MODALITY TAUGHT AND APPLIED. PARTICULARITIES OF COULD REGARDED IN THE CONTEXT OF PUBLIC AND TECHNICAL DISCOURSE

Abstract

The article deals with problems of usage, teaching and evolution of modality in English focussing mostly on a modal verb could. One focus is recommendations on its use in the fundamental grammar guides, and another – the features of actual usage, with special attention to technical descriptions. Those features are empirically observed in different contexts. Some evolutionary trends and usage particularities show themselves in public and scientific discourse but they may not be clearly reflected in the grammar guides, especially designed for students. To some extent, they may not be systemized in linguistic scientific works as well. An attempt was made to find and describe some tendencies connected with the current use of could (could have). The most difficult teaching issues involved were highlighted, especially associated with teaching non-linguistic students, particularly of technical profile. Firm incorporation of could into technical description and discourse looks evident. It is used to denote probability and, actually, not only potential, but real ability, which may be empirically observed. Another interesting point, quite discernible even on the empirical level, is multiple variation of meanings of could have structure. The spectrum of its possible uses in different contexts seems to be far from reflected in the textbooks and even in the linguistic works.