Modality at Work. Cognitive, Interactional and Textual Functions of Modal Markers Bert Cornillie, Paola Pietrandrea
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Participant-Internal Possibility Modality and It's
ISSN 2039-2117 (online) Mediterranean Journal of Social Sciences Vol 6 No 5 S2 ISSN 2039-9340 (print) MCSER Publishing, Rome-Italy September 2015 Participant-internal Possibility Modality and It’s Coding by – A Bil Analytical Construction in Kazakh Gulzada Salmyrzakyzy Yeshniyaz Botagoz Ermekovna Tassyrova Dauren Bakhytzhanovich Boranbayev Kazakh Ablai Khan University of international relations and world languages, The Republic of Kazakhstan 050022, Almaty, Muratbaev Street, 200 Ruslan Askarbekovich Yermagambetov The Korkyt Ata Kyzylorda State University, The Republic of Kazakhstan, 120014, Kyzylorda, Aiteke Bie Street, 29A Doi:10.5901/mjss.2015.v6n5s2p211 Abstract This paper discusses the semantic paradigm of the participant-internal possibility modality as a subcategory of modality and it’s coding in Kazakh with –A bil analytical construction. We will show that –A bil expresses all semantic properties of participant- internal possibility modality such as inherent/ learnt and mental/physical. Therefore constitutes the core of the functional- semantic field of the given modality. The paper also accounts for the relation of –A bil in modal usage with other category operators such as aspect, tense and voice. Keywords: modality, ability, participant-internal, converb, functional approach 1. Introduction Despite the available vast literature on modality there is still does not exist the single definition of the domain of modality in linguistics. Mostly modality is understood as a united meaning of its subcategories which are still under scrutiny and new concepts are being offered which make difficult to stabilize the semantics of modality. It is not once noted that “the number of modalities one decide upon is to some extent a matter of different ways of slicing the same cake” (Perkins, 1983, p.10). -
An Ultra-Condensed Introduction to Discourse Analysis: Two-Hour Tutorial at NICTA (National Information and Communication Technologies Australia)
An ultra-condensed introduction to Discourse Analysis: two-hour tutorial at NICTA (National Information and Communication Technologies Australia) Rogelio Nazar Pontificia Universidad Católica de Valparaíso [email protected] 23 October 2015 Abstract: Linguistics has historically been devoted to the study of language as a system rather than its manifestation in particular texts. In spite of this, Discourse Analysis (DA) has been established for more than 60 years as a place of convergence of many disciplines interested in discourse. This tutorial is aimed at people with little or no knowledge of linguistic terminology and its purpose is to offer a shallow introduction to DA. This tutorial will not specifically address computational procedures for text analysis. On the contrary, the analytical methods explained here are to be conducted manually, but with systematic and almost mechanical methods. This is mainly a practical tutorial and the focus will be on analysing a real text in English. The first part presents the theoretical principles and analytical tools, while the rest is devoted to practical exercises implementing the proposed method. Given the limitations of time, this tutorial only comments upon a short number concepts. 1. Introduction It is a real pleasure for me to be here today in this not very sunny day in Canberra and I am delighted to have all of you here. As you probably know, I have been entrusted with the impossible task of summarizing 60 years of research in discourse analysis (DA) in a couple of hours. Facing such challenge, what I am going to do is not really to offer a real introduction, because we would need a semester course just to cover the essential readings. -
Epistemic Modality: English Must, Have to and Have Got to and Their Correspondences in Lithuanian
