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It seems possible to do so at least in part by integrating the results of work carried out in the recent dynamic semantics “tradition” inaugurated by Heim (1982) and Kamp & Reyle (1993), a framework which – although it is, of course, grounded in a truth-conditional conception of semantics – seems nevertheless to be, in principle, compatible with a view of semantics as basically instructional. ) confirms that nothing prevents an interpretation of DRT representations in instructional terms. g. Chomsky (1995: 19, 23ff), quite explicitly describe linguistic Particles at the Semantics / Pragmatics Interface: A Conceptual Framework (55) (56) (57) 25 Did John go?

I follow Ducrot (1980: 17) in believing that the most appropriate account of the meaning contribution of but (and its equivalents in other languages) is the one given in (74), where argument for the conclusion”: (74) p r, q ~r, (p but q) (fishhook) translates as “is an ~r, and ◊(q = ~r) In other words, a speaker who utters (70) presents the content of the first conjunct p, viz. the fact that John is a philosopher, as an argument for some contextually determined conclusion (perhaps “John’s income is not high”).

George W. Bush did not step down as President of the United States six weeks after World War III broke out – there never was a World War III! Frame semantics (cf. Fillmore 1985: 245ff) takes the view that presuppositions belong to semantics, since they require specific linguistic triggers in order to arise. Presuppositions are assumed to be backgrounded elements of meaning, as evidenced by the marked character of discourses in which the continuation of a presupposition-bearing utterance addresses itself to the presupposition rather than to the foregrounded message (cf.

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