TITLE:

An Integrated Approach to
Discourse Connectives as
Grammatical Constructions(
Dissertation_全文 )AUTHOR(S):

Hasebe, Yoichiro

CITATION:

Hasebe, Yoichiro. An Integrated Approach to Discourse Connectives as Grammatical
Constructions. 京都大学, 2021, 博士(人間・環境学)

ISSUE DATE:
2021-01-25

URL:
https://doi.org/10.14989/doctor.k22900
RIGHT:

An Integrated Approach to Discourse Connectives
as Grammatical Constructions

Yoichiro Hasebe

An Integrated Approach to Discourse Connectives
as Grammatical Constructions

A Dissertation Submitted to
Graduate School of Human and Environmental Studies
Kyoto University

Yoichiro Hasebe2021

Abstract
This dissertation analyzes discourse connectives in English, such as therefore, although, and infact, in the framework of Construction Grammar (Goldberg 1995, 2006). In order to describe thegeneral structure of discourse connectives comprehensively, the present study adopts an“integrated” approach that examines both discoursal and semantic aspects of multiple domains of
meaning involved in their usages. Accordingly, the study clarifies the following three points.
Firstly, the descriptive method must fully reflect the linear nature of language for it to deal
with such discoursal elements as connectives. Thus, the present study introduces a constructionist
model that integrates the notion of current discourse space (CDS) proposed by Langacker (1990a,
2008a). In this model, a discourse connective conjoins two propositions, of which one must be
retrieved dynamically from the CDS available at the time of the utterance, and the other ispresented right after the connective more explicitly. These propositions participate in a particular
relationship specified by the connective, and the CDS gets updated with the result. It is alsosuggested that Construction Grammar might benefit from the concept of monad computation of
the functional programming paradigm in computer science, just as it has had significant influence
from the concept of the hierarchical network model in the object-oriented programming paradigm
since the early days of its theoretical development (Goldberg 1995: Section 3.3).
Secondly, the meaning of a discourse connective is not static; rather, it is determined
dynamically within a specific range according to the context in which it appears. This happens
primarily due to the fact that proposition retrieval is accompanied by inferential reasoning basedon contextual information. Discourse connectives, as with many other linguistic elements such asmodals and conditionals, can involve three different domains of meaning discussed by Sweetser(1991): the content domain, the epistemic domain, and the speech-act domain. In many cases, oneof these three domains appears to be exclusively prominent in individual usages. Examination ofithe data from a corpus, however, reveals that there are also instances in which multiple domainsof meaning are involved, suggesting that the meaning of discourse connectives is highly flexible
and context-dependent.
Thirdly, discourse connectives are devices that not only benefit the hearer by providing
guidance that improves the efficiency and accuracy of the interpretation but also serve the speaker,
reducing the cognitive load in constructing a coherent discourse. Discourse connectives specify
semantic/discoursal types for the two propositions they conjoin. Among such types are causal
relations, adversative relations, and elaborative relations, for instance. While these typespecifications help the hearer determine the way in which propositions are expected to beprocessed, no explicit constraints are imposed on what formal properties they should have in theactual utterance. The task of extracting a proposition of the specified type from whateverutterances that have taken place is delegated to the hearer. The speaker is exempt from taking thetrouble of explicitly specifying the formal realization of the propositions. The latter trait ofdiscourse connectives has much in common with what has often been called type-coercion inprevious research focused on sentence-level phenomena, suggesting the validity of thepresupposition held in this study that many sentence-level and discourse-level phenomena arefounded on the same set of inferential mechanisms.

ii

Acknowledgments
First, I would like to express my sincere gratitude to my advisor, Professor Kazumi Taniguchi
at Kyoto University, for her continuous support of my doctoral study, for her patience andgenerosity, not to mention her broad knowledge and experience. Her guidance helped me
throughout the process of authoring this dissertation. I could not have completed the workwithout her encouragement.
My heartfelt gratitude also goes to two lifetime mentors of mine. The late Professor Teruhiro
Ishiguro guided me to the linguistics field when I was an undergraduate student at Doshisha
University. He also helped me immensely as I pursued my career as an educator and researcher
after graduation. Professor Masa-aki Yamanashi introduced me to cognitive linguistics when hetaught a course at Doshisha as an invited lecturer. He gave me fundamental knowledge of the field
through his lectures and his numerous works. He kindly suggested that I join the Kyoto
Linguistics Colloquium, a monthly meeting at Kyoto University. There, I became acquainted withmany excellent scholars and learned about the current issues in linguistics.
I would like to express special appreciation to Professor Koji Fujita and Professor Takahiro
Morita. Their insightful remarks and suggestions during the preliminary stage of this dissertation
enabled me to take a multifaceted view. I would also like to thank Professor Hans C. Boas, whoprovided me the opportunity to spend a year from 2018 to 2019 as a research visitor at the
University of Texas at Austin. A large part of the present work was written in the excellent research
environment there. I am deeply grateful to Professor Boas for his immense knowledge ofConstruction Grammar and his valuable comments on my research.
I am indebted to so many people that I could not possibly list all of them here. I must mention
the following names, however, for the tremendous amount of academic and moral support I
received from them: Professor Nobuyuki Yamauchi, Professor Naoyuki Akaso, Professoriii

Toshiharu Kitabayashi, and Professor Chiharu Uda Kikuta. Conversations with these linguists not
only gave me abundant inspiration but also kept me motivated to keep up with the broad rangeof topics in linguistics.
The research for this study was partially funded by JSPS Grant-in-Aid for Young Scientists(B) 25870898 and Grant-in-Aid for Scientific Research (C) 18K00670. The development of the TED
Corpus Search Engine, a corpus system that contains over 3,000 English presentation transcriptsthat I extensively used in this study, was made possible by these grants. I also thank Doshisha
University, where I have had a tenured position since 2006, for generously allowing me to pursue
my Ph.D. while teaching there and granting me a one-year sabbatical leave to undertake theaforementioned research visit at University of Texas at Austin from 2018 to 2019.
Last but not least, I would like to acknowledge my family for providing me spiritual support
throughout the years in which I struggled with this research. It took far more time than I had
expected. It is my regret that my father, who looked forward to seeing its completion more thananybody else, passed away several years ago. I dedicate this work to him.

iv

Contents
Abstract .......................................................................................................................................................... i
Acknowledgments ...................................................................................................................................... iii
Contents ........................................................................................................................................................ v
List of Figures .............................................................................................................................................. xi
Chapter 1

Introduction .......................................................................................................................... 1

1.1

Purpose of the Present Study ....................................................................................................... 1

1.2

Architecture of Construction Grammar and Its Limitations ................................................... 6

1.3

Domains of Meaning ..................................................................................................................... 8

1.4

Linearity of Discourse.................................................................................................................. 11

1.5

Analysis of Discourse Connectives............................................................................................ 15

1.6

Inferences in Discourse Connectives ......................................................................................... 18

1.7

Corpus Data Used in the Present Work .................................................................................... 22

Chapter 2
2.1

Construction Grammar Architecture.............................................................................. 25

Overview of Construction Grammar ........................................................................................ 25

2.1.1

Definitions of Construction ............................................................................................... 25

2.1.2

Argument-Structure Constructions.................................................................................. 27

2.1.2.1

Ditransitive Construction ......................................................................................... 28

2.1.2.2

Resultative Construction .......................................................................................... 30

2.1.2.3

Caused-Motion Construction ................................................................................... 32

v

2.2

Issues in Construction Grammar ............................................................................................... 34

2.3

Hierarchical Structures in Construction Grammar ................................................................. 36

2.3.1

Network of Constructions ................................................................................................. 36

2.3.1.1

Polysemy Link ............................................................................................................ 37

2.3.1.2

Subpart Link ............................................................................................................... 38

2.3.1.3

Instance Link............................................................................................................... 40

2.3.1.4

Metaphorical Extension Link ................................................................................... 41

2.3.2

Hierarchical Organization of Meaning ............................................................................ 42

2.3.2.1

IS-A and HAS-A relationships .................................................................................... 43

2.3.2.2

Hierarchical Organizations in Cognitive Grammar ............................................. 46

2.4

Discourse-Connective Construction .......................................................................................... 51

2.5

Summary of Chapter 2 ................................................................................................................ 55

Chapter 3
3.1

Domains of Meaning in Discourse ................................................................................. 57

Three Domains of Meaning ........................................................................................................ 58

3.1.1

Modal Auxiliaries................................................................................................................ 59

3.1.2

Conditionals ......................................................................................................................... 60

3.1.3

Coordinate Conjunctions ................................................................................................... 62

3.2

Approaches to Domains of Meaning......................................................................................... 68

3.3

The Notion of Proposition .......................................................................................................... 72

3.3.1

Definition of Proposition ................................................................................................... 73

3.3.2

Ambiguity of Domains ....................................................................................................... 75

vi

3.4

Summary of Chapter 3 ................................................................................................................ 78

Chapter 4

Linearity of Discourse ....................................................................................................... 81

4.1

Language’s Inherent Linearity ................................................................................................... 82

4.2

Interacting with Context ............................................................................................................. 84

4.3

Fronted Connective Construction.............................................................................................. 89

4.4

More on Linear Architecture of Discourse ............................................................................... 92

4.5

Wrap/Unwrap Metaphor ............................................................................................................ 97

4.5.1

Metaphorical Explanation of Linguistic Phenomena .................................................... 97

4.5.2

Monad Computation ........................................................................................................ 103

4.6

Conceptual and Procedural Meaning ..................................................................................... 112

4.6.1

Relevance Theoretical View of Discourse Connectives ............................................... 112

4.6.2

Fraser’s View ..................................................................................................................... 114

4.7

Summary of Chapter 4 .............................................................................................................. 116

Chapter 5

Analysis of Discourse-Connective Constructions ..................................................... 119

5.1

Basic Structure of Discourse Connective ................................................................................ 120

5.2

Case Studies ................................................................................................................................ 122

5.2.1

Connectives for Causal Relations ................................................................................... 123

5.2.1.1

So ................................................................................................................................ 123

5.2.1.2

Therefore ..................................................................................................................... 128

5.2.1.3

Because........................................................................................................................ 134

5.2.1.4

Since............................................................................................................................ 139vii

5.2.25.2.2.1

Although ..................................................................................................................... 143

5.2.2.2

Instead......................................................................................................................... 146

5.2.2.3

In Contrast.................................................................................................................. 152

5.2.3

5.3

Connectives for Elaboration ............................................................................................ 157

5.2.3.1

In Fact ......................................................................................................................... 157

5.2.3.2

Connectives for Reformulation .............................................................................. 164

Summary of Chapter 5 .............................................................................................................. 169

Chapter 6
6.1

Adversative Connectives ................................................................................................. 142

Inference and Discourse Connectives .......................................................................... 171

Approaches to Coercion ............................................................................................................ 172

6.1.1

Generative Approach ....................................................................................................... 172

6.1.2

Constructionist Approach ............................................................................................... 183

6.1.2.1

Override Principle ................................................................................................... 183

6.1.2.2

Leakage ...................................................................................................................... 187

6.1.3
6.2

Interim Summary .............................................................................................................. 192

Discourse Connectives as Inference Inducers ........................................................................ 193

6.2.1

Override Principle for Connectives ................................................................................ 193

6.2.2

Type-Shifting in the Discourse-Connective Construction .......................................... 196

6.2.2.1

Implicit Type-Shifting in Discourse ...................................................................... 197

6.2.2.2

Declarative/Interrogative Conversion .................................................................. 198

6.2.2.3

Semantic/Pragmatic Repair .................................................................................... 199

viii

6.2.2.4

Discourse Connective as a Cue to Build a Proposition ...................................... 200

6.2.2.5

Leaking Construction .............................................................................................. 201

6.3

General Function of Discourse Connectives .......................................................................... 202

6.4

Summary of Chapter 6 .............................................................................................................. 204

Chapter 7

Final Remarks ................................................................................................................... 207

7.1

Summary of the Present Work ................................................................................................. 207

7.2

Prospects ...................................................................................................................................... 213

Bibliography ............................................................................................................................................. 217

ix

x

List of Figures
Figure 1.1: Basic Configuration of Discourse Connective .................................................................... 10
Figure 2.1: Ditransitive Construction ...................................................................................................... 28
Figure 2.2: Ditransitive Construction + kick ........................................................................................... 30
Figure 2.3: Resultative Construction ....................................................................................................... 31
Figure 2.4: Resultative Construction + wipe ........................................................................................... 32
Figure 2.5: Caused-Motion Construction ............................................................................................... 33
Figure 2.6: Caused-Motion Construction + sneeze ................................................................................. 34
Figure 2.7: Polysemy Link ........................................................................................................................ 38
Figure 2.8: Subpart Link ............................................................................................................................ 39
Figure 2.9: Instance Link ........................................................................................................................... 40
Figure 2.10: Metaphorical Extension Link .............................................................................................. 42
Figure 2.11: IS-A Relationship between Objects ..................................................................................... 44
Figure 2.12: HAS-A Relationship between Objects ................................................................................ 44
Figure 2.13: Extension Relationship between Objects .......................................................................... 45
Figure 2.14: Type Hierarchy in Cognitive Grammar ............................................................................ 47
Figure 2.15: Thing Type Hierarchy in Cognitive Grammar ................................................................ 48
Figure 2.16: Relation Type Hierarchy in Cognitive Grammar ............................................................ 49
Figure 2.17: Basic Configuration of Discourse Connective .................................................................. 51
Figure 2.18: Discourse-Connective Construction .................................................................................. 53
Figure 3.1: Discourse Connective Construction .................................................................................... 74
Figure 4.1: Basic Configuration of Discourse Connective .................................................................... 85
Figure 4.2: Discourse Connective Construction .................................................................................... 86
Figure 4.3: OTHERWISE Construction ....................................................................................................... 87xi

Figure 4.4: Fronted Connective Construction ........................................................................................ 90
Figure 4.5: SINCE Construction (Fronted) ............................................................................................... 92
Figure 4.6: Linear Development of Discourse ....................................................................................... 94
Figure 4.7: Chain of Discourse State........................................................................................................ 95
Figure 4.8: Stacked Discourse Units ........................................................................................................ 95
Figure 4.9: Proposition Retrieval ............................................................................................................. 96
Figure 4.10: Proposition Folding.............................................................................................................. 96
Figure 4.11: Four Phrases of Wrap/Unwrap Metaphor ...................................................................... 100
Figure 4.12: Proposition Conjunction ................................................................................................... 101
Figure 4.13: Retrieval of a Proposition from Layers of Environments ............................................. 102
Figure 4.14: List Monad........................................................................................................................... 105
Figure 4.15: Maybe Monad ..................................................................................................................... 106
Figure 4.16: State Monad ........................................................................................................................ 108
Figure 5.1: SO Construction .................................................................................................................... 124
Figure 5.2: THEREFORE Construction ..................................................................................................... 129
Figure 5.3: BECAUSE Construction ......................................................................................................... 134
Figure 5.4: SINCE Construction............................................................................................................... 139
Figure 5.5: ALTHOUGH Construction ..................................................................................................... 144
Figure 5.6: INSTEAD Construction .......................................................................................................... 147
Figure 5.7: IN-CONTRAST Construction.................................................................................................. 153
Figure 5.8: IN-FACT Construction ........................................................................................................... 158
Figure 5.9: IN-OTHER-WORDS Construction ........................................................................................... 164
Figure 6.1: Feature Structure of book .................................................................................................... 177
Figure 6.2: Licensing of Non-conventionalized Utterance ................................................................ 191
Figure 6.3: Discourse-Connective Construction .................................................................................. 195

xii

Chapter 1
Introduction
1.1 Purpose of the Present Study
One of the purposes of this study is to clarify the structure of discourse connectives using theframework of Construction Grammar. Another objective is to set forth a new theoretical proposal
to describe the discoursal aspects of connectives that cannot be fully captured by existing
theoretical tools that mainly focus on sentence-level phenomena. The category discourse connectives
refers specifically to expressions such as those included in the following examples in (1).