ISSN 1392–1517. Online ISSN 2029–8315. KALBOTYRA. 2016 • 69 DOI: https://doi.org/10.15388/Klbt.2016.10374 (Non)epistemic modality: English must, have to and have got to and their correspondences in Lithuanian Audronė Šolienė Department of English Philology Vilnius University Universiteto g. 5 LT-01513 Vilnius, Lithuania Email: [email protected] Abstract This paper deals with the three types of modality – epistemic, deontic and dynamic. It examines the relation between the synchronic uses of the modal auxiliary must and the semi-modals have to and have got to as well as their Lithuanian translation correspondences (TCs) found in a bidirectional translation corpus. The study exploits quantitative and qualitative methods of research. The purpose is to find out which type of modality is most common in the use of must, have to and have got to; to establish their equivalents in Lithuanian in terms of congruent or non-congruent correspondence (Johansson 2007); and to determine how Lithuanian TCs (verbs or adverbials) correlate with different types of modality expressed. The analysis has shown that must is mostly used to convey epistemic nuances, while have to and have got to feature in non-epistemic environments. The findings show that must can boast of a great diversity of TCs. Some of them may serve as epistemic markers; others appear in deontic domains only. Have (got) to, on the other hand, is usually rendered by the modal verbs reikėti ‘need’ and turėti ‘must/have to’, which usually encode deontic modality. Key words: modality, epistemic, deontic, dynamic, necessity, obligation, translational correspondence, corpus-based analysis (Ne)episteminis modalumas: anglų kalbos must, have to ir have got to bei jų vertimo atitikmenys lietuvių kalboje Santrauka Šio darbo objektas yra trys anglų kalbos modaliniai veiksmažodžiai – must ‘turėti/ privalėti’, have to ir have got to ‘turėti/reikėti’ ir jų vertimo atitikmenys lietuvių kalboje. -
MIINA NORVIK Future Time Reference Devices in Livonian in a Finnic Context
DISSERTATIONES LINGUISTICAE UNIVERSITATIS TARTUENSIS 25 MIINA NORVIK Future time reference devices in Livonian in a Finnic context Tartu 2015 ISSN 1406-5657 ISBN 978-9949-32-962-5 DISSERTATIONES LINGUISTICAE UNIVERSITATIS TARTUENSIS 25 DISSERTATIONES LINGUISTICAE UNIVERSITATIS TARTUENSIS 25 MIINA NORVIK Future time reference devices in Livonian in a Finnic context University of Tartu, Institute of Estonian and General Linguistics Dissertation accepted for the commencement of the degree of Doctor of Philosophy on September 1st, 2015 by the Committee of the Institute of Estonian and General Linguistics, Faculty of Philosophy, University of Tartu Supervisors: Professor Karl Pajusalu, University of Tartu Professor Helle Metslang, University of Tartu Opponent: Professor Andra Kalnača, University of Latvia th Commencement: November 12 , 2015 at 14.15, room 139 in University main building, Ülikooli 18, Tartu This study has been supported by the European Social Fund Copyright: Miina Norvik, 2015 ISSN 1406-5657 ISBN 978-9949-32-962-5 (print) ISBN 978-9949-32-963-2 (pdf) University of Tartu Press www.tyk.ee FOREWORD In autumn 2004, I came to the University of Tartu with the idea of studying English language and literature as my major and law as my minor. But after I attended the first introductory course in general linguistics taught by Renate Pajusalu, I changed my mind and decided to go deeper into linguistics. So I took Estonian and Finno-Ugric linguistics as my minor. I became interested in tense, aspect and modality when being a Bachelor’s student. In a seminar paper I discussed the use of past tenses; in my Bachelor’s thesis I concentrated on the progressive aspect in English and Estonian. -
Modal Sense Classification at Large / 3 Most Prominently, Epistemic (3.A), Deontic/Bouletic (3.B) and Circum- Stantial/Dynamic (3.C) Modality
LiLT volume 14, issue 3 August 2016 Modal Sense Classification At Large Paraphrase-Driven Sense Projection, Semantically Enriched Classification Models and Cross-Genre Evaluations Ana Marasovićz?, Mengfei Zhouy?, Alexis Palmer?y, Anette Frankz y ?, zResearch Training Group AIPHES yLeibniz ScienceCampus “Empirical Linguistics and Computational Language Modeling” ?Department of Computational Linguistics Heidelberg University Abstract∗ Modal verbs have different interpretations depending on their context. Their sense categories – epistemic, deontic and dynamic – provide im- portant dimensions of meaning for the interpretation of discourse. Previous work on modal sense classification achieved relatively high performance using shallow lexical and syntactic features drawn from small-size annotated corpora. Due to the restricted empirical basis, it is difficult to assess the particular difficulties of modal sense classification and the generalization capacity of the proposed models. In this work we create large-scale, high-quality annotated corpora for modal sense classification using an automatic paraphrase-driven projec- tion approach. Using the acquired corpora, we investigate the modal sense classification task from different perspectives. We uncover the difficulty of specific sense distinctions by investigat- ∗This article represents an extension of prior work reported in Zhou (2015) and Zhou et al. (2015). It includes material of the published version in Zhou et al. (2015), with minor modifications. 