641,645 research outputs found

    Language spoken at home and the association between ethnicity and doctor-patient communication in primary care: analysis of survey data for South Asian and White British patients.

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    OBJECTIVES: To investigate if language spoken at home mediates the relationship between ethnicity and doctor-patient communication for South Asian and White British patients. METHODS: We conducted secondary analysis of patient experience survey data collected from 5870 patients across 25 English general practices. Mixed effect linear regression estimated the difference in composite general practitioner-patient communication scores between White British and South Asian patients, controlling for practice, patient demographics and patient language. RESULTS: There was strong evidence of an association between doctor-patient communication scores and ethnicity. South Asian patients reported scores averaging 3.0 percentage points lower (scale of 0-100) than White British patients (95% CI -4.9 to -1.1, p=0.002). This difference reduced to 1.4 points (95% CI -3.1 to 0.4) after accounting for speaking a non-English language at home; respondents who spoke a non-English language at home reported lower scores than English-speakers (adjusted difference 3.3 points, 95% CI -6.4 to -0.2). CONCLUSIONS: South Asian patients rate communication lower than White British patients within the same practices and with similar demographics. Our analysis further shows that this disparity is largely mediated by language.The work was conducted as part of an MPhil course, and involved secondary analysis of survey data designed and collected by a collaboration between the Cambridge Centre for Health Services Research at the University of Cambridge and the University of Exeter Medical School. KB was not employed by the University of Cambridge, nor did she receive any funding at any time during the project. GA and JB were funded for the original NIHR grant which funded the original survey but received no funding for this specific work. All authors read and approved the final manuscript. This research received no specific grant from any funding agency in the public, commercial or not-for-profit sectors. The survey on which this secondary analysis was based was funded by a National Institute for Health Research Programme Grant for Applied Research (NIHR PGfAR) programme (RP-PG-0608-10050). The views expressed are those of the author(s) and not necessarily those of the NHS, the NIHR, or the Department of Health.This is the final version of the article. It first appeared from BMJ Group via http://dx.doi.org/10.1136/bmjopen-2015-01004

    The Western reception of Sergei Taneyev

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    Sergei Taneyev is not a common name in Western musicology. Short studies of his theoretical writings include Allen Forte’s critical review of New Grove (1982), Ellon Carpenter’s survey in Russian Theoretical Thought in Music (1983), and Catherine Nolan’s chapter ‘Music Theory and Mathematics’ from The Cambridge History of Western Music Theory (2002). However, an English-language monograph on Taneyev has yet to be published. This paper focuses on the missed opportunity of Taneyev’s contrapuntal theory within the theory of Western music. First published in 1909, his ‘Moveable Counterpoint’ treatise pioneered a rigorously theoretical approach to the study of an esoteric contrapuntal device, which substantially precedes parallel thought outside of Russia. I address the following questions: what is the value of this treatise today? And how might Taneyev’s work be developed to heighten our awareness of contrapuntal procedures

    Assessing Language Vitality and Endangerment of Minority Communities in Northeastern Thailand: A Necessity for Visualizing Dynamic Language Shift

