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Journal articles on the topic 'Modalizers'

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Published: 7 July 2024

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1

Voronina, Маryna, and Olena Nesterenko. "A comprehensive analysis of means of expression of epistemic modality in French-language fictional discourse." 98, no. 98 (December 25, 2023): 15–20. http://dx.doi.org/10.26565/2786-5312-2023-98-02.

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The article is devoted to the study of means of expression of epistemic modality in modern French-speaking discourse. The conceptual base of modality manifestations finds its implementation in language, through which a person convey their knowledge, competences and attitude to the world. The results of scientific research led to recognition of the trichotomous nature of the category of modality: aletic, epistemic and deontic. Epistemic modality is directly related to the speaker’s knowledge of the world, his trust or distrust of reality, and to the information provided in the utterance. The epistemic probability of the realization of the fact has such conceptual aspects as availability, predictability, possibility - impossibility (partial or total). Epistemic modality can also be objective or subjective. The objective epistemic modality is conveyed through the grammatical forms of the verb in Conditional I and II. As for subjective epistemic modality, it is found in specific lexical modalizers. In fictional discourse, epistemic modality occurs in communicative situations that manifest themselves on a larger scale, such as context. In the trichotomous division “utterance - situation - context”, each part has its own role and reflects the author’s idea depending on the general content. The means of implementing the author’s ideas, which are modally marked, are analyzed from the point of view of the presence in them of specific modalizers, grammatical forms of verbs in Conditional mode I and II, given the role of the situation and context. Grammatical and lexical language means, through which the speaker’s attitude to reality is reproduced, are not the same in content, they can be divided into four main groups depending on the degree of confidence - uncertainty, probability - improbability. In fictional discourse, through these means, the author reveals his attitude to reality, to the world, as well as the attitude of the characters of the work to them. For this purpose, the writer uses a whole arsenal of modal markers with the value of confidence - uncertainty, probability - improbability.
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Loguercio, Sandra Dias, Mauren Thiemy Ito Cereser, and Cleci Regina Bevilacqua. "Uma proposta de objeto de aprendizagem para futuros tradutores: a modalização em resumos científicos em português, espanhol e francês / A proposal of a learning object for translators-to-be: the modalization in scientific abstracts in Portuguese, Spanish and French." Texto Livre: Linguagem e Tecnologia 11, no. 1 (June 30, 2018): 43–59. http://dx.doi.org/10.17851/1983-3652.11.1.43-59.

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RESUMO: O objeto de aprendizagem (OA) proposto aqui parte de uma investigação acerca da linguagem empregada em resumos científicos, mais especificamente da análise dos modalizadores em português, espanhol e francês. Apesar de ser considerado um gênero objetivo e mesmo “universal”, o resumo que antecede trabalhos acadêmicos é construído argumentativa e culturalmente, e a modalização, marcada nas línguas, integra essa construção, sendo de interesse, portanto, para a caracterização do gênero discursivo estudado com finalidades tradutórias e/ou pedagógicas. Neste trabalho, analisaram-se resumos da área de Linguística a partir de corpora comparáveis compostos por 100 resumos em cada uma das línguas. A análise se dividiu em três etapas: a) estudo da macroestrutura textual para familiarização com a retórica dos textos; b) análise dos corpora com o auxílio de ferramenta de extração de informação linguística; c) análise e contraste dos modalizadores mais frequentes nas línguas abordadas. Com base nas análises, foram desenvolvidas atividades didáticas a serem disponibilizadas on-line para a sensibilização do usuário tanto ao que é típico ao gênero resumo quanto às particularidades de expressão em cada língua. Espera-se que esse OA possa contribuir para a formação de tradutores, que poderão adquirir maior consciência das estratégias argumentativas utilizadas em resumos científicos, bem como desenvolver, a partir de suas próprias investigações acerca da linguagem científica, maior autonomia em suas atividades tradutórias e melhoria de suas traduções.PALAVRAS-CHAVE: resumos científicos; modalização; objeto de aprendizagem; tradução. ABSTRACT: The learning object (LO) proposed in this study is based on a research about the language used in scientific abstracts, more specifically on the analysis of modalizers in English, Spanish and French. Although being considered an objective and even universal genre, the abstract that precedes academic papers is argument-culture based and the modalization observed in the language it is written in is part of this process. Thus, modalization is important for the characterization of that discursive genre, which is analyzed through translation and/or pedagogical purposes. In this study, abstracts regarding Linguistics were analyzed based on comparable corpora composed of 100 abstracts in each of the languages above mentioned. The analysis was divided into three stages: (a) study of textual macrostructure in order to learn the texts rhetoric; (b) analysis of corpora through an extraction tool of linguistic information; (c) analysis and contrast of the most used modalizers in the languages studied. Based on these analyses, educational activities were developed aiming at making them available online in order to raise the users’ awareness of what is typical of abstracts as well as their expression particularities in each language. It is expected that this LO can contribute to translators’ academic qualification, who will be able to have a wider awareness of the argumentative strategies used in scientific abstracts, as well as to develop a greater autonomy in their translation activities and to improve their translations, based on their own investigations about the scientific language.KEYWORDS: scientific abstracts; modalization; learning object; translation.
3

Alexander, David. "Epistemology Modalized." Teaching Philosophy 34, no. 1 (2011): 69–72. http://dx.doi.org/10.5840/teachphil20113415.

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Spector, Benjamin. "Modalized Questions and Exhaustivity." Semantics and Linguistic Theory 17 (October 3, 2007): 282. http://dx.doi.org/10.3765/salt.v17i0.2962.

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Oshanova, Ekaterina. "PRAGMATIC ANALYSIS OF MODALIZED CONSTRUCTIONS IN DIFFERENT STRUCTURAL LANGUAGES." Bulletin of Chelyabinsk State University 476, no. 6 (September 15, 2023): 23–32. http://dx.doi.org/10.47475/1994-2796-2023-476-6-23-32.

