Subjunctivehood Criteria. a Theoretical-Comparative Study Based on Polish and English
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POLITENESS: ALWAYS IMPLICATED? Manuel Padilla Cruz
POLITENESS: ALWAYS IMPLICATED? Manuel Padilla Cruz Manuel Padilla Cruz holds a PhD in English Linguistics and is currently an Associate Professor at the Department of English Language (University of Seville). His research interests include cognitive, social, historical, interlanguage and cross-cultural pragmatics. He is a member of the Research Group “Intercultural Pragmatic Studies (English-Spanish): Pragmatic and Discourse Aspects” (P.A.I. HUM 640) and has co- edited the volumes Current Trends in Intercultural, Cognitive and Social Pragmatics (2004) and Studies in Intercultural, Cognitive and Social Pragmatics (in press). Contact information: Manuel Padilla Cruz Departamento de Filología Inglesa (Lengua Inglesa) FACULTAD DE FILOLOGÍA c/ Palos de la Frontera, s/n. 41004 Sevilla Tlfno. : 954 55 15 50 Fax: 954 55 15 16 e-mail: [email protected] POLITENESS: ALWAYS IMPLICATED? Manuel Padilla Cruz Abstract Based on the relevance-theoretic distinction between explicit and implicit communication, and the notion of explicature of an utterance and its different types (Sperber and Wilson, 1986, 1995; Wilson and Sperber, 1993, 2002), this paper argues that (im)politeness may also be communicated explicitly, and not only implicitly as has been normally claimed in the extant literature. The fact that certain linguistic expressions and paralinguistic features have a procedural meaning that does not affect the truth-conditional content of the utterance where they occur but leads the hearer to obtain a propositional-attitude description can be exploited by the speaker in order to communicate her (im)polite attitude explicitly, as part of the explicit content of that utterance. The hearer will in turn rely on such expressions and features so as to recover a description of the speaker’s attitude and, hence, information about (im)politeness. -
Conditional If-Clauses in Late Middle English Prose Texts
Kikusawa, Namiko (2011) Conditional if-clauses in Late Middle English prose texts. MPhil(R) thesis. http://theses.gla.ac.uk/2637/ Copyright and moral rights for this thesis are retained by the author A copy can be downloaded for personal non-commercial research or study, without prior permission or charge This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the Author The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the Author When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given Glasgow Theses Service http://theses.gla.ac.uk/ [email protected] Conditional if-clauses in Late Middle English prose texts Namiko Kikusawa Submitted in fulfillment of the requirements for the Degree of Master of Philosophy Department of English Language Faculty of Arts University of Glasgow 2011 Abstract In this thesis, I am going to conduct a corpus-based analysis of if-clauses in fifteenth-century texts. The fifteenth century has generally been considered a crucial period for the evolution of this construction: a turning-point where the subjunctive starts to lose ground, being replaced by substitutional expressions such as the indicative and modal auxiliaries. The aim of this thesis is to provide a detailed description of if-clauses in the fifteenth century from both form-based and semantic viewpoints. In the form-based approach, by classifying examples into three categories, subjunctive, indicative and modals, two points will be examined: variation across genres and sociolects. -
Cohesion, Coherence and Temporal Reference from an Experimental Corpus Pragmatics Perspective Yearbook of Corpus Linguistics and Pragmatics
Yearbook of Corpus Linguistics and Pragmatics Cristina Grisot Cohesion, Coherence and Temporal Reference from an Experimental Corpus Pragmatics Perspective Yearbook of Corpus Linguistics and Pragmatics Editor-in-Chief Jesús Romero-Trillo, Universidad Autónoma de Madrid, Spain Reviews Editor Dawn Knight, Cardiff University, Cardiff, UK Advisory Editorial Board Karin Aijmer, University of Gothenburg, Sweden Belén Díez-Bedmar, Universidad de Jaén, Spain Ronald Geluykens, University of Oldenburg, Germany Anna Gladkova, University of Sussex and University of Brighton, UK Stefan Gries: University of California, Santa Barbara, USA Leo Francis Hoye, University of Hong Kong, China Jingyang Jiang, Zhejiang University, China Anne O’Keefe, Mary Immaculate College, Limerick, Ireland Silvia Riesco-Bernier, Universidad Autónoma de Madrid, Spain Anne-Marie Simon-Vandenbergen, University of Ghent, Belgium Esther Vázquez y del Árbol, Universidad Autónoma de Madrid, Spain Anne Wichmann, University of Central Lancashire, UK More information about this series at http://www.springer.com/series/11559 Cristina Grisot Cohesion, Coherence and Temporal Reference from an Experimental Corpus Pragmatics Perspective Cristina Grisot Department of Linguistics University of Geneva Geneva 4, Switzerland Published with the support of the Swiss National Science Foundation ISSN 2213-6819 ISSN 2213-6827 (electronic) Yearbook of Corpus Linguistics and Pragmatics ISBN 978-3-319-96751-6 ISBN 978-3-319-96752-3 (eBook) https://doi.org/10.1007/978-3-319-96752-3 Library of Congress -