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    Despite the common image that Thailand is a very homogeneous society the truth is that Thailand is a multiethnic and multilingual country where approximately 70 languages are spoken. Over 90% of these languages belong to the Tai-Kadai family. This study focuses on two non-Tai ethnolinguistic minorities, Kuay and Bruu, in the northeastern region of Thailand (Isan), where Lao Isan, a Tai language, is predominant. Kuay and Bruu are Austroasiatic languages. This presentation discusses the results of a survey conducted from 2015 to 2016 in a Kuay (Ta Klang: TK) and a Bruu community (Woen Buek: WB). The foci of the survey were the language attitudes and linguistic practices of these communities. Approximately 150 participants were surveyed, and 25 participants were interviewed in each community. A preliminary analysis of the survey results reveal that WB is undergoing language shift (LS) (Author, 2016a), while TK seems to be maintaining Kuay (Author, 2016b). This paper will detail the features and factors at play in these communities that lead to one shifting away from its traditional language and the other to maintain it, and will propose some considerations regarding the assessment of ethnolinguistic vitality. The comparison of language choice across generations illustrates that WB’s LS has rapidly spread in the community over the last two to three decades. Bruu in WB is partly equivalent to “6b threatened” in EGIDS (Simons and Lewis, 2010). However, the situation is more serious and dynamic than EGIDS’ description: non-Bruu speakers are already the child-bearing generation; Bruu speakers are already a minority among the younger age group; and this group’s use of Bruu is limited. On the other hand, Kuay seems safe in TK, as most participants can speak, or understand, Kuay. Even non-Kuay community members speak Kuay for better communication within community members. At the same time, there are signs of LS in the community. Nevertheless, most community members are confident in Kuay’s ethnolinguistic vitality. The results of these surveys suggest that once LS begins, it spreads very rapidly in a community. It also seems that most people seem unaware of the LS in its early stage. To more precisely grasp the LS/LM situation, a scale that visualizes the speed of LS might be useful for linguists and community members in order to be able to prioritize communities with urgent maintenance needs and for community members to recognize the endangerment of their own language as early as possible. References Lewis, M Paul, & Simons, Gary F. (2010). Assessing Endangerment: Expanding Fishman's GIDS. Revue roumaine de linguistique, 55(2), 103-120. Author. (2016a, July). Language Attitude and Language Choice of a Bruu Community in Thailand-Laos border area – The Situation 5 years after a Language and Culture Revitalization Project. Paper presented at the Cambridge Postgraduate Workshop on Endangered Languages and Cultures, Cambridge, the United Kingdom. Author. (2016b, July). The Language Shift and the Status of Lao in a Kuay Community in Northwestern Surin, Thailand. Paper presented at The Fifth International Conference on Lao Studies, Bangkok, Thailand

    Relationship between EFL young learners’ multiple intelligences and English Achievement in Bilingual School

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    This research set out with the aim of assessing whether EFL young learners’ multiple intelligence in bilingual school in Intensive Cambridge Program (ICP) has influence on their English proficiency as the important determining factors. The total number of participant was 76 students which consist of 38 male and 38 female students of 2rd, and 5th grade of bilingual primary school. The instrument used to elicit information for this study is multiple intelligences survey for kid by Laura Candler and Cambridge Progress Test (CPT). The result shows that there is no significant relationship between EFL young learners’ multiple intelligences and English proficiency. To find the predictor of type of multiple intelligences which have strength to effect toward English achievement also showed no significant since the probability was small. It can be caused that in bilingual classroom since English is used not only as a subject but also as classroom instruction and language in the text book for science, mathematics and English itself. So student’s’ English proficiency had been influenced not only by how teacher conduct the class based on multiple intelligences, but by other input outside English subject

    An empirical study on word order in predicates: on syntax, processing and information in native and learner English

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    [EN] This study focuses on the linearisation of verbal complements (or arguments) and adjuncts (or modifiers) in learner advanced English. The analysis is based on minimal pairs of sequences of complements and adjuncts in predicates, as in He will investigate [the construction] [in a somewhat strange way which will lead to odd results] versus He will investigate [in a somewhat strange way which will lead to odd results] [the construction]. Constituent linearisation has been claimed to be potentially subject to lexical, syntactic, processing and informative determinants. This paper analyses the influence of the verbal heads and the principles ‘complements-first’, ‘end-weight’ and ‘given-new’ on the production of predicates containing two dependents. The study has two objectives: first, to determine in which areas the ordering of such constituents in English by non-native speakers is particularly influenced by their first language (Spanish); second, to assess the plausibility of the Interface Hypothesis in a pattern which affects the so-called internal and external interfaces. Results show that internal constraints such as the length of the dependents (end-weight) and the learner’s source language (i.e. compliance with complements-first) are strong predictors of ordering choices.I am grateful to the Spanish Ministry of Economy and Competitiveness and the European Regional Development Fund (grant no. FFI2016-77018-P) and Xunta de Galicia (grant no. ED431C 2017/50) for generous financial support.PĂ©rez-Guerra, J. (2018). An empirical study on word order in predicates: on syntax, processing and information in native and learner English. 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DĂ­ez-Bedmar (Eds.), Linking contrastive and learner corpus research, 66, 201-226. Amsterdam: Rodopi. https://doi.org/10.1163/9789401206204_009Callies, M. (2008b). "Argument realization and information packaging in tough-movement constructions – a learner-corpus-based investigation". In D. Gabryƛ-Barker (Ed.), Morphosyntactic issues in Second Language Acquisition studies, 29-46. Clevedon: Multilingual Matters.Callies, M. (2009). Information highlighting in advanced learner English. The syntax-pragmatics interface in Second Language Acquisition. Amsterdam: John Benjamins. https://doi.org/10.1075/pbns.186Callies, M., Paquot, M. (2015). "An interview with Yukio Tono". International Journal of Learner Corpus Research, 1/1, 160-171. https://doi.org/10.1075/ijlcr.1.1.06leeCallies, M., Szczesniak, K. (2008). "Argument realization, information status and syntactic weight – a learner‐corpus study of the dative alternation". In P. Grommes and M. 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Geeslin (Ed.), The handbook of Spanish Second Language Acquisition, 287-310. Malden, MA: Wiley-Blackwell.Lozano, C., Callies, M. (2018, forthcoming). "Word order and information structure in advanced SLA". In P. Malovrh and A. G. Benati (Eds.), The handbook of advanced proficiency in Second Language Acquisition. Oxford: Wiley-Blackwell.Lozano, C., Mendikoetxea, A. (2008). "Postverbal subjects at the interfaces in Spanish and Italian learners of L2 English: a corpus analysis". In G. Gilquin, S. Papp and M. B. DĂ­ez-Bedmar (Eds.), Linking up contrastive and learner corpus research, 85-125. Amsterdam: Rodopi. https://doi.org/10.1163/9789401206204_005Lozano, C., Mendikoetxea, A. (2010). "Interface conditions on postverbal subjects: a corpus study of L2 English". Bilingualism: Language and Cognition, 13/4, 475-497. https://doi.org/10.1017/S1366728909990538Mair, Ch. (1990). Infinitival complement clauses in English. Cambridge: Cambridge University Press.Matthews, P. H. (2007). 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    Indigenous Language Publishing in the North American Context