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The article deals with the question of pragmatic identity of modalized constructions in the Russian, German and Udmurt languages. The article presents the utterances included in the speech act in interaction with modal means, which participate in the expression of a real-ontological situation. The aim is to describe the functional and pragmatic properties of Russian, German and Udmurt modalized utterances. Modalized constructions are formed with the help of special modal means, which include modal verbs and modal particles. It is noted that modal linguistic means in different-structured particle languages are characterized by a pragmatic orientation and reveal special principles of national language functioning. The pragmatic properties of modal particles appear in interaction with context and situation. It should be concluded that modalized constructions express communicative and pragmatic meanings with different communicative purports, depending on the contextual factors of the denoted reality, as well as due to the characteristic features of the subjective-modal shades of modal means.
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Luper, S. "Epistemology Modalized, by Kelly Becker." Mind 120, no. 478 (April 1, 2011): 507–11. http://dx.doi.org/10.1093/mind/fzr035.

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Guo, Man. "A Corpus-Based Study of Fact Projection in English." International Journal of English Linguistics 12, no. 2 (February 13, 2022): 36. http://dx.doi.org/10.5539/ijel.v12n2p36.

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Fact projection is realized as a fact noun followed by an appositive clause. In this article, we conducted a corpus-based study of the modality of fact nouns. It is found that proposal facts tend to occur more in formal academic texts than proposition facts because the higher obligation that proposal facts construe does not fit into the interpersonal communication purpose in informal spoken texts. It is also found that modalized proposition facts are more prevalent in formal academic texts than non-modalized proposition facts because modalized proposition facts can lower the negotiability and the risk of rejection from readers in academic texts. These findings reveal how nominalization trigger the reenactment of interpersonal relationship in fact projection so the modality becomes salient and persuasive. The modality realized by fact nouns also contributes to the abstraction, objectification and reliability in academic writing.
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FRITZ, PETER, and JEREMY GOODMAN. "COUNTERFACTUALS AND PROPOSITIONAL CONTINGENTISM." Review of Symbolic Logic 10, no. 3 (July 31, 2017): 509–29. http://dx.doi.org/10.1017/s1755020317000144.

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AbstractThis article explores the connection between two theses: the principle of conditional excluded middle for the counterfactual conditional, and the claim that it is a contingent matter which (coarse grained) propositions there are. Both theses enjoy wide support, and have been defended at length by Robert Stalnaker. We will argue that, given plausible background assumptions, these two principles are incompatible, provided that conditional excluded middle is understood in a certain modalized way. We then show that some (although not all) arguments for conditional excluded middle can in fact be extended to motivate this modalized version of the principle.
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Dzhaparidze, Giorgie. "Predicate provability logic with non-modalized quantifiers." Studia Logica 50, no. 1 (March 1991): 149–60. http://dx.doi.org/10.1007/bf00370393.

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Aparecida Sanches, Conceição, and Iara Grandino. "Importância dos conhecimentos prévios para a escrita do Texto Argumentativo." Revista VIDA: Ciências Humanas (VICH) 1, no. 1 (November 23, 2022): 30–41. http://dx.doi.org/10.63021/issn.2965-8853.v1n1a2022.12.

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O objetivo deste artigo é o de contribuir para a reflexão acerca do processo de produção de texto argumentativo por alunos de uma escola estadual do Ensino Fundamental, com idade média de dez anos. A primeira parte deste trabalho discorre sobre a importância dos conhecimentos prévios e da argumentação. Na segunda parte, partiremos para a análise e reflexão em torno do processo de produção de textos argumentativos escritos pelos alunos, tendo como referencial teórico as ideias de Stephen E.Toulmin (2006). A análise do corpus utilizado considera a constituição dos movimentos discursivos: tipo de texto, dados concretos, conclusão, modalizador “mas” e modalizador “porque”. Abstract The purpose of this article is to contribute to the reflection on the process of producing an argumentative text by students from a state elementary school, with an average age of ten years. The first part of this work discuss on the importance of prior knowledge and argumentation. In the second part, we will start with the analysis and reflection on the process of producing argumentative texts written by students, having as theoretical reference the ideas of Stephen E. Toulmin (2006). The analysis of the corpus used considers a concrete text of the discursive means: text types, concrete data, conclusion, modalizer “but” and modalizer “because”.
11

Morek, Miriam. "Learning to modalize is learning to reason." Research on Children and Social Interaction 4, no. 1 (July 21, 2020): 115–41. http://dx.doi.org/10.1558/rcsi.12418.

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This exploratory case study examines the interplay between epistemic modalizations and children’s argumentation from a language acquisition perspective. Two (pre)adolescents’ written argumentative texts and recordings of oral decision tasks (parent–child dyads) across four years (grades 6 to 9) present the basis of the longitudinal case study. Repertoires of epistemic modalizations drawn on in written and oral argumentation are described; these are related to overall argumentative structures of the texts as well as to interactive patterns of oral reasoning. Findings show that the occurrence of epistemic modalizations systematically coincides with more elaborated argumentative structures that deal with counter-claims and alternative evidence. In addition, oral reasoning seems to function as an arena for discovering and practicing epistemic modalizations and their potential for constructing two-sided argumentation, and pave the way for a transfer into written communication.
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Cao, Cun Gen, Yue Fei Sui, and Shao Bo Deng. "The B4-Modalized Propositional Logic." Applied Mechanics and Materials 743 (March 2015): 343–46. http://dx.doi.org/10.4028/www.scientific.net/amm.743.343.

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A modalized propositional Belnap-Dunn logic will be proposed in this paper which thereare four modalities [t]; [T]; [⊥]; [f] to represent the four values t;T;⊥; f; respectively, and a Gentzentypeddeduction system will be given so that the the system is sound and complete with the four-valuedsemantics of the Belnap-Dunn logic.
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Marques, Rui. "Modalidade epistémica e persistência." Linguística: Revista de Estudos Linguísticos da Universidade do Porto 2 (2022): 337–58. http://dx.doi.org/10.21747/16466195/ling2022v2a15.

