By Henk J. Verkuyl
Sentences could pertain to states or tactics or occasions. they could convey boundedness, length, repetition, frequency, and lots of different kinds of temporality. How do they do that? Henk Verkuyl offers the following a conception approximately aspectual homes of sentences in ordinary languages. A conception of Aspectuality brings jointly the fruit of his pondering at the topic during the last two decades, and should curiosity all these engaged on point and the semantics of noun words. It grants to be an incredible contribution to our knowing of the topic.
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Additional info for A Theory of Aspectuality: The Interaction between Temporal and Atemporal Structure
Thierry is driving the ball towards Edwin’s goal. ) Ai = (It is manifest to Paul and Ruud that Ai – 1)] iN i t2 The Relevance-Theory Approach to Metaphor 27 According to Sperber and Wilson (1986: 42–3), the important difference between mutual manifestness and mutual knowledge is that a technically clear mutuality can indeed be achieved with a notion of manifest assumptions instead of usual assumptions or known facts. It can precisely be achieved, because for assumption An + 1 to be true, assumption An does not have to be made.
As was indicated before, up to now we have been concerned primarily with cognition proper. However, it is important to know that the notion of manifest assumptions also plays a crucial role in verbal communication. Earlier on it was mentioned that the context is an important variable affecting the production and interpretation of utterances. After having talked so much about knowledge, assumptions and manifest assumptions, Sperber and Wilson’s understanding of what a context is can now be given: The set of premises used in interpreting an utterance (apart from the premise that the utterance in question has been produced) constitutes what is generally known as the context.
One explanation could indeed be that communicative abilities rest upon a specialized ToMM. 9 some major problems with this position will be presented. What all the works mentioned have in common and what has been made explicit by Papafragou (2002) is that communication in general and issues like children’s word learning in particular are subject to metarepresentational skills. Both interlocutors involved in a communicative situation are required to make assumptions about somebody else’s intentions.
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