(1)

a. It was raining. So the game was cancelled.
b. I stayed home all day. Because I didn’t want to see anyone.
c. Warm up before you begin. Otherwise you can cause damage to your muscles.

One of the most critical linguistic properties common to these discourse connectives is thatthey refer to the prior discourse in some way, as mentioned in the following citation from Levinson(1983).

... there are many words and phrases in English, and no doubt most languages, thatindicate the relationship between an utterance and the prior discourse. Examples areutterance-initial usages of but, therefore, in conclusion, to the contrary, still, however, anyway,
well, besides, actually, all in all, so, after all, and so on. It is generally conceded that suchwords have at least a component of meaning that resists truth-conditional treatment ...
what they seem to do is indicate, often in very complex ways, just how the utterance that
contains them is a response to, or a continuation of, some portion of the prior discourse(Levinson 1983: 87f).

1

This study considers how discourse connectives refer to information from previous discourse
when they combine one proposition and another proposition, constructing a new conceptual
structure involving a relationship between the two.1 Usages like those in (2), which do not havethe property of referring to the “preceding” discourse, are excluded from the primary analysis of
the study, though these “fronted connective constructions” are mentioned in the following
chapters from time to time with the aim of clarifying the characteristics of non-fronted discourse
connectives.

(2)a. Since the weather has improved, the game will be held as planned.
b. Because we offered to pay him, he will help us.
c. Although Mary wanted it, John gave it away.

Notice that in the examples of (non-fronted) discourse connectives in (1), connectives appear
at the beginning of independent sentences (that is, they appear after a period at the end of theprevious sentence). That is not necessarily important, however. There are connective usages thatrefer to discourse content presented in the same sentence, where a comma or a semicolon is often
placed immediately before the connective instead of a period in the written language, or a shortpause occurs in the spoken language. This study does not make a distinction between whether the1

Since discourse connectives refer to information from the previous discourse, one might be inclined to regard

them as “anaphoric.” However, we refrain from using the term “anaphoric” to distinguish the two related but
somewhat different types of processes, anaphoric reference, on the one hand, and proposition retrieval, on theother. The former is mainly concerned about a particular linguistic unit, whether it is a word or a sentence, in an
attempt to make sense of pronouns and the like (Halliday and Hasan 1976: 14-15). The latter may be more indirect
or even implicit: The reference to the preceding text only occurs so that the hearer can place a newly statedproposition in the desired contextual background. The present study focusses on processes of the latter type thatare typically instigated by the use of discourse connectives.

2

text representing the preceding proposition appears in a separate sentence or the same sentence.
Hence, the two examples in (3) below are not distinguished as different kinds of usages.

(3)

a. We paid him a very large sum. So he kept quiet about what he saw.
b. We paid him immediately, so he left contented.

However, it should be noted that the meaning and function of so in these two examples are
not exactly the same. This is a natural consequence of the fact that the formal properties aredifferent: In (3a), a sentence is completed before the connective appears and another sentence
begins, whereas in (3b), the first and the second clause are both included in the whole sentence.
Yamanashi (1989) points out that connectives behave differently when they conjoin clauses orwhen they connect separate sentences. More specifically, when a connective combines clauses, theentire expression as a whole will exert a single illocutionary force (Austin 1962; Searle 1970, 1985).
However, when a connective combines sentences, one speech act could have been done when theconnective appears. Thus, strictly speaking, we should regard the connective constructions in (3a)and (3b) as distinct from each other. However, it is also true that it is not always easy to distinguishbetween the two types of linguistic structures, particularly in spoken language. Therefore, toexplore the nature of discourse-connective constructions as a rather broad category, I would liketo deal with the whole category without making a rigid distinction.
The definition of discourse connectives used in this study is not necessarily widely shared
among researchers. Many researchers use different terms to represent slightly different categories
that consist of expressions that partially overlap with the discourse connectives in this study.
Among them are discourse connectives (Warner 1985; Blakemore 1987, 1992), discourse markers(Fraser 1999, 2006a, 2009; Urgelles-Coll 2010), discourse operators (Redeker 1990, 1991), cue phrases3

(Knott and Dale 1994), discourse particles (Schourup 1985), and pragmatic markers (Schiffrin 1987;
Brinton 1996, 2017; Aijmer 2013).2
Although the analysis and discussion in this study are mostly consistent with these previous
studies, there is a difference. This study regards the form and meaning of discourse connectives
as components of constructions. The term construction here refers to the concept defined inConstruction Grammar, which views linguistic expressions of any scale as structures consisting ofa symbolic pair of form and meaning.3
Construction Grammar has a variety of variants, each reflecting a somewhat different viewof language, albeit to varying degrees (Östman and Fried 2005). However, this study uses a variety
of Construction Grammar with a cognitive linguistic basis (Fillmore 1988; Goldberg 1995; Croft
2007; Boas 2013; Hilpert 2014). This variety has three essential characteristics as follows.4
Firstly, researchers of (cognitive) Construction Grammar look not only at the core linguistic
phenomena that have traditionally attracted much attention but also at seemingly marginal or
peripheral phenomena in the hope that close observation of them will eventually reveal the corefeatures of the language.

2

Studies of these particle-like linguistic units have been conducted mainly within the fields of pragmatics andsemantics. There have been a few attempts to approach those rather syntactically, however. Among suchexceptions are Warner (1985) and Urgelles-Coll (2010). Warner (1985) analyzes several discourse connectives
collected from a hand-crafted corpus using the basic principles of Generative Grammar. Urgelles-Coll (2010) uses
Head-Driven Phrase Structure Grammar and Segmented Discourse Representation Theory to examine not only
the semantics but also the syntax of the connective anyway.
3

Note that, nowadays, the concept of constructions are not only mentioned and discussed in the so-called cognitive-

linguistic research community but also outside it. Those researchers who had been engaged in linguistic researchbased on Generative Grammar, such as Peter Culicover and Ray Jackendoff, started to point out the importance ofthe construction as a linguistic unit (e.g., Culicover and Jackendoff 2005). For varieties of perspectives toward theconcept of constructions in linguistic research, see Östman and Fried (2005), and also van Trijp (2015).
4

For fundamentals of cognitive-linguistic views of language, see Lakoff (1987), Langacker (1987a), Croft and Cruse(2004), Taylor (2004), Evans and Green (2006), and Yamanashi (2016).

4

Secondly, Construction Grammar based on a cognitive linguistic perspective does not assume
that there is a clear boundary between semantics and pragmatics. There is a gradience between
semantics and pragmatics, and they always influence each other. Therefore, it is not possible todetermine the actual meaning of an expression just by seeing an isolated sentence. Ultimately, themeaning of an utterance results from the influence of various contextual factors.
Thirdly, Construction Grammar emphasizes conformity to the usage-based model oflanguage, one of the basic principles of cognitive linguistics (Langacker 1988; Barlow and Kemmer
2000; Tomasello 2003). More specifically, Construction Grammar emphasizes the observation ofreal-world examples of language use gathered from actual utterances, though examples artificiallycreated for analytical purposes are also used more often than not.
Nevertheless, it is difficult to thoroughly analyze and describe highly discoursal phenomena,
including discourse connectives, using the Construction Grammar framework as it is. Necessary
extensions are mandatory while maintaining the essential features of the theoretical framework.
More specifically, this study proposes an extension of Construction Grammar on the following
two points.
The first extension concerns the symbolic relationship between form and meaning. To date,
Construction Grammar has valued highly network structures based on semantic hierarchy. On theother hand, it reflects the linearity inherent in the language only in the formal/syntactic aspects ofconstruction. The linearity of language is also related to the semantic aspects of construction,
however. Expressions made in actual utterances produce meaning according to the informationfrom the preceding discourse available at the moment of utterance. Therefore, to fully describe thestructure of discourse connectives, it is essential to look not only at the hierarchical nature oflanguage but also at the process of linear development of discourse.
The second point in extending Construction Grammar is to consider how to incorporate
multiple domains of meaning into the construction description. Sweetser (1991) argues that the5meaning of many linguistic phenomena involves one of three different domains: the content
domain, epistemic domain, and speech-act domain. These domains of meaning are also involvedin the conceptual structure of many discourse connectives. This does not mean the structure of adiscourse connective incorporates a particular domain of meaning in itself, however. According
to Sweetser (1991: 111), the domain of meaning is pragmatically determined. It is more appropriate
to consider that the structure of a discourse connective potentially allows multiple domains of
meaning, instead of only one of them at a time.
Based on the above consideration, this study presents an integrated approach to discourse
connectives as grammatical constructions. There are three reasons for using the term integrated
here as well as in the very title of this study. The first is that this research pursues a theory thatcombines semantics and pragmatics in analyzing and describing grammatical constructions.
Second, this study aims to explain both the hierarchical and linear properties of meaning. The third
reason is that the present work attempts to include the notion of domains of meaning proposed
by Sweetser in the Construction Grammar framework developed by Goldberg and others.
In order to achieve the objectives described above, this study presents a review of previous
studies, proposes a necessary adjustment to existing theories, and analyzes examples based on themodified framework. The rest of this chapter shows the purposes and organization of each of thechapters comprising the entire work.

1.2 Architecture of Construction Grammar and Its Limitations
Chapter 2 discusses the current design and architecture of Construction Grammar. First, inorder to sort out its features and advantages, the explanation of argument-structure constructions
by Goldberg (1995) is examined. Then discussed are two particular points of Construction

6Grammar that are problematic for dealing with discoursal phenomena, including connectives. One
is sentence-structure centrism, and the other is a lack of consideration on the linearity of language.
Sentence-structure centrism is not limited to Construction Grammar. It is a matter common
to most grammatical frameworks. Construction Grammar treats verbs and other predicates askinds of functions, and they take noun phrases as arguments. Each verb or verb class has a set ofargument types, and constructions are formed by generalizing this kind of information to varying
degrees of abstraction. The present work argues for capturing discourse structures in a parallel
fashion using analogies of functions and arguments in terms of computer programming
paradigms.
The lack of consideration of the linearity inherent in the language is not unique toConstruction Grammar either. In fact, in Construction Grammar, the linear order is reflected in
the formal aspect of construction. However, it is not clear how the semantic structure of aconstruction interacts with the context. Moreover, little has been discussed yet about the linearityof expressions beyond the boundaries of the clause.
The abovementioned issues in Construction Grammar are thought to be a consequence of its
traditional emphasis on the concept of construction networks. In cognitive linguistics, which
includes the Construction Grammar framework, linguistic knowledge has been regarded as a kindof network structure, as exemplified by the pioneering research on the interrelationship ofdifferent metaphoric meanings of a linguistic expression by Brugman and Lakoff (1988). Goldberg(1995) introduced this idea extensively in her model of Construction Grammar and argued that
constructions consist of four types of links (polysemy links, subpart links, instance links, andmetaphorical extension links).
The emphasis on the network structure widely observed in cognitive linguistics is worthy ofattention. It agrees in many ways with the object-oriented paradigm in computer programming(Goldberg 1995: Section 3.3; Bergen and Chang 2003; Hasebe 2005). In object-oriented

7

programming, various units of computation are connected by HAS-A and IS-A relations, and thewhole constitutes one extensive network (cf. Hudson 2007; Dehmer and Emmert-Streib 2009).
Many concepts in cognitive linguistics, such as the distinction between types and instances(Langacker 1990a) and the distinction between prototypes and extensions (Geeraerts 1997; Tuggy
2001) can be similarly redefined using HAS-A and IS-A relations.
However, the analogy to concepts in object-oriented programming does not work for all
aspects of the natural language, unfortunately. We make specific proposals on how to incorporate
linearity, an intrinsic property of language, into the Construction Grammar framework, later in
Chapter 4.

1.3 Domains of Meaning
Chapter 3 discusses domains of meaning in discourse. Sweetser (1991) pointed out that thefollowing three domains listed in (4) are involved in the meaning of various linguistic phenomena(e.g., modal auxiliary verbs, conjunctions, and conditional clauses).

(4)

a. Content domain
Domain for the conceptualization of real-world events and their relations
b. Epistemic domain
Domain for reasoning and inferences about real-world eventsc. Speech-act domain
Domain for acts to exercise illocutionary force through utterances

For instance, the use of the connective so involves three domains of meaning, as shown in (5).

(5)

a. Content usage
He heard me calling, so he came.

8

b. Epistemic usage(You say he’s deaf, but) he came, so he heard me calling.
c. Speech-act usage
Here we are in Paris, so what would you like to do on our first evening here?
(Sweetser 1991: 79)

There seems to be no doubt that these domains of meaning concern the analysis ofconstructions. Redeker (1990) and Langacker (2008a) propose concepts of domains of meaningsimilar to Sweetser’s. It is important to note, however, that they are not properties hard-codedwithin individual constructions. Unlike some other properties that are specific to constructions, itis the context at the time of the utterance that determines the domain of meaning.
Also relevant here is that the domains of meaning are not mutually exclusive. Nor is there aclear boundary between them. These points are self-evident when considering the following
statements made in previous studies.

(6)

a. A linguistic utterance is a verbal representation of a construal with an epistemic stance.
(Langacker 1985, 2002, 2017)b. Every utterance is made to be a part of a particular speech act. Even regular root clauses
are independent speech acts of assertions.
(Searle 1970; Hooper and Thompson 1973)
c. A speech act gives rise to some social reality. It creates a new fact, after which the worldis different.
(Stenius 1967; Searle 2000)

The statement (6a) implies that the boundary between content utterances and epistemic
utterances could be somewhat blurry. The statement (6b) means that an utterance of the content
domain or epistemic domain is eventually converted to or integrated into some speech act. The

9statement (6c) implies that a speech act utterance must contain propositional content of some kind,even if it is highly abstract or schematic, so that it could change the world, creating a new fact.
Thus, ultimately, the distinctions between the content domain, the epistemic domain, and the
speech-act domain are not categorical ones. When it appears that there are different types in theusages for a particular construction, what is happening is that one of the three domains is moreforegrounded than the others.
Based on the view described above, the present study defines a discourse connective to be anelement that links Proposition 1, extracted from the preceding discourse, with Proposition 2,
introduced in the expression following the connective. Figure 1.1 diagrammatically represents thebasic formal configuration of the elements relevant to the use of a discourse connective.

it was raining,so

the game was cancelled

Proposition 1

Separator

Discourse Connective

Proposition 2

Figure 1.1: Basic Configuration of Discourse Connective

Proposition 1 is a past element at the time when the construction containing the connective
and Proposition 2 appears, and it could be either implicitly or explicitly presented in the discourse.
The dashed line surrounding Proposition 1 (and the separator just before the connective) in Figure
1.1 indicates this.5 On the other hand, Proposition 2, which immediately follows the connective, isan element that always has an explicit form. The boxes surrounding such elements are drawn insolid lines to indicate that. The horizontal arrow at the bottom represents the flow of time throughwhich the speaker utters this construction. Only a limited segment of the line is displayed as thick5

The separator may be either a comma, semicolon, or a period in the written language. These choices are notavailable in the spoken language. Insertion of a pause of the variable length is possible, though.

