1 US-China Foreign Language, ISSN November 2011, Vol. 9, No. 11, D DAVID PUBLISHING Functions of Metaphors of Modality in President s Radio Addresses FENG Cai-yan University of Ningbo Dahongying, Ningbo, China In light of Halliday s point of view on metaphors of modality, this paper analyzes the interpersonal functions of metaphors of modality in President Obama s 30 radio addresses, which are downloaded from dated from January 24, 2009 to August 22, Then, through qualitative analysis, the paper illustrates the important roles of metaphors of modality in realizing Obama s political purposes such as presenting the President s good image of being confident and willing to take responsibility and expressing his uncertainty in an attempt to show his caution and carefulness and so on. Such an analysis can reinforce the English learners understanding of radio addresses and help to grasp the President s viewpoints and attitudes. In addition, it will facilitate the teaching of advanced listening and speaking and improving non-native English learners listening, speaking and writing, so that they can develop their communicative competence more effectively. Keywords: president s radio addresses, metaphor of modality, interpersonal function Introduction It was the great ancient Greece thinker, Aristotle, who began the study of metaphors as early as more than two thousand years ago. However, most of the studies at that time were concerned with metaphorical expressions at the lexical level of language, but seldom the grammatical level. Later, some researchers such as Richards (1965), Black (1979), Lakoff and Johnson (1980) studied metaphors from the cognitive perspective. However, not until the 1980s, did the study of grammatical metaphor really begin to arouse the great interest of researchers. The real beginning of the conscious study of grammatical metaphors began with Halliday. He put forward two types of realization relationship between grammar and semantics, respectively named congruent and incongruent. Congruent realization just means the natural relation between semantics categories and grammatical categories. On the other hand, incongruent realization refers to the unnatural relation between semantics and grammatical categories. In fact, Halliday s (1994) study on grammatical categories is that of incongruent realization, and his theory of grammatical metaphor includes ideational metaphor, interpersonal metaphor and textual metaphor (p. 343). The study of interpersonal metaphors plays a very important role in discourse analysis, and it can trigger our comprehensive understanding and analysis of a text. However, few researchers employed the interpersonal grammatical metaphor in discourse analysis. Most scholars have paid more attention to the study of its FENG Cai-yan, lecturer of University of Ningbo Dahongying.
2 FUNCTIONS OF METAPHORS OF MODALITY 701 classification and ways of judgment instead of the study of the interpersonal grammatical metaphors in discourse, especially, in a specific discourse. Political speeches have attracted increasingly more attention from many scholars. However, few studies have dealt with the grammatical metaphors in the political speeches, and the combination of interpersonal grammatical metaphor and the President s radio addresses have not been addressed. In fact, the President s radio addresses have been very important tools help the President to build and maintain his good personal public image. In order to realize his purposes, the President will employ a variety of language skills. One important strategy is to exploit the interpersonal grammatical metaphors to facilitate his communicative purposes and make the speeches more effective. According to Halliday (1994), an interpersonal grammatical metaphor was further divided into metaphor of mood and metaphor of modality. This paper will mainly analyze the functions of metaphors of modality in the President s radio addresses. Metaphor of Modality Eggins (1994, p. 179) stated that modality means how a language user can impose on his/her information, expressing all kinds of opinions and attitudes. Therefore, modality means not only the speaker s attitude towards or opinion about a preposition, but also the speaker s attitude towards the situation or event, all expressed by a clause. Halliday (1994) clearly indicated that ORIENTAION is basically used to distinguish the subjective and objective modality, or the explicit and implicit variants (p. 357). This system can be shown by Figure 1. explicit subjective implicit Orientation explicit objective implicit Figure 1. System of types of modality (Halliday, 1994, p. 357). According to Halliday (1985), modality can be divided into two main types according to their relation to two kinds of clause, and these two types are modalization and modulation. The clause is named proposition when it is used to exchange information, or proposal when it is used to exchange goods and services. Furthermore, it is regarded as modalization when modality is used to argue about the probability or frequency of propositions, or modulation when modality is used to argue about obligation or inclination of proposals. This system can be shown as Figure 2. Combining Figure 1 with Figure 2, we may get Table 1. Halliday (1994) pointed out that Explicitly subjective and explicitly objective forms of modality are all metaphorical, because they all represent the modality as being the real proposition (p. 362). Therefore, modality
