DOCSLIB.ORG

English Root Modals Must and Have to : a Cognitive Linguistic Analysis

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
English Root Modals Must and Have to : a Cognitive Linguistic Analysis Title English Root Modals Must and Have to : A Cognitive Linguistic Analysis Author(s) Sanada, Keisuke Citation 北海道大学. 博士(文学) 甲第9224号 Issue Date 2009-09-25 DOI 10.14943/doctoral.k9224 Doc URL http://hdl.handle.net/2115/43055 Type theses (doctoral) File Information Ph.D.Thesis(Sanada).pdf Instructions for use Hokkaido University Collection of Scholarly and Academic Papers : HUSCAP English Root Modals Must and Have to: A Cognitive Linguistic Analysis （英語の根源的法助動詞 must と have to：認知言語学的分析） A Dissertation Presented to The Graduate School of Letters Hokkaido University In Partial Satisfaction Of the Requirements for the Degree of Doctor of Philosophy In Linguistics by Keisuke SANADA 2009 TABLE OF CONTENTS List of Figures vii List of Tables vii Acknowledgements viii Vita, Publications, and Fields of Study xi Abstract of the Present Thesis xiv 1 Introduction 1 1.1 Aims of This Thesis 1 1.1.1 Root Must and Root Have to as Force Dynamic Conceptualization 2 1.1.2 Prototype View on Root Must and Root Have to 4 1.1.3 Quantitative Research of Root Must and Root Have to 6 1.2 Organization of This Thesis 8 Notes to Chapter 1 9 2 Previous Studies on Modality 10 2.1 The Definition of Modality 11 2.1.1 Subjectivity 11 2.1.2 Irreality 15 2.1.3 Non-Assertion 17 2.2 Semantic Classification of Modality 18 2.3 Polysemy vs. Monosemy Views 23 2.4 Cognitive Linguistic Approaches to English Modals 26 ii 2.4.1 Force Dynamic Conceptualization in the Semantics of English Modals 27 2.4.2 Metaphorical Extension from Root to Epistemic Sense 29 2.4.3 Subjectification and Grounding in English Modals 33 2.5 Summary 43 Notes to Chapter 2 44 3 Cognitive vs. Non-Cognitive Linguistic Approaches to Must and Have to 48 3.1 Distinguishability of Root Must and Root Have to 48 3.1.1 Non-Cognitive Linguistic Approaches 49 3.1.1.1 Westney (1995) 49 3.1.1.2 Papafragou (1998; 2000): Relevance Theoretic Approaches 54 3.1.2 Cognitive Linguistic Approaches 64 3.1.2.1 The Aspects of Force in Root Must and Root Have to 65 3.1.2.2 Advantages of Cognitive Linguistic Approaches 71 3.2 The Context of Interrogatives Including Epistemic Must, Root Must and Epistemic Have to 75 3.2.1 Papafragou (2000): Relevance Theoretic Approach 77 3.2.2 Cognitive Linguistic Approaches 81 3.2.2.1 The Context of Interrogatives with Epistemic Must 81 3.2.2.2 Further Application: Epistemic Have to and Root Must in Interrogatives 85 3.3 Summary and Remaining Problems 88 iii Notes to Chapter 3 92 4 An ICM-Based Account of Root Must and Root Have to: With Special Reference to Directive Speech Acts 95 4.1 Categorization and Prototype 98 4.1.1 Cognitive Grammar Analysis of Categorization 99 4.1.2 Prototype Analysis: Feature-Based vs. ICM-Based Analysis 100 4.2 Previous Feature-Based Approaches 107 4.2.1 Coates (1983): the Semantics of Root Must 107 4.2.2 Searle (1969, 1979): Speech Act Theory 111 4.3 The ICM of Directive Speech Acts: With Special Reference to Obligation 116 4.3.1 The Schematic Meaning of DSAs 116 4.3.2 The ICM of DSAs 118 4.4 An ICM-Based Account to Root Must 129 4.4.1 Prototypical Cases 129 4.4.2 Non-Prototypical Cases 134 4.4.2.1 Invitation Must 134 4.4.2.2 Objective Must 137 4.4.3 The Classification of Root Must 140 4.4.4 Coates’ Features Reconsidered 143 4.5 An ICM-Based Account of Root Have to 146 4.5.1 Prototypical Cases 146 4.5.2 Non-Prototypical Cases 154 4.5.3 The Classification of Root Have to 157 iv 4.6 Another Cognitive Linguistic Approach to Root Must and Root Have to: Higuchi (2008) 159 4.7 Summary 162 Notes to Chapter 4 163 5 A Quantitative Analysis of Root Must and