A Pragmatic Analysis of the Pedagogical Implications of the Use of English Epistemic Modality Written Literary Discourse

This is a pragmatic study of the use of the items of epistemic modality in a literary discourse with the main aims to identify, analyze and describe the ways the items of epistemic modality are used. Their contextual meanings, functions, and implication to the pedagogical attempts are also unfolded. The results of the interpretative and descriptive analysis reveal that the items of epistemic modality are found to be very dominant which also suggests that the genre of narrative fiction is linguistically characterized by the utterances that are established on the basis of knowledge and reasoning. The items of epistemic modality are found to be polysemous and polyfunctional which are reflected pragmatically in the forms of politeness, negotiative and constructive functions. All these lead to the acknowledgement that the use of the items of linguistic modality in literary discourse and their usage for language teaching in the applied linguistic contexts is worth conducting

Semantics and Ontology:\ud On the Modal Structure of an Epistemic Theory of Meaning

In this paper I shall confront three basic questions.\ud First, the relevance of epistemic structures, as formalized\ud and dealt with by current epistemic logics, for a\ud general Theory of meaning. Here I acknowledge M. Dummett"s\ud idea that a systematic account of what is meaning of\ud an arbitrary language subsystem must especially take into\ud account the inferential components of meaning itself. That\ud is, an analysis of meaning comprehension processes,\ud given in terms of epistemic logics and semantics for epistemic\ud notions.\ud The second and third questions relate to the ontological\ud and epistemological framework for this approach.\ud Concerning the epistemological aspects of an epistemic\ud theory of meaning, the question is: how epistemic logics\ud can eventually account for the informative character of\ud meaning comprehension processes. "Information� seems\ud to be built in the very formal structure of epistemic processes,\ud and should be exhibited in modal and possibleworld\ud semantics for propositional knowledge and belief.\ud However, it is not yet clear what is e.g. a possible world.\ud That is: how it can be defined semantically, other than by\ud accessibility rules which merely define it by considering its\ud set-theoretic relations with other sets-possible worlds.\ud Therefore, it is not clear which is the epistemological status\ud of propositional information contained in the structural\ud aspects of possible world semantics. The problem here\ud seems to be what kind of meaning one attributes to the\ud modal notion of possibility, thus allowing semantical and\ud synctactical selectors for possibilities. This is a typically\ud Dummett-style problem.\ud The third question is linked with this epistemological\ud problem, since it is its ontological counterpart. It concerns\ud the limits of the logical space and of logical semantics for a\ud of meaning. That is, it is concerned with the kind of\ud structure described by inferential processes, thought, in a\ud fregean perspective, as pre-conditions of estentional\ud treatment of meaning itself. The second and third questions\ud relate to some observations in Wittgenstein"s Tractatus.\ud I shall also try to show how their behaviour limits the\ud explicative power of some semantics for epistemic logics\ud (Konolige"s and Levesque"s for knowledge and belief)

On the acquisition of statives in child russian

It has been previously reported that in languages demonstrating the Root Infinitive (RI) Stage the use of RIs is characterized by two properties: these forms are overwhelmingly eventive and have, in the majority of instances, a modal interpretation. Hoekstra and Hyams (1998, 1999) have proposed a theory stating that these two properties of RIs are co-dependent in that the application of the modal reference restriction limits the use of the aspectual verbal classes to eventive predicates. Furthermore, this theory assumed that the described mutual dependency of these constraints was valid cross-linguistically. In this paper, we investigate the application of this theory to the case of RIs in Russian, one of the languages exhibiting the RI Stage. Using new longitudinal data from two monolingual Russian-speaking children, we demonstrate that the predictions of Hoekstra and Hyams’ approach are not realized for Russian child speech. While the constraint requiring that Ris have a modal reference does not seem to apply in Russian since the infinitival forms do receive past and present tense interpretation, these predicates are still overwhelmingly eventive and stative predicates appear mostly as finite verbs. Having shown that a theory connecting the application of the two restrictions on RIs does not account for the Russian data, we examine several alternative analyses of Russian RIs. We arrive at a conclusion that an explanation based on the lack of the event variable in stative predicates (Kratzer 1989) necessary for the interpretation of RIs in discourse (Avrutin 1997) succeeds in handling the Russian data presented in this article

Modal Markers in Japanese: A Study of Learners’ Use before and after Study Abroad

Japanese discourse requires speakers to index, in a relatively explicit manner, their stance toward the propositional information as well as the hearer. This is done, among other things, by means of a grammaticalized set of modal markers. Although previous research suggests that the use of modal expressions by second language learners differs from that of native users, little is known about “typical” native or non-native behavior. This study aims (a) to delineate native and non-native usage by a quantitative examination of a broad range of Japanese modal categories, and qualitative analyses of a subset of potentially problematic categories among them, and (b) to identify possible developmental trajectories, by means of a longitudinal observation of learners’ verbal production before and after study abroad in Japan. We find that modal categories realized by non- transparent or non-salient markers (e.g., explanatory modality no da, or utterance modality sentence-final particles) pose particular challenges in spite of their relatively high availability in the input, and we discuss this finding in terms of processing constraints that arguably affect learners’ acquisition of the grammaticalized modal markers

From simple predicators to clausal functors : The english modals through time and the primitives of modality

The ultimate goal of this paper is to find a representation of modality compatible with some basic conditions on the syntax-semantic interface. Such conditions are anchored, for instance, in Chomsky's (1995) principle of full interpretation (FI). Abstract interpretation of modality is, however - be it "only" in semantic terms - already a hard nut to crack, way too vast to be dealt with in any comprehensive way here. What is pursued instead is a case-study-centered analysis. The case in point are the English modals (EM) viewed in their development through time - a locus classicus for a number of linguistic theories and frameworks. The idea will be to start out from two lines of research - continuous grammaticalization vs. cataclysmic change - and to explain some of their incongruities. The first non-trivial point here consists in deriving more fundamental questions from this research. The second, possibly even less trivial one consists in answering them. Specifically, I will argue that regardless of the actual numerical rate of change, there is an underlying and more structured way to account for the notions of change and continuity within the modal system, respectively

A Priori or A Posteriori?

This article discusses the role of a priori and a posteriori knowledge and methods in metaphysics and metametaphysics. Issues discussed include the viability of the distinction, the continuity of a priori and a posteriori methods, connections to modal epistemology, and the role of the distinction for science and naturalistic metaphysics

Dignāga and Dharmakīrti on Perception and Self-Awareness

Like many of their counterparts in the West, Buddhist philosophers realized a long time ago that our linguistic and conceptual practices are rooted in pre-predicative modes of apprehension that provide implicit access to whatever is immediately present to awareness. This paper examines Dignāga’s and Dharmakīrti’s contributions to what has come to be known as “Buddhist epistemology” (sometimes referred in the specialist literature by the Sanskrit neologism pramāṇavāda, lit. “doctrine of epistemic warrants”), focusing on the phenomenological and epistemic role of perception and self-awareness. The central argument is that reliance on accurate observations and on an understanding of the contextual and dispositional factors that constrain, condition, and direct our perceptual and intentional states gives this tradition of epistemic inquiry a pragmatic focus unique in premodern Indian philosophy