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    Developing Indigenous literacy is often seen as a key component of successful language revitalization and maintenance programs (Fishman 1991, Watahomigie and McCarty 1997, Bernard 1997, Grenoble and Whaley 2005), particularly in contexts such as North America (i.e., Native American and First Nations communities) where literacy in the language of wider communication is widespread and necessary for participation in daily life. To date, however, there has been no systemic evaluation of the types of literature available to readers of Indigenous languages, the methods of production and distribution, nor the effects of Indigenous literature on perceptions of language prestige. This paper provides a strategic analysis of discoverable and accessible reading material available in Indigenous languages across North America, surveying over 2,100 titles across 80 languages and dialects in North America, taking stock of the state of the art of Indigenous language book publishing and exploring how these publications can affect language attitudes. Cultivating positive language attitudes and language prestige is especially crucial in the North American context, where the great majority of Indigenous languages are highly endangered and most Indigenous people acquire English (or French, in some parts of Canada) as their mother tongue. Likewise, most Indigenous people acquire literacy in English or French first, and are exposed to literature that encompasses a wide variety of subjects, reading levels, and genres. I present the results of the survey of 2,100 Indigenous language publications in North America in terms of the subjects, reading levels, and genres available to Indigenous readers as compared to the literature available in the languages of wider communication, and identify the challenges faced by language revitalization programs that prioritize Indigenous literacy, including the difficulty of expanding literacy beyond the domain of education (Grenoble and Whaley 2005) and the economic hurdles in creating an Indigenous literary tradition. Bernard (1997) in argues that building an Indigenous literary tradition via publishing important for preserving Indigenous languages; I extend this argument by noting the role literature can play in building cultural capital (Bourdieu 1986) and prestige planning, particularly in the North American context where literature is so highly valued. Finally, I highlight some of the features found across successful Indigenous literature publishing endeavors and attempt to provide guidelines for future publishing projects. References Bernard, H. Russell. 1997. ‘Language Preservation and Publishing.’ In Nancy Hornberger (Ed.) Indigenous Literacies in the Americas: Language Planning from the Bottom Up. 139-156. Berlin: De Gruyter Mouton. Bourdieu, Pierre and Richard Nice (translator). 1986. ‘Forms of Capital.’ Reproduced in Imre Szeman and Timothy Kaposy (Ed.). 2011. Cultural Theory: An Anthology. Wiley-Blackwell. Fishman, Joshua A. (Ed.) 1991. Reversing Language Shift: Theoretical and Empirical Foundations of Assistance to Threatened Languages. Clevedon: Multilingual Matters. Grenoble, Lenore A. and Lindsay J. Whaley. 2005. Saving Languages: An Introduction to Language Revitalization. Cambridge: Cambridge University Press. Watahomigie, Lucille J. and Teresa L. McCarty. 1997. ‘Literacy for what? Hualapai literacy and language maintenance.’ In Nancy Hornberger. (Ed.) Indigenous Literacies in the Americas: Language Planning from the Bottom Up. 95-113. Berlin: De Gruyter Mouton