1 How Verbs and Clauses Work (Updated 9/1/2020) Felicia Jean Steele in Our Introduction, I Wrote About the Nine Parts of Speech
How Verbs and Clauses Work (updated 9/1/2020) Felicia Jean Steele In our introduction, I wrote about the nine parts of speech. Most of them are probably familiar to you from elementary school or from Grammar Rock or Mad Libs: nouns, adjectives, verbs, adverbs, prepositions, and conjunctions. Part of the humor of Mad Libs comes from the fact that not all nouns, adjectives, verbs, adverbs, prepositions, and conjunctions work entirely the same way in all the same environments. In this reading, we will talk explicitly about verbs and about what happens when we put a noun and a verb together—the clause. When we complete a Mad Libs, we happily fill in the blanks with present and past tense verbs without blinking an eye. When the game asks us to provide a past tense verb, we generally fill it in with a simple -ed form of a verb, such as loved, walked, acted. If we're feeling saucy, we'll use one of the “irregular” verbs: swam, wrote, ran. In both cases, we use past tense forms to signify actions or states we have performed or experienced in a time prior to our present moment. In the simplest possible terms, English only changes the form of verbs to indicate a change from present to past time. As a result, linguists say that English has two grammatical tenses: present and past. Tense, or the time of an action or state, isn't the only quality that verbs reflect. Verbs also reflect their mood, voice, and aspect. In some languages, these properties are represented by adding an affix (prefix or suffix) to the actual word. -
Definition of a Sentence a Sentence Is a Group of Words Containing A
Definition of a Sentence A sentence is a group of words containing a subject and predicate. Sometimes, the subject is "understood," as in a command: "[You] go next door and get a cup of sugar." That probably means that the shortest possible complete sentence is something like "Go!" Experienced writers use a variety of sentences to make their writing interesting and lively. Too many simple sentences, for example, will sound choppy and immature while too many long sentences will be difficult to read and hard to understand. This page contains definitions of simple, compound, and complex sentences with many simple examples. The purpose of these examples is to help the ESL/EFL learner to identify sentence basics including identification of sentences in the short quizzes that follow. After that, it will be possible to analyze more complex sentences varieties. SIMPLE SENTENCE A simple sentence, also called an independent clause, contains a subject and a verb, and it expresses a complete thought. In the following simple sentences, subjects are in yellow, and verbs are in green. A. Some students like to study in the mornings. B. Juan and Arturo play football every afternoon. C. Alicia goes to the library and studies every day. The three examples above are all simple sentences. Note that sentence B contains a compound subject, and sentence C contains a compound verb. Simple sentences, therefore, contain a subject and verb and express a complete thought, but they can also contain a compound subjects or verbs. COMPOUND SENTENCE A compound sentence contains two independent clauses joined by a coordinator. -
A Cross-Linguistic Study of Grammatical Organization
Complement Clauses and Complementation Systems: A Cross-Linguistic Study of Grammatical Organization Dissertation zur Erlangung des akademischen Grades eines Doctor philosophiae (Dr. phil.) vorgelegt dem Rat der Philosophischen Fakultät der Friedrich-Schiller-Universität Jena von Karsten Schmidtke-Bode, M.A. geb. am 26.06.1981 in Eisenach Gutachter: 1. Prof. Dr. Holger Diessel (Friedrich-Schiller-Universität Jena) 2. Prof. Dr. Volker Gast (Friedrich-Schiller-Universität Jena) 3. Prof. Dr. Martin Haspelmath (MPI für Evolutionäre Anthropologie Leipzig) Tag der mündlichen Prüfung: 16.12.2014 Contents Abbreviations and notational conventions iii 1 Introduction 1 2 The phenomenon of complementation 7 2.1 Introduction 7 2.2 Argument status 9 2.2.1 Complement clauses and argument-structure typology 10 2.2.2 On the notion of ‘argument’ 21 2.3 On the notion of ‘clause’ 26 2.3.1 Complementation constructions as biclausal units 27 2.3.2 The internal structure of clauses 31 2.4 The semantic content of complement clauses 34 2.5 Environments of complementation 36 2.5.1 Predicate classes as environments of complementation 37 2.5.2 Environments studied in the present work 39 3 Data and methods 48 3.1 Sampling and sources of information 48 3.2 Selection and nature of the data points 53 3.3 Storage and analysis of the data 59 4 The internal structure of complementation patterns 62 4.1 Introduction 62 4.2 The morphological status of the predicate 64 4.2.1 Nominalization 65 4.2.2 Converbs 68 4.2.3 Participles 70 4.2.4 Bare verb stems 71 4.2.5 Other dependent -
