Muss oder soll? Modalverben zwischen Emotionalität und Rationalität

Within foreign language teaching research, studies on metaphor have led to an orientation towards objectives regarding not just verbal fluency but also conceptual metaphoric fluency. This work is based on the assumption that a language pedagogy in line with the results of this research in linguistics and psycho-linguistics must consider its objectives to include the development of schemata and metaphorical associations as stable contents of learner memory to be drawn upon during the comprehension and production of texts. In particular, this paper focuses on the use and semantics of German modal verbs, which represent a difficult topic for Italian mother-tongue learners.