Root Have to 168 5.1 Data 169 5.1.1 Data Sources 169 5.1.2 Objects of the Data 170 5.2 The Significance of Quantitative Research 171 5.3 A Quantitative Corroboration of the ICM-Based Account: Root Must and Root Have to in PDE 176 5.3.1 Root Must in PDE 178 5.3.2 Root Have to in PDE 181 5.3.3 Summary and Discussion 184 5.4 Diachronic Quantitative Research of Root Must 186 5.4.1 In EModE 188 5.4.2 In LModE 192 5.4.3 Summary and Discussion 196 5.5 Quantitative Research in Terms of an Imposee 199 5.5.1 Root Must in PDE 202 5.5.2 Root Must in EModE 205 5.5.3 Root Must in LModE 208 5.5.4 Root Have to in PDE 211 5.5.5 Summary and Discussion 215 v 5.6 Summary 219 Notes to Chapter 5 220 6 Conclusions and Prospects 223 References 228 Sources for Examples 240 vi LIST OF FIGURES 2.1 Subjectification (Langacker 1999:298, Figure 10.1) 35 2.2 (= Langacker 1990:334, Figure 9a) 38 2.3 (= Langacker 1990:334, Figure 9b) 39 2.4 (= Langacker 1990:334, Figure 9c) 40 4.1 The Mechanism of Categorization 99 4.2 The classification of root must 141 4.3 Higuchi’s basic image model of the epistemic regions (2008:231) 160 LIST OF TABLES 4.1 ICMs of four subclasses of DSAs 128 5.1 Frequency of use of three types of root must in PDE 184 5.2 Frequency of use of two types of root have to in PDE 185 5.3 Frequency of use of three types of root must in EModE, LModE, and PDE 197 5.4 The distribution of an imposee in terms of whether it is encoded as a subject referent 216 5.5 The distribution of an imposee in terms of its person 217 5.6 The distribution of an imposee in terms of its agentivity 219 vii ACKNOWLEDGEMENTS It goes without saying that many people fully provided academic, physical, and mental help with the completion of the present thesis. First and foremost, I would like to express my deepest gratitude to Masuhiro Nomura, my advisor in doctoral course. His undoubtedly wide and deep insight on (especially cognitive and functional) linguistics and its related areas (such as philosophy and logic) always stimulated me. He also put in a really large amount of time and energy on reading and critiquing earlier versions of the present thesis, and always encouraged me to make public my research by giving presentations at academic conferences. I cannot imagine having completed the present thesis without his generous advice, encouragement, and patience. Next, I must remember to thank Hidemitsu Takahashi, my prior advisor in bachelor and master courses. He interested me in functional and cognitive linguistics and pragmatics, and also taught me how to write a logical and interesting academic thesis. Thanks to his constant help and encouragement, I managed to complete my master’s thesis, on which the present thesis is based. I am also grateful to Shigehiro Kato for his insightful comments on this thesis. His undoubtedly broad insight on linguistics (and especially on pragmatics) gave me a lot of incentive to improve this research in the future. I was also blessed with the opportunities to attend special lectures of prominent linguists: Ronald W. Langacker (on cognitive grammar), viii Keisuke Onoe and Yoshio Nitta (on modality), and Kunihiko Imai (on relevance theory). All of them kindly answered my questions after their lectures, and helped me understand their research areas and phenomena. My thanks also go to Mariko Goto Higuchi for recommending me to read her insightful doctoral dissertation, sharing the interest in modality, and encouraging me to go ahead with the present study. Portions of this thesis are based on my published papers and oral presentations done in academic conferences. Chapters 3 through 5 include data and (sometimes largely) revised discussions from papers I presented at The English Literary Society of Japan, Hokkaido Branch, Japanese