Being a Subjunctive – Lingua Franca Blogs the Chronicle of Higher Education
3/30/2016 Being a Subjunctive – Lingua Franca Blogs The Chronicle of Higher Education Lingua Franca Language and writing in academe. March 29, 2016 by Georey Pullum Comments (7) Being a Subjunctive For grammar bullies “the subjunctive” is sacred ground. Reforms proposed for the British national curriculum in 2012 required teaching use of the subjunctive not later than sixth grade. People seem to think the subjunctive is a fragile flower on which civilization depends; without our intervention it will fade and die, and something beautiful, fragile, and important will be lost. As usual, virtually none of the things people believe about the subjunctive or its status in English are true. Most purists who witter on about it couldn’t actually Teaching them who Buddy pass a test on distinguishing subjunctive from nonsubjunctive clauses to save Holly was would be more their sorry asterisks. valuable than trying to make But then they don’t have to: Merely mentioning the subjunctive approvingly and them shun covertly inflected urging that it be taught is enough to establish one’s credentials as a better class of mandative clauses. person — one who knows about subjunctives. http://chronicle.com/blogs/linguafranca/2016/03/29/beingasubjunctive/ 1/12 3/30/2016 Being a Subjunctive – Lingua Franca Blogs The Chronicle of Higher Education This post is simply an attempt at surveying the facts (imperfectly; but see Rodney Huddleston’s beautiful treatment in The Cambridge Grammar of the English Language, henceforth CGEL, pages 993–1,000). It’s not about verbs. English has an odd fondness for homophony or homography in verb forms: Grammatically distinct forms of verbs often share spellings or pronunciations, so you get fewer distinct shapes than you might have expected in the inflection table; but it’s crystal clear there is no point in having a “subjunctive” box anywhere in that table. -
The English Subjunctive
Jemmin Chang 05/09/15 80-385 Linguistics of Germanic Languages Prof. Werner Come What May: The History and Future of the English Subjunctive Introduction Many native English speakers (myself included), when first studying a Romance language, are quite surprised and confused by the sheer diversity of inflectional endings that Romance verbs display. While the richer morphological distinctions between different gender and number combinations is not entirely unfathomable due to the somewhat similar distinctions in forms of “be”, particularly fascinating or frustrating – the choice of adjective highly variable depending on who you ask – is the additional inflection multiplying factor of grammatical mood. The subjunctive mood, which is of interest for this paper, tends to be particularly difficult for learners to grasp due to its seeming absence from English (as opposed to the imperative mood, which is used, albeit in morphologically less rich forms, similarly in English as to the Romance languages). In fact, in secondary school-type introductory courses, it is often claimed that English simply has no analog to e.g. the Spanish subjuntivo or Italian congiuntivo. While these claims are not true, they reflect the intuition many English speakers have that the subjunctive mood exists in only an impoverished form in present-day English. In this paper, I investigate the historical developments leading to this conception of the English subjunctive mood, examine the modern usage of explicitly marked subjunctive constructions, and make some cautious predictions regarding the future development of the English subjunctive, or lack thereof. I conclude that English has, since its earliest days, been losing the tendency towards and the observable artifacts of subjunctive expression and will likely continue to do so. -
The Roles of Linguistic Meaning and Context in the Concept of Lying