1 2 / LiLT volume 14, issue 3 August 2016 ing distributional bias and reducing the sparsity of existing small-scale corpora used in prior work. We build a semantically enriched model for modal sense classification by designing novel features related to lexical, proposition-level and discourse-level semantic factors. Besides improved classification performance, closer examination of interpretable feature sets unveils relevant semantic and contextual factors in modal sense classification. -
Factors Determining the Development of Discourse Competence in Advanced Learners of English Author
View metadata, citation and similar papers at core.ac.uk brought to you by CORE Title: Factors determining the development of discourse competence in advanced learners of English Author: Marcin Jaroszek Citation style: Jaroszek Marcin. (2008). Factors determining the development of discourse competence in advanced learners of English. Praca doktorska. Katowice : Uniwersytet Śląski MARCIN JAROSZEK FACTORS DETERMINING THE DEVELOPMENT OF DISCOURSE COMPETENCE IN ADVANCED LEARNERS OF ENGLISH A LONGITUDINAL STUDY Ph.D. Dissertation submitted in part fulfillment of the requirements for the degree of Doctor of Philosophy at the English Language Institute of the University of Silesia. Written under the supervision of prof. dr hab. Maria Wysocka UNIWERSYTET ŚLĄSKI 2008 MARCIN JAROSZEK CZYNNIKI OKREŚLAJĄCE ROZWÓJ KOMPETENCJI DYSKURSU U ZAAWANSOWANYCH UCZNIÓW JĘZYKA ANGIELSKIEGO BADANIE PODŁUŻNE Rozprawa doktorska napisana w Instytucie Języka Angielskiego Uniwersytetu Śląskiego pod kierunkiem prof. dr hab. Marii Wysockiej UNIWERSYTET ŚLĄSKI 2008 Table of contents INTRODUCTION 5 PART ONE: THEORETICAL ASPECTS OF DISCOURSE COMPETENCE 7 DEVELOPMENT 1. Discourse and Discourse Competence 7 1.1 Defining discourse 8 1.2 Discourse Competence and Communicative Competence 10 1.3 Discourse Devices 14 1.3.1 Interaction vs. intra-action in discourse construction 15 1.3.2 Turn-taking 17 1.3.3 Discourse markers 19 1.3.4 Back-channel responses 20 1.3.5 Grammatical cohesion and textuality 20 1.3.6 Lexis and discourse 24 1.3.7 Conjunction 27 1.3.8 Modality 28 1.4 Competence vs. Performance 32 2. Educational factors determining discourse competence development 35 2.1 The role of input in discourse competence development 35 2.2 Classroom discourse vs. -
Grammar and Levels of Addressivity Exploring Ungarinyin Engagement Received May 4, 2018; Accepted Jan 21, 2020
Open Linguistics 2020; 6:1–18 Research Article Stef Spronck* Grammar and levels of addressivity Exploring Ungarinyin engagement https://doi.org/10.1515/opli-2020-0001 Received May 4, 2018; accepted Jan 21, 2020 Abstract: Evans et al. (2018a,b) introduce the notion of ‘engagement’ as a new grammatical domain related to intersubjective coordination of knowledge. The present paper applies this notion to data from the Aus- tralian Aboriginal language Ungarinyin. It identifies three markers/construction types in the language as ex- pressions of engagement and develops a descriptive framework rooted in Bakhtinian Dialogism in order to demonstrate why these expressions represent the category. It is argued that the main problems that arise in the analysis of engagement are very similar to those that have been encountered in the description of (other) TAME-categories as well, and that these may be overcome by applying Mikhail Bakhtin’s idea of ‘addressivity’. It concludes that a better understanding of the category of engagement that explores its relation to addressiv- ity may contribute to the development of an approach to grammar in which sociality takes priority, a Dialogic linguistics. Keywords: Dialogic linguistics; epistemicity; intersubjectivity; Ungarinyin 1 Introduction: observing and interpreting engagement ‘To say that the human being behaves individually at one moment and socially at another is as absurd as to declare that matter follows the laws of chemistry at a certain time and succumbs to the supposedly different laws of atomic physics at another’ (Sapir, 1949, 545) In an agenda-setting discussion of epistemicity in grammar, Evans et al. (2018a,b) argue for the adoption of a new grammatical category, that of engagement. -
