in the present paper, we are to put forth a paradigm for the systematic study of modality in persian.with this end in view, we consider modality as a linguistic phenomenon that can be expressed at the level of sentence, at the level of constituents smaller than sentence and/or at the level of discourse. in such a system where sentential modality, sub-sentential modality and discourse modality a...

The formal framework introduced by Kratzer in 1981 is closely related to the work on DSDL in the sixties and seventies, such as the work of Hansson and Lewis discussed in the handout of Lecture 1. Her semantics is therefore sometimes referred to as the Lewis-Kratzer semantics. In the semantics of Kratzer, the preference ordering is not given, but it is constructed from two sets of propositions,...

In (1), the idea is put forth that if a class wanted to, meeting early would ensure that they get out at a specified time. In (2), speaking of a piece of furniture that she did not realize was for sale, a Texan uses might would to say that if she had known the furniture was for sale, she might have made the decision to purchase it. In (3), a suggestion is made to a friend that, if she chose to,...

In (1), the idea is put forth that if a class wanted to, meeting early would ensure that they get out at a specified time. In (2), speaking of a piece of furniture that she did not realize was for sale, a Texan uses might would to say that if she had known the furniture was for sale, she might have made the decision to purchase it. In (3), a suggestion is made to a friend that, if she chose to,...

In (1), the idea is put forth that if a class wanted to, meeting early would ensure that they get out at a specified time. In (2), speaking of a piece of furniture that she did not realize was for sale, a Texan uses might would to say that if she had known the furniture was for sale, she might have made the decision to purchase it. In (3), a suggestion is made to a friend that, if she chose to,...

We discuss and analyze two subject agreement markers in Logooli (Bantu, Kenya). We show that e(class 9 subject agreement) and ga(class 6 subject agreement) give rise to a variety of apparently evidential or modal meanings when they occur in constructions translated with “expletive” subjects. We propose a treatment of the Logooli data following Matthewson, Rullmann & Davis’s (2007) and Rullmann,...