3 702 FUNCTIONS OF METAPHORS OF MODALITY expressed explicitly is the metaphorical realization of modality. In other words, congruent realizations express modality implicitly while metaphorical realizations express modality explicitly (see Example 1). Example (1) a. I think Susan knows, doesn t she? (probability) b. Susan probably knows. (doesn t she?) (the congruent form) c. I think Susan knows, don t I? d. Mike thinks Susan knows, doesn t he? modalization probability frequency/usuality Modality Figure 2. System of types of modality (Halliday, 1994, p. 357). Table 1 Modality: Examples of Type and Orientation Combined Subjective: explicit Subjective: implicit Objective: implicit Objective: explicit Modaliztion: It s likely that Susan I think Susan knows. Susan ll know. Susan probably knows. probability knows. Modalization: Tom usually sits quite It s usual for Tom to sit Tom ll sit quite quiet. usuality quiet. quite quiet. Modulation: It s expected that Mike I want Mike to go. Mike should go. Mike s supposed to go. obligation goes. Modulation: Mike will help. Mike s keen to help. Inclination Note. Adapted from Halliday s (1994), p modulation obligation/necessity inclination In Example (1)a, I think is a typical explicitly subjective form of modality. It is obviously different from Example (1)d. Here the speaker s opinion about the probability is posed as a separate and projecting clause in a hypotactic clause complex, while not its congruent realization, as a modal element within the clause. The examples in Table 1 reveal that the clauses in explicitly subjective type are all expressions of mental processes, and they emphasize the subjectivity of the speaker s judgment. While the projecting clause in explicitly objective type, as the realization of a part in relational process clause, is posed as a proposition with some attribute, thus, highlighting the objectivity of the speaker s opinion or assertion. There is another aspect that should be put forward. Halliday (1994) stated that Nominalizing is the most forceful device for forming grammatical metaphor. By this device, processes and properties are reworded metaphorically as nouns; rather than functioning as Process or Attribute in the clause; they work as Thing in the nominal group (p. 352). This means that explicitly objective orientation can also be realized by nominalizing
4 FUNCTIONS OF METAPHORS OF MODALITY 703 modal meaning. The nouns, such as possibility, probability, likelihood, certainty, unusualness, regularity, typicality, etc., are often used to express probability and usuality. By these nouns, the source of modality is concealed by means of constructing the modal meaning as a thing (CHANG, 2001, pp. 7-8) (see Example 2). Example (2) There s a possibility that it s going to snow tomorrow morning. Similarly, obligation and inclination can also possess explicitly objective orientation by being constructed as a thing. Nouns such as intention, desire, determination, need, obligation, regulation, compulsion, etc., are all in the list (see Example 3). Example (3) There s no need for you to wear uniform except Monday. In addition, Thompson (1996, p. 67) stated that the metaphorical realizations of evaluation should be included in interpersonal grammatical metaphor (see Examples 4-5). Example (4) I m afraid you ve failed in the English exam. (5) It s amazing how much courage it will take a grown-up to subject himself to such stress and shame. The introductory clause may serve as a means of both evaluating the information in the clause and expressing modal meaning objectively. Functions of Metaphors of Modality This paper will take Obama s 30 radio addresses (downloaded from dated from January 24, 2009 to August 22, 2009) as samples to probe into the application of metaphors of modality and examine their functions in helping the President Obama realize his intensions. As a linguistic strategy, metaphor of modality contributes a lot to help the President Obama to realize his interpersonal meaning in a weekly radio address. Subjectivity and objectivity are the two most significant features that modal expressions have. The more Obama believes his own judgment, the more he commits himself to subjectivity. Contrarily, the more he depends on the objectivity factuality, the more he commits to objectivity. If Obama hopes to give his own viewpoint a prominent position, he tends to state explicitly that the modal expressions