Searching the Interpersonal Meaning in Tess of the D’urbervilles from Metaphor of Modality

張潤

【Abstract】Based on Hallidays interpersonal function theory， this thesis carries out an analysis of the interpersonal meaning of the characters speech in the novel Tess of the Durbevilles mainly from the aspects of modality system. The aim is to reveal characters attitudes toward each other， to infer their relationships and characteristics. It is hoped that the analysis of interpersonal meaning contributes to better interpret characters and understand this great work.

【Key words】metaphor of modality； interpersonal meaning

1. Metaphor of Modality

As a matter of fact， meanings made through modality can also be realized by a clause besides modal verb and modal adjunct. Halliday （2000： 354） refers to this kind of device employed in modality as the metaphor of modality， which is based on the semantic relationship of projection. He points out that the speakers opinion regarding the probability is coded not as a modal element within the clause but as a separate， projecting clause in a hypotactic clause complex. At the same time， Halliday suggests that the basic distinction that determines how each type of modality will be realized is the orientation， i.e. “the distinction between subjective and objective modality and between the explicit and implicit variants” （ibid： 357）. Thompson （2000： 60） names the orientation of modality as modal responsibility according to how far the speaker accepts responsibility for the attitude being expressed. In the interaction， if the speaker wants to express his or her personal judgment or inclination more explicitly， the more subjective orientation is indicated， e.g. “I think Mary is ill”. But in some cases， the speaker might intend to conceal his or her personal viewpoint or assessment， and thus the more objective orientation is indicated， e.g. “Its quite probable that Mary is ill”. There are four types of modal orientation： explicit subjective， explicit objective， implicit subjective and implicit objective， which are shown in the following Table .

Subjective： Explicit Subjective： Implicit Objective： Implicit Objective： Explicit

Modalization： probability I think [in my opinion] Tom knows Tom will know Tom probably knows [in all probability] Its likely that Tom knows [Tom is likely to]

Modalization： usuality Fredll sit quite quiet Fred usually sits quite quiet Its usual for Fred to sit quite quiet

Modulation： obligation I want John to go John should go Johns supposed to go Its expected that John goes

Modulation： inclination Janell help Janes keen to help

Modality： Examples of The Combination of Orientation and Type （Halliday， 2000： 358）

From the table， we can find that when the modality is realized by a separate clause， it is explicit； when the modality is realized by modal operators or modal Adjuncts， it is implicit. In Hallidays study， the incongruent realization of modality refers to the explicit form of realization， which can also be called metaphorical variant form. And the congruent form refers to the implicit form of realization， which is the typical one. For instance， the congruent form “its probably going to rain” corresponds to its metaphorical variant form “I think its going to rain”， with “I think” as the primary clause. Hence， Halliday points out that both explicit subjective and explicit objective forms of modality are incongruent forms of realizing modality or metaphorical modality.

2. Interpersonal Meaning in Metaphor of Modality

In Hallidays study on the realization means of modality， he points out that the speakers opinion towards a proposition or proposal can also be embodied through metaphor of modality. He says “the explicitly subjective and explicitly objective forms of modality are all strictly speaking metaphorical， since all of them represent the modality as being the substantive proposition” （Halliday， 2000：362）. In the following analysis， the author is to analyze what interpersonal meanings are conveyed through metaphor of modality.

2.1 Analysis of Metaphor of Modality in the Speech of Angel

Tess falls into love with Angel Clare， an intellectual， freethinking son of a clergyman. Because of Angels pure-hearted proposal and her strong love for Angel， Tess eliminates all worries and marries Angel. However， on the bridal night， after Tess tells Angel her miserable past experience， things develop in the opposite direction unfortunately.

（1）“I thought—any man would have thought—that by giving up all ambition to win a wife with social standing， with fortune， with knowledge of the world， I should secure rustic innocence as surely as I should secure pink cheeks； but—However， I am no man to reproach you， and I will not.” （Hardy， 2004： 281）

Angels last hope is dashed by the fact that the man who has seduced Tess is still alive， and then he decides to show his idea formally. Angels explicit subjective modality form “I thought” reveals his position that any man who encounters this situation would have the same idea with him， which implies that Tesss lost of chastity is unfair to him. This point of view of Angel also turns out that conventional moral standards are implanted in his mind. In addition， his selfishness is also demonstrated by the metaphorical modality expression， for he only considers his own dilemma and never cares about Tesss feeling.

