difficulty can be attributed to the complexity of modality, including its various realizations and meanings, as well as the influence of their first language and cross-cultural factors Additionally, the lack of guidance and practice in the correct use of modal devices in traditional educational settings exacerbates these challenges.
The researcher aims to explore the use of modality in TED Talks, which are becoming increasingly popular as authentic materials for teaching and learning English Understanding how influential speakers at TED effectively employ modality to engage their audience could offer valuable insights for English language educators and learners.
Research on modality usage has predominantly focused on written discourse among native and non-native speakers, particularly in academic essays (Hyland & Minton, 1997; Lorenzo, 2008; Chen, 2010; Hu & Li, 2015) However, there is a notable lack of attention to spoken discourse, especially in the context of TED talks, where the differences in modality between native and non-native speakers remain underexplored (Ton Nu & Nguyen, 2019) Previous studies have primarily addressed the challenges faced by non-native speakers in conversational contexts (Coates, 1987; Kọrkkọinen, 1992) or specific language tasks (Letica, 2008), creating an opportunity for further investigation Moreover, existing research has largely concentrated on epistemic modality, which evaluates the validity of propositions, while neglecting the aspect of obligation and willingness in speech Given that TED talks aim to inspire behavioral and attitudinal changes, it is crucial to consider this additional category of modality in future studies.
This study explores the challenges faced by foreign language users in understanding and employing modality, highlighting a lack of existing literature on the subject The researcher focuses on the realization of modality in Ted Talks, examining the differences in its usage between native and non-native speakers.
Aims and research questions
This study aims to analyze the use of modality in TED talks by examining the speeches of both native and non-native speakers It seeks to answer key research questions regarding the differences in modality utilization between these two groups.
1 How is modality realized (in terms of type, value and orientation) in TED talks on gender equality?
2 What are the similarities and differences in the use of modality between native and non-native speakers of English?
Scope of the study
This research examines the use of modality in public speeches, emphasizing its linguistic realization rather than non-lexical devices such as paralinguistic or prosodic elements Previous studies have highlighted that modality can be conveyed through both lexical items and various non-lexical means (Coates, 1987; Letica, 2008) However, this study will concentrate solely on the linguistic aspects of modality, excluding other forms of expression.
This analysis utilizes data from 10 speeches on gender equality sourced from the TED and TEDx Talks YouTube channel, comprising 5 speeches by native English speakers and 5 by non-native English speakers.
Significance of the study
This study aims to help teachers effectively utilize TED talks as instructional materials, addressing the challenges students face in interpreting and applying modality due to insufficient practice and focus in traditional academic resources TED talks serve as an excellent source of modality examples, as they inherently express opinions and aim to influence audience attitudes and behaviors By understanding modality patterns through various linguistic devices and levels of commitment in TED talks, educators can seamlessly incorporate this element into their lessons.
This article aims to help students understand the importance of effectively using modality in their language production By providing a list of expressions that indicate varying levels of certainty and commitment, students will have a valuable reference tool to enhance their interpretative skills.
Mastering the ability to articulate thoughts clearly and express personal opinions effectively is crucial for both written and spoken communication Engaging with TED talks can significantly enhance skills in public speaking and oral presentations, providing valuable insights and techniques.
This research addresses the limited studies on modality in TED talks, focusing specifically on the obligation and willingness aspects, as well as comparing native and non-native speakers The findings can serve as a valuable reference for other researchers interested in this area.
Methods of the study
To achieve their research objectives, the researchers employ both qualitative and quantitative methods The qualitative approach analyzes transcripts to identify and categorize modality realizations by type, value, and orientation, while discussing the research findings Conversely, the quantitative method focuses on calculating the frequency and percentages of each modality marker This analysis of modality is grounded in Halliday’s systemic functional linguistics framework.
An overview of the rest of the paper
The rest of the paper consists of four chapters as follows:
This chapter examines the background of the study, including theoretical framework and previous studies in the field
This chapter provides information concerning corpus selection, data collection and analysis instruments and procedures employed in the research
Chapter IV: Findings and Discussion
This chapter presents, analyzes and discusses the findings from the data collected according to two research questions
This chapter summarizes the main issues discussed in the paper, limitations of the study as well as some suggestions for further research
Following this chapter are the References and Appendices
LITERATURE REVIEW
Systemic Functional Grammar
The field of linguistics emerged in the early 18th century as humans began to analyze the languages they use for communication, gaining significant popularity over time This discipline has evolved through various grammatical analysis approaches, including Chomsky’s transformational generative grammar and Bloomfield’s structural tradition Notably, the functional approach has become a pivotal milestone in the evolution of world linguistics Unlike traditional grammar, which defines grammar as a set of rules distinguishing grammatical from ungrammatical sentences, functional grammar focuses on the relationships between grammatical structures and their meanings.
The selection of grammatical structures and vocabulary in text serves as a crucial method for interaction, as noted by Martin, Matthiessen, and Painter (1997) Similarly, Halliday (1994) emphasized that the goal of functional grammar is to analyze and interpret language in a way that enables meaningful and practical insights about any text.