are subjectivity-oriented (see Examples 6-7). Example (6) I also believe that we will get through this that if we act swiftly and boldly and responsibly, the United States of America will emerge stronger and more prosperous than it was before. (Obama s weekly radio speech, Mar. 7, 2009) (7) I ve often said that I don t believe government has the answer to every problem or that it can do all things for all people. (Obama s weekly radio speech, Mar. 14, 2009) On the other hand, Obama may also tend to state explicitly that his assessment of possibility is objectivity-oriented by using an adjectival predicator (see Example 8). For example: Example (8) As we continue to recover from an historic economic crisis, it is clear to everyone that one of its major causes was a breakdown in oversight that led to widespread abuses in the financial system. (Obama s weekly radio speech, Jun. 20, 2009) According to Halliday, both explicit subjective and explicit objective are metaphorical expressions of modality. In weekly radio addresses, the aims of the President are to clarify his policies, affirm his propositions and make clear his intentions, so the President Obama will sometimes be subjectivity-oriented or sometimes be
5 704 FUNCTIONS OF METAPHORS OF MODALITY objectivity-oriented. For these purposes, the President will make full use of the metaphors of modality, some of which are explicit subjective and some of which are explicit objective. These linguistic devices contribute a lot to the realization the President s intentions. To Emphasize Strong Belief In order to make his/her statement sound more assertive, the speaker sometimes would like to emphasize the subjectivity of his/her viewpoint, and the most effective way of realizing his/her purpose is to dress it up as though it was this that formed the assertion (Halliday, 2000, p. 362). The subjective nature of a judgment can be strengthened by the modality in a separate clause (see Examples 9-10). Example (9) I believe, as I always have, that we will rise to this moment, we will build something better for our children, and we will secure America s future in this new century. (Obama s weekly radio speech, Aug. 15, 2009) Example (10) And I believe that the American people and the men and women they sent to Congress share that view. (Obama s weekly radio speech, Jun. 26, 2009) If the modal clause is negative, it is the same truth (see Example 11). Example (11) I don t believe that government can or should run health care. But I also don t think insurance companies should have free reign to do as they please. (Obama s weekly radio speech, Jul. 18, 2009) The modal clause I don t believe seems to act as the finite in front of the proposition, expressing the degree of validity as a separate element of this sentence. However, if we tag the sentence, it is I don t believe that government can or should run health care, can it or should it?. Since the tag normally reverses the polarity of the clause that it tags (positive finite negative tag), the tag here is obviously echoing a negative finite, therefore, the proposition is in fact The government can t or shouldn t run health care. In fact, there are a lot of variants for the expression of explicit subjectivity modality in the clause. However, in this thesis, we will focus on probability, because probability in explicitly subjective orientation is more frequently used to express personal idea, such as I m sure, I m confident, I m convinced, etc.. Such modal clauses usually reflect the speaker s mental process of cognition, and their effect is to indicate that the President Obama is willing to take responsibility for his judgment or assertion. In weekly radio addressees, the explicit subjective metaphors of modality are intentionally adopted to emphasize Obama s strong belief in his viewpoint (see Examples 12-14). Example (12) And I am absolutely convinced that if we keep working together and living up to our mutual responsibilities; if we place the American people s interests above the special interests; we will seize this historic opportunity to finally fix what ails our broken health care system, and strengthen our economy and our country now and for decades to come. (Obama s weekly radio speech, Jun. 6, 2009) Example (13) But I am confident that these efforts will fail; because Judge Sotomayor s 17-year record on the bench hundreds of judicial decisions that every American can read for him or herself speak far louder than any attack; her record makes clear that she is fair, unbiased, and dedicated to the rule of law. (Obama s weekly radio speech, May 29, 2009)