Cognitive Linguistics Association, English Linguistics Society of Japan, and International Cognitive Linguistics Association. For their valuable comments, criticisms, and questions, I thank Tomoko Endo, Hideto Hamada, Hideo Ishida, Nobuyuki Ishii, Kazuki Iwahashi, Katsunobu Izutsu, Hiroyuki Kageyama, Seizo Kasai, Takehiko Kurihara, Mariko Kurotaki, Mitsuru Maeda, Masanobu Masuda, Yusuke Minami, Kunie Miyaura, Masakatsu Mizuno, Hiroyuki Morikawa, Tetsuharu Moriya, Yuichi Mori, Shunichiro Nagatomo, Akiko Naito, Heizo Nakajima, Hirozo Nakano, Mitsuko Yamashita Nieda, Yoshihiro Nishimitsu, Kimihiro Ohno, Satoshi Oku, Haruhiko Ono, Masaki Sano, Yukito Seta, Ken-ichi Seto, Makoto Shimizu, Hiroaki Tanaka, Seiji Ueno, Hisao Tokizaki, Hirotaka Tomozawa, and Yoshihiro Yamada. I would also like to express my deep gratitude for the staffs and fellow students in Hokkaido University: Michiko Ezoe, Susumu Hidaka, Mitsuko Narita Izutsu, Ken-ichi Kasai, Hidenori Kitahara, Yayoi ix Miyashita, Yuko Mizuno, Lisa Mizushima, Erina Munetomo, Yumiko Okada, Midori Okamura, Masatsugu Ono, Nina Petrishcheva, Mizuho Sakamoto, Megumi Seto, Takashi Sugahara, Haruna Suzuki, Nohara Takeuchi, Shogo Terasaki, Nozomi Torimoto Yasuhiro Tsushima, and Emi Yokomura. They gave me valuable comments for portions of this thesis. In addition, the talk with them, whether on linguistic or non-linguistic issues, always relaxed and encouraged me. I would also like to thank Shugo Yamazoe, at Sapporo Gakuin University, for his warm and constant encouragement while I was working as a part-time lecturer with him and writing this thesis. I would like to thank Randy L. Evans, Tim Grose, Mark Holst, Mark Irwin, and Raquel Romine for their judgments and valuable comments on my examples.
Load more

Recommended publications
  • Qualification Paper
    THE MINISTRY OF HIGHER AND SECONDARY SPECIAL EDUCATION OF THE REPUBLIC OF UZBEKISTAN THE UZBEK STATE WORLD LANGUAGES UNIVERSITY Qualification paper The theme: TYPES OF MOOD IN THE ENGLISH AND RUSSIAN LANGUAGES Written by the student: Sobirov Eldor Group: 423 Reviewer: Tashkent-2016 Contents: Introduction………………………………………………………………..2 CHAPTER I General view of English types of mood…………………………………7 1.1 The Category of Mood………………………………………………...9 1.2 The mood in different linguists’ point of view………………………25 1.3 The indicative mood…………………………………………………..14 CHAPTER II The subjunctive mood…………………………………………………… 2.1 The problems subjunctive mood………………………………………25 2.2 Foreign linguist’ speculation about subjunctive mood……………..22 2.3 Mood from the point of Russian linguist…………………………...31 CHAPTER III The Imperative Mood…………………………………………………… 3.1 General overview of imperatives…………………………………..42 3.2 The inner nature of imperatives……………………………………45 Conclusion………………………………………………………………50 Bibliography…………………………………………………………….49 1 Introduction Development of a science as a whole and a linguistic science, in particular is connected not only to the decision of actually scientific problems, but also with features internal and foreign policy of the state, the maintenance of the state educational standards which are to the generators of progress providing social, economic society. It forms the society capable quickly to adapt in the modern world1. Conditions of reforming of all education system the question of the world assistance to improvement of quality of scientific-theoretical aspect of educational process is especially actually put. Speaking about the 20th anniversary of National Independence President I.A.Karimov has declared in the program speech “Harmoniously development of generation a basis of progress of Uzbekistan”; “... all of us realize, that achievement of the great purposes put today before us, noble aspirations it is necessary for updating a society”.