This thesis utilizes the Systemic Functional Linguistics (SFL) framework, developed by M.A.K Halliday, which integrates systemic and functional grammar SFL views language as a tool for meaning-making within context, emphasizing the interplay between linguistic choices and social contexts It posits that every clause embodies three simultaneous metafunctions: ideational, interpersonal, and textual The ideational metafunction specifically pertains to how language is employed to represent our experiences.
Language serves multiple functions in our lives: it reflects our inner thoughts and emotions, facilitates interpersonal interactions, and organizes messages within their textual context According to Thompson (1996), these three metafunctions—representational, interpersonal, and textual—work together to enhance the overall meaning of communication.
This study centers on the interpersonal metafunction of language, emphasizing its role in facilitating interaction between speakers or writers and their audience It explores how speakers express their subjectivity, including their assessments of probability, obligation, and commitment, as well as their attitudes and evaluations.
& Perrett, 1994, p 183), which is typically expressed by the use of modality resources of the language.
Modality
In Systemic Functional Linguistics (SFL), modality is intricately linked to polarity, which refers to the binary choice between positive and negative expressions, such as "is/isn't" or "do/don't" (Halliday, 1994) While polarity is often viewed as a strict "yes or no" dichotomy, communication encompasses a broader spectrum This spectrum, known as modality, enables speakers and writers to express nuanced judgments and opinions, reflecting the intermediate degrees between positive and negative polarity.
Intermediacy expressions, as defined by Matthiessen, Teruya, and Lam (2010), capture the nuanced meaning that exists between affirmation and denial, representing a middle ground between positive and negative polarity (Halliday & Matthiessen, 2014) Modality, according to Gerot and Wignell (1994), reflects the speaker's assessment of the likelihood or obligations associated with their statements.
In order to classify modality, Halliday (2000) referred to the distinction of utterances based on various kinds of “commodity exchanged” and “speech roles” (as can be seen in Table 2.1)
Table 2.1 The basic speech roles (Halliday, 2000, p 69)
Role in exchange Commodity exchanged
In the context of communication, when information is exchanged, it is referred to as a proposition, encompassing both statements and questions Propositions exhibit positive and negative polarity, which correlates to absolute assertion and denial, while modality pertains to the information's validity in terms of probability and usuality (Thompson, 1996) Halliday (1994) identifies these aspects as modalization Conversely, when goods and services are exchanged, this is termed a proposal, which includes offers and commands The polarities in proposals are prescribing and proscribing, with modality reflecting the speaker's confidence in the exchange's success This modality encompasses two scales: obligation, which compels listeners to act, and inclination, which indicates the speaker's willingness to fulfill the offer, collectively known as modulation (Thompson, 1996).
Figure 2.1 Types of modality (Thompson, 1996, p 58)
Modality encompasses various scales, with each expression reflecting different degrees of meaning Halliday (2000) categorizes modality into three fundamental values: high, median, and low, as shown in Table 2.2 This classification aids in examining the speaker's commitment to their statements, revealing the level of certainty regarding the information's validity and the degree of influence exerted on others to perform actions Such insights have significant implications for text analysis (Thompson, 1996).
Table 2.2 Values of modality (Halliday, 2000, p 358)
High Certain Always Required Determined
Median Probable Usually Supposed Keen
Low Possible Sometimes Allowed Willing
Halliday (2000) emphasizes that modality is fundamentally distinguished by orientation, which can be categorized into subjective and objective types Subjective modality reflects the speaker's personal viewpoint, while objective modality presents the speaker's judgment as an impartial assertion.
In communication, speakers can express probability as either subjective or objective, using phrases like "I think" for subjectivity and "It is likely" for objectivity Additionally, they can choose to convey their messages directly or indirectly, leading to explicit and implicit forms of expression Halliday (2000) categorized modality orientation into four types, providing examples to illustrate these distinctions.
Table 2.3 Modality: examples of type and orientation combined (Halliday,
I think [in my opinion] Mary knows
Mary’ll know Mary probably knows [in all probability]
It’s likely that Mary knows [Mary is likely to]
Fred’ll sit quite quiet
Fred usually sits quite quiet
It’s usual for Fred to sit quite quiet
It’s expected that John goes
Jane’ll help Jane’s keen to help
Modality in clauses can be expressed through various forms According to Halliday (2000), there are three primary methods to convey probability and usuality: (a) using a finite modal operator, as illustrated in Table 2.4.
11 modal adjunct (as summarized in Table 2.5) and (c) a combination of both The following examples with modality signals in italics are given to exemplify his category:
(a) That will be John, he’ll sit there all day
(b) That’s probably John, he usually sits there all day
(c) That’ll probably be John, he’ll usually sit there all day
Halliday (1994) categorized the expressions of obligation and inclination into two main forms: (a) using a finite modal operator, or (b) expanding the Predicator through either a passive verb or an adjective.