6 FUNCTIONS OF METAPHORS OF MODALITY 705 Example (14) And I am absolutely confident that is what we will do. I m confident that at this defining moment, we will prove ourselves worthy of the sacrifice of those who came before us, and the promise of those who will come after. (Obama s weekly radio speech, Mar. 7, 2009) From the three cited examples above, President Obama uses I am absolutely convinced, I am confident, and I am absolutely confident, the explicit subjective metaphors of modality with high value to confirm his own opinions. The subject of these sentences is I, which shows that the President s opinion, is subjective, and convinced and confident are words with high value showing the President s firm faith. Here, Obama successfully gives the audience a feeling that he is a confident and responsible president, with these explicit subjective expressions. To Show Uncertainty Sometimes, explicit subjective expressions of modality are also used to make the speaker s judgment or opinion more tentative, which means that the speaker is not very certain about his/her viewpoints, and actually he/she does not want to bring him/her some trouble for his/her comments. Especially in weekly radio speeches, the President Obama has to be careful about his own words; otherwise, it will be very difficult for him to maintain a persistent good image and attract the fixed crowd of audience. Therefore, in weekly radio speeches, Obama also adopts a lot of explicit subjective forms to show his uncertainty (see Examples 15-19). Example (15) And I expect there will be a lot of discussion about it when Congress returns. (Obama s weekly radio speech, Aug. 22, 2009) Example (16) I don t believe that government can or should run health care. But I also don t think insurance companies should have free reign to do as they please. (Obama s weekly radio speech, Jul. 18, 2009) Example (17) I realize that when we passed this Recovery Act, there were those who felt that doing nothing was somehow an answer. (Obama s weekly radio speech, Jul. 11, 2009) Example (18) I hope that s exactly what all of you do. But I also want to take a moment today to reflect on what I believe is the meaning of this distinctly American holiday. (Obama s weekly radio speech, Jul. 4, 2009) Example (19) I imagine you ll be watching their progress closely. (Obama s weekly radio speech, Jun. 6, 2009) In Example (15), Obama is in fact not sure whether there will be some discussion about the idea of government-run health care, so he just uses I expect to show his hope, even there is no discussion and he will not need to take any responsibility. In Example (16), he tactically uses I think to express his statement that insurance companies should not have free reign to do as they please so as to avoid involving himself in the potential risk of interpersonal conflicts with the insurance company. Similarly, in Example (17), Obama is not confident enough to affirm his judgment that there were some people feeling that doing nothing was somehow an answer, so he uses I realize to show that this is only his personal idea and cognition. In Example (18), Obama adopts I hope to express his wish, and Example (19), I imagine to show his hypothesis. All these examples show that Obama is not sure enough about his judgment or assertion, so he uses some explicit subjective metaphors of modality with median or low value to show his uncertainty. By highlighting his comments as a
7 706 FUNCTIONS OF METAPHORS OF MODALITY personal response, the President can make a subtle adjustment to the communicative context and establish a harmonious relationship with the listeners. This enables Obama to use a less threatening voice, weaken the intensity of the statements and shorten the distance with the listeners. All these explicit subjective metaphors showing uncertainty help building a cooperative atmosphere and relationship with the listeners. To Create Objectivity Halliday (2000, p. 362) has pointed out that there are two effective ways of creating objectivity, and one is through the use of explicit objective form of modality (see Examples 20-22). Example (20) As we continue to recover from an historic economic crisis, it is clear to everyone that one of its major causes was a breakdown in oversight that led to widespread abuses in the financial system. (Obama s weekly radio speech, Jul. 18, 2009) Example (21) It is true that this crisis was caused in part by Americans who took on too much debt and took out loans they simply could not afford. (Obama s weekly radio speech, Jul. 18, 2009) Example (22) We are called to remember how unlikely it was that our American experiment would succeed at all; that a small band of patriots would declare independence from a powerful empire; and that they would form, in the new world, what the old world had never known a government of, by, and for the people. (Obama s weekly radio speech, Jul. 4, 2009) In these three examples, the modality is dressed up as a proposition by the metaphor of modality: It is clear to everyone that, It is true that and How unlikely it was that. These propositions make the President s opinions appear to be a kind of thing, which has qualities attributed to it or to be a fact, and which is difficult to query. Any modality has a source, either directly the