10

to show the time segment during which the construction’s formal structure unfolds in the
discourse. Various types of relationships connect two propositions. Typical examples are causal
relationships, adversative relationships, and elaborative relationships, which are discussed indetail in Chapter 5, using many actual usages from a corpus.
Depending on the context, the type of domain that Proposition 1 involves differs. Therefore,
the retrieval of Proposition 1 presupposes an inferential effort of both the speaker and the hearer.
In some cases, the proposition in question is about an event that occurs in the real world, or it may
be a proposition that derives from some reasoning or interpretation. Alternatively, it may be about
a speech act that is being conducted in the discourse. Besides this, there are cases where thecategorization is not easy, and it seems possible that the utterance concerns multiple domains at
the same time.
Based on the above observation, the present study draws the following conclusions. The
process of encoding/decoding discourse connectives involves multiple domains of meaning.
Discourse connectives do not have an exclusive association with any of these domains in advanceas their static properties. A domain can be foregrounded or backgrounded according to the context
information, which is only available at the moment of the actual utterance.

1.4 Linearity of Discourse
Chapter 4 examines the following issues: how the extraction of Proposition 1 from context is
carried out, how Proposition 1 and Proposition 2 can be linked by the connective, and how a newcontext for subsequent discourse comes about as a result of these procedures. In short, this chapter
attempts to clarify how the linearity of language is reflected in the structure of the discourseconnective construction.

11

The concept of the current discourse space (CDS) proposed by Langacker (2008a) proves usefulhere, though it is necessary to add some specifications to the original concept. The CDS defined in
the present study is not like a landscape viewed through a window of a railroad train that changes
along the timeline of discourse. It is instead like a pile of documents with newer pages stacking on
top of older ones over time. New elements and events remain accessible near the surface of thestack, but old elements and events are gradually obscured from immediate attention.
In the framework adopted in the present study, the CDS is a concept that replaces the abstract
notion of context. In this view, every linguistic utterance is a process of applying a discourse
function to the CDS, and the mental process behind an utterance involving a discourse connective
is an application of the following discourse function.

(7)

Discourse-Function ( CDSin , REL , PROP2 ) Þ CDSout

Discourse-Function in (7) takes three arguments. The first argument, CDSin, is an element that
holds contextual information derived from the discourse before the utterance of the construction.
Notice that Proposition 1 does not have its place in the argument list. This is because Proposition
1 is an element extracted from CDSin. The second argument to the function, REL, is an element that
represents the relationship between the propositions. The connective used in the construction
explicitly specifies the type of relationship. The last argument, PROP2, is the proposition includedin the text following the connective. The element CDSout to the right of the double arrow in (7) is thereturn value obtained as a result of applying the discourse function.6

6

Obviously, this is a recursive function in that the process involved accepts its own direct output as new input.

The present study does not delve into the discussion on human capacity of recursive processing as the origin of
natural language (cf. Hauser, Chomsky, and Fitch 2002). It is worth noting, however, that Levinson (2014) suggeststhat the recursion in discourse is far less restrictive than that of syntactic structures. For instance, so-called center-

12Note that the concept of function application, as shown in (7), is a kind of metaphoric
expression. The cognitive processes behind linguistic utterances are virtually imperceptible. A
large part of it is out of reach of conscious awareness of the language user. Hence, linguistic
theorization requires analogical representation in one way or another.7 In a sense, the process byembedding, as observed in sentences like (i), is known to demand a higher cognitive load in syntax than edgerecursion as in (ii), and thus the levels of embedding do not grow easily (cf. Pinker and Jackendoff 2004).

(i)

The rat the cat killed ate the malt.
(Chomsky and Miller 1963: 286)

(ii)

John thought he’d come.

However, an isomorphic structure involving center embedding may not be so restrictive when it manifests in thesequence of discoursal utterances as in (iii).

(iii) A:May I have a bottle of Mich?

B:

Are you twenty one?

A:

No

B:

No
(Merritt 1976: 333)

Levinson (2014) suggests that recursion in syntax may not be so much a fundamental mechanism in humancognition as recursion in pragmatics, that is, recursion of speech acts in interactive discourse. There is no wondera discourse function like (7) is recursive in nature if this is the case. See also Corballis (2011) for a discussion on therelationship between recursive structures of thought and language and human capacity of episodic memory.
7

One may find that such a usage of the term function, i.e., the use of the term to refer to something as if it were amathematical/computational process, sounds rather incongruous with cognitive-linguistic views of language.
However, in fact, Cognitive Grammar adopts it in defining theoretical concepts. For instance, grounding, one of
Cognitive Grammar’s most fundamental concepts, is defined as follows (Langacker 1990a).

13

which theoretical linguistics has developed has been a series of attempts to describe these
cognitive processes using better metaphors (Lakoff and Núñez 2001).
Chapter 4 also introduces another type of metaphor in addition to the function-based one. It
compares the discourse to a process of passing along a “container.” A The container, which hassome contents inside, gets carried over from one moment to next. The use of discourse connectives
thus is likened to 1) unwrapping the container, 2) extracting the contents, 3) attaching some newcontent, and 4) returning the resulting contents to the original container and passing it further
along to the subsequent discourse.
This wrap/unwrap metaphor is more than a means to explain the cognitive mechanisms
behind discourse connectives: it is essentially the same explanatory tool used to describe themechanism of monad computation, which is one of the concepts in functional programming,
another paradigm in computer programming like object-oriented programming.
Monad computation is a mechanism that makes it possible to perform various processes onvalues with an “environment” while keeping the data structure constant (Wadler 1995; Petricek2018). As stated earlier, the network architecture of Construction Grammar is in high agreementwith the concepts of object-oriented programming. Likewise, theoretical concepts of otherparadigms of computer programming, including that of functional programming, are purported
to help to elucidate the mechanisms of natural language. Furthermore, the discovery ofcommonalities across different disciplines provides supporting evidence for the soundness of[Grounding is] a semantic function that constitutes the final step in the formation of a nominal or afinite clause (Langacker 1990a: 549, emphasis added).

14

analyses conducted separately in both fields. In fact, the latter is the very strategy that cognitive
linguistics has widely adopted since its early days.8
The end of Chapter 4 shows that our approach to discourse connectives has significant
implications for a controversy fought around the treatment of discourse connectives in the past
literature. Blakemore (1987, 1992) argued that appositional discourse markers (e.g., and, but, andso) have no conceptual meaning but only procedural meaning. According to Blakemore, thefunctions of these discourse markers are merely presentations of the types of mental processes thatconnect the propositions. On the other hand, Fraser (2006b) disagrees with this idea. He argues
that appositional discourse markers also have some conceptual meaning. From the perspective of
the present study, Fraser’s idea is more appropriate. Discourse connectives (or discourse markers
in Fraser’s terminology) heavily depend on the context. In that sense, they are procedural, but they
do evoke concepts of two propositions to be combined, if only schematically. Hence, it must not
be correct to regard discourse connectives as exclusively procedural.

1.5 Analysis of Discourse Connectives
Chapter 5 analyzes three types of discourse connectives using examples from a corpus. What
we undertake here is not an exhaustive classification of discourse connectives, nor do weenumerate all the meanings and usage lists for these types of discourse connectives. The aim here
is only to observe real-world examples of different types of discourse connectives and see what

8

In cognitive linguistics, there are many instances of the employment of concepts from disciplines outside of

linguistics. Some of the most conspicuous of them, among others, would be the concept of Gestalt in a series ofpsychological works by German scholars in the early 20th century; the prototype theory in experimental
psychology (Rosch 1975); the concepts of domains and mappings in mathematical category theory; andWittgenstein’s philosophical concept of family resemblance of category members (Wittgenstein 1953/2009).

15

structures they have in common. The three types of connectives examined here are connectives of
causal relationships, connectives of adversative relationship, and connectives for elaboration. (8)–(10) below are lists of examples of each of these connective types examined in Chapter 5.

(8)

(9)

(10)

Connectives of causal relationshipa. because(result/consequence ↔ cause/base)b. since(result/consequence ↔ cause/base::shared/inferable)c. so(cause/base ↔ result/consequence)d. therefore(cause/base::discoursal ↔ result/consequence)

Connectives of adversative relationshipa. although(reference-statement ↔ adversative-statement)

b. in contrast(reference-statement ↔ contrastive-statement)c. instead(reference-statement ↔ alternative-statement)

Connectives for elaboration
a. in fact(reference-statement ↔ evidence/support::new)b. in other words(reference-statement ↔ reformulative statement)c. that is (to say)(reference-statement ↔ reformulative statement)

The information in parentheses on the right side of each connective in (8)–(10) shows the typesof Proposition 1 and Proposition 2. To the left side of the bidirectional arrow (↔) is the type of
Proposition 1, and to the right side is that of Proposition 2. What follows after the double colon (::)
is an additional constraint on that type. For example, because in (8a) specifies that Proposition 1 isan element of the “result/consequence” type, while Proposition 2 is an element of the “cause/base”
type. Similarly, for since in (8b), Proposition 1 is designated as the “result/consequence” type, while
Proposition 2 is of the “cause/base” type with a constraint that the element must be“shared/inferable.”16

Analysis of these examples reveals two things. First, the idea of domains of meaning proposed
by Sweetser (1991) helps describe the range of usages of connectives. There is a caveat, however:though various features may seem specific to each connective type, and many of them may beeasily associated with a particular domain of meaning, more important is that there is a structurecommon to all connectives. That is, every domain of meaning is, in fact, immanent to every
instance of the discourse-connective construction. The relative degree of their saliency depends onthe contextual information provided dynamically at the time of the utterance. The data examined
in Chapter 5 offers substantial evidence for that.
Second, of the two propositions combined by the connective, the first one is not necessarily
presented explicitly and must be extracted from the context (= the CDS). The proposition extraction
accompanies inferential reasoning that makes sure the requirements on types and constraints forthe propositions specified by the connective are all met. Observation of the corpus data presented
in Chapter 5 confirms that this observation is valid for all three of the discourse connective types
discussed therein.
Before I finish this section, there is one thing that needs to be discussed. Why should
individual connectives, such as those in (8)–(10), be analyzed as part of constructions? One canargue that they are just expressions with particular meanings and functions and that it is enoughto treat them as such. In this study, however, I intend to extend the basic notion of constructions
and regard them as argument-taking functions of a certain kind and try to see connectives as
discourse functions that take certain types of propositions as arguments. This will reinforce, I
argue, the cognitive linguistic view of language by showing that the symbolic relationshipbetween form and meaning plays an essential role in the broader domain of discourse, as well as
in sentence-internal argument structures.

17

1.6 Inferences in Discourse Connectives
Chapter 6 examines how inferential reasoning works in utterances that include discourse
connectives. In encoding/decoding connectives, the accompanying propositions must be of theappropriate types. If there is an apparent discrepancy, corrective effort to match the types must be
made. Many types of necessary inferential reasoning are shown to be similar to those found inphenomena called coercion discussed in the past literature. The latter point implies that basically,both sentence-level and discourse-level linguistic phenomena involve the same set of cognitive
processes.

(11)

a. My program ran for a few minutes.
b. My program ran less than four minutes (this morning).
(De Swart 1998: 360)

Example (11) shows an instance of type coercion for the verbal aspect morphosyntax. The
verb ran in (11a) implies that the execution of the program takes a certain amount of time from start
to finish. It is a usage that does not deviate from the underlying meaning of the verb run. On theother hand, (11b) contains the same verb ran but has slightly different characteristics. Here, thesentence implies that the process expressed by the verb takes a certain amount of time to start. In
this sentence, the meaning of the verb is “coercively” adjusted to be consistent with the cooccurring phrase less than four minutes.
In the traditional view, type coercion is a phenomenon that occurs across various areas of thelexicon. One of the most widely known studies of coercion is Pustejovsky (1995, 2011) in theframework of Generative Lexicon. Pustejovsky gives many examples of type coercion of lexical
items of a wide variety of categories. For example, (12) presents place/people alternations that
researchers of cognitive linguistics also have long discussed as examples of metonymy. According18

to Pustejovsky, the meaning of lexical items dynamically develops according to the compositional
relationship with their co-occurring words.

(12)

Place/People Alternation
a. John traveled to New York.
b. New York kicked the mayor out of office.
(Pustejovsky 1995: 32)

Although the approach to coercion in Generative Lexicon is itself attractive, the present study
does not adopt it because of its fundamental view of linguistic meaning. Pustejovsky (2005) statesthat the phenomenon of semantics and discourse are better considered separate areas of interest.
This idea is inconsistent with the basic principle of Construction Grammar.
Researchers in Construction Grammar also discuss the concept of type coercion. Michaelis(2004) describes the conditions under which coercions influence the meaning of lexical items as
the Override Principle, presented in (13) below.

(13)

Override Principle
If a lexical item is semantically incompatible with its syntactic context, the meaning of thelexical item conforms to the meaning of the structure in which it is embedded.
(Michaelis 2004: 25)

Michaelis (2005) argues further that type coercion occurs not only at the lexicon level but also
at the construction level. She states as follows.

Grammatical constructions refer in the same way that words do: they denote types—
among them classes of entities and events. Accordingly, coercion is not merely the19resolution of semantic conflict, but is instead the resolution of conflict between
constructional and lexical denotata (Michaelis 2005: 49).

Boas (2011) also addresses the issue of coercion from the perspective of Construction
Grammar. According to Boas, even if some components of construction do not have anappropriate type and are considered unacceptable at first glance, their acceptability is much
improved in certain types of environments. Consider the following example in (14).

(14)

a.

Ed hammered the metal flat.

b. ?? Ed hammered the metal safe.
(Boas 2011: 1271)

While (14a), a typical example of the resultative construction, presents no problems, theacceptability of (14b) somewhat decreases. Notice that the only difference between the two is the
choice of the adjective that expresses the resulting state, flat and safe. The acceptability of the latter
sentence, however, is much improved if given an appropriate context and support from inferences
derived from it. For instance, the same sentence as (14b) embedded in the episodic context of (15)does not sound as unnatural as otherwise.