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Adding bem (lit. ‘well’) to a modalized proposition, as in it is quite possible that he already left, increases the degree of conviction being conveyed. Apparently, this epistemic reinforcement that results from the presence of bem corresponds to the expression of a higher degree of belief than what is expressed without bem. Concretely, while é possível que p (‘it is possible that p’) indicates that p is a possibility, é bem possível que p (‘it is quite possible that p’) will indicate that p is a good possibility. If so, the meaning of constructions resulting from the addition of bem to a modalized proposition can be captured within the framework of modality analysis in Krazter (1991, a.o.), who considers different degrees of modality, including the notions of possibility and good possibility. This way, it will be understandable why bem can co-occur with weak modals, as the equivalents of possible or may, but not with strong modals, such as the equivalents of must or have to, since the latter already have a strong value, not being able to be reinforced by the addition of bem. However, there are counter-arguments to this hypothesis, which, among other problems, does not explain why bem may co-occur with various types of modal operators or propositional attitude verbs that express a strong epistemic value, such as, e.g., certo (‘right’), as in é bem certo! (‘quite right!’), or to know, as in the equivalent of he knows well that he is late. Thus, two questions arise: (i) how to explain the epistemic reinforcement resulting from the addition of bem to a sentence with an epistemic modal operator? (ii) why can bem combine with some epistemic modal operators, but not with all of them?An alternative hypothesis is presented and explored, according to which bem does not contribute to the truth conditions of the sentence, but functions at the discursive level. Specifically, the proposed hypothesis is that the addition of bem to a modalized proposition indicates the expectation that this proposition will remain valid as discourse flows. That is, bemhas the function of making the proposition in which it occurs persistent. Thus, the meaning of the constructions resulting from the addition of bem to a modalized sentence is best captured by an analysis of modality within dynamic semantics. In dynamic semantics, the meaning of a sentence is its Context Change Potential, its capability to update the information of the context (or information state) relative to which it is asserted. The proposed analysis provides an answer the two aforementioned questions. Epistemic reinforcement conveyed by bem corresponds to expressing the expectation that the modalized proposition will remain valid as discourse flows. The reason why bem can co-occur with some, but not all, epistemic operators is linked to the type of epistemic state described by each sentence. As predicted by the proposed hypothesis, bem cannot co-occur with modal operators expressing an inference that arises from particular information and that may not be maintained as new information is gathered.
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Sobel, Kenneth M., and Siva S. Banda. "Design of a modalized observer with eigenvalue sensitivity reduction." Journal of Guidance, Control, and Dynamics 12, no. 5 (September 1989): 762–64. http://dx.doi.org/10.2514/3.20476.

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Tao, Jia, Giora Slutzki, and Vasant Honavar. "PSPACE Tableau Algorithms for Acyclic Modalized $\boldsymbol{\mathcal{ALC}}$." Journal of Automated Reasoning 49, no. 4 (July 9, 2011): 551–82. http://dx.doi.org/10.1007/s10817-011-9232-3.

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Kobayashi, Filipe Hisao, and Vincent Rouillard. "High and low uniqueness in singular wh-interrogatives." Semantics and Linguistic Theory 30 (March 2, 2021): 714. http://dx.doi.org/10.3765/salt.v30i0.4844.

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While simple singular wh-interrogatives carry a uniqueness presupposition, this is not so when they contain possibility modals. Hirsch & Schwarz (2019) account for this contrast by assuming (i) that questions can have multiple maximally informative true answers and (ii) that uniqueness is triggered lexically inside the scope of interrogative. We show that their proposal overgenerates on two accounts. Firstly, it predicts too weak a presupposition for modalized interrogatives. Secondly, it predicts unattested interpretations for interrogatives containing negation. We show that both issues can be solved using exhaustification operators. On the one hand, we obtain the desired presupposition for modalized interrogatives by assuming the lexical trigger for uniqueness to be a presuppositional variant of an exhaustification operator (Bassi, Del Pinal & Sauerland 2019). On the other, we show that unattested readings of negation can be blocked by assuming that questions presuppose that the pointwise exhaustification of their answers partitions the context of evaluation (Fox 2019). We argue that proper empirical coverage for singular wh-interrogatives requires the interaction of both exhaustification operations.
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Kang, Arum, and Suwon Yoon. "From inquisitive disjunction to nonveridical equilibrium: Modalized questions in Korean." Linguistics 58, no. 1 (February 25, 2020): 207–44. http://dx.doi.org/10.1515/ling-2019-0038.

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AbstractThe goal of the present study is to identify a novel paradigm of epistemic modal operator derived from disjunction. Our main data involves an inquisitive disjunction marker nka in Korean, the presence of which enhances a speaker’s epistemic uncertainty and forms a modalized question. We show how nka contributes the modal effects in question within a theory of nonveridicality. In particular, we propose that the prerequisite of nka are non-homogenous nonveridical states that are partitioned in equipoised epistemic spaces because of the absence in ranking between them. The distinct notions of disjunction, question, and possibility modals can thus be systematically captured under the framework of nonveridical equilibrium. The current analysis offers important insights into the relationship between the classes of nonveridical and modal ingredients involved in inquisitive disjunction: First, Korean facts importantly reveal that modalized questions do not form a uniform class with regular questions, since interrogative semantics alone cannot predict the epistemic uncertainty. Second, languages parameterize as to how they lexicalize the function of manipulating modal base. The implication of our findings is that disjunction needs to be recognized as a novel device for encoding a speaker’s weakest perspective on epistemic modality.
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Luginbühl, Martin, and Judith Kreuz. "From flat propositions to deep co-constructed and modalized argumentations." Research on Children and Social Interaction 4, no. 1 (July 21, 2020): 93–114. http://dx.doi.org/10.1558/rcsi.12416.