speaker, or indirectly someone else, whose viewpoints are reported by the speaker. Therefore, if there is any modality in discourse, its source should in principle be explicitly indicated. However, in order to make his point of view appear to be neutral, or make his suggestions sound more acceptable, Obama usually disguises the modal source by using explicit subjective form of modality. Obama pins one of the major causes of the historic economic crisis on the former government s breakdown in oversight leading to widespread abuses in the financial system by using an explicit objective form of modality. Similarly, he expresses his judgment that this crisis was caused partly by Americans who took on too much debt and took out loans they simply could not afford by a proposition It is true that. Thus he covers the real source of the modality but makes his assertion seem to be a truth. In these two examples, the use of It is clear to everyone that and It is true that strengthens the force of evaluations; meanwhile, it leaves listeners in no doubt about Obama s comments, and emphasizes the extended opinion and encourages its acceptance, restricting the negotiating space available to the listeners. In Example (22), something referred to by the pronoun it is described as unlikely, and in the second part of the sentence, it turns out to be Obama s proposition. This proposition is thus being regarded as a definable chunk of meaning, almost as if it were a kind of thing. This way of expressing disguises the fact that the quality of likelihood is actually not something belonging to the proposition, but is Obama s personal idea of likelihood. The other way of creating objectivity is nominalization form of the modal verbs. In weekly radio speeches, nominalization serves as a way of both disguising the source of modality and making it more difficult to query (see Examples 23-25).
8 FUNCTIONS OF METAPHORS OF MODALITY 707 Example (23) That s why fixing what s wrong with our health care system is no longer a luxury we hope to achieve it s a necessity we cannot postpone any longer. (Obama s weekly radio speech, Jun. 6, 2009) Example (24) That s the kind of urgency and determination we need to achieve comprehensive reform by the end of this year. (Obama s weekly radio speech, May 16, 2009) Example (25) There is no longer a doubt that the jobs and industries of tomorrow will involve harnessing renewable sources of energy. (Obama s weekly radio speech, Mar. 21, 2009) These nominal equivalents generally exclude the explicit intrusion of the speaker, so they sound as if the speaker depends on the obvious evidence for the possibility instead of his/her personal reasoning. The noun itself has some sense of objectivity. If the speaker conceals his/her own opinions in a noun expressing the modal meaning, his/her opinions appear more objective and easy to be accepted by the listeners. In these examples, Obama uses necessity, determination and doubt as nouns to show the objectivity of his assertion, which are helpful to realize his persuasive purposes. Conclusions Through the examination of the functions of metaphors of modality in Obama s radio addresses, we can get the following findings: In radio addresses, a large number of explicit subjective metaphors of modality are adopted to emphasize Obama s strong beliefs so as to present the President s good image of being confident and willing to take responsibility. By contrast, explicit objective metaphors of modality and nominalization are adopted to disguise the source of the modality, so that Obama can shirk the responsibility for his personal judgment. At the same time, Obama uses many explicit subjective metaphors of modality to express his uncertainty in an attempt to show his caution and carefulness. This study provides us with the insights into the realizations of interpersonal grammatical metaphors in radio addresses, which help us explore Obama s assertions and judgments towards the propositions he expresses, and therefore, enable us to have a better understanding of how interpersonal metaphors work in radio addresses. References Black, M. (1979). More about metaphor. In A. Ortony (Ed.), Metaphor and thought. Cambridge: Cambridge University Press. CHANG, C. G. (2001). Interpersonal grammatical metaphors in English. Foreign Language and Foreign Language Teaching, 7. Eggins, S. (1994). An introduction to systemic functional linguistic. London: Printer Publishers. Halliday, M. A. K. (1985). An introduction to functional grammar. London: Edward Arnold. Halliday, M. A. K. (1994). An introduction to functional grammar. London: Edward Arnold. Halliday, M. A. K. (2000). An introduction to functional grammar. London: Edward Arnold. Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago: University of Chicago Press. Richards, I. A. (1965). The philosophy of rhetoric. New York: Oxford University Press. Thompson, G. (1996). Introducing functional grammar. London: Edward Arnold.