(15)

The door of Ed’s old Dodge had a piece of metal sticking out. When getting out of the car,
Ed had cut himself on the metal and had to go to the hospital to get stitches. The next day,
Ed hammered the metal safe.
(Boas 2011: 1272)

Boas (2011) calls this phenomenon leakage and argues that the Override Principle becomes
active for a sentence like the one in (14b) when certain conditions are met, resulting in an
improvement in acceptability. One of the conditions is that another construction analogically20related to the main construction is available. Another is that the degree of entrenchment of suchan alternative construction must be sufficiently high. Third, there must be a context that plays arole in supporting the establishment of such an analogy. In the case of (15), the main constructionis the resultative construction, and as an extra construction, the make X safe construction isassociated with it by analogy. Normally, the properties of one construction will not leak to anotherconstruction, but when the three conditions above are satisfied, a kind of coercion takes place toremedy the problem.
Chapter 6 shows that the process of such inferential reasoning involved in coercion andleakage phenomena at the sentence level plays a crucial role as well in the processing of utterances
involving discourse connectives. When a discourse connective combines two propositions, theconnective requires that each proposition have a specific semantic/discoursal type. However, these
propositions can appear with diverse formal characteristics, and therefore there is no guaranteethat their external linguistic representations will correspond precisely to the types that are
specified. Thus, various sorts of inferences are made to make sure that types match between theactual propositions and those that the connective specifies.
Chapter 6 also touches on the issue of the fundamental role of discourse connectives in termsof communication efficiency. In a sense, a discourse connective is an explicit type-shifting device
that benefits the hearer in that he or she obtains guidance as to the way the two propositions are
related to each other. At the same time, a discourse connective affects communication efficiency
on the part of the speaker. Since the inferential efforts to match the propositions to the types
specified by the connective are left to the hearer, the speaker can spare himself/herself the cognitive
burden of going the extra mile to specify the details for the hearer. This dual nature of a discourse
connective as a grammatical construction makes it a highly complex but intriguing subject of study.

21

1.7 Corpus Data Used in the Present Work
The corpus used in Chapters 4 to 6 of this study needs some explanation. The discourse
connectives defined in this study are not only used in the written language but are widely used in
the spoken language as well. Furthermore, the linearity of language imposes more restrictions on
the spoken language than it does on the written language. Thus, in order to collect instances of
discourse connectives in actual contexts, the present study uses the TED Corpus, a corpus
containing about 3,000 transcripts of English oral presentations. The TED Corpus is available
online, and it is fully searchable via the TED Corpus Search Engine (TCSE) system developed by
the author of the present work (Hasebe 2015).9
There is another reason for using the TED Corpus: it provides comprehensive contextual dataneeded to examine discourse connectives. The TED Corpus contains presentation transcripts intheir entirety so that one can understand every segment of the talk with the necessary backgroundinformation. This feature is indispensable in researching discourse connectives since they are
expressions that heavily rely on the prior discourse.
There are some drawbacks to using the TED corpus, however. One of them is that the topicsof the texts included in the corpus are necessarily limited to those covered by TED Talks.
Considering the purpose of this study, however, which is to analyze the structure of the usages of
discourse connectives, the somewhat limited selections of topics in the data will not have a criticaleffect.
Another possible drawback is that the text format is somewhat homogeneous. TED Talks is acollection of talks of roughly 10 to 20 minutes, using a monolog format. Every talk is well prepared,

9

The TCSE is available online at the author’s website (https://yohasebe.com/tcse). It was initially released in 2014and has been updated regularly, increasing the number of talks available. The total number of talks searchable is3,166 as of this writing. The TCSE uses data retrieved via TED’s official API under its terms of use.

22

and the message is relatively clear. Hence, although it is a corpus of spoken English, the language
is in a style that has some properties characteristic to the written language. Therefore, we cannot
expect the full diversity of styles that large-scale balanced corpora such as the British National
Corpus (BNC) or the Corpus of Contemporary American English (COCA) would provide. Still,being aware of the existence of such restrictions in advance can reduce the possibility of
inadvertently overgeneralizing the results of the observation.
Lastly, the language spoken by the speakers of the presentations making up the TED Corpus
is not limited to a single variety of English. The presenters, furthermore, include not only native
speakers of English but also non-native ones. Therefore, the data used in the analysis may include
expressions that are not entirely natural for some speakers of English. However, considering thecurrent situation in which the English language plays the role of a global language, it seems
reasonable to attempt to capture facts on language using a dataset with non-standard varieties ofEnglish included.10
Though corpus-based studies are becoming more and more common in cognitive linguistics
and, more generally, in theoretical linguistics, not many researchers have embarked on theendeavor of investigating discourse-level phenomena from a constructionist perspective. 11 The

10Admittedly, using a dataset consisting of utterances of speakers of different cultural backgrounds may involveother issues than those that are mentioned here. Among them are different styles of argumentation and different
ways of using figurative language (cf. Danesi and Rocci 2009). The present study does not address these issues
though they are worth considering in future research.
11

Groom (2019) also makes a statement to the same effect. He maintains that it is necessary to integrate concepts

and methods of Construction Grammar into the corpus-based analysis of discourse. Nevertheless, the intention
underlying his statement is somewhat different. Groom (2019) presents a case study of THE WAY IN WHICH
construction as an example of the constructionist approach to the corpus-based analysis of discourse using corpus
data from six different sub-genres of academic text: English literature, history, sociology, economics, cell biology,
and electrical engineering. Apparently, his primary aim is to clarify different features of language in different typesof discourse using Construction Grammar as a means of investigation. Though the research program advocated in23

present study thus explores methods of approaching discourse-level problems throughout thelater chapters, using real-world data, rather than artificial examples wholly detached from any
context.

Groom (2019) and that of the present study undoubtedly have much in common, there are also differences inprimary theoretical interests.

24Chapter 2
Construction Grammar ArchitectureThis chapter discusses the design of current Construction Grammar. First, we examine
definitions of construction. Then, in order to clarify its features and advantages, the explanationof argument-structure constructions by Goldberg (1995) is examined. After that, we discuss two
issues regarding Construction Grammar that could become obstacles to dealing with discourse
connectives. One of them is sentence-structure centrism, and the other is a lack of theoreticalconsideration of the linearity of language. Also discussed in this chapter is the hierarchy/network
view of linguistic structures, which is one of the characteristics of Construction Grammar. At theend of this chapter, a proposal will be made suggesting what is needed to extend the Construction
Grammar framework so that it can better analyze and describe discourse connectives and possibly
other discoursal phenomena.

2.1 Overview of Construction Grammar
2.1.1

Definitions of Construction
The definition of the concept of construction is not necessarily the same among researchers.

However, many regard the one held by Charles J. Fillmore, who first proposed Construction
Grammar with his collaborators in the 1980s, and the one advanced by Adele E. Goldberg, whodeveloped it further in the 1990s, as the standards. The present work also largely adopts theirdefinitions, which we briefly review in the following. Fillmore (1988) defines the concept ofgrammatical construction as follows.

25

By grammatical construction we mean any syntactic pattern which is assigned one ormore conventional functions in a language, together with whatever is linguisticallyconventionalized about its contribution to the meaning or the use of structures containing
it (Fillmore 1988: 36).

Goldberg’s (1995) definition is compatible with Fillmore’s, but it is somewhat more formalized.

C is a CONSTRUCTION iffdef C is a form-meaning pair ⟨Fi, Si⟩ such that some aspect of Fi orsome aspect of Si is not strictly predictable from C’s component parts or from otherpreviously established constructions (Goldberg 1995: 4).

Notice that in Goldberg’s (1995) definition, a construction is not just a structure with the form (F)and the meaning (S) sharing the same index; rather, it is defined to be a structure that has some
aspect that one cannot predict solely from knowledge about its components or existing
constructions. Goldberg (1995) clearly states that the constructions have their meaning as lexical
items do and that they qualify as full-fledged linguistic units. Her claim was widely accepted, andit prompted the start of numerous research projects in the framework of Construction Grammar.
However, Goldberg later revises her definition of construction as follows.

Any linguistic pattern is recognized as a construction as long as some aspect of its formor function is not strictly predictable from its component parts or from other constructions
recognized to exist. In addition, patterns are stored as constructions even if they are fully
predictable as long as they occur with sufficient frequency (Goldberg 2006: 5).

Especially relevant here is the last sentence of the quote above. For a pattern to be considered aconstruction, the pattern no longer needs to convey a “novel” meaning. If a pattern appears
frequently enough, conveying a specific meaning, the pattern bears the status of a construction.
Since this is the de facto standard in today’s Construction Grammar, the present study regards it

26

as the basic definition of the concept of construction for the analyses and discussions presented
throughout this study.

2.1.2

Argument-Structure Constructions
Since the publication of her milestone monograph in 1995 titled Constructions: A Construction

Grammar Approach to Argument Structure, argument-structure constructions have served as a
primary means to introduce the features and merits of Construction Grammar in many of theworks by Goldberg (2005, 2006, 2019, inter alia).
Argument-structure constructions are constructions that take verbs with arguments of acertain number and type as core elements. This type of construction provides a good illustrationof construction in general because its specifications of types of arguments often do not match thetype specifications by the verbs used within; accordingly, it calls for an inference-based adjustmentof the semantic structure of the construction. While such processes might seem rather exceptional
and peripheral at first sight, they are highly prevalent in everyday use of language andsignificantly contribute to the expressiveness and efficiency of communication.
In order to establish a solid theoretical ground upon which the investigation of discourse
connectives as grammatical constructions is given later, in what follows, we review Goldberg’s(1995, 2005) analysis of three types of argument-structure constructions: the ditransitive
construction, the resultative construction, and the caused-motion construction.1

1

There are many types of argument-structure constructions other than those discussed here. Among them are thepassive construction (Croft 2005; Hilpert 2014), the middle construction (Taniguchi 1994; Goldwater and Markman2009), and the dative construction (Gries and Stefanowitsch 2004; Bresnan et al. 2005).

27

2.1.2.1

Ditransitive Construction

The ditransitive construction is a construction that represents the meaning of CAUSE-RECEIVE(“X causes Y to be received by Z”).2 It takes two objects as arguments, in addition to the subject
argument. In this construction, the syntax (form) and semantics (meaning) correspond in thefollowing way: the subject in the syntactic structure corresponds to the agent of the event in thesemantic structure, the first object corresponds to the recipient, and the second object corresponds
to the theme. Example (1) shows a simple instantiation of this construction. Notice that the verb
send used here is wholly consistent with the CAUSE-RECEIVE meaning of the ditransitive
construction; that is, there is virtually no need for inferential adjustments.

(1)

He sent her a letter.

Figure 2.1 illustrates the basic configuration of the ditransitive construction.

REL: instance, means

Semantics

CAUSE-RECEIVE

(

agent

recipient

theme

)

REL
PRED

SyntaxVerb()

Subject

Object 1

Object 2

Figure 2.1: Ditransitive Construction

2

See also Mukherjee (2005) for a detailed account of the English ditransitive construction based on ample evidence

from corpora.

28

The notation needs some explanation. PRED stands for a predicate to be replaced by a specificverb in an actual instance of the construction. In the case of (1), the verb occupying PRED is send.
REL represents the relation between the general meaning represented by this construction and thatof the actual predicate; that is, the relationship between CAUSE-RECEIVE and PRED. In the case of (1),since send represents the meaning consistent with that of the construction without needing any
adjustments, REL is considered to be “instance.”
A verb used with an argument-structure construction must have an overlapping argument
structure, even if they do not entirely match. In addition to this, the verb’s meaning must be onethat the hearer can inferentially link to the construction’s meaning. For example, the verb kick is averb with an argument structure that takes one subject and one object, and such an argument
structure is a subset of the argument structure of CAUSE-RECEIVE. Also, the action that the verb kick
implies can be naturally linked to CAUSE-RECEIVE by a “means” relationship. Example (2) below
presents the argument structure of kick (= 2a) and an example sentence using it (= 2b).

(2)

a. kick ⟨kicker, kicked⟩
b. Pat kicked her the ball. (= Pat causes her to receive the ball)(Goldberg 2005: 35)

Figure 2.2 illustrates the ditransitive construction with its PRED slot filled by kick.

29

REL: means

Semantics

CAUSE-RECEIVE

(

agent

(

kickerrecipient

theme

)

kicked

)

REL

kick

SyntaxVerb

Subject

Object 1

Object 2

Figure 2.2: Ditransitive Construction + kickNotice that the slot in the semantic structure in Figure 2.2 for “recipient” is left unfilled.
Nonetheless, the referent of Object1 in the syntactic structure of the construction will fill this gap
implicitly. Such flexible adjustments in constructions increase language efficiency andexpressiveness and make the mechanism of constructions an integral part of the language.

2.1.2.2

Resultative Construction

The general principles of constructions shown above also apply to the resultative construction
discussed next. 3 The resultative construction is a construction that represents the meaning of
CAUSE-BECOME (“X causes Y to become Y”). It takes one object and one oblique element (typicallyrealized by an adjective or prepositional phrase) as arguments in addition to the subject argument.
In this construction, the syntax and semantics correspond in the following way. The subject in thesyntactic structure corresponds to the agent of the event in the semantic structure; the object
corresponds to the patient; and the oblique element corresponds to the result or goal. Example (3)3

See Boas (2003) for a more comprehensive discussion on the resultative construction not only in English but alsoin German from the perspective of Construction Grammar.

30

shows a simple instantiation of this construction. The verb make used here is wholly consistent
with the meaning of CAUSE-BECOME represented by the resultative construction.

(3)

He made the metal safe/pretty/tabular/damp/dirty.
(Goldberg 1995: 196)

Figure 2.3 illustrates the basic configuration of the resultative construction.

REL: instance, means

Semantics

CAUSE-BECOME

(

agent

patient

result-goal

)

REL
PRED

SyntaxVerb()

Subject

ObjectOblique Adj/PP

Figure 2.3: Resultative Construction

In the case of (3), REL, which represents the relationship between CAUSE-BECOME and PRED, is“instance” since the meaning of make corresponds to that of the construction without needing any
extra adjustments.
As with the case of the ditransitive construction, REL in resultative constructions can be theextended type of “means.” An instance of a verb with which the construction includes REL of the“means” type is wipe. The argument structure and meaning of this verb do not contradict those of
the resultative construction, as illustrated in (4a) below. Hence, it is used in the construction
without causing a problem, as exemplified in (4b).

31

(4)

a. wipe ⟨wiper, wiped⟩
b. He wiped the table clean. (= He causes the table to become clean)(Goldberg 1995: 189)

Figure 2.4 illustrates the resultative construction with its PRED slot filled by the verb wipe.

REL: means

Semantics

CAUSE-BECOME

(

agent

patient

(

wiper

wiped

Subject

Objectresult-goal

)

REL

wipe

SyntaxVerb)

ObliqueAdj/PP

Figure 2.4: Resultative Construction + wipe

Again, notice that one of the slots in the semantic structure of the verb wipe in Figure 2.4 is left
unfilled. Thus, the relevant portion of the construction, “result-goal,” compensates for this,making the resulting sentence convey a hybrid structure of the verbal meaning and theconstructional meaning.

2.1.2.3

Caused-Motion Construction

A third argument-structure construction examined here is the caused-motion construction.
The caused-motion construction is a construction that represents the meaning of CAUSE-MOVE (“Xcauses Y to move Z”). It takes one object and one oblique element (typically realized by an adverb
or prepositional phrase) as arguments in addition to the subject argument. In this construction, the32

subject in the syntactic structure corresponds to the agent in the semantic structure. The object
corresponds to the patient, and the oblique element corresponds to the result or goal. Example (5)presents an example of this construction. The verb move in (5) is consistent with the meaning of
CAUSE-MOVE of the resultative construction. Thus, virtually no adjustment is required here.

(5)

We moved the piano upstairs.

Figure 2.5 illustrates the basic configuration of the ditransitive construction.