(a) You should know that, I will help them
(b) (i) You are supposed to know that
(ii) I’m anxious to help them
Positive can, may, could, might (dare) will, would, should, is/was to must, ought to, need, has/had to
Negative needn’t, doesn’t/didn’t + need to, have to won’t, wouldn’t, shouldn’t,
(isn’t/wasn’t to) mustn’t, oughtn’t to, can’t, couldn’t, (mayn’t, mightn’t, hasn’t/hadn’t to)
Probability how likely? probably, possibly, certainly, perhaps, maybe
Usuality how usually, sometimes, always, (n)ever,
Typicality how typical? occasionally, generally, regularly, for the most part obviousness how obvious of course, surely, obviously, clearly
Opinion I think in my opinion, personally, to my mind admission I admit frankly, to be honest, to tell you the truth persuasion I assure you honestly, really, believe me, seriously
Entreaty I request you please, kindly presumption I presume evidently, apparently, no doubt, presumably desirability how desirable?
Unfortunately, the reliability of reservations can often be called into question At first, one may approach this matter tentatively, but looking back, it’s essential to evaluate the validity of these claims Broadly speaking, the general consensus seems to suggest that, in principle, reservations can be dependable, yet strictly speaking, their sensibility varies.
(un)wisely, understandably, mistakenly, foolishly prediction how expected? to my surprise, surprisingly, as expected, by chance
The main categories of modality as well as their typical realizations in the clause can be summarized as follows:
Table 2.6 Types of modality and their typical realizations (Halliday,
Types of modality Typical realization Example
Modalization Probability Finite modal operator
Modal adjunct (both the above)
They must have known They certainly knew They certainly must have known
Modal adjunct (both the above)
It must always happen Modulation Obligation Finite modal operator
You’re required to be patient! Inclination Finite modal operator
Halliday (1994) introduced the concept of grammatical metaphors as a manifestation of modality, often expressed through separate projecting clauses These metaphors can also be conveyed using prepositional phrases like "in my opinion" (subjectivity) and "in all probability" (objectivity), or through nominalization such as "the likelihood of " This approach allows speakers to clearly indicate whether they are expressing a subjective opinion or presenting an objective viewpoint by attributing it as "a quality of the event itself" (Thompson, 1996, p 60) This framework aids in distinguishing modality orientation, particularly in the context of probability, where Halliday (2000) provided examples of the main categories.
Table 2.7 Expressions of probability (Halliday, 2000, p 355)
Category Type of realization Example
I think Mary knows Mary’ll know
(b) explicit probably, certainly It’s likely, It’s certain
Mary probably knows It’s likely Mary knows
Explicit subjective orientation is conveyed through projecting clauses and modal full verbs, whereas implicit subjective orientation is indicated by finite modal operators Implicit objectivity is expressed using modal adjuncts and passive verb predicators, while explicit objectivity is represented by separate clauses and nominal modal expressions.
Native and non-native English speakers
The terms "native speakers" (NS) and "non-native speakers" (NNS) have varying definitions According to Oxford Learner’s Dictionaries, NS are individuals who speak a language as their first language without learning it as a foreign language Cambridge Dictionary further defines NS as those who have spoken a particular language since infancy In this context, an English native speaker is someone who has acquired English as their first language during childhood, typically from countries in the Inner Circle of Kachru’s model (1985), such as the USA, UK, Ireland, Canada, South Africa, Australia, and New Zealand Conversely, NNS are individuals who use English as a second or foreign language while having a different native language.
Previous studies on modality
Interpersonal meaning is a significant focus for researchers studying both written and spoken discourse In written discourse, numerous investigations have explored interpersonal metafunctions, particularly modality, across various genres, including newspaper articles (Odhiambo & Odhiambo, 2020; Muhammad, Muhammad & Muhammad, 2019; Sadia & Ghani, 2019), micro-blogging news (Rui & Jingxia, 2018), students' academic writings (Hu & Li, 2015; McEnery & Kifle, 2002), and textbooks (Hoang, 2019).
Interpersonal meaning in spoken discourse, particularly in public speeches, is crucial for effective interaction between speakers and listeners While researchers have examined mood choices and speech functions related to power dynamics, they often overlook the role of modality in conveying interpersonal meaning (Ezeifeka, 2013; Sari, 2014; Shanty, 2014) Martin (2000) and Hunston (2000) argue that mood and tense systems alone cannot fully capture the interpersonal functions of language; therefore, incorporating additional semantic elements like modality for expressing evaluation is essential.
Various studies have highlighted the role of modality in political speeches, particularly in the analysis of mood and personal pronouns For instance, Ping and Lingling (2017) compared election speeches by Hillary Clinton and Donald Trump, revealing that both utilized median modal operators like "will," "would," and "should" to soften their rhetoric Similar findings emerged from Satvitri & Warsono (2019) in their examination of Trump's victory speech, as well as from Feng and Liu (2010) in their analysis of Obama's opening news conference speech Nur (2015) and Jin & Lu (2013) also noted that "will" was a dominant modal in Mandela's inauguration and Obama and McCain's speeches, respectively Furthermore, Chen and Shuo (2018) found that Obama’s 2016 WHCD Address employed low and median modal verbs to enhance audience receptiveness, a trend also observed in Susilo Bambang’s speeches.