    [Show full text]
  • A Grammar of the Dom Language a Papuan Language of Papua New Guinea
    A Grammar of the Dom Language A Papuan Language of Papua New Guinea TIDA Syuntaroˆ i Table of Contents Acknowledgements xiii Abbreviations xv Maps xvii Chapter 1 Introduction 1 1.1 Geographical and demographic background . 1 1.2 Socio-linguistic setting . 1 1.2.1 Tribes and clans . 3 1.2.2 Names and Naming . 4 1.3 Linguistic background . 5 1.3.1 Genetic relationships . 5 1.3.2 Typological profile . 6 1.3.3 Papuan context . 7 1.4 Previous work . 7 1.5 Present study . 8 Chapter 2 Phonology 9 2.1 Vowels . 9 2.1.1 Minimal pairs . 9 2.1.2 Lengthening . 9 2.1.3 /e/ . 9 2.1.4 [1] and /i/ insertion . 10 2.1.5 /i/ . 11 2.1.6 /o/ . 11 2.1.7 /u/ . 12 2.1.8 /a/ . 12 2.1.9 Sequence of vowels . 12 2.2 Consonants . 13 2.2.1 Minimal pairs . 13 2.2.2 Prenasalisation and gemination . 13 2.2.3 Obstruents . 14 2.2.3.1 /p/ . 14 2.2.3.2 /b/ . 14 2.2.3.3 /k/ . 14 2.2.3.4 /g/ . 14 ii Table of Contents 2.2.3.5 /t/ . 15 2.2.3.6 /d/ . 15 2.2.3.7 /s/ . 15 2.2.3.8 /r/ . 15 2.2.3.9 /l/ and /L/........................... 16 2.2.3.10 /s/, /t/ and /l/ . 17 2.2.3.11 /c/ and /j/ . 18 2.2.4 Nasals . 19 2.2.4.1 /n/ . 19 2.2.4.2 /m/ .
    [Show full text]
  • Humanity Fluent Software Language
    Pyash: Humanity Fluent Software Language Logan Streondj February 13, 2019 Contents 1 Introduction 4 1.1 Problem ................................... 4 1.1.1 Disglossia ............................... 4 1.2 Paradigm ................................... 5 1.2.1 Easy to write bad code ........................ 5 1.2.2 Obsolete Non-Parallel Paradigms .................... 5 1.3 Inspiration ................................. 5 1.4 Answer .................................... 5 1.4.1 Vocabulary ............................... 5 1.4.2 Grammar ................................ 5 1.4.3 Paradigm ................................ 6 I Core Language 7 2 Phonology 8 2.1 Notes .................................... 8 2.2 Contribution ................................. 8 3 Grammar 10 3.1 Composition ................................. 10 3.2 Grammar Tree ................................. 10 3.3 Noun Classes ................................. 10 3.3.1 grammatical number .......................... 12 3.3.2 noun classes for relative adjustment ................. 12 3.3.3 noun classes by animacy ........................ 13 3.3.4 noun classes regarding reproductive attributes ............ 13 3.4 Tense .................................... 13 3.5 Aspects ................................... 13 3.6 Grammatical Mood ............................... 14 3.7 participles ................................. 16 4 Dictionary 18 4.1 Prosody ................................... 18 4.2 Trochaic Rhythm ............................... 18 4.3 Espeak .................................... 18 4.4
    [Show full text]
  • 5 Verb Phrases