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Drawing on a corpus of 180 peer discussions of second, fourth and sixth graders in German-speaking Swiss elementary schools (ages 7–12), we comment on three aspects of oral argumentative competence: (1) giving reasons, (2) argumentative complexity and co-constructions, and (3) modalization of arguments. We combine qualitative and quantitative analyses, both based in the approach of conversation analysis, and show that, as children get older, they not only give more reasons for their arguments, but also match them to their partner’s perspective, modalize their different standpoints to a greater extent, and produce arguments that are more complex and co-constructed. We observe a bigger change in these argumentative practices between the second and fourth grades than between the fourth and sixth.
19

Lee, Jungmee. "Meaning Contributions of English Epistemically Modalized Sentences in Discourse Context." Journal of Modern British & American Language & Literature 35, no. 3 (August 31, 2017): 183–202. http://dx.doi.org/10.21084/jmball.2017.08.35.3.183.

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Burrows, S. P., and R. J. Patton. "Design of low-sensitivity modalized observers using left eigenstructure assignment." Journal of Guidance, Control, and Dynamics 15, no. 3 (May 1992): 779–82. http://dx.doi.org/10.2514/3.20906.

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Jaiswal, Manish K., Rinti Banerjee, Pallab Pradhan, and D. Bahadur. "Thermal behavior of magnetically modalized poly(N-isopropylacrylamide)-chitosan based nanohydrogel." Colloids and Surfaces B: Biointerfaces 81, no. 1 (November 2010): 185–94. http://dx.doi.org/10.1016/j.colsurfb.2010.07.009.

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Sagüillo Fernández-Vega, José Miguel. "Hilary Putnam on the philosophy of logic and mathematics." THEORIA. An International Journal for Theory, History and Foundations of Science 33, no. 2 (June 20, 2018): 183. http://dx.doi.org/10.1387/theoria.17626.

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I discuss Putnam’s conception of logical truth as grounded in his picture of mathematical practice and ontology. i begin by comparing Putnam’s 1971 Philosophy of Logic with Quine’s homonymous book. Next, Putnam’s changing views on modality are surveyed, moving from the modal pre-formal to the de-modalized formal characterization of logical validity. Section three suggests a complementary view of Platonism and modalism underlying different stages of a dynamic mathematical practice. The final section argues for the pervasive platonistic conception of the working mathematician.
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Laca, Brenda. "On the interaction between modal and aspectual periphrases." Borealis – An International Journal of Hispanic Linguistics 8, no. 2 (October 24, 2019): 83–109. http://dx.doi.org/10.7557/1.8.2.4948.

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This paper explores the semantics of combinations in which a modal verb is preceded by a progressive, an incremental or a habitual periphrasis. Two distinct readings in context, aspectualized VP and aspectualized modality readings, are found to correlate with the (not-)at- issue status of the modal according to Tonhauser's diagnostics. Implicative readings (a generalization of the more restrictive notion of actuality entailments) emerge obligatorily in aspectualized VP readings, but are also present in some aspectualized modality readings. Aspectualized modality readings provide evidence for the claim that modalized event descriptions are stative.
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Rodríguez Somolinos, Amalia. "Voire, modalisation de vérité et renforcement de l'assertion (XIVe-XVIe siècles)." Langue française 149, no. 1 (2006): 61–76. http://dx.doi.org/10.3406/lfr.2006.6873.

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Amalia Rodriguez Somolinos : Voire, truth modalisation and reinforcement of an assertion (14th-16th centuries). This article gives a semantic and argumentative description of voire in Middle French, as well as in 1 6th century French. Voire is an epistemic modality marking truth and the reinforcement of an assertion. That is the main semantic value ofthe marker throughout its different uses. Voire modalizes a previous assertion, reinforcing its certainty and marking an agreement with a point of view expressed by the addressee or by the speaker himself. In certain contexts, the marker can also express disagreement or doubt. The intrasentential use, strongly assertive, becomes characteristic of this period. Intrasentential voire can point backwards. It confirms then a previous discourse produced by the speaker himself. When it points forwards, voire asserts the truth and reinforces the assertion of a discourse element that follows. It underlines thus a progression of intensity.
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Wigglesworth, John. "Bi-Modal Naive Set Theory." Australasian Journal of Logic 15, no. 2 (July 3, 2018): 139. http://dx.doi.org/10.26686/ajl.v15i2.4859.

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This paper describes a modal conception of sets, according to which sets are 'potential' with respect to their members. A modal theory is developed, which invokes a naive comprehension axiom schema, modified by adding `forward looking' and `backward looking' modal operators. We show that this `bi-modal' naive set theory can prove modalized interpretations of several ZFC axioms, including the axiom of infinity. We also show that the theory is consistent by providing an S5 Kripke model. The paper concludes with some discussion of the nature of the modalities involved, drawing comparisons with noneism, the view that there are some non-existent objects.
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Esakia, Leo. "The modalized Heyting calculus: a conservative modal extension of the Intuitionistic Logic ★." Journal of Applied Non-Classical Logics 16, no. 3-4 (January 2006): 349–66. http://dx.doi.org/10.3166/jancl.16.349-366.

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He, Agnes Weiyun. "Language use in peer review texts." Language in Society 22, no. 3 (September 1993): 403–20. http://dx.doi.org/10.1017/s0047404500017292.

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ABSTRACTApplying the functional approach to language developed by Halliday and Hasan, this study delineates the criterial and characteristic features of language used in 13 peer review letters from a graduate seminar by native speakers of English, with an average length of 300–350 words. Examining discourse goals, global text structure, obligatory and optional elements, sequence and co-occurrence of discourse elements, verb types, modalized directives, and lexical choice, this article demonstrates that peer review texts are shaped by the institutional and situational contexts within which they are embedded, and at the same time contribute to these contexts. (Genre studies, interactive discourse analysis, written communication, systemic linguistics, peer review, classroom discourse)
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Huschová, Petra. "Modalized speech acts in a spoken learner corpus: The case of can and could." Topics in Linguistics 22, no. 1 (June 1, 2021): 27–37. http://dx.doi.org/10.2478/topling-2021-0003.