Yudhoyono's speech primarily utilized low and median value modality types, as noted by Amalia, Subandowo, and Thresia (2018) In contrast, Ye (2010) analyzed Obama's victory speech and found that he employed 55 modal verbal operators, with "can," "will," and "must" being the most prevalent These choices reflected his strong determination and optimistic outlook for America's future, while also fostering a connection with the audience Collectively, these studies underscore the effectiveness of modality in effectively communicating messages and establishing rapport with listeners.
These studies primarily focus on modal auxiliaries, neglecting other important linguistic markers such as adjectives, adverbs, and clauses or phrases Additionally, most research is centered on political speeches, where speakers typically wield power over their audience This context creates distinct characteristics that differ from other speech types, highlighting the need for further exploration into alternative sources like TED talks.
The existing literature inadequately addresses modality, primarily examining it within the context of interpersonal meaning Given its complexity, which encompasses various devices, semantic meanings, and pragmatic interpretations (Hyland & Milton, 1997, p.185), modality deserves in-depth study as an independent category Previous research often relies on case studies focusing on the modality usage of one or two speakers, limiting a comprehensive understanding and introducing potential bias In contrast, the current study seeks to systematically explore modality by analyzing a broader range of samples from diverse speakers Notably, Ton Nu and Nguyen (2019) have begun this exploration by investigating epistemic modality in TED Talks related to education; however, focusing solely on epistemic modality fails to capture the full spectrum of modality, which extends beyond the speaker's commitment to the truth of propositions (Coates, 1983) Language serves not only to convey attitudes but also to fulfill various communicative purposes.
Ted Talks aim to enhance global awareness of significant issues and inspire individuals to contribute to a better future, demonstrating their power to influence audience perspectives and behaviors (Thompson, 1996; Simon, 1997) To effectively achieve this, it's essential to consider modulation, which reflects the levels of obligation and willingness inherent in the messages conveyed.
Research has shown that the use of modality in discourse by non-native speakers is frequently contrasted with that of native speakers Most analyses focus on written discourse, particularly examining epistemic modality in academic essays (Hyland & Milton, 1997), master's and doctoral theses (Gabrielatos & McEnery, 2005), and editorials (Le).
When investigating Catonese students’ writings in English and those of British learners with the same age and educational level, Hyland and Milton
In 1997, research indicated that non-native speakers tend to utilize a narrower range of linguistic devices, which leads to stronger commitments but challenges in accurately expressing certainty According to Van Rooy (2005), these speakers frequently rely on modal auxiliary verbs, particularly overusing terms like "can," "should," and "must," while underutilizing "will" and "would" (Nakayama).
Numerous studies have examined the writings of Chinese second language users, revealing that Chinese students tend to be more direct in their communication Research by Hu, Brown, and Brown (1982) highlights that these students often prefer using modality expressions, which significantly influences their writing style.
Research indicates that non-native speakers, such as Chinese and Swedish students, tend to make more unjustified and strong assertions in their writing compared to native speakers Studies by Allison (1995) and Chen (2010) highlight this trend, revealing a tendency for these learners to express a greater degree of certainty in their statements.
2002), Arabic (Scarcella & Brunak, 1981), Dutch, French, Italian and Spanish (Neff, Ballesteros, Dafouz, Díez, Herrera et al., 2004) and Germans and Czechs
Research indicates notable differences in the use of language between native and non-native English writers Neff (2008) observed that Spanish writers often underutilize mitigating modal verbs and overuse strong evaluative adjectives, resulting in statements that may appear overly forceful in English argumentative texts Similarly, Gabrielatos and McEnery (2005) found that native English-speaking students demonstrated a greater frequency and variety of epistemic expressions in their theses compared to non-native speakers Additionally, Le (2016) analyzed editorials from USAToday.com and Vietnamnews.vn, revealing that while modal auxiliaries were prevalent in both publications, native writers employed them more frequently, whereas Vietnamese writers focused more on expressions of obligation, such as "should" and "must."
Meanwhile, the opposite trend was observed by McEnery and Kifle
A study conducted in 2002 examined argumentative essays by Eritrean university students and 16-year-old British children, revealing that non-native students used weaker or more tentative modality in their claims This finding aligns with Hu and Li (2015), who noted that Chinese EFL learners utilized fewer boosters compared to native writers Similar tendencies of cautiousness and indirectness in expressing opinions were observed in research by Mauranen (1993) on Finnish writers, Harder (1984) on Japanese writers, and Bloch and Chi (1995) on Chinese writers.
Research on the differences in modality usage between native and non-native speakers in spoken language has been limited Korkkoinen (1992) examined the application of epistemic markers among Finnish English speakers and found that non-native speakers used fewer epistemic expressions and favored different modality types compared to native speakers Coates (1987) highlighted the more complex and nuanced use of epistemic modal forms in conversations by native speakers Additionally, Letica (2008) explored modality usage within the context of Croatian speakers, contributing to the understanding of this linguistic phenomenon.