    A study of the Structure of Telugu Phrases Verb Phrase 5 Verb Phrases The verb phrase in Telugu is a head-modifier phrase having a verb as its head, and adverbials and participles being the modifiers. Again, the head verb has its own internal structure having moods, aspects, persons, numbers and genders in a close-knit sequence. Therefore, Telugu verb phrase can be conveniently termed as a close-knit head modifier phrase. These verb phrases in Telugu fill predicate slots at clause level constructions. The Telugu verb phrase can be visualised in the following way: VERB PHRASE MODIFIER HEAD Mood Verbal Person Aspect Adverbials Participles Base Number Tense Gender From the above representation the following inferences can be drawn. 1. The verb phrase is either a head-modifier phrase (Type 1), or it consists of only a single word (zero modifier). 2. The head is a close-knit phrase consisting of three interrelated systems, namely, the verbal base system; the mood, aspect and tense system and the person, number and gender system manifesting tagmemes within it. 3. The modifier slot is filled by either adverbials or participles or both, which in turn may be either single units or phrases of head-modifier, coordinate and axis-relator types. 205 A study of the Structure of Telugu Phrases Verb Phrase Formula VP = + Mod: Adv./Part. + H: vb. Read, a verb phrase has an optional modifier slot filled by an adverbial or adverbial phrase, and/or a participle or a participle phrase; and an obligatory head slot filled by a transitive or intransitive verb alongwith the person-number-gender suffixes.
    [Show full text]
  • CONTRASTIVE GRAMMAR: Theory and Practice
    Киї вськии університет Національнии університет імені Бориса Грінченка «Києво-Могилянська академія» CONTRASTIVE GRAMMAR: Theory and Practice KYIV 2019 0 УДК 811.111-112(076) Contrastive Grammar: Theory and Practice = Порівняльна граматика: теорія і практика: навч. посіб. / авт.-сост.: Н. Ф. Гладуш, Н. В. Павлюк; Київ. ун-т. ім. Б. Грінченка; Нац. ун-т «Києво-Могилянська акад.». – К., 2019. – 296 с. Навчальний посібник з порівняльної граматики англійської та української мов висвітлює теоретичні питання, які розкривають спільні та відмінні риси у структурі двох мов. Кожна тема з морфології та синтаксису супроводжується практичними завданнями, які допомагають краще зрозуміти і засвоїти матеріал. У другій частині надаються таблиці, які систематизують і класифікують явища, що вивчаються. Посібник відповідає програмі курсу «Порівняльна граматика англійської та української мов» для вищих навчальних закладів. Розраховано на студентів спеціальності «Філологія» навчальних закладів вищої освіти, викладачів та усіх, кого цікавлять питання структурної організації мови. УДК 811.111-112(076) 1 CONTENTS Preface 4 Unit 1. Introduction to Contrastive Grammar 5 Unit 2. Basic Grammar Notions 16 Unit 3. Contrastive Morphology 19 Unit 4. The Noun in English and Ukrainian 26 Unit 5. The Adjective, Numeral and Pronoun in English and Ukrainian 34 Unit 6. The Article 43 Unit 7. Functional Parts of Speech in English and Ukrainian 48 Unit 8. The Verb in English and Ukrainian 55 Unit 9. Verbals in English and Ukrainian 65 Unit 10. The Adverb and Stative in English and Ukrainian 72 Unit 11. Contrastive Syntax. Phrases in English and Ukrainian 78 Unit 12. The Simple sentence in English and Ukrainian 87 Unit 13. The Composite Sentence in English and Ukrainian 95 Unit 14.