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Abstract This paper examines the use of the modal auxiliaries can and could in speech acts produced by university students of English. Its aim is to explore syntactic patterns, semantic features and pragmatic functions of utterances containing can/could in Corpus of Czech Students’ Spoken English. Taking account of pragmatic factors, including broader linguistic and extralinguistic context, the analysis attempts to identify the illocutionary forces conveyed by the modalized speech acts excerpted from the corpus dialogues. The findings indicate that the modal verbs are commonly employed as a modifying device in indirect speech acts, particularly in conventionalized directives. As for their frequency of occurrence, can proves to be a widely used modal auxiliary in spoken learner discourse, whereas the more remote could appears in the corpus much less frequently in that it is associated with a higher degree of diffidence.
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Wei, Li, Sui Yuefei, and Wang Yuhui. "The lattice-modalized propositional logic: Distributivity and modularity of the Gentzen deduction system GL1." Journal of Intelligent & Fuzzy Systems 33, no. 2 (July 21, 2017): 733–40. http://dx.doi.org/10.3233/jifs-161891.

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Cao, Cungen, and Yuefei Sui. "The Sound and Complete Gentzen Deduction System for the Modalized Łukasiewicz Three-Valued Logic." International Journal of Fuzzy Logic and Intelligent Systems 16, no. 3 (September 25, 2016): 147–56. http://dx.doi.org/10.5391/ijfis.2016.16.3.147.

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Mihoc, Teodora, Diti Bhadra, and Anamaria Falaus. "Epistemic modals, deduction, and factivity: new insights from the epistemic future." Semantics and Linguistic Theory 29 (December 9, 2019): 351. http://dx.doi.org/10.3765/salt.v29i0.4622.

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The epistemic future (e.g., the epistemic uses of English will) is often analyzed on a par with epistemic must. We provide novel empirical evidence from English and Romanian in deduction and factive contexts to argue that this identical treatment is not warranted. We propose a unified solution based on novel ways to (i) look at weakness in must and will and (ii) encode the factive presupposition when the complement of the factive is a modalized proposition (an interaction that, to our knowledge, has not been analyzed formally before). The account connects to existing debates on strength in necessity modals, on epistemic future and future tense, and on the embedding of epistemic (and other flavor) modals under attitudes.
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Kaufmann, Magdalena, and Stefan Kaufmann. "Epistemic particles and perfomativity." Semantics and Linguistic Theory 22 (September 3, 2012): 208. http://dx.doi.org/10.3765/salt.v22i0.2635.

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The German discourse particles ‘ja’ and ‘doch’ both mark the information expressed by their host sentence as somehow given, obvious, or uncontroversial (McCready & Zimmermann 2011 call them ‘epistemic particles’). Two things are puzzling: (i) despite its ‘epistemic’ nature, ‘doch’ can appear in imperatives and with performative modals; (ii) despite their similarity, ‘ja’ is unacceptable in imperatives and forces a descriptive reading of modal verbs. We explain (i) by assuming that the performativity of modalized propositions depends on certain contextual constellations which may conflict with constraints imposed by the particles. To account for (ii), we offer an analysis for ‘ja’ and ‘doch’ that explains the inviolable ban against ‘ja’ (but not ‘doch’) from performative modal contexts in terms of defeasible inferences about the context.
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Dibai, Priscilla Cabral. ""Even he’s released, Lula will never be free":." Compolítica 11, no. 1 (November 3, 2021): 5–26. http://dx.doi.org/10.21878/compolitica.2021.11.1.452.

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Este artigo discute a repercussão em torno da soltura da prisão do ex-presidente Lula, em comunidade on-line de partidários de Jair Bolsonaro, no Telegram. Além dos sentidos e inimigos construídos, foi observado ainda certos padrões comunicativos e o potencial para a radicalidade existente no grupo. Por meio da análise de conteúdo, foi detectada uma contundente narrativa de indignação e inconformismo envolvendo o STF e Lula, que têm suas imagens atacadas e desacreditadas. Os partidários do grupo tendem a usar o recurso da desinformação intencional, bem como linguagem ofensiva para se referir e modalizar os adversários, além de superestimar o próprio poder e o líder, construindo distintas saídas para a derrota: de reanimação da militância a pedidos de intervenção militar.
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Ruiz-González, Natalia. "Movement Verbs as Discourse Markers in Spanish: The Case of Vamos in the City of Granada, Spain." Languages 6, no. 4 (September 29, 2021): 156. http://dx.doi.org/10.3390/languages6040156.

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The discourse marker vamos is the first-person present indicative plural of the verb ir (“to go”) and acts as a guide throughout the discourse. We studied its use in the PRESEEA corpus of Granada, analyzing 54 interviews and rescuing 270 occurrences of vamos. Mainly, we detected that its use was higher in the speech of people with only a primary education, while its use among the university educated represented 27% of cases. It was also used more frequently by young people, particularly females, although only age was found to be influential because of the intrinsic and original value of the first-person plural form, by which speakers are integrated and form part of a group. Among the pragmatic values of the marker is its use as a reformulator in more than 60% of cases; 22% as a structurer that helps to continue and conclude the discourse; and approximately 13% when used as a modalizer to convey the speaker’s attitude. Its main linguistic characteristic is its appearance preceded by conjunctions such as pero and y, and its main position is initial, as it accounts for 90% of occurrences.
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Teixeira, Gil Clemente. "Camões e os reinos da estupidez: de Francisco de Melo Franco a Francisco Manoel de Mello Franco." Abril – NEPA / UFF 11, no. 23 (November 20, 2019): 181–95. http://dx.doi.org/10.22409/abriluff.v11i23.30275.

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A presença de Camões na literatura brasileira é um dado incontestável, como provou claramente Gilberto Mendonça Teles em Camões e a poesia brasileira e o mito camoniano na língua portuguesa (2001). Partindo de alguns juízos críticos que procuramos modalizar, queremos neste ensaio demonstrar a presença d´Os Lusíadas em dois textos que situam o leitor entre Portugal e o Brasil: o poema herói-cómico O Reino da Estupidez (1785), de Francisco de Melo Franco, e o texto de um descendente do poeta, Francisco de Mello Franco, intitulado Novo Reino da Estupidez (1995). Nestas vozes de denúncia de uma estupidez penosamente atual, entre risos, revoltas e esperanças, convidamos o leitor a reconhecer, a escutar e a memorizar o singular timbre de Camões, uma das vozes mais indignadas da poesia em língua portuguesa.
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Greenberg, Yael. "Two Types of Quantificational Modalized Genericity, and the Interpretation of Bare Plural and Indefinite Singular NPs." Semantics and Linguistic Theory 12 (September 3, 2002): 104. http://dx.doi.org/10.3765/salt.v12i0.2871.