REL: instance, means
Semantics

CAUSE-MOVE

(

agent

patient

result-goal

)

REL
PRED

SyntaxVerb()

Subject

ObjectOblique Adv/PP

Figure 2.5: Caused-Motion Construction

In the case of (5), the verb meaning corresponds with the meaning of the construction, so REL here
is of the “instance” type.
Any verb could replace PRED if its semantic properties have an aspect of meaninginterpretable as the “means” of the schematic event of CAUSE-MOVE specified by the construction.
For example, one can use even the intransitive verb sneeze in this construction. Since sneeze is aunary verb that only specifies the agent of the event, as shown in (6a) below, the patient and theresult-goal slots are left unspecified. Still, the complementary effects of the combination of the verb
and the construction can adjust for the discrepancies and make a felicitous sentence like (6b).

33

(6)

a. sneeze ⟨sneezer⟩b. He sneezed the napkin off the table. (= He causes the napkin to go off the table)(Goldberg 1995: 55)

Figure 2.6 illustrates the caused-motion construction with its PRED slot filled by sneeze.

REL: means

Semantics

CAUSE-MOVE

(

agent

(

sneezerpatient

result-goal)RELsneezeSyntaxVerb

Subject)

ObjectOblique Adv/PP

Figure 2.6: Caused-Motion Construction + sneeze

These three examples of argument-structure constructions show how constructions work to
expand the range of lexical meanings in utterances. Although the verb has its argument structurethat specifies the number and types of arguments it takes, the limitation is adjusted for andalleviated by the construction if necessary conditions are met. Thus, constructions contribute to
the efficiency of communication and the effect of linguistic expressions.

2.2 Issues in Construction Grammar
Later in this work, we attempt to extend Construction Grammar so that it can analyze thestructure and usages of discourse connectives. In connection with this objective, we need to34

address two issues concerning the architecture of Construction Grammar. The first issue discussed
here is the fact that Construction Grammar is a theory that primarily deals with sentence-level
phenomena.
As clearly presented in the definitions of Fillmore (1988) and Goldberg (1995, 2006),
constructions consist of pairs of syntactic patterns and semantic structures. These symbolic pairs
combine with other elements to form continuously larger units. Formally speaking, it may be truethat these compositional processes seemingly aim at building sentences. The design features ofmany grammatical devices, in fact, concern the unit of “sentence,” and the process of compositionends there. For instance, categories such as “subject” and “object” refer to functional positions thatcertain types of elements occupy in a sentence, and notions such as tense, mood, and aspectdescribe the functions of the predicate verb of a sentence. In that sense, the sentence centrism inConstruction Grammar, or any other theories for that matter, makes sense to some extent.
However, in actual usage events, sentence-level utterances do not function independently. A
sequence of sentences unfolds in a linear continuum of time, with each of the sentences connected
at a higher level of organization, giving rise to a coherent discoursal structure (Halliday and Hasan
1976; Hobbs 1990; Kehler 2002, inter alia). A sentence is a product of lower-level elements and, atthe same time, a component of a higher-level composition. Otherwise, language could end up
being a system solely for elementary and primitive types of communication (and “discourse” will
be non-existent). Notwithstanding the current limitations of the architecture of Construction
Grammar, the notion of a construction itself is a linguistic unit that has no specification regardingsize; thus, it must concern phenomena of scales beyond isolated sentences.
A second issue that the present study must address regarding current Construction Grammar
is related to the last one: it does not adequately and sufficiently reflect the linear nature of language.
Although the order of arguments of a construction is indeed specified in many constructionist
analyses, this is not enough. An analysis of discourse-level phenomena calls for a framework in

35

which the linear order of certain types of semantic processing can be specified. Use of a discourse
connective, in fact, includes a sequential process in which the extraction of a proposition from thepreceding discourse first occurs, and then the introduction of another proposition related to thefirst one takes place. It is not easy for the framework of Construction Grammar as it stands to offer
a theoretical explanation and ways of representing the mechanisms of these processes.
Preliminary proposals for overcoming these issues will be the topics discussed later in thischapter. Before that, however, we look at another aspect of the Construction Grammar framework,
namely, a hierarchical view of various semantic phenomena. It will be shown that it has a notable
resemblance to the approach that has been prevalent in the practice of the object-oriented
programming paradigm of computer programming, as is the case with other research programsin cognitive linguistics, such as Cognitive Grammar.

2.3 Hierarchical Structures in Construction Grammar
2.3.1

Network of Constructions
Goldberg (1995) argues that constructions are not independent entities; they constitute a

network as a whole through various local connections with other related constructions. Goldberg(1995) lists four types of link concepts, shown in (7) below, as examples of such local connections.

(7)a. Polysemy linkb. Subpart linkc. Instance linkd. Metaphorical extension link36

In the following, we will review each of these four links and see how much Construction
Grammar’s theoretical framework depends on the hierarchy model in structuring linguisticknowledge.

2.3.1.1

Polysemy Link

A polysemy link refers to a link that connects a construction at one level and more specificconstructions at lower levels. It is observed in a configuration involving a construction withmultiple semantic variations. For example, the ditransitive construction discussed in 2.1 hasvarious variations that differ from each other, as listed in (8).

(8)

a. X CAUSES Y to RECEIVE Z (central sense)
Joe gave Sally the ball.
b. Conditions of satisfaction imply X CAUSES Y to RECEIVE Z
Joe promised Bob a car.
c. X ENABLES Y to RECEIVE Z
Joe permitted Chris an apple.
d. X CAUSES Y not to RECEIVE Z
Joe refused Bob a cookie.
e. X INTENDS to CAUSE Y to RECEIVE Z
Joe baked Bob a cake.
f. X ACTS to CAUSE Y to RECEIVE Z at some future point in time
Joe bequeathed Bob a fortune.
(Goldberg 1995: 75)

37

The polysemy link is a kind of inheritance relationship, wherein a parent structure passes
down all its properties to child structures.4 Figure 2.7 schematically represents its basic structure.

Construction 1
Type xType x'aType x'b

Type x'c

Construction 2

Figure 2.7: Polysemy Link

Notice that in Figure 2.7, the arrows indicating the relationships go from the more general
construction to more specific ones. This is a notational convention used in Goldberg (1995). The
reverse notation is used, however, in the object-oriented paradigm of computer programming, as
will be discussed later.

2.3.1.2

Subpart Link

Many constructions have slots for arguments they take. The number of arguments and theirtypes constitute the “signature” of a construction. Subpart links concern the overlaps anddifferences between signatures of related constructions. For instance, consider (9) below.

(9)4

a. She walked the toddler to the door.

Each of the child structures can override inherited properties independently—a point that can be most strongly

associated with the inheritance-based architecture of the object-oriented programming paradigm, as will be
discussed in more detail later in this chapter.

38

b. The toddler walked to the door.
(Traugott and Trousdale 2013: 60)(9a) is an example of the cause-motion construction introduced in 2.1. Here, walk, which isoriginally an intransitive verb, is used as a transitive verb and takes the object argument. On theother hand, (9b) is an example of the intransitive-motion construction. The verb walk is used here
as an intransitive verb and does not take an object. These two sentences are realizations of different
constructions, but they have a “part and whole” relationship in both form and meaning. Figure
2.8 illustrates this relationship.

Construction1:
Caused-motion

Construction 2:
Intransitive-motion

agent/cause
NP

CAUSE-MOVE
V

theme

goal

NP

PP

CAUSE-MOVE
V

theme
NP

goal
PP

Figure 2.8: Subpart Link

As discussed in detail later, the concept of construction networks in Construction Grammar
consists of IS-A relationships and HAS-A relationships. The subpart link is a link type of a HAS-A
relationship, while the polysemy link (or the inheritance link) is a link type based on the IS-A
relationship.55

As mentioned earlier, there are many varieties of construction grammar. It is worth noting that one of thosevarieties, Radical Construction Grammar (Croft 2001), rejects meronomic links, or part-whole relationships,
between different constructions. Also, it does not posit syntactic relations between elements in constructions. Thus,
subpart links are not part of the construction network in the latter framework (Croft 2001: 59).

39

2.3.1.3

Instance Link

An instance link is, just like a polysemy link, entails an inheritance relationship between ahigher-level construction and a lower-level construction. However, the lower-level construction
connected by the instance link has a unique restriction not found in the higher-level construction.
Consider the examples in (10).

(10)

a.

Chris drove Pat mad/crazy/over the edge.

b. * Chris drove Pat silly/dead/angry/happy/sick.
(Goldberg 1995: 79)(10a) is an example of the resultative construction introduced in 2.1. When the verb drive
appears in the resultative construction as in (10a), the drive + object + obliqueadj pattern constitutes
a child construction linked to the parent by an instance link. This is because, in the above subconstruction, there are restrictions on the expressions that can fill the slots for obliqueadj. An
adjectival expression such as mad, crazy, or over the edge will make a felicitous sentence of the drive+ resultative construction, whereas a seemingly similar expression with silly or happy in (10b)makes the sentence infelicitous.

Type xType x'Figure 2.9: Instance Link

40

In terms of the object-oriented programming paradigm, the relationship between
constructions linked by an instance link is an IS-A relationship. From that perspective, there isalmost no substantial difference between an instance link and a polysemy link, considering thatchild elements in an inheritance relationship can override the properties of the parent element.

2.3.1.4

Metaphorical Extension Link

A metaphorical extension link theoretically rests on the concept of metaphorical mappingdeveloped in cognitive linguistics. Since Lakoff and Johnson’s (1980) landmark work, cognitive
linguists have argued that many everyday language expressions involve metaphorical mappingfrom the source domain to the target domain.
Goldberg (1995) states that the metaphorical extension link is involved in the semantic
extension of constructions. For example, (11a) is a variation of the intransitive-motion construction,in which the movement verb go does not represent a spatial movement of the object but
metaphorically represents a change in its physical state. (11b) is an instance of a variation of thecaused-motion construction, where pull, a verb that implies movement, does not represent spatial
movement but a change in psychological state.

(11)a. The jello went from liquid to solid in a matter of minutes.
b. He couldn’t manage to pull himself out of his miserable state.
(Goldberg 1995: 83)

Figure 2.10 illustrates the metaphorical extension link between constructions.

41Source Domain

Target Domain

Construction 1

Construction 2

Figure 2.10: Metaphorical Extension Link

Goldberg’s (1995) analysis, which attempts to integrate various constructions into an
extensive network, seems reasonable and convincing, especially when considering such a network
consists of IS-A and HAS-A relationships, essential components also in the object-oriented
programming paradigm. The latter fact suggests that the idea of the network of constructions does
exists not only as a theoretical construct to explain certain linguistic phenomena but also as avariation of a widely applicable means to structure knowledge in seemingly different cognitive
domains. We will look at this in more detail in the next subsection.

2.3.2

Hierarchical Organization of Meaning
Goldberg herself admits that the network architecture of Construction Grammar is under the

influence of the object-oriented programming paradigm (Goldberg 1995: 3.3). In what follows, we
discuss how two concepts in object-oriented programming, the IS-A and HAS-A relationships, arein high agreement not only with Construction Grammar but with cognitive linguistics moregenerally.6

6Richard Hudson’s Word Grammar is another linguistic framework that extensively relies on inheritance networks

similar to those assumed in the paradigm of object-oriented computer programming (Fraser and Hudson 1992).
Recent versions of Word Grammar, however, do not regard HAS-A as an essential relation, while they include IS-A
as the fundamental design feature of what Hudson calls language networks. Hudson (2007: 19) states that IS-A “isnot dependent on any other relation and does not involve either an existential claim or a numerical one; it is simply
about class membership,” while HAS-A “combines two separate bits of information.” The latter statement refers to42

An important implication of the discussion here is that cognitive linguistic frameworks thus
far tend to overlook the significance of the linearity of language. The network view of language
indeed provides a convenient means to explain many semantic phenomena. However, such
explanations are partial, as is evident from the Saussurean distinction of syntagmatic relations andparadigmatic relations (Saussure 1916). The network view of language profiles only the latter; thus,
a complementary means is called for to examine the mechanism of syntagmatic relations, one thatcan deal with not only sentence-level but also discourse-level phenomena.

2.3.2.1

IS-A and HAS-A relationships

In object-oriented programming, program components (objects) can inherit properties fromother components. Such inheritance of properties constitutes the IS-A relationship (Brachman 1983;
Meyer 1997; Weisfeld 2013). In relationships of this kind, every child object is an element that canbe referred to by the same name as the parent object (e.g., a hybrid car can be referred to as a car ora vehicle). Figure 2.11 illustrates the IS-A relationship using Unified Modeling Language (UML), a
standard format for diagraming relationships between objects in object-oriented programming.
Notice that in UML, arrows between elements go in the opposite direction from those inConstruction Grammar diagrams.7

the fact that a HAS-A relationship consists of a type of relation (e.g., A has B) and the number or a range of objects(the number of B can be either 0, 1, or n). Thus, Hudson argues that IS-A is more primitive and fundamental than
HAS-A. There is room for doubt about this assumption, however. Even IS-A could be considered as having two

components: the relation itself (A is a B) and the number of levels (or distance) intervening between the object A
and its super-class B. It can be either 0, 1, or n, with n being any number larger than 1. The present study regards
both IS-A and HAS-A as relations that are equally fundamental for the network configurations underlying many
linguistic phenomena.
7

More technically, Figure 2.11 is a structure diagram in UML. The Object Management Group, the consortium thatdesigns and standardizes UML, defines three types of diagrams: structure diagrams, behavior diagrams, andinteraction diagrams. See Scott (2001) and Fowler (2003) for the detailed specification of UML.

43

Object A

IS-A

Object B

Figure 2.11: IS-A Relationship between Objects

Among the four types of links connecting the constructions discussed earlier, the polysemy link
and instance link are links based on the IS-A relationship in Figure 2.11.
The other type, the HAS-A relationship, represents a “composite relationship.” In other words,
the HAS-A relationship expresses the relationship between two elements, with one being acomponent of the other. Among the four types of links proposed by Goldberg (1995), the subpartlink is a HAS-A type relationship. Figure 2.12 illustrates the relation of this type in UML.

HAS-A
Object B

Object A

Figure 2.12: HAS-A Relationship between Objects

As for metaphorical extension links, it is somewhat more difficult to interpret them as either
IS-A or HAS-A relationships than is the case with other types of links. However, the process of“extension” from a prototype to peripheral members of a category contains a structure based on
IS-A relationships, as shown in Figure 2.13 below.

44

Object A

IS-A

IS-A

Object B

Object C
EXT

Figure 2.13: Extension Relationship between Objects

Suppose Object B is the source domain construction, and Object C is the target domain
construction. If there is a higher-level construction, Object A, that is the super-construction forboth Objects B and C at the same time, then the relationship between B and C constitutes anextension (EXT) link.
Thus, the network of constructions discussed by Goldberg (1995) is composed of different
types of links, each of which is a variation or composite of IS-A and HAS-A relationships. It provesthat the two seemingly distant areas of study, Construction Grammar in linguistics, on the one
hand, and object-oriented programming in software engineering, on the other, are highly
compatible with each other.8

8

Kowalski (2011) takes up the paradigm of object-oriented programming, among other computational paradigms,

in his monograph that examines the parallel structure between human thinking and various aspects ofcomputational logic. He compares the popularity of object-orientation among software engineers for the past thirty
years to behaviorism in psychology in the mid-twentieth century. He points out that while (traditional)
computational logic is concerned with representing knowledge, object-orientation is concerned with structuringknowledge representations. Though Kowalski’s analysis and evaluation of object-orientation are not entirely
agreeable, it seems true that the network-based representation of knowledge does not explain fully how natural
language is implemented or put to use in the real world.