19 students performed in picture description tasks in English and reported lower frequency and a more limited range of epistemic modality devices
The literature review revealed a significant gap in research regarding the differences in modality use between L1 and L2 English speakers in spoken discourse Previous studies predominantly focused on academic writing, while those examining spoken language primarily addressed conversational patterns and challenges faced by language learners This presents an opportunity for further investigation into public speeches, such as TED talks, to determine if earlier findings are applicable to this form of discourse Ton Nu and Nguyen (2019) also identified this gap as a limitation in their research Additionally, existing studies have primarily compared epistemic modality without exploring deontic modality, or modulation, which is a prominent feature of TED talks and merits further examination.
METHODOLOGY
Data description
TED, founded in 1984 as a series of global conferences focusing on Technology, Entertainment, and Design, evolved in 2006 with the launch of TED Talks—free educational video segments featuring impactful talks lasting up to 18 minutes on diverse topics like science, education, and global issues This platform showcases inspired thinkers from various backgrounds, promoting the belief that ideas can transform attitudes, lives, and the world Additionally, TEDx events, independently organized worldwide, aim to disseminate thought-provoking ideas within local communities.
The selection of TED Talks for this study is driven by their potential as a rich data source, given their nature of expressing ideas and influencing attitudes These talks are delivered by credible and influential speakers, making them practical for teaching and learning English Language educators widely use TED Talks as authentic listening resources, enhancing students' listening comprehension skills and exposing them to diverse accents Additionally, TED Talks serve as powerful language models for effective speaking, demonstrating how to engage and persuade an audience To maximize the benefits of TED Talks in the classroom, scaffolding is essential for effective implementation.
TED Talks offer teachers a valuable resource for examining the syntactic features of presentations, aiding in the comprehension of auditory input This analysis enhances the application of modality, ultimately leading to the delivery of impactful speeches tailored to specific objectives.
The researcher focuses on gender equality, highlighting the importance of equal access to resources and opportunities across various sectors, including the economy and decision-making Despite progress towards gender impartiality, significant challenges remain, especially highlighted by the 2020 COVID-19 pandemic, which exacerbated existing inequalities According to a McKinsey Global Institute report, women, who make up 39% of the global labor force, faced over 50% of job losses during the crisis, making them 1.8 times more vulnerable than men This alarming statistic prompts the researcher to explore expert opinions on gender equality and its relevance in class discussions, suggesting that analyzing these perspectives could enhance the integration of authentic materials into English teaching and learning.
Data collection
The purposive sampling method was employed to select a total of 10 TED talks, comprising 5 speeches by native speakers and 5 by non-native speakers, to gather valuable data for the research The objective is not to generalize findings about TED talks but to gain in-depth insights into how effectively speakers utilize modality to express their views on gender equality Additionally, the researcher verified the speakers' profiles to confirm their status as native or non-native English users Recognizing that various factors may influence modality usage, the researcher applied judgment in selecting samples that represented diverse tendencies.
To effectively compare native and non-native speakers, it is crucial to ensure that 22 similarities are maintained, including aspects such as topic relevance, audience demographics, speech length, and the gender of the speakers By controlling these variables, the analysis can focus solely on the differences stemming from the speakers' backgrounds.
The selected TED and TEDx Talks, ranging from 6 to 16 minutes, were delivered between 2013 and 2020, all in English by a single speaker to a live audience These speeches focus on gender equality, categorized into five key topics: gender equality as a social issue, its community benefits, workplace equality, educational equity, and feminism Among the talks, five are presented by native speakers—four from the US and one from the UK—while five are from non-native speakers, including individuals from Brazil, Vietnam, Kenya, and India.
To facilitate the analysis process, the speeches are coded as follows:
NNS – 01 How gender equality benefits everyone Brazilian
NNS – 02 Empower a girl, transform a community Kenyan
NNS – 03 Gender equality at workplace Indian
NNS – 04 A bold plan to empower 1.6 million out-of-school girls in India
NNS – 05 Stop fighting for feminism Vietnamese
NS – 01 Why Gender Equality Is Good for Everyone — Men
NS – 02 How empowering women can help stop global warming
NS – 03 How to design gender bias out of your workplace American
NS – 04 Gender-based education American
NS – 05 Is modern feminism starting to undermine itself? English
Data analysis method
To address two research questions, the researcher utilized a mixed-method approach, combining both quantitative and qualitative techniques The qualitative method focused on analyzing transcripts to identify and categorize modality realizations and markers This analysis was grounded in Halliday’s Systemic Functional Linguistics, considering aspects such as type, value, and orientation.
Explicit Implicit Explicit Implicit Explicit Implicit Explicit Implicit
High I know must It’s certain that Certainly must
I think [in my opinion] will
It’s likely that [be likely to] probably [in all probability] will
It’s possible that possibly may
Explicit Implicit Explicit Implicit Explicit Implicit Explicit Implicit
It’s necessary that be required to must be determined to
… should It’s expected that … be supposed to will be keen to
It is permitted that … be allowed to may be willing to
A quantitative method was employed to determine the percentage and frequency of each modality aspect, allowing the researcher to identify the most commonly used modalities in the talks This analysis also facilitates a comparison related to the second research question.