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Barros, Eliana Merlin Deganutti de, Gabriela Pepis Belinelli, and Marilúcia dos Santos Domingos Striquer. "MODALIZAÇÕES EM ARTIGOS DE OPINIÃO COMO REDAÇÃO DE VESTIBULAR." Cadernos de Linguagem e Sociedade 21, no. 1 (August 1, 2020): 188–207. http://dx.doi.org/10.26512/les.v21i1.31033.

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O foco deste trabalho é o desenvolvimento de uma pesquisa de natureza qualitativa, de cunho documental, tendo como objeto principal as redações dos candidatos do vestibular da Universidade Estadual do Norte do Paraná (UENP) do ano de 2018. A investigação centra-se na análise dos recursos modalizadores mobilizados pelos candidatos para a produção de textos do gênero “artigo de opinião como redação de vestibular”, tendo como aporte teórico os estudos desenvolvidos por Bronckart (2003), no interior do Interacionismo Sociodiscursivo (ISD), sobre modalização, um dos elementos dos mecanismos enunciativos do texto. O objetivo da pesquisa é analisar como são articuladas as modalizações no processo de argumentação da escrita do artigo de opinião como redação de vestibular, bem como a influência do ato de modalizar o discurso na construção desse gênero. Os resultados apontam uma incidência grande de modalizadores lógicos e deônticos, a inexpressividade de modalizadores apreciativos e a inexistência de modalizadores pragmáticos.
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Alaghbary, Gibreel Sadeq, and Ohood Ali Al-Nakeeb. "Modals as Carriers of Ideology in Salmon Fishing in the Yemen." English Language and Literature Studies 7, no. 2 (May 30, 2017): 31. http://dx.doi.org/10.5539/ells.v7n2p31.

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Modality encodes speakers or writers’ attitudes towards, and evaluations of, people and states of affairs. These evaluative attitudes are often ideologically motivated. This paper investigates ideology as carried by modal expressions in Salmon Fishing in the Yemen. Of the ten genres constituting the narrative, the newspaper articles have been selected for analysis. The paper adopts Simpson’s (1993) analytical framework, aka Critical Linguistics, in order to achieve three objectives. It aims to identify the modal expressions employed in the selected newspaper articles, classify the relevant modalized, and modally unmarked, statements, and explore the ideological assumptions and evaluations generated by the modal expressions, or their absence, in relation to the characters’ attitudes towards each other and towards the thematic developments in the novel. Analysis uncovers a dichotomy constructed between the East and West. The East, represented by the salmon project, Sheikh Muhammad and the Yemeni government, is projected as submissive and inferior.
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Mendes, Amália, and Carolina Nunes. "Perguntas-respostas em textos escritos: uma análise no âmbito das relações discursivas." Revista da Associação Portuguesa de Linguística, no. 7 (December 27, 2020): 226–41. http://dx.doi.org/10.26334/2183-9077/rapln7ano2020a14.

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Question-answer pairs are typically associated to spoken discourse and to directive speech acts, although they are also found in written texts. We analyse contexts extracted from the CRPC-DB, a written subcorpus annotated with discourse relations in the PDTB-style. We focus on the nature of the question and of the answer in interactional contexts, but also in contexts where a single locutor poses the question and answers it. Contexts of question-answer pairs with a single locutor have a textual function related to the topic-comment structure of the text and involve a virtual locutor and a modalized assertion. We discuss the treatment of question-answer pairs in discourse banks following different theoretical frameworks and make a proposal that integrates these contexts in our annotation scheme. Our results contribute to theoretical proposals that focus on the pragmatic and textual functions of question-answer pairs, and their application to a new resource for the study of discourse in Portuguese.
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Zhou, Yanhong, and Sihong Huang. "Discourse Markers of “Saying”: A Comparative Study." Chinese Journal of Applied Linguistics 45, no. 1 (February 1, 2022): 89–105. http://dx.doi.org/10.1515/cjal-2022-0107.

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Abstract The present study compares the discourse markers (DMs) of “saying” in Mandarin Chinese ke yi shuo (lit. “can say”) and ying gai shuo (lit. “should say”) with their equivalents in English, by drawing the parallel corpora from The Selected Works of Deng Xiaoping (Volume III) (henceforth The Works), so as to uncover the pragmatic motivation for the variation in translating the DMs of “saying.” The analysis is conducted within a theoretical framework of speech act theory, by grouping the DMs according to their personal pronouns. Moreover, by comparing the uses of personal pronouns in English and Chinese, the current study confirms that The Works keeps the consistency between the two languages as well as with the characteristics and styles of Deng Xiaoping’s locution. It also finds that modalized DMs of “saying” (e. g., “I should say”), as a parenthesis, lose their status as matrix clauses and help reduce the tone of affirmation.
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Falaus, Anamaria. "Presumptive mood, factivity and epistemic indefinites in Romanian." Borealis – An International Journal of Hispanic Linguistics 3, no. 2 (June 27, 2014): 105. http://dx.doi.org/10.7557/1.3.2.2995.