    ENGLISH FOR ACADEMIC PURPOSES: CASE STUDIES IN EUROPE

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    [EN] This study attempts to provide some insights into current practices in the teaching of English for Academic Purposes (EAP) in Europe, and through a set of parameters relating to research in the area: (a) to initially analyse data resulting from a survey concerning the teaching of EAP in several universities, in relation to basic trends in English Language Teaching (ELT) in general and the teaching of EAP in particular and, (b) to provide suggestions for improvements in the educational approach and the academic content, as well as in the administrative aspects of the teaching of EAP in Europe. For this purpose, it seemed necessary to briefly review the relevant literature related to these basic trends and, further, analyse the present EAP situation in a number of European universities. We trust that our suggestions will be of value to those involved in the teaching of EAP in Europe and other places with similar conditions and help promote both teaching effectiveness and the quality of learning.Ypsilandis, GS.; Kantaridou, Z. (2007). ENGLISH FOR ACADEMIC PURPOSES: CASE STUDIES IN EUROPE. Revista de LingĂŒĂ­stica y Lenguas Aplicadas. 2:69-83. doi:10.4995/rlyla.2007.703SWORD69832Benson, P. (1997). "The philosophy and politics of learner autonomy", in P. Benson & P. Voller (eds) Autonomy and Independence in Language Learning. USA: Addison Wesley Longman, Ltd: 18-34.Benson, P. & P. Voller. (2001).Teaching & Researching Autonomy in Language Learning. Pearson Education Limited.Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. UK: Cambridge University Press.Crabbe, D. (1993). "Fostering autonomy from within the classroom: the teacher's responsibility". System, 21-4: 443-452. https://doi.org/10.1016/0346-251X(93)90056-MCuban, L. (2001). Oversold and Underused: Computers in the Classroom. Harvard University Press.Deci, E. & R. Ryan. (1985). Intrinsic Motivation and self-determination in human behaviour. New York: Plenum. https://doi.org/10.1007/978-1-4899-2271-7Dillenbourg, P. (1999). "What do you mean by collaborative learning?" In P. Dillenbourg (ed) Collaborative-learning: Cognitive and Computational Approaches. Oxford: Elsevier: 1-19.Dillenbourg, P., M. Baker, A. Blaye and C. O'malley. (1996). "The evolution of research on collaborative learning" in E. Spada & P. Reiman (Eds) Learning in Humans and Machine: Towards an interdisciplinary learning science: Oxford: Elsevier: 189-211.Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. UK: Cambridge University Press. https://doi.org/10.1017/CBO9780511667343Ellis, R. (2003). Task-based Language Learning and Teaching. UK: Oxford University Press.Fox, J., B. Labbett, C. Matthews, C. Romano-Hvid and J. Schostak. (1992). New Perspectives in Modern Language Learning. Employment Department Group.Graves, K. (1996). Teachers as Course Developers. USA: Cambridge University Press. https://doi.org/10.1017/CBO9780511551178Henning, G. (1987). A guide to language testing: Development, evaluation, research. New York: Newbury House.Holec, H. (1985). "On autonomy: some elementary concepts", in P. Riley (ed.) Discourse and Learning. London: Longman: 173-190.Kantaridou, Z. (2004). Motivation & Involvement in Learning English for Academic Purposes. Unpublished PhD Thesis, Department of English Language & Literature: Aristotle University of Thessaloniki.McNamara, T. (2000). Language Testing. Oxford University Press.Munby, J. (1978). Communicative Syllabus Design. UK: Cambridge University Press.Pintrich, P.R. (1999). The Role of Motivation in Promoting and Sustaining Self-Regulated Learning. International Journal of Educational Research, 31: 459-470. https://doi.org/10.1016/S0883-0355(99)00015-4Schneider, B., M. Csikszentmihalyi & S. Knauth. (1995). "Academic challenge, motivation, and self-esteem: the daily experiences of students in high school", in M. Halliman (ed.) Restructuring Schools: Promising Practices and Policies. New York: Plenum Press: 175-195. https://doi.org/10.1007/978-1-4899-1094-3_10Swales, J. (1988). Episodes in ESP. UK: Prentice-Hall International Ltd.Wong, M.M. & M. Csikszentmihalyi.(1991). "Motivation and academic achievement: thee ffects of personality traits and the quality of experience", Journal of Personality, 59-3: 539-574.Ypsilandis, G. S. (1995). Computer Assisted Language (CALa): A Communicative Approach. Unpublished Ph.D. Thesis.Ypsilandis, G. S. (2002). "Feedback in Distance Education" C.A.L.L. Journal, 15-2: 167-181.Ypsilandis, G. S. and Zourou, K. (in print). "Decoding the Monster" in the proceeding of the ELSII conference in Belgrade organised by the department of English studies of the University of Belgrade