Data analysis procedure
The selected speeches were transcribed into written texts, allowing the writer to identify and categorize each modality by type, value, and orientation using an analytical framework Following this, a manual analysis was conducted to count the occurrences of each category within the corpora of native and non-native English speakers This was complemented by statistical analysis to determine the frequency percentages of each modality device, degree, and orientation The findings enabled the researcher to draw conclusions about modality patterns and compare the categories across the two corpora.
FINDINGS AND DISCUSSION
Research question 1: Modality realization in terms of type, value, and
All two types and four sub-types of modality can be found in the selected data Table 4.1 exhibits the distribution of each type in the speech corpus
Table 4.1 Distribution of each type of modality
The analysis reveals that modalization significantly exceeds modulation, with percentages of 75.3% and 24.7%, respectively Among the sub-types of modality, probability is the most frequently employed, making up about 66% of the total Obligation follows as the second most used sub-type, accounting for just under 18% In contrast, usuality and inclination are seldom utilized, each comprising less than 10% of the overall modality usage.
Probability emerged as the most prevalent sub-type in the analyzed data, highlighting the seriousness of gender discrimination It effectively illustrates the potential experiences of individuals impacted by such discrimination, emphasizing the likelihood of their suffering.
Girls can't play soccer […] he would be bullied and teased in front of everybody After all, he is a boy Pink books are for girls Boys can't read pink books
According to our survey findings, NNS-01 men's mentors are predominantly in senior positions, with men being twice as likely to report having the chance to shadow someone in a higher role.
The speakers also used probability to raise people’s awareness about the possible causes of the gender inequity, especially lack of knowledge
I identify as a feminist, which might surprise some of you due to common misconceptions about feminism Today, I aim to clarify these misunderstandings and provide a more accurate perspective on what feminism truly represents.
The glass ceiling […] We can hardly even whisper any suspicion we may have that this is a lifestyle that fewer women and mothers aspire to
Probability was employed to foster a sense of optimism, with presenters highlighting that our actions can enhance the current situation This approach encouraged the audience to trust in their own abilities to shape a brighter future.
While not every girl at my school will pursue a PhD, each one will realize her full potential and become a strong advocate for her children and grandchildren in the future.
When men actively participate in housework and childcare, their children tend to perform better academically This involvement is linked to a lower likelihood of ADHD diagnoses, reduced visits to child psychiatrists, and a decreased need for medication.
Our girls have the potential to excel in diverse fields such as poetry, science, art, and sports They are capable of addressing global challenges like hunger, authoring books, constructing buildings, and even exploring outer space They possess the autonomy to decide whether to have children and can choose to care for others' children at home Additionally, they can engage in volunteer work, advocate for environmental protection, and teach yoga as a fulfilling side activity.
Obligation was also favored by the speakers to convey a message about the necessity of gender equality being discussed and proper actions being taken to tackle the problem
We must choose the type of environment we want for our children, ensuring they grow up in a space that promotes gender equality I believe that achieving gender equality is essential, and it requires the active participation of everyone to make it a reality.
We need to break the silence around the condition of our planet […], we must make gender equity a reality
Gender discrimination exerts significant pressure on individuals, as highlighted by a friend who noted that almost every third article in The Atlantic explores themes surrounding motherhood, such as the dilemmas of balancing executive roles with staying at home This ongoing discourse raises critical questions: "Should I pursue a career as an executive, or is it more fulfilling to stay home?" and "Am I obligated to choose one path over the other?"
In Vietnam, many girls face societal and familial pressure to adhere to specific career paths, marry by a certain age, and start a family within a set timeframe This expectation often dictates their life choices and personal aspirations.
This modality highlights the alarming prevalence of gender inequality, illustrating the frequent assaults, rapes, and kidnappings that girls face while commuting to school.
Women play a crucial role as voices and agents for change in our world, yet they frequently find themselves excluded from important discussions and decision-making processes Their contributions are often overlooked, and their voices silenced, leading to a lack of representation in planning and investment initiatives.
Being the least popular type of modality used, inclination helped the speakers to show their determination in joining the community to improve the situation
When I grow up and I am in a position to make a difference, I will make a difference […] I had a very clear objective in my mind that I need to build an ecosystem in the factories that we work with that fosters gender equality
NNS – 02 That's when I knew what I needed to do to give back to my community
The speakers highlighted their commitment to addressing the current state of gender equality in the apparel industry, noting that many women entering this field lack essential skills While progress has been made, significant underlying issues related to gender equality still persist.
Research question 2: Similarities and differences in the use of modality
of English in the corpus
Comparisons between NS and NNS will be based on modality type, value and orientation that they made use of in their talks
Table 4.6 Comparison of modality sub-type between NS and NNS
Sub-type Native Non-native
Figure 4.1 Comparison of the percentage of modality sub-types in each corpus between NS and NNS
The analysis reveals that both native and non-native English speakers utilized all four modality sub-types without significant distinction Probability was the most frequently employed sub-type by both groups, indicating a shared emphasis on encouraging action to address issues, with NNS at 18% and NS at 17.8% Notably, non-native speakers showed a greater focus on the possibility of events, while native speakers tended to report more on the frequency of those events.