45

2.3.2.2

Hierarchical Organizations in Cognitive Grammar

Construction Grammar is not exceptional in that it adopts the model of hierarchical networks.
Many theorists in cognitive linguistics and adjacent areas of research propose a model sharing thesame view for the most part. Here we look at hierarchical networks of verbal and nominal elements
in Cognitive Grammar presented by Langacker (1987b, 2008a) as an example showing the extent
to which the hierarchical way of modeling knowledge is rooted deeply and broadly in the
cognitive-linguistic enterprise.
Cognitive Grammar stipulates that the conceptual structure of any linguistic expression iseither an instance of a thing, relation, or any type derived from either of these. A thing is a structure
defined as a conceptual element identified in the spatial domain. A relation, on the other hand, isdefined as a concept that is relatively more complex and occurs in the temporal domain. Typically,a nominal expression represents a thing, while verbs and many categories of elements other than
nominals represent relations.
In addition to these two fundamental conceptual categories, there is an even more abstractelement type that is superordinate to things and relations; it is called an entity, which is the veryroot of the entire network of conceptual structures of lexical items. Figure 2.14 shows therelationships between these three types. Conventionally, a square represents an entity; a circle
represents a thing; and a complex shape composed of a thing, an entity, and a connector between
them represents a relation.99

In Cognitive Grammar, a relation is a dependent structure while a thing is autonomous since the conception of a

relation necessarily presupposes the conception of at least one thing. In other words, a relation is always “about”
something. Thus the schematic illustration of a relation is composed of a thing and an entity. The reason an entity
must be included in the conceptual structure of a relation is somewhat less apparent than that of a thing, however.
Radden and Dirven (2007) suggest that the entity in a relation represents the landmark (vis-à-vis the trajector),
which could be either a second-most-prominent thing in the structure, as in the case of a ditransitive relation where46thingspace / identity
entitytime / existence
relation

Figure 2.14: Type Hierarchy in Cognitive Grammar

The IS-A relation is the foundation of the type hierarchy in Cognitive Grammar: a thing, arelation, and many subtypes of these are all descendants of entity. Figures 2.15 and 2.16 arehierarchical structures having thing and relation as their root elements, respectively.10

an object is necessarily involved in addition to the subject, or an auxiliary element needed for the conception of acertain kind of state or process. The adjective high, for instance, requires a scalar base on which a point should bespecified in relation to another point that functions as the standard for comparison. See also Taylor (2002) for asystematic examination of conventions of schematic illustrations of Cognitive Grammar.
10

These two hierarchies are presented separately because of the large sizes, but they are part of a single hierarchy

with the entity in Figure 2.14 at the root of the organization. Langacker explicates different aspects of conceptual
types in many papers and monographs. Thus, I created Figures 2.14, 2.15, and 2.16 so that one can see the overall
structure of the network more efficiently, while the presentation is still entirely based on the original analyses
presented in Langacker’s works.

47

countboundedconcretespatiale.g. pebble

unbounded
mass

thing

e.g. sandnon-spatial
abstract

e.g. mathFigure 2.15: Thing Type Hierarchy in Cognitive Grammar

Figure 2.15 illustrates the thing type and its subtypes. In Cognitive Grammar, a thing isconventionally illustrated by a circle shape (often with an enclosing box that represents the base,a cognitive domain on which the mental demarcation for conceptual elements is made), as
presented under the box labeled “thing” in the figure. A thing may be either concrete or abstract,
depending on whether the primary domain of instantiation is spatial or non-spatial. The
conceptual structure of a concrete thing consists of a type plane and an instance plane. Designatedin the former plane is an abstract type, while in the latter, the type’s instances are projected.
Concrete things are further sub-typed into two categories, that is, the count type and the mass type.
On the instance plane of the count type, one or more discrete instances are projected in a way thatthey can be distinguished from each other. The conceptual structure of the noun pebble is a typicalexample. On the instance plane of the mass type, in contrast, the projected entity does not have arigid boundary that separates it from other instances. In fact, it does not have a discrete shape thatdefines it even partially. Nouns like sand are of this category. The conceptual structure of an
abstract thing is rather simplistic. It only consists of a type plain. The noun math, for instance, hasa structure of this type.

48

perfective

e.g. breakboundedprocess
unbounded
temporalimperfective

e.g. wait

simplee.g. thin

relation
atemporal

having a consistent conﬁg
state
irreducible to a single conﬁg
complexe.g. broken

Figure 2.16: Relation Type Hierarchy in Cognitive Grammar

Figure 2.16 illustrates the relation type and its subtypes. A relation may be a process or a state.
The primary domain of instantiation for a process is temporal, while that of a state is atemporal.
This temporality is conventionally represented by a thick line segment overlaid on an arrow. Thus,
in a schematic illustration for process, an arrow under the shape representing a relation has a thickline segment. If the temporal continuity of a process is bounded by a beginning and an end, it is aperfective process, exemplified by a verb like break. A conceptual structure without such clear
boundaries as that of the verb wait, on the other hand, is categorized as an imperfective one.
Similarly, the state type can be sub-typed into two categories. A state with a conceptual
structure where the relation is constant (that is, no changes are assumed to have occurred in thepreceding time span) is labeled a simple state, while a state of a conceptual structure involving a
preceding change that has led to the resulting configuration is labeled a complex state. The lexical
items that exemplify the simple state are such adjectives/participles as thin, and the lexical items
that exemplify the complex state are adjectives/participles, such as broken.

49In order to avoid overly deviating from the primary purpose of this section, we will not delve
into further details of the lexical hierarchies presented by the diagrams in Figures 2.14 to 2.16, butnote here that not only IS-A relationships but also HAS-A relationships play a part in the overalllexical type hierarchy in Cognitive Grammar. The conceptual structures of relation and theirderived types always include at least one thing-type element, reflecting the fact that theconceptualization of a relationship is always dependent on the conceptualization of its participant
elements. The relation throw, for instance, requires at least the conceptualization of two
autonomous (thing-type) elements: the agent (the person who throws) and the theme (the thingthat is thrown). Similarly, the conceptual structures of a thing and its derived types may containrelations; deverbal nouns/gerunds (e.g., catching and hitting) are typical examples. Hence, it can besaid that the thing-type elements in Figure 2.15 and the relation-type elements in Figure 2.16 areinterdependent via HAS-A relationships.
As stated earlier in this section, although describing and explaining the meaning of linguistic
expressions using the hierarchical model is valid and meaningful in itself, it is not enough tocomprehensively deal with linguistic phenomena beyond the sentence-level.11 We need anothermodel to have a close look at discoursal phenomena such as utterances involving the use ofconnectives. The next section makes a preliminary proposal regarding the above issue.

11

We must mention that Langacker’s works in Cognitive Grammar have attempted to describe and explain

discoursal phenomena using theoretical concepts not confined to the limit of hierarchical networks. Among them
are current discourse space (Langacker 2008a: Chapter 13), windows of attention (Langacker 2009, 2012), andbaseline/elaboration organization (Langacker 2016). We consider that a similar attempt must be made inConstruction Grammar in some way, and that is one of the very purposes of the present study.

50

2.4 Discourse-Connective Construction
As stated by Levinson (1983), discourse connectives represent “how the utterance that
contains them is a response to, or a continuation of, some portion of the prior discourse.” Figure
2.17 (= Figure 1.1) illustrates the structure common to various uses of discourse connectives.

it was raining,so

the game was cancelled

Proposition 1

Separator

Discourse Connective

Proposition 2

Figure 2.17: Basic Configuration of Discourse Connective

Let us reiterate the basic structure of discourse connectives in Figure 2.17, which was alreadyintroduced in Chapter 1. Boxes in dashed lines are elements outside the formal structure of theconstruction. With Proposition 1 being such an element, the use of a discourse connective requires
the hearer to retrieve it in a manner consistent with the contextual properties. The separator placed
after Proposition 1 is a short pause in the case of spoken language. In the case of written language,
it corresponds to a comma, semicolon, or a period. These two elements, Proposition 1 and theseparator, reside outside the formal structure of the discourse-connective construction. There are
two reasons for this.
Firstly, as we will see in more detail in later chapters, Proposition 1 does not necessarily
appear as a single sentence or even as a sequence of clauses immediately preceding the connective.
Often, Proposition 1 must be retrieved somewhat heuristically from a more extensive chunk oftext in the discourse. (12) below presents an example of the discourse connective so that prompts
the hearer to retrieve a proposition that is not given as an explicit form of a sentence or a clausebut rather is provided in a broader range of text preceding the connective.

51

(12)

[The speaker has listed many options that one can take in life before he continues to say thefollowing] So here’s our choice. We can either be complacent about our future, taking as anarticle of blind faith that any new technology is guaranteed to be beneficial, and just repeatthat to ourselves as a mantra over and over and over again as we drift like a rudderless ship
towards our own obsolescence. Or we can be ambitious—thinking hard about how to steer
our technology and where we want to go with it to create the age of amazement [TCSE 17851| Max Tegmark: How to get empowered, not overpowered, by AI].

Secondly, at the moment when the speaker has just uttered the linguistic expression
corresponding to Proposition 1, it is often the case that the hearer (and possibly the speaker aswell) cannot assume it to be part of the discourse-connective construction since the speaker often
adopts the latter construction as an afterthought. (13) below is such an example where thediscourse-connective construction is used to make a supplementary comment on the previous
statement.

(13)

So that leaves the mosquitoes, and here’s how we control them now: spraying insecticides.
The protective gear is necessary because these are toxic chemicals that kill people as well as
bugs. Although it does take quite a lot more to kill a person than to kill a bug [TCSE 2793 |Nina Fedoroff: A secret weapon against Zika and other mosquito-borne diseases].

Thus, the formal structure of the discourse-connective construction consists of the connective
and subsequent clausal structures. In Figure 2.17 above, solid boxes indicate these elements. Noticethat like Proposition 1, Proposition 2 is not necessarily composed of a single clause or sentence,either. However, unlike the text passage containing Proposition 1, it is clear to both the speaker
and the hearer that the text segment immediately following the connective is intended to express
Proposition 2.

52

The semantic/discourse structure of the discourse-connective construction, on the other hand,must include not only Proposition 2 but also Proposition 1 since the relation specified by theconnective necessarily refers to both propositions.

Discourse/Semantics:
CDSin

CDSoutretrieve
PROP1

(

TYPE1

PROP2

)

Syntax:REL

Connective

(

TYPE2

)

Clausal-Structures

Figure 2.18: Discourse-Connective Construction

Figure 2.18 illustrates the schematized structure of discourse connectives as a grammaticalconstruction. The details of this diagram will be explicated in Chapter 4. Notice that the descriptivemeans used in Figure 2.18 accommodates the syntactic and semantic/discoursal structures of
discourse connectives, which do not necessarily fit within the sentence-level descriptive means
examined earlier in this chapter.
The idea of constructions across sentence boundaries is not necessarily novel. For example,
Yamanashi (2009: Ch. 6) argues that some constructions used as idiomatic phrases have meaning
only in adjacency pairs in dialogue. The italicized expressions uttered by B in (14)–(17) do not havea literal meaning that can be understood on their own but are interpreted based on the content of
A’s immediately preceding utterance.

(14)

A: Drinking too much is not good for your health.
B I wasn’t born yesterday.

53

(15)

A: Can you lend me 100 dollars?
B: I’m not made of money.

(16)

A: Take Bill to the bar. One or two will fix him up.
B: Oh no. With him, the sky is the limit.

(17)

A: That meeting was awful!
B: You can say that again.
(Yamanashi 2009: 234)

Adjacency pairs are linear linguistic structures constructed cooperatively by the discourse
participants. This linearity allows B in (14)–(17) to use the preceding utterance of A as an argument
for the italicized expression.12 Similar phenomena may occur in rather nomological situations, andthe discourse-connective construction, as shown in Figure 2.18, can be considered as one such
example.
Analysis and description of phenomena beyond the level of sentences require an approachthat appropriately takes into consideration the linear nature of language. The hierarchical modelof meaning is valid and useful in itself, but it does not explain the whole picture. More specifically,
the linear sequence involved in the utterance of discourse connectives consists of 1) a proposition
retrieval from the preceding context, 2) the introduction of a new proposition and conjugation of
the two propositions, and 3) the updating of the context with the results. In Chapter 4, we revisit
the issue of linearity and attempt to give it a more detailed characterization with special attention
to how it is reflected in the usages of discourse connectives.

12

Yamanashi (2009: 236) calls constructions of this type “global constructions.”54

2.5 Summary of Chapter 2This chapter discussed the architecture of current Construction Grammar and issues with itthat can become obstacles to a comprehensive analysis of discourse connectives. First, we
examined the definitions of a construction of Fillmore (1988) and Goldberg (1995, 2006). Then, we
examined Goldberg’s (1995) analysis of the three argument-structure constructions: theditransitive construction, the resultative construction, and caused-motion construction. It waspointed out that due to current Construction Grammar’s sentence-centric tendency, theframework needs to be modified and extended so that it can cover linguistic phenomena at thediscourse level as well.
Next, we reviewed the network model of constructions discussed in Goldberg (1995),
examining four types of links constituting the network. Also reviewed was a similar hierarchicalmodel by Langacker (2008a) for describing the relationships among nominal and verbal elementsin the framework of Cognitive Grammar. These observations revealed that such hierarchicalmodels are composed of IS-A and HAS-A relationships—concepts regarded as essential in theobject-oriented computer programming paradigm. One may speculate that the hierarchical model
widely adopted in cognitive-linguistic research reflects a part of the universal nature of humanknowledge-structuring abilities in general. In order to deal with discourse phenomena such as
connectives, however, it is imperative to look at the process of retrieving the relevant informationfrom the preceding discourse, performing some processing on it, and handing over the updated
context to the later discourse. This chapter offered a preliminary proposal of a theoretical meansof reflecting this process to analyze and describe the semantic/discourse structure of discourse
connectives as grammatical constructions.

55

56

Chapter 3
Domains of Meaning in Discourse
In this chapter, we discuss domains of meaning involved in usages of discourse connectives.
Sweetser (1991) claims that various linguistic phenomena have usages in three domains of
meaning: the content domain, epistemic domain, and speech-act domain. Discourse connectives
are among such expressions.
This chapter also offers a new definition of the concept of proposition. A proposition in thepresent study covers a wide range of states and events having varying degrees of schematicity,
conceptualized from different types of perspectives. This redefinition of the term is necessary forour analysis of discourse connectives because connectives combine two propositional elements
residing in different domains of meaning. The range of states and events described could bediverse; therefore, the propositions as components of the connective construction must be
regarded as entities that are abstract enough to accommodate such diversity.
An extra set of evidence presented later in this chapter provides support for the definition of
propositions as such. There are usages of linguistic expressions that are associated with not one
single domain of meaning but multiple domains. The existence of these cases suggests that all
three domains of meaning proposed by Sweetser (1991) actually “co-exist” in every usage event,and the only difference is in the degree to which those domains of meaning get foregrounded in
the discourse/semantic structure.

57

3.1 Three Domains of MeaningThat there are multiple usages for a discourse connective had been known before Sweetser
pointed it out. For example, Quirk et al. (1985) mention that because has usages as a content disjunctand a style disjunct, as shown in the following examples.