    Epistemic modals in early Modern English history texts. Analysis of gender variation

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    [EN] In the present study, samples of late Modern English scientific texts have been analysed to evaluate cases of epistemic modality as realised by modal verbs. The aim of this research was to detect if there exist variances in the way modals are used in historical texts from a gender perspective. For this, I have interrogated the Corpus History English Texts (1700-1900) which is part of The Coruña Corpus of English Scientific Texts, which contains history texts written by male and female authors. I have used the Coruña Corpus Tool for retrieval, although manual analyses have been carried out as well. Each of the occurrences found have been categorised according to their contextual meanings. The results obtained account for a high frequency on the usage of these modal verbs according to gender and the diverse pragmatic functions these modal verbs accomplish in the communicative process, such as mitigation and negative politeness. From a pragmatic perspective, epistemic modals have the potential to allow negotiation of meaning between writers and their audience among other functions.Álvarez Gil, FJ. (2018). Epistemic modals in early Modern English history texts. Analysis of gender variation. Revista de LingĂŒĂ­stica y Lenguas Aplicadas. 13:13-20. doi:10.4995/rlyla.2018.7801SWORD132013Alonso-Almeida, F. and L. Cruz-GarcĂ­a. (2011). "The value of may as an evidential and epistemic marker in English medical abstracts". Studia Anglica Posnaniensia, 46/3: 59-73. https://doi.org/10.2478/v10121-010-0004-7Alonso-Almeida, F. (2015). "On the mitigating function of modality and evidentiality from English and Spanish medical research papers". Intercultural Pragmatics, 12/1: 33-57. https://doi.org/10.1515/ip-2015-0002Biber, D. (1993). Representativeness in corpus design. Literary and Linguistic Computing, 19: 219-241. https://doi.org/10.1093/llc/8.4.243Biber, D., Johansson, S., Leech, G., Conrad, S. and Finegan, E. (1999). Longman Grammar of Spoken and Written English. Harlow, Essex: Pearson Education Ltd.Boye, K. and Harder, P. (2009). "Evidentiality: linguistic categories and grammaticalization". Functions of Language, 16: 9-43. https://doi.org/10.1075/fol.16.1.03boyBrown, P. and Levinson, S.C. (1987). Politeness. Some universals in language usage. Cambridge: Cambridge University Press.Bybee, J., Revere P. and William P. (1994). The evolution of grammar. Tense, aspect, and modality in the languages of the world. Chicago/London: The University of Chicago Press.Carretero, M. (2004). "The role of evidentiality and epistemic modality in three English spoken texts from legal proceedings". Perspectives on Evidentiality and Epistemic Modality. Ed. J. I. MarĂ­n-Arrese. Madrid: Editorial Complutense. 25-62.Chafe, W. (1986). "Evidentiality in English conversation and academic writing". Evidentiality: The Linguistic Coding of Epistemology. Eds. W. Chafe and J. Nichols Norwood. NJ: Ablex. 261-272.Coates, J. (1983). The semantics of modal auxiliaries. London/Canberra: Croom Helm.Cornillie, B. (2009). "Evidentiality and epistemic modality. On the close relationship between two different categories". Functions of Language, 16/1: 44-62. https://doi.org/10.1075/fol.16.1.04corCrespo, B. and Moskowich, I. (2015). "A Corpus of History Texts (CHET) as part of the Coru-a Corpus Project" in Proceedings of the international scientific conference. St. Petersburgh State University, 14-23.Dendale, P. and Tasmowski, L. (2001). "Introduction: Evidentiality and related notions". Journal of Pragmatics, 33: 339-348. https://doi.org/10.1016/S0378-2166(00)00005-9Diewald, G., Kresic, M. and Smirnova, E. (2009). "The grammaticalization channels of evidentials and modal particles in German: Integration in textual structures as a common feature" in Hansen, M.M. and Visconti J. (eds.) Current Trends in Diachronic Semantics and Pragmatics. UK: Emerald, 189-209. https://doi.org/10.1163/9789004253216_011Dixon, R. W. (2005). A Semantic Approach to English Grammar. Oxford: Oxford University Press.Hunston, S. (2007). "Using a corpus to investigate stance quantitatively and qualitatively". Stancetaking in Discourse. Ed. Robert Englebretson. Amsterdam/Philadelphia: John Benjamins. 