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This paper investigates the properties of the Romanian presumptive mood and the role it plays in the distribution of the epistemic indefinite <em>vreun</em>. We focus on the morphologically complex future-based paradigm, which includes forms based on the literary and colloquial variants of the future auxiliary. The colloquial forms are shown to have lost the ability to express purely temporal meanings, being used exclusively with modal-evidential readings. We further argue that the future-based presumptive is closely related to epistemic modals, with which it shares the ability to express indirect inferential evidentiality. We capitalize on their contrasting behavior in factive settings to explain the interaction with the epistemic determiner <em>vreun</em>. Specifically, we argue that the key property that makes the (colloquial) future-based presumptive a suitable licensor for the <em>vreun </em>is its incompatibility with contexts where the modalized proposition is established to hold.
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Oliveira, Ana Claudia de. "Inter-relações: Le Brésil Rive Gauche." dObra[s] – revista da Associação Brasileira de Estudos de Pesquisas em Moda 6, no. 14 (January 5, 2013): 41. http://dx.doi.org/10.26563/dobras.v6i14.53.

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Quem no mundo da moda não sabe o sentido da grande loja de departamentos parisiense Le Bon Marché? Estabelecimento marco da sociedade de consumo que se instalou na vida social com as mudanças de circulação dos bens e mercadorias, assim como dos modos de comercialização, esse espaço comercial foi palco de novos modos de sociabilidade e vínculos que ocuparam o espaço público, além de instâncias do privado, ao oferecer aos frequentadores terreno diverso para relações interpessoais definidoras de outros modos de construção identitárias a partir de modos de visibilidade no social. Na segunda década do século XIX, o mundo globalizado ou mundializado atinge uma circulação de produtos e marcas sem precedentes. A diferença do que se veste, de onde se compra, dos lugares que se frequenta são aspectos que fazem o sujeito ser em relação ao outro no social. Com a construção de si mesmo em relação à outridade, os paradigmas de valores do ser igual ao outro, ser distinto e as redes combinatórias dessa oposição de base vão modalizar as buscas narrativas do pertencimento do sujeito nos grupos (...)
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Kaufmann, Magdalena, and Stefan Kaufmann. "Iffy Endorsements." Journal of Semantics 38, no. 4 (November 2021): 639–65. http://dx.doi.org/10.1093/jos/ffab017.

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Abstract Theories of imperatives differ in how they aim to derive the distributional and functional properties of this clause type. One point of divergence is how to capture the fact that imperative utterances convey the speaker’s endorsement for the course of events described. Condoravdi & Lauer (2017) observe that conditionals with imperative consequents (conditionalized imperatives, CIs) are infelicitous as motivations of advice against doing something and take this as evidence for an analysis of imperatives as encoding speaker endorsement. We investigate CIs in further contexts and argue that their account in terms of preferential conflicts fails to capture the more general infelicity of CIs as motivations for or against doing something. We develop an alternative in which imperatives do not directly encode speaker preferences, but express modalized propositions and impose restrictions on the discourse structure (along the lines of Kaufmann, 2012). We show how this carries over to conditionalized imperatives to derive the behavior of CIs, and conclude with a discussion of more general problems regarding an implementation of conditional preferential commitments, an issue that can be avoided on our account of imperatives.
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Bassano, Dominique, Maya Hickmann, and Christian Champaud. "Epistemic modality in French children's discourse:to be sureornot to be sure?" Journal of Child Language 19, no. 2 (June 1992): 389–413. http://dx.doi.org/10.1017/s0305000900011466.

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ABSTRACTThis study focuses on the development of epistemic modality, with particular attention to how French children evaluate the conditions of use for modal expressions marking certainty and uncertainty. Sixty children aged four, six and eight were shown films involving verbal interactions in which a target speaker accused another of having performed a deed. The analysis examine children's responses during a subsequent interview in which they were asked to attribute an epistemic attitude of certainty/uncertainty to the target speaker as a function of three factors: (a) whether he had witnessed the deed; (b) whether his accusation was modalized by the verbcroire(‘think/believe’); and (c) whether the accusation was true or false. The results show that the four-and six-year-olds attribute certainty more often than the eight-year-olds. This dissymmetry is accompanied by a developmental progression in children's conceptions of these modal categories, which change from a ‘realistic’ conception (mainly based on truth/falsity) at four years to an increasingly metalinguistic and relativized conception thereafter.
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Vieira, Amitza Torres, and Nilza Barrozo Dias. "CONSTRUÇÕES SUBJETIVAS DEÔNTICAS E ARGUMENTAÇÃO: UMA PROPOSTA DE INTERFACE GRAMÁTICA E INTERAÇÃO." Cadernos de Linguagem e Sociedade 20, no. 2 (July 24, 2019): 206–25. http://dx.doi.org/10.26512/les.v20i2.10816.

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O objetivo deste estudo é investigar a função das construções encaixadas completivas subjetivas deônticas (DIAS, 2013), com verbo ser + necessário, no discurso de deputados da Assembleia Legislativa do Rio de Janeiro (ALERJ). A proposta de trabalho entrelaça a vertente Funcionalista à perspectiva da Sociolinguística Interacional, no intuito de examinar a interface gramática e interação. Teoricamente, são empregados pressupostos do discurso, tendo como ferramenta principal de trabalho a análise sequencial da argumentação na fala dos deputados da ALERJ. A essa perspectiva alia-se a abordagem da sintaxe funcionalista (HALLIDAY, 1985; NEVES, 1997) na identificação e na descrição do uso da construção ser + necessário nos discursos dos parlamentares. Na análise argumentativa, são utilizados os componentes da argumentação propostos por Schiffrin (1987): posição, disputa e sustentação. A pesquisa é de natureza qualitativa e interpretativa e utiliza dados de fala reais como base para o trabalho. Os resultados parciais do estudo mostram que as construções ser + necessário ocorrem preferencialmente na apresentação das posições dos deputados e apresentam valor deôntico (NEVES, 1996), expressando uma fraca obrigação moral ou material. Na fala argumentativa dos parlamentares, essas construções contribuem para modalizar o que é defendido, na tentativa de atenuar a apresentação de críticas ao governo.
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BASCELLI, ELISABETTA, and MARIA SILVIA BARBIERI. "Italian children's understanding of the epistemic and deontic modal verbs dovere (must) and potere (may)." Journal of Child Language 29, no. 1 (February 2002): 87–107. http://dx.doi.org/10.1017/s0305000901004925.