(1)

a. Content disjunct because
We have no electricity, because there’s a power failure.
b. Style disjunct because
I have nothing in my bank account, because I checked this morning.
(Quirk et al. 1985: 1072)

Quirk et al. (1985) describe the differences between these two usages as follows.

Style disjuncts are distinguished semantically in that they generally imply a verb of
speaking and the subject I. The style disjuncts implicitly refer to the circumstances of the
speech act, while the content disjuncts refer to the content of the matrix clause. The styledisjuncts are therefore more peripheral to their superordinate clause than are the content
disjuncts (Quirk et al. 1985: 1072).

Sweetser follows this tradition by observing that multiple areas of meaning are involved in awide variety of linguistic expressions. She introduces the speech-act domain, the third domain of
meaning, in addition to the two domains corresponding to the two different types of usages of
because discussed by Quirk et al. (1985). She calls one of them the content domain, a domain
associated with external events in the real world, and the other one the epistemic domain, adomain associated with the subjective world of inference and reasoning. As briefly addressed in
Chapter 1, these three domains of meaning are informally defined as follows.

58

(2)

a. Content domain
Domain for the conceptualization of real-world events and their relations
b. Epistemic domain
Domain for reasoning and inferences about real-world eventsc. Speech-act domain
Domain for acts to exercise illocutionary force through utterances

The rest of this subsection introduces Sweetser’s (1991) observations on the involvement ofthese semantic domains in various linguistic expressions. The three grammatical categories usedhere as examples are modal auxiliaries, conditionals, and coordinate conjunctions.

3.1.1

Modal Auxiliaries
Distinguishing different domains in examples of the modal auxiliary may is relatively easy.

Consider (3) below.

(3)

a. John may go.
John is not barred by (my or some other) authority from going.
b. John may be there.
John is not barred by my premises from the conclusion that he is there.
c. May I ask you where you’re going?
I am wondering if I am barred from asking by your current availability.
(Sweetser 1991: 61, 73)

In the traditional categorization of the usages of modal auxiliaries, that of may in (3a) is called
deontic or root. It concerns a situation in the real world, and it presupposes the existence of someauthority that admits the event to happen. In (3a), the influences of the authority upon the59occurrence of John’s going is considered to be part of the world-knowledge shared by theinterlocutors (i.e., the speaker and the hearer).
The usage of may in (3b) is different in that its meaning reflects the result of inferential
reasoning. Though this reasoning is attributable to some real-world evidence, it is still epistemicsince the meaning of this utterance primarily concerns the speaker’s mental processes ofcontemplating the evidence and arriving at a conclusion.
May in (3c) deals with an event in the speech-act domain. The propositional relation in thissentence (that of the speaker’s asking a question to the hearer) is not for conveying particular
information to the hearer but for literally performing the act of asking and for establishing a kindof social reality between the interlocutors (Stenius 1967; Searle 2000).

3.1.2

Conditionals
Conditional sentences form another category involving multiple domains of meaning. An

example of the content-domain usage of a conditional is given in (4).

(4)

If the weather isn’t bad, (then) we will go to the park tomorrow.

Some researchers have pointed out the existence of conditionals in domains of non-content
types. One of the earliest among such scholars, J. L. Austin, presented an example that concerns
the speech-act domain of meaning, as in (5).1(5)

There are biscuits on the sideboard if you want them.
(Austin 1970: 210)1

See also Yamanashi (1975) and van der Auwera (1986) for early analyses of speech-act conditionals.

60

More recently, Krifka (2014) has also discussed speech-act conditionals, such as those in (6).

(6)

a. If I want biscuits, where can I find them?
b. If she wants biscuits, give her some.
c. If you want biscuits, I promise you that there are some on the sideboard.
(Krifka 2014: 84)

There are some variations in conditionals in the speech-act domain. Among the three
examples above, (6a) contains the speech act of “inquiry,” (6b) features the speech act of “order,”and (6c) implements a speech act of “promise.” Still, every instance has a shared basic structure,that is, “the speech act represented in the apodosis is conditional on the fulfillment of the state
described in the protasis (the state in the protasis enables or causes the following speech act)”(Sweetser 1991: 118).2
The usages of the condition construction in the epistemic domain may not be so frequent as
those in content and speech-act domains. Still, there exist epistemic uses of the construction. The
examples in (7) below are such usages.

(7)

a. If she’s divorced, (then) she’s been married.
b. If John went to that party, (then) he was trying to infuriate Miriam.
(Sweetser 1991: 116)

Sweetser (1991) states the characteristic features of the conditionals of this type as follows.

2

The apodosis here refers to the main clause in a conditional sentence expressing the logical consequent, while theprotasis refers to the subordinate clause expressing a condition.

61

In the epistemic domain, if-then conjunction expresses the idea that knowledge of the truthof the hypothetical premise expressed in the protasis would be a sufficient condition for
concluding the truth of the proposition expressed in the apodosis (Sweetser 1991: 116).

According to Sweetser (1991: 116–117), the utterance (7a) constitutes an epistemic usage
because this sentence affords an interpretation as follows: the if-clause in the protasis states a
proposition she’s divorced, which is either true or false. Furthermore, the speaker of this sentence
believes that if this proposition is true, it will be good evidence to conclude that the proposition in
the apodosis, she’s been married, is also true. Similarly, as in (7b), it is supposed that the speaker ofthis sentence assumes that if the proposition in the protasis, John went to that party, is true, it will
be sufficient evidence for him/her to conclude that the proposition in the apodosis that follows, he
was trying to infuriate Miriam, is also true.
In her analysis of linguistic expressions in the three domains of meaning, Sweetser (1991) uses
verbalized conditions for categorizing usages, as in the explanation of (7) presented above. The
present study adopts this method from time to time in determining the domains of meaning
relevant to utterances under examination.

3.1.3

Coordinate Conjunctions
The category of coordinate conjunctions (e.g., and, or, and but) partially overlaps with that of

discourse connectives and includes usages that span all three domains of meaning. The examples
in (8) and (9) present usages of the coordinate conjunction and in the content domain and theepistemic domain, respectively.

(8)a. John eats apples, and Mary eats pears.
b. John took off his shoes, and he jumped in the pool.

62

(Sweetser 1991, with minor modification)(9)

A: Why don’t you want me to take basketweaving again this quarter?
B: Well, Mary got an MA in basketweaving, and she joined a religious cult.
(Sweetser 1991: 87)

Sweetser (1991) mentions characteristics observed in many instances of content usages of andas in (8a) and (8b) and epistemic usages as in (9). She states that and in the content domain is likely
to invite the reading of the elements as a temporal sequence, i.e., an “and … then” reading,whereas and in the epistemic domain would invite the reading of the events as a logical sequence,i.e., an “and ... so” reading (Sweetser 1991: 111).3
Coordinate conjuncts can also allow usages in the speech-act domain, which is more frequentin colloquial styles, as exemplified in (10).

(10)

a. Go to bed now! And no more backtalk!
b. Thank you, Mr. Lloyd, and please just close the door as you go out.
c. The Vietnam War was morally wrong, and I’ll gladly discuss the reasons why I think so.
(Sweetser 1991: 88)

It is interesting to note that the connective and adds virtually no semantic content to the utterance
when used in the speech-act domain. Thus, it is possible to remove and in (10) without alteringmuch of the overall meaning. This is partially the case with usages of and in other domains as well,
but it is especially noticeable in speech-act usages.

3

See also Warner (1985) and Schourup and Waida (1988) for observations basically to the same effect.

63

Now consider (11), an example of the epistemic use of another coordinate conjunction: or. An
instance of or in the epistemic domain implies the speaker’s act of reasoning that leads him/her tosome “conclusion” that one of the two propositions presented must be true. Notice also that in theusage of or in the epistemic domain, unlike that in the content domain, the two propositions are
not necessarily equal in their significance. The first message is typically the one that conveys thecentral message of the utterance.

(11)

a. John is home, or somebody is picking up his newspapers.
b. John will be home for Christmas, or I’m much mistaken in his character.
(Sweetser 1991: 94)

In (11a), the speaker of the sentence concludes that Proposition 1 (“John is home”) is true
based on some evidence. The speaker only presents Proposition 2 (“somebody is picking up his
newspapers”) as a fallback statement in case Proposition 1 turns out to be false. The same applies
to (11b). The speaker concludes that Proposition 1 (“John will be home for Christmas”) should be
the case. Proposition 2 (“I’m much mistaken in his character”) is presented only as asupplementary comment to expresses, rather periphrastically, how confident the speaker is about
Proposition 1.
Next, consider (12), examples of the usage of or in the speech-act domain.

(12)

a. Have an apple turnover, or would you like a strawberry tart?
b. King Tsin has great mu shu pork, or China First has good dim sum, or there’s always the
Szechuan place just around the corner.
(Sweetser 1991: 95)

64

In (12a) and (12b), the choices presented are not the result of the speaker’s inferential
reasoning; rather, both choices are possible real-world events. There is some content-domain
aspect since one of the events would take place in reality.4 Thus, unlike the content usage in (11),the speech-act usages in (12) designate events that only come about as a result of an act instigatedby the participant(s) of the ongoing conversational event.
Now, let us turn to yet another coordinate conjunction: but. Sweetser (1991) only presents
examples of this coordinate conjunction in the epistemic and the speech domains. Consider (13),which presents examples of but in the epistemic domain.

(13)

a. John keeps six boxes of pancake mix on hand, but he never eats pancakes.
b. A: Do you know if Mary will be in by nine this evening?
B: Well, she’s nearly always in by then, but (I know) she has a lot of work to do at thelibrary, so I’m not sure.
(Sweetser 1991: 100)

Sweetser (1991: 100) explains the epistemicity of (13a), describing its background reasoning
as follows: the premise that John keeps six boxes of pancake mix would lead the speaker to theconclusion that he is a pancake-eater, which clashes with the otherwise well-evidenced conclusionthat he never touches a pancake. Here, again, the primary domain of the usages of but is decided
by checking if the proposition introduced by the conjunction concerns a real-world event (thecontent usage) or inferential reasoning (the epistemic usage), with the result that the latter is the
case.

4

There is a possibility in reality that neither option mentioned turns out to be the case. However, that possibility

can be ignored here since it is not part of the semantic/discourse structure of or anyway.

65

Nevertheless, the above test is not quite meaningful. As Sweetser admits, in usages of but, thecontent domain is almost always overshadowed by the epistemic domain. She does not offer adefinite reason why this is so. She only implies that the adversative relationship between
propositions expressed by but does not have any real-world alternative, as in the cases with and or.
Sweetser writes as follows.

That is to say, in the real world A may cause B, or A and B may coexist, or A and B may
be the only possible alternative outcomes of a given real-world situation. But what doesit mean to say that A and B “clash” or “contrast” in the real world? How can discordanceor contrast exist outside of the speaker’s mental concept of harmony or non-contrast? In
a sense, if two states coexist in the real world (and conjunction with but does present bothconjuncts as true), then they cannot be said to clash at a real-world level (Sweetser 1991:
103–104).

This seemingly inherent orientation of but toward the epistemic domain instead of the content
domain also seems to exist in usages of however, another connective of the adversative relationship.
Consider the examples from Fraser (1999) in (14) below.

(14)

a. He drove the truck through the parking lot and into the street. Then he almost cut me off.
After that, he ran a red light. However, these weren’t his worst offenses.
b. A: I don’t want to go very much.
B: John said he would be there.
A: However, I do have some sort of obligation to be there.
(Fraser 1999: 938)

Now, let us turn to usages of but in the speech-act domain. Consider the examples in (15).

66

(15)

a. (Please) look up that phone number—but don’t bother if it will take you more than a few
minutes.
b. King Tsin has great mu shu pork, but China First has excellent dim sum.
(Sweetser 1991: 101)

One may ask why but has speech-act domain usages even though it has virtually no contentdomain usages since, as mentioned earlier, the contents of the propositions in the usages of the
speech-act domain belong to the real-world. This question can be answered as follows. Speech acts
are “intentional” actions to construct social reality, as it were (Stenius 1967; Searle 2000).
Accordingly, utterances in the speech-act domain necessarily possess a certain degree of
epistemicity. This epistemic nature of speech acts seems to be (at least) one of the factors that cause
but, which is inherently epistemic, to have speech-act domain usages.
Notwithstanding Sweetser’s argument that adversative conjunctions are highly epistemic andthere seem to be no purely content-domain usages of them, we emphasize that the content domain
is NOT irrelevant to the meaning of adversative conjunctions. Epistemic views presented in usagesof adversative conjunctions are always based on the observation of real-world events, and so arespeech-acts conducted by utterances involving adversative conjunctions. Thus, when Sweetsersays adversative conjunctions are epistemic, we should interpret it as meaning that the epistemic
domain is especially prominent among others in utterances that include expressions of thiscategory.5

5

In fact, Sweetser (1991) is somewhat inconsistent in her analysis of adversative connectives. While stating that she

cannot find content-domain examples of but and however, she presents content-domain examples of although suchas one in (i) below.

(i)

Although he could hardly walk, he came and saved my life.

67Thus far, we have examined the examples and analysis of Sweetser (1991) regarding the
involvement of multiple domains of meaning in modal auxiliary verbs, conditionals, andcoordinate conjunctions. What seems to be clear from the above is that the three domains, i.e., thecontent domain, epistemic domain, and speech-act domain, do not relate solely to specificlinguistic phenomena but exist rather universally. After all, these domains are always behind anutterance. It is only that these three areas may be foregrounded or backgrounded to different
degrees depending on the contextual conditions and the nature of the actual expression used.

3.2 Approaches to Domains of Meaning
At the beginning of this chapter, we looked at two different uses of because pointed out by
Quirk et al. (1985). One is what they call the content disjunctive, and the other is the styledisjunctive. These correspond to content-domain usage and epistemic-domain usage, respectively.
The relationship between linguistic expressions and multiple domains of meaning has been a topic
often discussed in cognitive linguistics, although the terminology used may differ among scholars.
Redeker (1990, 1991) defined the linguistic category of discourse operators, which is a broader
category than the discourse connective discussed in this study. Discourse operators include suchgrammatical elements as conjunctions, adverbials, interjections, and various types of idiomatic(Sweetser 1991: 79, a typo in the original text corrected)

If (i) is regarded as a content-domain usage of although, there seems to be no reason to reject an analysis thatcategorizes an expression like “He could hardly walk, but he came and saved my life” as a content-domain usageof the adversative conjunction.

68phrases. Redeker argues that discourse operators have the functionality of attracting the hearer’s
attention to a particular kind of linkage between propositions (Redeker 1991: 1168). The threelevels in which this can occur are listed as follows.