CLIPP Christiani Lehmanni Inedita, Publicanda, Publicata Speech-Act
CLIPP Christiani Lehmanni inedita, publicanda, publicata titulus Speech-act participants in modality huius textus situs retis mundialis http://www.christianlehmann.eu/publ/lehmann_modality.pdf dies manuscripti postremum modificati 15.06.2012 occasio orationis habitae International Conference on Discorse and Grammar, Ghent University College, May 23-24, 2008 volumen publicationem continens ignotum annus publicationis ignotus paginae ignotae Speech-act participants in modality Christian Lehmann University of Erfurt Abstract Semantic accounts of subjective modality commonly assume that the speaker is the source of modal attitudes. However, there is a large body of data to suggest that attribut- ing a certain subjective modality to the speaker is the default only for the declarative sen- tence type. In interrogative sentences, it is often systematically the hearer who is credited with the modal attitude. For instance, Linda may go is commonly interpreted as ‘I allow Linda to go’. However, the interrogative version may Linda go? usually means ‘do you allow Linda to go?’ rather than ‘do I allow Linda to go?’ Modal operators from a small set of diverse language (English may , German sollen , Ko- rean -kess , Yucatec he’l , the Amharic and Kambaata jussive) are analyzed from the point of view of the shift of the modal assessor depending on sentence type. Some parallels from evidentiality and egophora are drawn. The result may be summarized as follows: By inferences or rules of grammar , subjective modalities may be attributed to a speech-act participant as their source. In declaratives, that is the speaker. In interrogatives, the speaker cedes the decision on the pragmatic focus to the hearer. -
Andra Kalnača a Typological Perspective on Latvian Grammar
Andra Kalnača A Typological Perspective on Latvian Grammar Andra Kalnača A Typological Perspective on Latvian Grammar Managing Editor: Anna Borowska Associate Editor: Helle Metslang Language Editor: Uldis Balodis Published by De Gruyter Open Ltd, Warsaw/Berlin Part of Walter de Gruyter GmbH, Berlin/Munich/Boston This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 3.0 license, which means that the text may be used for non-commercial purposes, provided credit is given to the author. For details go to http://creativecommons.org/licenses/by-nc-nd/3.0/. Copyright © 2014 Andra Kalnača ISBN 978-3-11-041130-0 e- ISBN 978-3-11-041131-7 Bibliographic information published by the Deutsche Nationalbibliothek The Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliografie; detailed bibliographic data are available in the Internet at http://dnb.dnb.de. Managing Editor: Anna Borowska Associate Editor: Helle Metslang Language Editor: Uldis Balodis www.degruyteropen.com Cover illustration: © Ieva Kalnača Contents Abbreviations I Introduction II 1 The Paradigmatics and Declension of Nouns 1 1.1 Introductory Remarks on Paradigmatics 1 1.2 Declension 4 1.2.1 Noun Forms and Palatalization 9 1.2.2 Nondeclinable Nouns 11 1.3 Case Syncretism 14 1.3.1 Instrumental 18 1.3.2 Vocative 25 1.4 Reflexive Nouns 34 1.5 Case Polyfunctionality and Case Alternation 47 1.6 Gender 66 2 The Paradigmatics and Conjugation of Verbs 74 2.1 Introductory Remarks 74 2.2 Conjugation 75 2.3 Tense 80 2.4 Person 83 3 Aspect 89 -
A Linguistically-Motivated Annotation Model of Modality in English and Spanish: Insights from MULTINOT
LiLT volume 14, issue (4) August 2016 A linguistically-motivated annotation model of modality in English and Spanish: Insights from MULTINOT Julia LAVID, Marta CARRETERO and Juan Rafael ZAMORANO-MANSILLA, Universidad Complutense de Madrid Abstract In this paper we present current work on the design and validation of a linguistically-motivated annotation model of modality in English and Spanish in the context of the MULTINOT project.1 Our annotation model captures four basic modal meanings and their subtypes, on the one hand, and provides a fine-grained characterisation of the syntactic realisations of those meanings in English and Spanish, on the other. We validate the modal tagset proposed through an agreement study per- formed on a bilingual sample of four hundred sentences extracted from original texts of the MULTINOT corpus, and discuss the difficult cases encountered in the annotation experiment. We also describe current steps in the implementation of the proposed scheme for the large-scale annotation of the bilingual corpus using both automatic and manual procedures. 