27-48. https://doi.org/10.1075/pbns.164.03hunHunston, S. and Thompson, G. (2000). Evaluation in Text. Oxford: Oxford University Press.Hyland, K. (1998). Hedging in Scientific Research Articles. Amsterdam/ Philadelphia: John Benjamins. https://doi.org/10.1075/pbns.54Hyland, K. (2001). "Bringing in the reader: Addressee features in academic article". Written Communication, 18/4: 549-574. https://doi.org/10.1177/0741088301018004005Leech, G. (1974). Semantics. Harmondsworth: Penguin Books.Lightfoot, D. 1979. "Rule Classes and Syntactic Change". Linguistic Inquiry, 10: 83-108. London: Cambridge University Press.Lyons, J. (1977). Semantics. Volume 2. Cambridge: Cambridge University Press. https://doi.org/10.1017/ CBO9781139165693Nuyts, J. (2001). Epistemic modality, language and conceptualization. A cognitive-pragmatic perspective. Amsterdam/Philadelphia: John Benjamins. https://doi.org/10.1075/hcp.5Palmer, F. R. (2001). Modality and the English Modals. London: Longman.Palmer, F. R. (1986). Mood and modality (Cambridge Textbooks in Linguistics). Cambridge: Cambridge University Press.Palmer, F. R. (1979). Modality and the English modals. London: Longman.Perkins, M. (1983). Modal expressions in English. London: Frances Pinter.Plank, F. (1983). Coming into Being among the Anglo-Saxons. In Davenport, Michael; Hansen, Erik and Nielsen, Hans Frede (eds). Current Topics in English Historical Linguistics. Odense: Odense University Press, 239-278.Roberts, I. (1985). "Agreement parameters and the development of English modal auxiliaries". Natural Language and Linguistic Theory, 3: 21-58. https://doi.org/10.1007/BF00205413Salager-Meyer, F. 1992. "A text–type and move analysis study of verb tense and modality distribution in medical English abstracts", English for Specific Purposes, 11/2: 93-113. https://doi.org/10.1016/ S0889-4906(05)80002-XSalkie, R. (1996). "Modality in English and French: A corpus–based approach", Language Sciences, 18/1-2: 381– 392. https://doi.org/10.1016/0388-0001(96)00026-5Stukker, N., Sanders,T. and Verhagen, A. (2009). "Categories of Subjectivity in Dutch Causal Connectives: A Usage-Based Analysis". Causal Categories in Discourse and Cognition. Eds. T. Sanders and E. Sweetser. Mouton de Gruyter: Berlin. 119-172. https://doi.org/10.1515/9783110224429.119Sweetser, E. (1990). From etymology to pragmatics. Metaphoric and cultural aspects of semantic structure. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511620904Taavitsainen, I. and PĂ€ivi P. (1997). Corpus of early English medical writing 1375-1550. ICAME Journal, 21: 71-78.Traugott, E. C. (1989). "On the rise of epistemic meanings in English: An example of subjectification in semantic change". Language, 57: 33-65. https://doi.org/10.2307/414841Van der Auwera, J. and Plungian, V.A. (1998). "Modality's semantic map". Linguistic Typology, 2: 79-124. https://doi.org/10.1515/lity.1998.2.1.79Vold, E. (2006). "Epistemic modality markers in research articles: A cross-linguistic and cross-disciplinary". International Journal of Applied Linguistics, 16: 61-87. https://doi.org/10.1111/j.1473-4192.2006.00106.xWillett, T. (1988). "A Cross-linguistic Survey of Grammaticalization of Evidentiality", Studies in Language, 12: 51-97. https://doi.org/10.1075/sl.12.1.04wi
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