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Testing Scientific Explanations (In words slides page 7) Most people are curious about the causes for certain things. For example, people wonder whether exercise improves memory and, if so, why? Or, we
Modal verbs Modal verbs (also called modal auxiliary verbs) express a variety of attitudes ( moods ) towards a possible action or state the lexical verb refers to. They are used to express meaning connected
A Course In Miracle Workbook For Dummies LESSON 154 I am among the ministers of God. W-154.1. Let us today be neither arrogant nor falsely humble. 2 We have gone beyond such foolishness. 3 We cannot judge
Philosophy 110W - 3: Introduction to Philosophy, Hamilton College, Fall 2007 Russell Marcus, Instructor email: firstname.lastname@example.org website: http://thatmarcusfamily.org/philosophy/intro_f07/course_home.htm
PCPM COUNSELING-MENTORING 1 OBJECTIVES: Upon conclusion of this chapter you will be able to: Explain why this ministry is needed. Identify ways in which you can minister to inmate's. Summarize guidelines
Coaching and Feedback Follow the Guidelines for Effective Interpersonal Communication There are fundamental strategies that should always be part of interpersonal communication in the work place. Don t
Guide to Using Simulations Introduction This guide introduces instructors to United States Institute of Peace (USIP) simulations, as well as acts as a how to guide to using USIP simulations in the classroom.
Conversation Lesson News Topic: News Aims: - To develop fluency through a range of speaking activities - To introduce related vocabulary Level: Intermediate (can be adapted in either direction) Introduction
I hope you find some helpful things here. These are bits of grammar I ve made. I have been putting together a little notebook for my daughter for a writing reference tool. Some other printouts I have used
Online Tutoring System For Essay Writing 2 Online Tutoring System for Essay Writing Unit 4 Infinitive Phrases Review Units 1 and 2 introduced some of the building blocks of sentences, including noun phrases
THE ENGLISH SENTENCE (Materials based on: Huddleston, R. & Pullum, G.K. (Eds.)., 2002. The Cambridge Grammar of the English Language. London: CUP and Greenbaum, S., & Quirk, R. 1990. A Student's Grammar
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Writing learning objectives This material was excerpted and adapted from the following web site: http://www.utexas.edu/academic/diia/assessment/iar/students/plan/objectives/ What is a learning objective?
Krzysztof Kosecki On Multiple Metonymies Within Indirect Speech Acts Krzysztof Kosecki* 1 University of ódź Research in Language 2007, vol. 5 DOI: 10.2478/v10015-007-0010-6 ON MULTIPLE METONYMIES WITHIN
Common Interview Questions & Response Suggestions You will never be able to anticipate all of the potential questions that an employer will ask during the interview. However, you can prepare your answers
MORE ABOUT SPEECH ACTS MORE ABOUT SPEECH ACTS We introduce felicity conditions and look at ways of classifying and identifying speech acts. If you do that, I won t eat my dessert. (Matteo Peccei, age 3)
Speech and Pronunciation Instruction To Improve English Language Learners Understandability A First Literacy Professional Development Workshop Facilitators: Flory Barringham Wendy Blum Michael Feher October
Using the TOEFL ITP tests for your students today can help you shape their tomorrow The TOEFL ITP Assessment Series for your classroom The power of the TOEFL test in your classroom The classroom is where
Teachers Roles in Autonomous Learning Shanghais Yan School of foreign languages, Lanzhou University of technology, Lanzhou, China Accepted: November 02, 2012 Published: December 12, 2012 Doi:10.5296/jsr.v3i2.2860
Estudios de Asia y Africa Idiomas Modernas I What you should have learnt from Face2Face 1A Question Forms 1.1 Yes-No Questions 1. If the first verb is an auxiliary verb, just move it in front of the Subject:
THE JOURNAL OF ASIA TEFL Vol. 2, No. 1, pp. 191-198, Spring 2005 The Process Approach to ESL/EFL Writing Deqi Zen Southeast Missouri State University, United States The past two decades witnessed an increasing