（2）“I wish half the woman in England were as respectable as you…” （Hardy， 2004： 284）

The above speech of Angel is uttered after Tess acknowledges that she is not respectable. Since he knows Tesss past， Angel has tried to keep rational. But he becomes agitated as soon as he hears the “respectable” from the words of Tess. Here， “I wish” in the above sentence conveys his satiric attitude towards Tess， which implies that the wicked image of Tess has been deeply rooted in Angels heart since he knows the “history” of Tess. According to Thompson， “the speaker may express his or her point of view in a way that makes it clear that this is his or her subjective point of view” （2000：60）. As shown in the sentence， the explicit subjective modality expression “I wish” increases the assertiveness of the proposition. At the same time， his grimness and resentful emotion are totally revealed through the metaphorical modality.

（3） “… It was imperative that we should stay together a little while， to avoid the scandal to you that would have resulted from our immediate parting.” （Hardy， 2004： 285）

Essentially， the speaker may present his or her viewpoint in an apparently objective way by making it appear to be a quality of the event itself （Thompson， 2000： 60）. As soon as Tess feels Angels inhospitality， she shrinks into herself as if she has been struck. When Angel observes her sudden change in mood， he uses the explicit objective modality form to change his opinion into an undoubted fact so as to make it persuasive， which facilitates Tess to accept his view. On the other hand， his well-chosen words function to cover what he really thinks. Angel could not forgive Tess after she tells him about her past frankly， but he must figure out a way to solve the problem. So， Angel indirectly suggests that they should live together temporarily. His hypocrisy is fully exposed through his words.

2.2 Analysis of Metaphor of Modality in the Speech of Tess

（4） “…I was afraid that it might cause a scandal to your name.” （Hardy， 2004： 282）

Tess understands Angels position so entirely that she advises him to divorce her. However， dominated by the antipathetic wave， Angel gives a sharp criticism for her lack of legal knowledge. So under pressure and shame， Tess tells Angel that she has prepared to commit suicide the night before. Through the use of modality clause “I was afraid that…”， Tess can make his own subjective opinion very explicit. She explains that she could not do it at last for she fears that it might do harm for Angels reputation. Despite Angels attitude towards her is no more gentle and amiable， when Tess is thinking of putting an end to her own life， she is still worried about Angels reputation. From this， the firmness of her devotion to Angel is indeed pitiful.

（5）“I suppose-you are not going to live with me-long， are you， Angel？ ” （Hardy， 2004： 286）

Although they live together temporarily in the same house，Tess is estranged from Angel since he knows her past. The feeling of estrangement causes Tess to break silence and discuss their future. In order to achieve a particular purpose or effect， the speaker may adopt the explicit subjective modality form to emphasize the individual opinion or the uncertainty of his or her own judgment （Zhou Dajun， 2003： 102）. The projecting clause “I suppose…” is a metaphorical variant of “it was a supposition that…”. Through the use of metaphorical expression， Tess makes conjecture about Angels psychological states from her point of view. In these despairing days， she perceives that Angel is meditating all the time. Her cognitive modality reflects her guesses and worries.

（6）“… It is quite true all of it， it must be. You must go away from me.” （Hardy， 2004： 288）

After Angel makes his last suggestion on their future， his resolution of him makes Tess no longer expect forgiveness. She uses the explicit objective modality expression “It is quite true all of it” to make her judgment objective， so as to cover up the sadness in her heart. This also exhibits that Tess has high self-esteem.

3. Summary

This part mainly discusses the application of modality in the analysis of novel in terms of metaphor of modality. The analysis of metaphor of modality shows Angels grim and satiric attitude towards Tess after knowing her past. By analyzing the metaphor of modality in the speech of Tess， we can find her strong affection for Angel. In fact， Angels decision to go away from her is unfair for Tess， but she does not demur. The firmness of her devotion to Angel is lamentable.

References：

[1]Halliday，M.A.K.An Introduction to Functional Grammar[M].Beijing：Foreign Language Teaching and Research Press，2000.

[2]Hardy，T.Tess of the DUrbervilles[M].Beijing：Central Compilation & Translation Press，2004.

[3]Thompson，G.Introducing Functional Grammar[M].Beijing： Foreign Language Teaching and Research Press，2000.