THE ROLES OF LINGUISTIC MEANING AND CONTEXT IN THE CONCEPT OF LYING BY BENJAMIN WEISSMAN DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Linguistics in the Graduate College of the University of Illinois at Urbana-Champaign, 2019 Urbana, Illinois Doctoral Committee: Professor Marina Terkourafi, Leiden University, Director Professor Tania Ionin, Chair Professor Peter Lasersohn Adjunct Assistant Professor Darren Tanner ii ABSTRACT This dissertation adopts an experimental approach to studying lie judgments. It focuses on lie judgments to different types of meaning within a pragmatic framework – namely bare linguistic meaning, explicature, and implicature – to study whether the (in)directness of communicated false content affects the extent to which an utterance is judged as a lie. In addition, it manipulates several contextual factors – namely the genre of discourse, pre-existing biases towards the speaker, the speaker’s intention to deceive, and the stakes of the situation – to investigate the extent to which these extralinguistic contextual factors affect lie judgments as well. Lastly, the project includes a reaction time experiment designed to investigate the mental representations of the categories of lie and mislead and how false explicatures and false implicatures are categorized. In exploring the variability in lie judgments, I gather evidence that support amendments to the discussion of lie judgments in the linguistic literature and additionally draw conclusions relevant to the broader discussion of frameworks of linguistic meaning. iii ACKNOWLEDGEMENTS Completing graduate school would not have been possible without the love and support from my parents, Susan Pasternack and Fred Weissman. I owe them immense thanks for their support throughout the years. -
(University College London) the Subjunctive Conundrum Plenary II, Thursday, 9:00 – 10:00, Room 1010
CORE Metadata, citation and similar papers at core.ac.uk Provided by University of Huddersfield Repository ABSTRACTS OF TALKS AND WORKSHOP PAPERS Bas Aarts (University College London) The subjunctive conundrum Plenary II, Thursday, 9:00 – 10:00, Room 1010 The view espoused in Palmer (1987: 46) that “the notion of a subjunctive mood is a simple transfer from Latin and has no place in English grammar” is generally accepted in most modern descriptive frameworks. But the consequences of accepting such a view have not been sufficiently appreciated in the literature. In this paper I will discuss a number of approaches to the English subjunctive, and I will argue that none of them deals adequately with the fallout of denying the existence of an inflectional subjunctive in English. I will propose that English subjunctive clauses can be described by making reference to the notion of Subsective Gradience (Aarts 2007), and that the grammar of English should recognise a ‘subjunctive clause type’, along with declaratives, interrogatives, imperatives and exclamatives. Palmer, Frank (1987) The English verb. London: Longman. Elsbieta Adamczyk (University of Poznan) On morphological restructuring in the early English nominal system: the fate of Old English consonantal inflection Wednesday, 12:00 – 12:30, Room 1016 The paper investigates the morphological shape of the early English nominal inflection, focusing on the developments which contributed to its later restructuring. A prominent feature of the early English inflection was an evident tendency, revealed by nouns considered minor (unproductive) to adopt the inflectional endings of the productive types. This marked inclination of some nouns can be particularly well seen in consonantal stems, such as r-stems (deriving from PIE *-es/-os stems). -
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 -
The History of the Present English Subjunctive a Corpus-Based Study of Mood and Modality
THE HISTORY OF THE PRESENT ENGLISH SUBJUNCTIVE A CORPUS-BASED STUDY OF MOOD AND MODALITY LILO MOESSNER e sinne e n th k ag rdo yng l þt þu pa e eal ord dw e L ar th d, ho no ure s d þo e o a u b ðþæt god s n o us o b eft utt arære er be seene be þone ylcan dom me hæb cu ðu þæt se cyngc bit ðe The history of the present English subjunctive The history of the present English subjunctive A corpus-based study of mood and modality Lilo Moessner Edinburgh University Press is one of the leading university presses in the UK. We publish academic books and journals in our selected subject areas across the humanities and social sciences, combining cutting- edge scholarship with high editorial and production values to produce academic works of lasting importance. For more information visit our website: edinburghuniversitypress.com © Lilo Moessner, 2020 Edinburgh University Press Ltd The Tun – Holyrood Road, 12(2f) Jackson’s Entry, Edinburgh EH8 8PJ Typeset in Sabon by Servis Filmsetting Ltd, Stockport, Cheshire, and printed and bound in Great Britain by CPI Group (UK) Ltd, Croydon CR0 4YY A CIP record for this book is available from the British Library ISBN 978 1 4744 3799 8 (hardback) ISBN 978 1 4744 3801 8 (webready PDF) ISBN 978 1 4744 3802 5 (epub) The right of Lilo Moessner to be identified as the author of this work has been asserted in accordance with the Copyright, Designs and Patents Act 1988, and the Copyright and Related Rights Regulations 2003 (SI No.