Men have their own unique set of disadvantages that are rarely up for public discussion
The article highlights the restrictive societal norms faced by Vietnamese women, emphasizing that they cannot engage in sexual activities before the age of 18 It also outlines specific beauty standards, stating that having a nose pin, dark skin, or short hair is frowned upon, reinforcing the idea that deviation from conventional appearance is not accepted.
Non-native speakers (NNS) demonstrated a greater personal willingness compared to native speakers (NS), with rates of 7.8% versus 5.7% In contrast, native speakers often expressed their willingness collectively, using the inclusive term "we" as the subject.
That's when I knew what I needed to do to give back to my community
Percentage of modality sub- types in NNS
Percentage of modality sub- types in NS
37 we'll be bringing them up to recognize their individual potential
Table 4.7.1 Comparison of modality value between NS and NNS
Figure 4.2 Comparison of the percentage of modality value in each corpus between NS and NNS
Table 4.7.1 and Figure 4.2 reveal that both examined subjects preferred the median value the most, while also showing a shared characteristic of having the fewest high-value expressions However, non-native speakers (NNS) exhibited a greater inclination towards using both high-value and low-value devices compared to native speakers (NS), who demonstrated a higher proportion of median value in their discussions.
Percentage of modality value in NS
Percentage of modality value in NNS
Looking at the distribution of modality value according to sub-types reveals other significant differences
Table 4.7.2 Comparison of modality value according to sub-types between NS and NNS
Sub-type Value Native Non-native
Despite a similar occurrence rate of around 12% for high-value probabilities, NS rarely employed phrases of certainty in their opinions unless they were quoting someone else.
Our schools have adopted a pledge; it goes like this, "I know who I am, I know that I matter, I know what matters to me."
While both native speakers (NS) and non-native speakers (NNS) used a similar number of obligation expressions, a significant difference in value distribution emerged NNS predominantly employed high-value obligations, whereas NS tended to use median-value expressions to encourage action To create a meaningful impact, it is essential to first comprehend the perspective of the other person.
39 if we're all biased, our workplaces need to be actively antibiased by design, not by trying to change mindsets one training at a time
Native speakers (NS) tend to avoid using the imperative form of obligation with "you" as the subject, in contrast to non-native speakers (NNS) Instead, NS often include themselves in the obligation or attribute it to more general subjects.
So you and I together must take what we now know and lean into gender- based schooling
To empower girls, you need to educate them
Moreover, not only were NNS more likely to express their inclination but they also tended to show stronger commitments since the number of high value inclination was considerably higher
I have to work in those five percent of the villages, about 35,000 villages, to actually be able to solve a large piece of the problem
Table 4.8 Comparison of modality orientation between NS and NNS
Figure 4.3 Comparison of the percentage of modality orientation in each corpus between NS and NNS
Implicit orientation emerged as the most favored choice among both native speakers (NS) and non-native speakers (NNS), with implicit subjective and implicit objective ranking second and third, respectively Notably, native speakers displayed a greater tendency to express their opinions explicitly, whether subjective or objective They effectively utilized first-person perspectives and empty subjects to convey their intentions more directly.
I don't think we'll ever understand why so many men resist gender equality
In NS-01, our girls embrace the belief that achieving their dreams is not only possible but also their rightful privilege as American citizens, empowering them to make their own choices confidently.
Non-native speakers (NNS) tended to use more subjective expressions, while native speakers (NS) demonstrated a greater level of objectivity NNS primarily relied on modal operators, whereas NS incorporated a variety of linguistic devices, including modal adjuncts and empty subjects or noun phrases, to convey their points.
Percentage of modality orientation in NS
Percentage of modality orientation in NNS
Explicit subjective Implicit subjectiveExplicit objective Implicit objective
Discussion
The speeches analyzed primarily emphasize probability and obligation, focusing on the pressing issue of gender inequality and advocating for changes in attitudes and behaviors, rather than on the frequency of events or the speakers' determination to address the problem This contrasts with political speeches, such as election and inauguration addresses, where speakers often make promises to garner audience support through expressions of inclination Additionally, similar to news reports that prioritize objectivity, these speeches rarely incorporate personal inclination or usuality.
The presenters skillfully selected sub-types that aligned with their intentions, effectively utilizing probability to illustrate the potential future instances of gender discrimination They employed usuality to highlight the frequency of inequality cases and used obligation to encourage the audience to take immediate action Additionally, inclination reflected the speakers' willingness to fulfill these proposals.
In the initial part of the speeches, probability and usuality were predominantly used, while obligation and inclination became more prominent towards the end This progression created a logical flow, as speakers transitioned from raising awareness about the critical situation to urging the audience to take action and expressing their own commitment to join in This structured approach made the call to obligation feel less abrupt, allowing listeners to understand the necessity of immediate actions based on the previously highlighted circumstances.
The analysis reveals a clear dominance of median value in language use, with high value expressions being the least prevalent Speakers demonstrated tactfulness, avoiding overly confident or tentative language in their statements and proposals This observation aligns with the findings of Ton Nu and Nguyen (2019), who examined modality in TEDTalks focused on education and noted a preference for intermediate value modality, with minimal use of high value expressions.
