By Rui Linhares-Dias
"How to teach issues with phrases" is an interdisciplinary study examine on the interface among linguistics and philosophy which sheds new gentle at the narrative-theoretical factor of proximal vs. distal stance adoption in discourse. Narrative distance finally is determined by the epistemological resource of the data conveyed, yet English and different Indo-European languages haven't any inflectional structures for (en)coding that resource of data. To fill within the hole, speech act thought is (re)considered within the mild of philosophical study on linguistic features and a parallel is drawn among grammaticalized evidential different types and the objectifying acts of Husserl's phenomenology of structure. those intuitive vs. signitive intentional acts do, certainly, approximately correspond to direct vs. oblique evidentiary types and will be inferred from the temporal-perspectival association of discourse through the so-called intimation or declaration functionality of language-systems. It seems that perspectival immediacy calls for tenses with overlapping occasion- and reference-points, yet predictions of the kind are non-monotonic varieties of reasoning defeasible by way of quantificational point differences, at the one hand, and inhere! nt which means concerns, at the different. to verify this declare, the majority of the booklet offers an in-depth formal semantic account of annoying, point and Aktionsart, interwoven with a close research of the cognitive methods linked to eventuality-description forms. The ebook adresses an viewers of linguists typically, formal semanticists, cognitive scientists, philosophers and narratologists with an curiosity in usual language semantics.
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Extra resources for How To Show Things With Words: A Study On Logic Language And Literature
Sample text
Mendilow does not fail to notice the temporal determination of scene (the limitation of time and the consequent fullness of detail is just the distinctive feature underlying that marked member of the opposition) and for Chatman the illusion of direct witnessing is called mimesis. The term designates the capacity of literature to represent reality, but had already been opposed to diegesis in the works of Plato and Aristotle in order to distinguish direct from indirect (re)presentation. The opposition, however, did not really come into play until it surged forth in Anglo-American criticism, rebaptized as showing and telling.
2. Markedness in narrative pace: the dramatic method Although much confusion has arisen about what it exactly means, 'markedness in oppositions' is a concept essentially characterized by: (i) the existence of alternative marked and unmarked constructions; (ii) the presence vs. the absence or nonpertinence of some feature re, which is just the mark of the opposition; (iii) the inverse proportion relation between the marked form and the frequency of its occurrence; (iv) the 'expressive' communicative value intended with the marked construction type, that is, the effects or implicatures of markedness.
It seems thus in order to draw the distinctions depicted in Figure 3. Modalities ' Experience Evidential < Inference Hearsay I Belief ' Certain Epistemic Possible Probable >. Doubtful Figure 3. Evidential and epistemic modalities Now, although English has a rich repertoire of these modal categories (adverbs like maybe, modal verbs may/might and perceptual idioms), evidential specification is not as frequent as it is in those languages which explicitly mark it with coherent sets of verb affixes and clitics.