Search

Interpersonal modality, bifurcating modalization and modulation, is an important construct of interpersonal meaning in the architecture of Systemic Functional Linguistics. By meticulously reviewing relevant studies from the perspectives of traditional modality and modality’s semantic map, three respects with respect to the system of interpersonal modality have been supplemented. Firstly, modalization, being subcategorized into possibility and usuality, is suggested to entertain evidentiality from the traditional sense. Secondly, considering the delicacy of the system of interpersonal modality, possibility in modalization should be further categorized into epistemic and root possibility; necessity as one subtype of modulation, superseding the original obligation in modulation, is subclassified into obligation and permission; inclination, being the other subtype of modulation, should be specified as the superordinate of volition and ability. Thirdly, the shifting of modal meanings from root possibility to epistemic possibility in modalization and from inclination to necessity in modulation should be clearly specified as far as language evolvement is concerned.

In Systemic Functional Linguistics, meanings in semantic stratum could be realized by congruent/premetaphorical, metaphorical, or demetaphorical/post-metaphorical expressions in lexico-grammatical stratum. This paper, evidenced from the Corpus of Historical American English (COHA), explores the specific pathway from metaphorical expressions to post-metaphorical ones guided by principles of Context-first and AS IF and the principle of double functionality. The findings show that grammatical postmetaphorization is mainly realized by post-metaphor of ideation and that of modality. The former finds its expressions from common nouns to proper nouns (e.g. from security to Security), or from uncountable nouns to countable nouns (e.g. from security to securities), and the latter is evidenced by expressions shifting from explicit objective orientation to its explicit subjective counterpart (e.g. from it is possible that to it might be possible that), or by modal probability of I think type shifting from clausal initial position to clausal medial or final position (e.g. I think in the medial or final position of the clause).

Car dependence has been threatening transportation sustainability as it contributes to congestion and associated externalities. In response, various transport policies that restrict the use of private vehicles have been implemented. However, empirical evaluations of such policies' effects on traffic congestion have been limited. To this end, we compile a fine spatiotemporal resolution data set of the floating vehicle-based traffic performance index to examine the effects of a recent nonlocal vehicle driving restriction policy in Shanghai, one of most populous cities in the world. Specifically, we explore whether and how the policy impacted traffic speeds in the short term by employing a quasi-experimental difference-in-differences modeling approach. We find that: (1) In the first month, the policy led to an increase of network-level traffic speeds by 1.47% (0.352 km/h) during evening peak hours (17:00–19:00) but had no significant effect during morning peak hours (7:00–9:00). (2) The policy also helped improve network-level traffic speeds during some unrestricted hours (6:00, 12:00, 14:00, and 20:00), although the impact was marginal. (3) The short-term effects of the policy exhibited heterogeneity across traffic analysis zones. The lower the density of metro stations, the greater the effects. We conclude that driving restrictions for non-local vehicles alone may not significantly reduce congestion, and their effects can differ both temporally and spatially. However, they can have potential positive side effects such as increased purchase and usage of new energy vehicles, owners of which can obtain a local license plate of Shanghai for free. [ABSTRACT FROM AUTHOR]

The aim of this study was to develop a scale to measure students' STEM continuing motivation (CM). In accordance with the conceptualisation of CM by Maehr (1976. Continuing motivation: An analysis of a seldom considered educational outcome. "Review of Educational Research," 46(3), 443-462. doi:10.3102/00346543046003443), we define STEM CM as students' tendencies to actively engage in STEM-related activities. The STEM Continuing Motivation Scale was developed from a literature review and student cognitive interviews, and was validated on a sample of 465 Chinese 7th and 8th graders. The results demonstrated that the developed scale had high reliability (Cronbach's a = 0.91) and good validity. Analysis of variance (ANOVA) showed that boys had significantly higher STEM CM than girls and there were significant differences in engineering CM among students from different schools. The implications of the findings of this study are also discussed.