    [Show full text]
  • Proceedings from the Third Workshop on American Indigenous Languages
    Santa Barbara Papers in Linguistics Proceedings from the third Workshop on American Indigenous Languages April 14-16, 2000 Department of Linguistics University of California, Santa Barbara Santa Barbara, CA 93106 Papers in Linguistics Linguistics Department University of California, Santa Barbara Santa Barbara, California 93106 U.S.A. Checks in U.S. dollars should be made out to UC Regents with $5.00 added for overseas postage. If your institution is interested in an exchange agreement, please write the above address for information. Volume 1: Korean: Papers and Discourse Date $13.00 Volume 2: Discourse and Grammar $10.00 Volume 3: Asian Discourse and Grammar $10.00 Volume 4: Discourse Transcription $15.00 Volume 5: East Asian Linguistics $15.00 Volume 6: Aspects of Nepali Grammar $15.00 Volume 7: Prosody, Grammar, and Discourse in Central Alaskan Yup'ik $15.00 Proceedings from the first $20.00 Workshop on American Indigenous Languages Proceedings from the second $15.00 Workshop on American Indigenous Languages Proceedings from the third $15.00 Workshop on American Indigenous Languages FOREWARD It is with great pleasure that we present the proceedings of the third Workshop on American Indigenous Languages rwAIL 2000). In continuing a tradition begun with the student discussion group on North American Indigenous Languages (NAIL), the evolving membership wishes to pay tribute to Marianne Mithun and Wallace Chafe for their consistent encouragement and support. We hope that this third volume of the Working Papers represents another step in the development of WAIL as a forum where we may all share our discoveries, both descriptive and theoretical, concerning these increasingly endangered languages.
    [Show full text]
  • A Comprehensive Study on Sinhala and English Verbs
    International Journal on Studies in English Language and Literature (IJSELL) Volume 6, Issue 9, September 2018, PP 43-57 ISSN 2347-3126 (Print) & ISSN 2347-3134 (Online) http://dx.doi.org/10.20431/2347-3134.0609006 www.arcjournals.org A Comprehensive Study on Sinhala and English Verbs A.B.I.K.Premasiri* Sri Lanka Institute of Advanced Technological Education (SLIATE), Srilanka *Corresponding Author: A.B.I.K.Premasiri, Sri Lanka Institute of Advanced Technological Education (SLIATE), Srilanka Abstract: This study examines the similar and dissimilar aspects of Sinhala and English verbs. Sinhala is a diglossic language: having a separate written and spoken variety. In the study spoken or the colloquial Sinhala language has been used to make the comparison of the verbs of the two languages. In English much difference between the spoken and the written variety cannot be seen. The research was carried out with the idea in mind that there should be some similarities of these two languages since both the two languages belong to the same language family: Indo- European. When started to research on the two languages it was found that studying about a language is a vast area of study. So, the area was narrowed down to the verbs of the Sinhala and English language. Verbs of the two languages have been compared with the main focus on their voice, tense, aspect and mood. The data and findings under these four categories have been presented and analyzed. An introduction on various other types of verbal categories of the two languages has been presented for the reader to be aware of the basics of the verbs of Sinhala and English language.