1The MULTINOT project is financed by the Spanish Ministry of Economy and Competitiveness, under grant number FF2012-32201. We gratefully acknowledge the support provided by the Spanish authorities. We also thank the comments and suggestions provided by the anonymous reviewers which have helped to improve the current manuscript. 1 2 / LiLT volume 14, issue (4) August 2016 1 Introduction In this paper we describe the construction and empirical validation of a modality annotation scheme for English and Spanish in the context of the MULTINOT project, whose main aim is the development of a parallel English-Spanish corpus which is balanced – in terms of register diversity and translation directions – and whose design and enrichment with multiple layers of linguistic annotations focuses on quality rather than on quantity (see Lavid et al. -
Affirmative and Negated Modality*
Quaderns de Filologia. Estudis lingüístics. Vol. XIV (2009) 169-192 AFFIRMATIVE AND NEGATED MODALITY* Günter Radden Hamburg 0. INTR O DUCTI O N 0.1. Stating the problem Descriptions of modality in English often give the impression that the behaviour of modal verbs is erratic when they occur with negation. A particularly intriguing case is the behaviour of the modal verb must under negation. In its deontic sense, must is used both in affirmative and negated sentences, expressing obligation (1a) and prohibition (1b), respectively. In its epistemic sense, however, must is only used in affirmative sentences expressing necessity (2a). The modal verb that expresses the corresponding negated epistemic modality, i.e. impossibility, is can’t (2b). (1) a. You must switch off your mobile phone. [obligation] b. You mustn’t switch off your mobile phone. [prohibition] (2) a. Your mobile phone must be switched off. [necessity] b. Your mobile phone can’t be switched off. [impossibility] Explanations that have been offered for the use of epistemic can’t are not very helpful. Palmer (1990: 61) argues that mustn’t is not used for the negation of epistemic necessity because can’t is supplied, and Coates (1983: 20) suggests that can’t is used because mustn’t is unavailable. Both “explanations” beg the question: why should can’t be used to denote negated necessity and why should mustn’t be unavailable? Such questions have apparently not been asked for two interrelated reasons: first, the study of modality and negation has been dominated by logic and, secondly, since the modal verbs apparently do * An earlier version of this paper was published in Władysław Chłopicki, Andrzej Pawelec, and Agnieszka Pokojska (eds.), 2007, Cognition in Language: Volume in Honour of Professor Elżbieta Tabakowska, 224-254. -
Modality and Factivity: One Perspective on the Meaning of the English Modal Auxiliaries
MODALITY AND FACTIVITY: ONE PERSPECTIVE ON THE MEANING OF THE ENGLISH MODAL AUXILIARIES by NICOLA M,BREWER Submitted in accordance with the requirements for the degree of PhD The University of Leeds Department of Linguistics and Phonetics December 1987 ii ABSTRACT This study concentrates on modality as expressed by the set of modal auxiliaries and seeks to establish that these verbs share semantic as well as syntactic properties by identifying a single core meaning which they share. The relationship between modality and factivity is examined with the aim of gaining an insight into the former, more complex concept. When viewed from this perspective, the defining characteristic of all the modal auxiliary verbs in almost all of their uses is found to be nonfactivity. The meanings expressed by this set of verbs are classified according to a framework derived from modal logic consisting of three basic types of modality each of which relates to a different set of laws or principles; the relative factivity associated with the modal auxiliaries is seen to vary with the nature of modality as defined and classified by this framework. Within each of the three types of modality, a semantic scale is identified and modality is described as a gradable concept for which scalar analysis is appropriate, both within and beyond these three scales. Relative factivity is also shown to vary according to the degree of modality expressed by each of the modal verbs. The nature and degree of modality expressed interact with features of the linguistic (and pragmatic) context to determine the particular factive or a contrafactive interpretation conveyed by a given modal auxiliary token.