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This study assesses children's understanding of the Italian modal verbs dovere (must) and potere (may) in their dual function of qualification of the speaker's beliefs (epistemic modality) and behaviour regulation (deontic modality). 192 children and 60 adults participated in the experiment. Children aged 3;0 to 9;2 were presented with two tasks: one assessed their understanding of modal expressions in the epistemic domain – looking for an object by following the information contained in a sentence; the other assessed their understanding of modal expressions in the deontic domain – acting according to obligations, permissions and prohibitions in the context of a game. Half of the subjects carried out the tasks in a single-sentence format and half carried out the tasks in a double-sentence format. In the single-sentence format the subjects had to follow the directions supplied by a modalized sentence; in the double-sentence format they had to follow the directions supplied by the sentence containing the stronger modal verb. Our results show that the understanding of deontic modal forms precedes the understanding of epistemic modal forms and that a full understanding of the strength of different modal forms is achieved only at eight years.
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Kang, Arum, and Suwon Yoon. "Two types of speaker’s ignorance over the epistemic space in Korean." Proceedings of the Linguistic Society of America 1 (June 12, 2016): 21. http://dx.doi.org/10.3765/plsa.v1i0.3723.

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The main goal of this paper is to propose a novel paradigm of the split epistemic ignorance, based on two morphologically related particles in Korean: inka in wh-indefinites vs. nka in modalized questions. Previous literature assumes the interrogative-indefinite affinity as a reflex of a semantic relationship between interrogative markers and indefinites by introducing a set of propositional alternatives (Alternative Semantics: Kratzer and Shimoyama 2002; Alonso-Ovalle 2006, a.o.). However, we challenge these claims by showing that inka and nka are distinct lexical items which are distributed in different clause types, hence, a new split for the ignorance system is called for. We propose a semantics under which inka and nka variants are relativized to the epistemic state of the speaker, M(i) (Giannakidou 1995 et seq.). In particular, we show that: (i) the common denominator of nka and inka is the fact that they both express the speaker’s epistemic indeterminacy; but (ii) the crucial difference arises from a strict dichotomy between the types of alternatives that nka and inka introduce, i.e., the propositional alternatives for nka vs. the individual alternatives for inka.
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Tran, Tien B. "A Cross-Cultural Study of Modality in the Speech Act of Asking for Permission." Theory and Practice in Language Studies 12, no. 5 (May 4, 2022): 854–65. http://dx.doi.org/10.17507/tpls.1205.05.

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This paper is concerned with a cross-cultural study of modality expressions in asking for permission by Vietnamese and English speakers. The study involved 209 Canadian and Vietnamese informants with the use of a Discourse Completion Task questionnaire. A total of 3000 utterances were chosen for analysis to gain insights into the frequency and types of lexico-modal markers manifested in the two languages. It is found that hearer-oriented verbal style tends to be dominant in Vietnamese while the speaker-oriented strategy is more favored in English. Vietnamese speakers tend to employ direct strategies with a dominant use of appealers which sounds intimate to the hearer. English speakers, by contrast, incline to conventionally-indirect strategies such as Can I, Could I, etc. It is also evident that Vietnamese speakers frequently use politeness markers when they communicate with the older, but they hardly use them for their peers. English speakers, however, use politeness markers for all partners with a slight variation. Another noteworthy similarity is that both Canadian and Vietnamese women modalize their language than men.
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Zinevich, N. V. "Scientific discourse from the aspect of interaction between the categories of modus and modality." Proceedings of the National Academy of Sciences of Belarus, Humanitarian Series 65, no. 4 (November 5, 2020): 451–60. http://dx.doi.org/10.29235/2524-2369-2020-65-4-451-460.

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The paper explores the correlation between the universal categories of modus and modality in scientific discourse. It is claimed that the two categories demonstrate different ontological nature and, consequently, should be treated separately. In this light the domain of modality needs to be reduced to the expression of truth value, while the functional potential of modus will include all the other ways in which the speaker assesses his/her utterance. Hence, it’s more expedient to characterize modality as a functional-semantic category, with modus assuming communicative-pragmatic dimensions. It has been revealed that in scientific discourse there is absolute domination of modus, which can be attributed to the unique nature of communication in this field. The category of modality, in its turn, has a limited application and is mostly restricted to combinations with different modi. Further investigation has found out that English and Belarusian scientific discourses share their major modus-modality characteristics but differ in terms of modi their authors prefer to modalize and concrete language means used for the purpose.
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Aquino, Marceli Cherchiglia, and Poliana Coeli Costa Arantes. "Partículas modais em alemão e seus equivalentes funcionais em português brasileiro: proposta de análise e classificação para o uso." Pandaemonium Germanicum 23, no. 40 (March 5, 2020): 166–90. http://dx.doi.org/10.11606/1982-88372340166.

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Neste artigo intencionamos realizar uma análise contrastiva de ocorrências de partículas modais (doravante PM) em alemão, catalão, croata, francês e inglês, propondo uma classe de PM para o português brasileiro. Partimos de referencial teórico com base na pragmática e em teorias funcionalistas como suporte. Nosso principal objetivo é defender a existência de PMs no português brasileiro, sendo elas recursos linguístico-discursivos utilizados com a função de modalizar informações não explícitas durante a interação. Nesse sentido, as PMs ativariam pressupostos nas enunciações baseados em significados nucleares. Trata-se de estudo inédito por propor análises de palavras e locuções que ainda não foram classificadas como tal em gramáticas luso-brasileiras, salvo algumas poucas exceções. O presente estudo justifica-se pela dificuldade que essas PM apresentam tanto para o ensino de língua adicional, quanto para a tradução. A investigação e descrição das PMs alemãs e seus equivalentes funcionais em português, podem, portanto, oferecer caminhos para a compreensão de questões pragmáticas importantes para as trocas comunicativas e seus usos em sala de aula. Finalmente, levantamos a hipótese de que, embora exista uma evidente diferença de classificação dessas partículas em muitas línguas, as funções comunicativas das PMs em alemão podem encontrar semelhantes interpretativos e até equivalentes funcionais em português brasileiro.

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