Modality is a semantic concept dealing with necessity and possibility of the knowledge of the world. It is basically divided into two types, viz. epistemic modality and deontic modality. Various grammatical categories are possibly used to show modality. However, modal verbs are one of the most important means related to the modality. Modal verbs are flexible in showing modality. This article discusses
basic knowledge of modality including definition, classification (epistemic and deontic) and relationship
between modality and modal verbs
The article is devoted to the peculiarities of the expression of modal features in the form of obligation. Due to the variety of approaches to the phenomenon under consideration, the topic of this article seems to be relevant in the Korean language. The study of these differences helps to identify systemic differences in the means of expressing modality in different languages, including Russian.
This article is devoted to the means of expressing modality in English, their origins, semantic categories, alternatives to the Uzbek language, and translation problems. We first meet this subject in the works of Aristotle and our great scholar Abu Nasr al-Farabi. This research topic has been studied as one of the most relevant issues today
In this article, we focus on research in Uzbek linguistics on subjective modality. In particular, we have demonstrated with examples that the type of subjective assessment - axiological assessment - is not studied in the example of specific linguistic units, in particular, complex simple sentences.
This article is devoted to the category of emotiveness which has been one of the most debatable problems in linguistics and the different views of some linguists about it. Considering the category of emotiveness as a linguistic aspect of emotionality, various linguists choose a different approach to the concept of emotiveness. Furthermore, the article represents the correlation of the category of emotionality with the categories of expressiveness, modality and evaluation.
The COVID-19 pandemic has changed many aspects of life, and language learning is no exception. Lockdowns and restrictions led to digital tools such as online platforms, virtual classrooms, video conferencing, and interactive games becoming essential for language teaching. It was a difficult period for teachers and learners, however, who had to adapt overnight to a digital landscape unknown to most of them. The challenges of this period have also created the opportunity for education systems to adjust to new digital settings. This paper discusses the benefits and challenges associated with the use of digital tools in language teaching after the COVID-19 lockdowns, and especially what the teachers learned and tried to transfer after returning to a face-to-face instructional modality. The data were collected through an e-questionnaire. We sought to understand how teachers adjusted their practice, what steps they took to address knowledge gaps regarding possible digital resources, and how they transferred that knowledge to in-person classes. Teachers experienced many difficulties and doubts about resources, methods, and learning outcomes, particularly about students’ learning of foreign language communication skills. We also noticed that only half of them tried to continue using digital tools in their teaching practice after the lockdowns ended.
The article discusses the issues of syncretism and polyfunctionality of verbs in English and Uzbek languages. It reviews different definitions for the category of mood, its various interpretations and types, and presents the results of the functional analysis of forms of the grammatical mood in these languages.
The thesis covers the matters of distance life-long education by answering the following questions: Are outdated traditional education, distance education, information technological infrastructure, partenships and financial resources common problematic issues facing many of the educational institutions in our world today? With this into considerations, are these issues vital in order tostabilize the political and economic embroidery od an institution or organization and its psycological and socialogical awareness? What is it that is to be learned and tought in our institutions and, what realy is lifelong education; and how is to be carried out in the society of ours? It is found that education may be the training of the mind to perform desire functions or to perpetuate the modality of obtaining an end or result. Actually, the accessibility of distance education by lifelong learners may be hindered by unavailability of enough technical and economical supports