    [Show full text]
  • A Short Grammar of East Circassian (Kabardian)
    Ranko Matasović A SHORT GRAMMAR OF EAST CIRCASSIAN (KABARDIAN) Translated from Croatian with the help of Tena Gnjatović ninth version ZAGREB 2010 Matasović: A Short Grammar of Kabardian © No part of this publication should be copied or edited without permission from the author. LIST OF ABBREVIATIONS Abkh. = Abkhaz adm. = admirative ADV = adverbial advers. = adversative Adyg. = Adyghean af. = affirmative ant. = anterior assoc.= associative, associative plural caus. = causative cond. = conditional conj. = conjunctivity dir. = directional (directional prefix) ERG = ergative evid. = evidential fut. = future fut.II = future II ger. = gerund imp. = imperative impf. = imperfect inf.= infinitive INST = instrumental inter. = interrogative intrans. = intransitive invol. = involuntative Kab. = Kabardian neg. = negation NOM = nominative opt. = optative part. = participle perm. = permissive pl. = plural plup. = pluperfect poss. = possessive pot. = potential pref. = prefix pres. = present pret. = preterite quot.part. = quotative particle rec. = reciprocal refl. = reflexivity rel. = relative particle rec. = reciprocal prefix Rus. = Russian 2 Matasović: A Short Grammar of Kabardian sg. = singular trans. = transitive Ub. = Ubykh ver. = version 3 Matasović: A Short Grammar of Kabardian PREFACE This grammar should be used with some caution, not only because it was written by a linguist who is far from being a fluent speaker of Kabardian. It is largely compilatory in nature, and many examples were drawn from the existing works on Kabardian by M. L. Abitov, Mukhadin Kumakhov, and others. However, I have also excerpted and analyzed many sentences from the literature, especially from the Nart corpus (Nārtxar, 1951, Nārtxar, 2001), and some examples were elicited from native speakers. Although I have relied heavily on the published scholarly works on Kabardian, my interpretations of the data are sometimes very different from those in the available literature.
    [Show full text]
  • Theoretical Grammar of English
    MINISTRY OF HIGHER AND SECONDARY SPECIALIZED EDUCATION Uzbek State World Languages University A.T. Iriskulov Theoretical Grammar of English Tashkent 2006 Reviewed by: A. Kuldashev R. Alimardanov Layout and design: E. Ablyazizova 2 Contents Lecture 1 Language and Speech Levels……………………………………………………………….……… 5 Lecture 2 The Grammatical Structure of a Language………………………………………………………… 8 Five Signals of Syntactic Structure………………………………………………………………… 9 Lexical and grammatical Meaning ………………………………………………………………… 9 Lecture 3 The Morphemic Structure of the English Language……………………………………………….. 11 The Types of Morphemes………………………………………………………………………..… 12 Lecture 4 The Grammatical Categories. …………… …………………………………………… 14 Lecture 5 The Parts of Speech………………… ………………………………………………… 16 Lecture 6 The Noun…………………………………………………………………………………………... 21 The Number and Case in Modern. English Nouns …………………………………. 22 The Category of Case in Nouns…………………………………………………………………… 23 Gender in Modern English ………………………………………………………………………… 24 Lecture 7 The Adjectives……………………………………………………………………... 27 The Grammatical Category of Degrees of Comparison…………………………………………… 27 Substantivization of Adjectives…………………………………………………………………… 29 Lecture 8 The Verb…………………………………………………………………………………………… 30 Verb as a Part of Speech ………………………………………………………………………….. 30 The Types of Verbs ……………………………………………………………………………….. 30 Notional and Functional Verbs ……………………………………………………………………. 31 Regular and Irregular Verbs ……………………………………………………………………….. 31 Transitive and Intransitive Verbs …………………………………………………………………. 32 The Grammatical
    [Show full text]
  • What Can You Do? ILLC Dissertation Series
    What can you do? ILLC Dissertation Series Maria Aloni, Quantification under Conceptual Willem van Dam, On Quantum Computation Covers, DS-2001-01 Theory, DS-2002-04 Alexander van den Bosch, Rationality in Discov- Rosella Gennari, Mapping Inferences: Constraint ery - a study of Logic, Cognition, Computation Propagation and Diamond Satisfaction, DS- and Neuropharmacology, DS-2001-02 2002-05 Erik de Haas, Logics For OO Information Sys- Ivar Vermeulen, A Logical Approach to Compe- tems: a Semantic Study of Object Orientation tition in Industries, DS-2002-06 from a Categorial Substructural Perspective, DS- Barteld Kooi, Knowledge, Chance, and Change, 2001-03 DS-2003-01 Rosalie Iemhoff, Provability Logic and Admissi- Elsbeth Brouwer, Imagining Metaphors: Cogni- ble Rules, DS-2001-04 tive Representation in Interpretation