In discussions of probability, speakers favored low and median value modal expressions over high value ones, as this approach allows for greater responsibility and flexibility in their statements, making it easier for listeners to accept the information Low probability expressions were particularly preferred when addressing gender inequality, as they present the issue in a less alarming manner High value expressions like "I believe" and median expressions such as "I think" and "will" were used to convey hopeful visions of the future, encouraging the audience to engage and take action While there was no significant difference in usuality across modal values, speakers showed a notable preference for median value expressions.
In discussing obligation, authors tend to use high-value obligations less frequently than median-value ones, indicating a cautious approach to avoid sounding overly imposing They often adopt inclusive language, using phrases like "We should" and "We need to," which softens their tone and fosters a sense of equality and shared responsibility This strategy suggests a collaborative effort is necessary for improvement, contrasting sharply with the assertive style often found in political speeches.
It was discovered that in Obama’s presidential election speech (Jin & Lu, 2013) and the speech of Israeli’s Prime Minister Benjamin Netanyahu (Firmansyah,
2015), high value expressions like “must” and “have to” took the first place
The disparity in obligation modality markers among speakers, such as Obama and Netanyahu, can be attributed to their authoritative status and power to command, contrasting with the more equal status observed in the speech corpus The speakers intentionally avoided low value obligations in their proposals, as the videos aimed to guide public opinion and encourage action towards a better world, necessitating a stronger emphasis on urgency Similar trends were noted in inclination phrases, predominantly featuring median values, with only one instance of low value, as low commitment could undermine their dedication to addressing issues Additionally, high value expressions were used sparingly due to the greater sense of responsibility they entail.
TEDTalks serves as a global platform for influential thinkers and doers to share their perspectives across various fields, resulting in a predominance of subjective viewpoints over objective ones This heavy reliance on subjective expression fosters a strong commitment to the ideas presented, enhancing the impact of the speakers' messages.
In 2001, it was noted that speakers often utilized implicit subjective modality to build social relations with their audience and influence their ideology effectively While objective orientation was present, it was mostly implicit, making explicit objective statements rare The use of purely explicit subjective language raised credibility concerns, as audiences might perceive these as mere personal opinions By employing implicit subjective language, speakers could present their ideas as more objective and convincing, while also reducing their responsibility for the truth of their statements This indirectness enhances negotiability and optionality, minimizing the imposition on the audience, which explains its popularity among presenters.
The analysis of 44 speeches revealed that modal verbal operators were the predominant modality markers, aligning with findings from Aidinlou and Mohammadpour (2012), Gustová (2011), and Kranich (2009), who identified these operators as the most frequently utilized This observation is consistent with Iwamato's (1998) study, which noted a prevalence of modal verbs in newspaper articles, with minimal use of emotive expressions like "I hope" or "I wish." The preference for modal verbal operators can be attributed to their limited quantity, grammatical simplicity, and polysemous nature, as discussed by Biber et al (1999).
Different modalities are employed based on their orientation, with obligation and inclination relying heavily on implicit subjective modality to convey commitment from both speakers and listeners In contrast, discussions surrounding gender equality favor objectivity and fairness, leading to a predominance of objective modality in expressions of probability and usuality.
Different uses of modality, including its type, value, and orientation, play a crucial role in conveying varying levels of interpersonal meaning, such as status, purpose, and the relationship between speakers and their audience.
4.3.2 Similarities and differences in modality usage between NS and NNS of English
Both native speakers (NS) and non-native speakers (NNS) employed all four sub-types of modality, primarily focusing on probability and obligation, reflecting their shared topic of gender inequality and a call to action for improvement While the use of popular modality sub-types was consistent across both groups, a significant difference emerged in the frequency of inclination between NS and NNS.
NS have a tendency not to show themselves much in the proposals supposedly because of its more responsibility They mostly include personal inclination in a
A study revealed that 45% of participants expressed a collective willingness to alleviate their individual burdens, aligning with Lorenzo's (2008) findings Lorenzo noted that native speakers tend to favor impersonal and depersonalized language in argumentative essays, as observed in comparisons among American, Filipino, and Spanish university students, to minimize their personal presence in the arguments presented.
In examining the value preferences of native speakers (NS) and non-native speakers (NNS), both groups favored median value to express their views, though their degrees of assertion varied NS demonstrated caution in their expressions, often relying on quoted statements to convey certainty, thereby impersonalizing their opinions and avoiding directiveness This aligns with previous research indicating that NNS tend to assert more firmly and authoritatively, while NS are hesitant to fully commit to their propositions Cultural perceptions of certainty as a sign of strength contribute to this difference, as NS often view strong directives as impolite, preferring to express possibility and prudence Interestingly, NNS utilized more low-value modality markers than NS, contrary to earlier findings that suggested NNS employed fewer hedges This strategy may serve to mitigate potential face-threatening acts, allowing NNS to balance low-value expressions with high-value modality to minimize face threats in their assertions.