and Under- Eva Hoogland, Definability and Interpolation: standing, DS-2003-02 Model-theoretic investigations, DS-2001-05 Juan Heguiabehere, Building Logic Toolboxes, DS-2003-03 Ronald de Wolf, Quantum Computing and Communication Complexity, DS-2001-06 Christof Monz, From Document Retrieval to Question Answering, DS-2003-04 Katsumi Sasaki, Logics and Provability, DS- 2001-07 Hein R¨ohrig, Quantum Query Complexity and Distributed Computing, DS-2004-01 Allard Tamminga, Belief Dynamics. (Epis- temo)logical Investigations, DS-2001-08 Sebastian Brand, Rule-based Constraint Propa- gation: Theory and Applications, DS-2004-02 Gwen Kerdiles, Saying It with Pictures: a Logical Landscape of Conceptual Graphs, DS-2001-09 Boudewijn de Bruin,
    [Show full text]
  • A Semantic Approach to the English Modality
    ISSN 1798-4769 Journal of Language Teaching and Research, Vol. 10, No. 4, pp. 879-885, July 2019 DOI: http://dx.doi.org/10.17507/jltr.1004.28 A Semantic Approach to the English Modality Jinghua Zhang Yanbian University, China Abstract—Modality is a semantic concept dealing with necessity and possibility of the knowledge of the world. It is basically divided into two types, viz. epistemic modality and deontic modality. Various grammatical categories are possibly used to show modality. However, modal verbs are one of the most important means related to the modality. Modal verbs are flexible in showing modality. This article discusses basic knowledge of modality including definition, classification (epistemic and deontic) and relationship between modality and modal verbs etc. Index Terms—modality, epistemic, deontic, modal verbs, semimodals I. INTRODUCTION Propositions in the world may be an assertion that concerns truth of the real world based on the factual proposition. However, sometimes it is very hard to assert some proposition based on the background of the knowledge either it is true or not. In order to express this kind of situation, people use the concept modality. Assertion deals with factual propositions based on the real knowledge of the worlds, while modality focuses on the necessities and possibilities of the proposition. Modality is an important semantic category that attracts many scholars’ interest. Many expressions in our lives are related to modality. Modality often deals with possibility and necessity. In general, scholars divide modality into two major subcategories, viz., epistemic modality and deontic modality, and modal verbs are the main carriers to show modality.
    [Show full text]
  • Speaking and Sensing the Self in Authentic Movement: the Search for Authenticity in a 21St Century White Urban Middle- Class Community
    University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations Spring 2010 Speaking and Sensing the Self in Authentic Movement: The Search for Authenticity in a 21st Century White Urban Middle- Class Community Seran E. Schug University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations Part of the Anthropological Linguistics and Sociolinguistics Commons, and the Theatre and Performance Studies Commons Recommended Citation Schug, Seran E., "Speaking and Sensing the Self in Authentic Movement: The Search for Authenticity in a 21st Century White Urban Middle-Class Community" (2010). Publicly Accessible Penn Dissertations. 110. https://repository.upenn.edu/edissertations/110 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/110 For more information, please contact [email protected]. Speaking and Sensing the Self in Authentic Movement: The Search for Authenticity in a 21st Century White Urban Middle-Class Community Abstract Speaking and Sensing the Self in Authentic Movement The Search for Authenticity in a 21st Century White Urban Middle-Class Community Seran Endrigian Schug Asif Agha and Rebecca Huss-Ashmore This ethnography is about Authentic Movement, a ritual form of dance and self-narrative in which a participant performs free association through trancelike movement in the presence of a “compassionate” witness as a means toward the discovery of an authentic self. Rooted in anti-modernist social movements in late 19th century urban middle- and upper-class communities in the United States, Authentic Movement brings to light a central paradox of modern life—though it is through liberal social institutions of modernity that individuals are purportedly able to achieve the freedom to be who they aspire to be, it is to an imagined non-modern past that many look toward to know and define the authentic self.
    [Show full text]