(16)

a. Level of ideational structures
Two discourse units are ideationally related if their utterance in the given context entails
the speaker’s commitment to the existence of that relation in the world the discourse
describes.
b. Level of rhetorical structures
Two discourse units are considered to be rhetorically related if the strongest relation is not
between the propositions expressed in the two units but between the illocutionary
intentions they convey.
c. Level of sequential relations
When two adjacent discourse units do not have any obvious ideational or rhetorical
relation—while still being understood as belonging to the same discourse—their relation
is called sequential.
(Redeker 1990: 369)

The level of ideational structures in (16a) roughly corresponds to the content domain definedby Sweetser (1991), though not exhaustively. According to Redeker (1991: 1168), among theexamples of ideational relations are temporal sequence, elaboration, cause, reason, andconsequence. The elements linked in this level could be of the real world, but they are not physicalentities per se. They are conceptual by definition. Thus, it is supposed that this level can encompass
not only the content domain but also part of the epistemic domain.
The level of rhetorical structures in (16b) partially overlaps both the epistemic and the speechact domains defined by Sweetser (1991). It is a level on which propositions get connected with the
speaker’s beliefs/intentions—the original motivation of the speaker’s expressing and connecting69

the propositions in the first place. Hence it concerns the illocutionary aspect of language as wellas the epistemic aspect. Among the examples of the rhetorical relations are concession, evidence,justification, and conclusion (Redeker 1990: 369).
The level of sequential structure in (16c) might look like a wastebasket category from the brief
definition therein. It does not have to be so, however. This level concerns the linearity as one aspectof the inherent nature of language. Generally speaking, a speaker of the language is conscious, if
partially, of the temporal development of the discourse, and he or she even tries to control it.
Discourse operators used in this level capture such awareness and attitude on the part of the
speaker about his/her own utterances. Redeker (1990: 369) mentions a wide variety of strategies ofthis kind. Among them are topic transition, correction, paraphrase, aside, digression, andinterruption. Furthermore, Redeker suggests that the level of sequential structure is broad enoughto include both interactive and non-interactive (in other words, both dialogic and monologic)
discourse phenomena.
Another example of an attempt to stipulate domains or levels of meaning is that of Langacker(2008a). It is even closer to Sweetser’s model than Redeker’s, though there is still a difference.
Langacker’s model consists of three levels, as shown in (17).

(17)

a. Effective level
Level that pertains to occurrencesb. Epistemic level
Level that pertains to knowledge of occurrencesc. Discursive level
Level where the relevant occurrences are those of the discourse itself(Langacker 2008a: 484)

70

The effective level in (17a) corresponds to the content domain in Sweetser’s model. The epistemiclevel in (17b), not surprisingly, coincides with the epistemic domain. The discursive level in (17c),
however, does not have a counterpart in Sweetser’s model. It does partially overlap with the
speech-act domain in Sweetser’s model, but this is the case with Langacker’s other two levels, theeffective and epistemic levels, as well: After all, every utterance is made to “do something withwords” (Austin 1962). The discursive level has more to do with the speaker’s conscious effort tomanage the current discourse space and to bring the hearer’s attention to the appropriate part of
the knowledge shared between the interlocutors. In this sense, the discursive level resembles thelevels of rhetorical structures and sequential structures in Redeker’s model. To see this in actual
examples, consider (18), examples of usages of then in three levels of meaning.

(18)

a. He finished his beer, then he asked for scotch.

[Effective]

b. If his alibi stands up, then he’s clearly innocent.

[Epistemic]c. As I was saying, then, you need to get more rest.

[Discursive](Langacker 2008a: 485)

The discourse connective then expresses a temporal relationship in the real world in (18a). The
one in (18b) expresses the result of inferential reasoning by the speaker. These instances of thenbring attention to the relationship between propositions that are placed in some “sequential order,”whether it is temporal or inferential. This is also the case with (18c), an example of then in thediscursive level; it is only different from the others in that the sequential order resides in the linear
development of the discourse in which the interlocutors currently engage.
Interestingly, both Redeker’s model and Langacker’s model set a level for thesequential/linear development of discourse in addition to levels for real-world events and levels
for inferential reasoning. They correspond in part to the speech-act domain in Sweetser’s model,
though not precisely so. In addition, Redeker’s and Langacker’s models have both similarities and71differences. These do not necessarily mean that any one of these attempts to capture the different
domains/levels of meaning is more right or wrong than others. Instead, it seems to be morereasonable to suppose that each of them covers some aspect of meaning that the others do notcover comprehensively.
We suggest, after all, that the divisions in domains/levels of meaning do not come with sharpboundaries in the first place. They may vary, instead, depending on the perspective adopted.
Among the three models examined here, we pay special attention to the three domains of meaning
in Sweetser’s (1991) model in the present study for the depth of its analysis and the broader rangeof phenomena covered in it.6 The problem of the latter study, if any, is that it presents the threedomains of meaning as if they could be rigidly separated from each other, though they are often
ambiguous in reality. This point is discussed in more detail in Chapter 5, where we examine many
actual examples of discourse connectives from a corpus.

3.3 The Notion of Proposition
Notwithstanding the caveats mentioned above, the notion of domains/levels of meaning
proposed by different researchers of cognitive linguistics points to the essential nature of thelinguistic utterance. That is, the same lexical element or construction can accommodate varying
types of meaning. Here is a question that we must ask in this connection: how should we describe
the mechanism that makes possible those varying types of meaning in the process of
encoding/decoding a linguistic utterance containing discourse connectives?

6

Furthermore, Sweetser’s model of domains of meaning is exceptionally well-known to scholars of both semantics

and pragmatics, in and out of the cognitive-linguistic research community. In fact, Redeker (1990, 1991) and
Langacker (2008a) cite Sweetser (1991) as the basis of their argumentation.

72

The present study assumes that the differences in domains of meaning are derived from the
dynamic interaction of the linguistic structures and the context. This means that the structure of
discourse connectives as grammatical constructions does not internalize specifications or
restrictions directly related to domains of meaning. Instead, the discourse connectives specify only
the schematic relationship between two propositions and the types of these propositions. In thissection, we attempt to provide a definition of the notion of propositions that is more appropriate
for the actual analysis of discourse connectives in later chapters.

3.3.1

Definition of Proposition
The notion of propositions in the present study is defined somewhat more broadly than it has

traditionally been defined in many linguistic and philosophical studies. 7 Here, propositions are
not limited to concepts or statements having a truth value. More specifically, the notion of
propositions in the present study is defined as follows:

7

Murphy and Koskela (2010) explain the term proposition in Key Terms in Semantics as follows.

A proposition may be defined as the meaning of a SENTENCE that makes a statement about some stateof affairs. As such, a proposition has a TRUTH VALUE; it can be either true or false. A proposition is
independent of the linguistic structure used to express it, which is to say that the same proposition
can be expressed by different sentences (Murphy and Koskela 2010: 131).

The definition of propositions in the present study does not require a proposition to be truth-conditional, however(see also Lewis 1970). Rather it is closer to the use of the term by Langacker in his numerous works. For instance,
Langacker (2008a: 441) states that “a finite clause expresses a proposition.” He further explains in the footnote
attached to this statement that the term proposition is more or less interchangeable with grounded process. As atechnical term in Cognitive Grammar, a grounded process refers to a relation anchored to some location in a certain
kind of mental space, or a ground. The mental space/ground is a projection of the conceptual realm of the speakerof the utterance, or various other conceptualizers, including fictitious characters. It is for this reason that (19) statesthat a proposition could be of varying degrees of schematicity and evidentiality.

73

(19)

Proposition
An autonomous unit of conceptualization of a wide range of states and events
conceptualized with varying degrees of schematicity and evidentiality.

A proposition is autonomous in the sense that it can exist (or, more accurately, can beconceptualized) without the need to rely on instances of conceptualization other than thosealready contained within itself. It could be concrete/specific or rather schematic/abstract. Also, it
could be a concept of high certainty, as those derived from the speaker’s direct perception of reality,
or one that is less so, as in the case of concepts derived from someone else’s belief or a sheer
hypothesis. Hence, the term proposition in this study represents various kinds of conceptual objects.
States and events in the content domain, the epistemic domain, and the speech-act domain in
Sweetser’s model are all regarded as propositions.
The above definition of propositions enables us to have an updated look at discourse
connectives as grammatical constructions. Consider, once again, the basic structure of discourse
connectives in Figure 3.1, which was presented in the previous chapter.

Discourse/Semantics:
CDSin

CDSoutretrieve
PROP1(

Syntax:

TYPE1

PROP2

)

REL

Connective

(

TYPE2

Clausal-Structures

Figure 3.1: Discourse Connective Construction74)

In Figure 3.1, REL represents the relationship between the two propositions, PROP1 and PROP2,
which are respectively required to be of the types specified by the actual discourse connective usedwith this construction. Notice that the domain of the meaning of the construction is unspecified inthis schematic representation of the construction. The construction only provides a base structureon which the domain of meaning will be determined dynamically as the actual utterance occurs
in the contextual background. Also notice, concerning Figure 3.1, that PROP1 is only available via
the process of a retrieval from the current discourse space (CDS). 8 It is through the process ofinference accompanying this proposition retrieval that provides the necessary information for
finally determining the domain of meaning.

3.3.2

Ambiguity of Domains
The distinction among three domains of meaning—the content domain, epistemic domain,and speech-act domain—is actually more ambiguous than it may seem. The distinction between
relations in the real world (content relations) and relationships based on inferential reasoning(epistemic relations) is often subtle, for instance. Sweetser (1991) discusses such ambiguity using
examples that can have two possible readings like (20) below.

(20)

If he was already gone, then they had to leave a message.
(Sweetser 1991: 123)

8

The definition of CDS and other details of terms in Figure 3.1 will be presented in Chapter 4. It is primarily basedon Langacker’s theoretical concept of the same name. However, it is also compatible with Givón’s notion ofcommunicative context, which he defines as a systematic on-line construction of mental models of the interlocutor’scurrent, rapidly-shifting intentional and epistemic states (Givón 2005: 120-121).

75

(20) could be interpreted either as an utterance in the content domain or one in the epistemic
domain. Paraphrased versions of the utterance based on these two readings are presented as (21a)and (21b), respectively.

(21)

a. Content reading
Whenever, in the past, he was gone before their arrival, they were obliged to leave amessage.
b. Epistemic reading
If I know that he was gone before they arrived, then I conclude that they were obliged toleave a message.
(Sweetser 1991: 123–124)

The essential point is that in the content reading in (21a), the second proposition of (20), “theyleave a message,” is understood to mean an event that could happen as a result of the first
proposition (“he has already gone”), while in the epistemic reading in (21b), the same second
proposition is understood to be a basis of inferential reasoning that leads to a conclusion presented
by the first proposition.
The distinction between epistemic usages and speech-act usages can also be ambiguous.
Consider (22).

(22)

He loves me, because he wouldn’t have proofread my thesis if he didn’t.
(Sweetser 1991: 80)

Sweetser argues that an utterance like (22) conveys its meaning in the epistemic domain (Sweetser
1991: 80). She states that it is separable from meaning in the speech-act domain even though somescholars, such as Ross (1970) and Davidson (1973), treat a case like (22) as a speech-act utterance.

76

Sweetser’s rationale is that the statement in (23a) sounds natural as a description of the motivation
for saying (22), while (23b) does not.

(23)

a. Epistemic reading
I conclude that he loves me because I know that he wouldn’t otherwise have proofread
my thesis.
b. Speech act reading
I say to you that he loves me because I am justified by the evidence to that effect.
(Sweetser 1991: 80–81)

It is questionable, however, if we should consider (22) exclusively as an epistemic utterance
rather than a speech act one. It is true that (22) does not have an explicit formal property of aspeech act such as that of an interrogative or an imperative. However, it is also true that there isnothing that prevents us from considering an ordinary declarative like (22) to be a kind of
constative speech-act utterance of “assertion” (Austin 1962; Hooper and Thompson 1973,
Yamanashi 2009; Krifka 2014). In other words, not only (23a) but also (23b) might be valid to someextent. The fact that there is no explicit construction indicating a speech act used may influence
the judgment about the degree to which each of the interpretations in (23) sounds natural. Still,this cannot entirely exclude the other reading as inaccurate or irrelevant. The same observation
applies to the example in (24), which Sweetser would categorize as exclusively epistemic.

(24)

I know that I have no money in my bank account, because I checked this morning.
(Quirk et al. 1985: 1073)

The usage of because in (24) resembles that of (22), in that the speaker gives a conclusion in
Proposition 1 reached by inferential reasoning based on the evidence presented in Proposition 2.

77

It should be noted, however, that (24) has the matrix clause “I know ...” in which the subordinate
clause “I have no money in my bank account” is embedded. This extra layer provides (24) with aspeech-act connotation since this construction has a structure homological to that of a typical selfreferential speech act that often accompanies the form “I say/declare/promise ... .” At the sametime, it is also possible to regard (24) as a content-domain usage. In this interpretation, the verb
know refers to the mental state of the speaker as part of the real-world state of affairs.9
Thus, the domains of meaning in linguistic utterances are not always categoricallydetermined; rather, they are often subject to flexible interpretation conducted on the fly as thelinear sequence of discourse unfolds. Chapter 5 will deal with the issue of domains of meaning
once again, with many actual usages of discourse connectives in which the multiple domains of
meaning are involved.10

3.4 Summary of Chapter 3This chapter introduced the notion of multiple domains of meaning. First, we examined thedifferences among the three domains—the content domain, epistemic domain, and speech-act
domain—discussed by Sweetser (1991). It became clear that they are involved in a wide range of
linguistic phenomena, including modal auxiliaries, conditionals, and coordinate conjunctions.

9

Krifka (2014) presents a relevant discussion on the relationship between clause embeddings and illocutionary

acts. He argues that illocutionary acts can be embedded under certain circumstances: 1) when a speech act
adverbial such as frankly modifies the proposition; 2) when the utterance is in the form of a conditional, and 3)
when illocutionary acts are expressed as arguments of certain verbs (e.g., tell).
10Masa-aki Yamanashi (p.c.) criticizes Sweetser’s (1991) distinction between the three domains of meaning. He

argues that there is no solid theoretical motivation to stipulate the content domain apart from the epistemic andspeech-act domains. His view corresponds to the oft-repeated thesis of Langacker (1985, 1990a, 2008a), whichargues that in actual speech situations, propositional content is always presented on some epistemic “ground” andthat every utterance has some discursive effect.

78

Then, we discussed views on domains/levels of meaning presented in the works ofresearchers other than Sweetser. Redeker (1990, 1991) proposes three levels of meaning—the levelsof ideational structures, rhetorical structures, and sequential structures. Langacker (2008a) also
proposes three levels of meaning—the effective level, the epistemic level, and the discursive level.
The examination of these alternative theories suggests that the divisions in domains/levels of
meaning do not come with sharp boundaries; instead, they may vary depending on theperspective adopted.
Also presented in this chapter is a refined definition of the concept a proposition. In thepresent study, the distinction among domains of meaning is not considered to reside in discourse
connectives themselves. The interaction of the discourse-connective construction and the context
information dynamically produces the possible interpretations of the utterance.
Finally, we considered the ambiguity of domains of meaning that results from thesemantic/discoursal mechanism mentioned above. In some cases, one of the three domains of
meaning appears to be exclusively involved in the meaning of an utterance, while at other times,
this is not necessarily the case. The present study regards, then, every utterance as involving all
the domains, though the degree to which each of the domains is foregrounded or backgroundeddiffers. This is a novel view that is clearly different from that of Sweetser (1991).

79

80

Chapter 4
Linearity of Discourse
In this chapter, we further examine the structure of discourse connectives as grammaticalconstructions, focusing on linearity as an essential property of language.
In 4.1, a brief review of the previous studies is presented, focusing on how they treated thelinearity of language. In 4.2, we investigate the process by which contextual information isaccessed and updated in an utterance containing a discourse-connective construction. In 4.3, thedifference between this construction and its variation, the fronted connective construction, is
discussed. Then, in 4.4, it is shown that the discourse-connective construction derives from a morebasic mechanism in language—the mechanism for processing two consecutive utterances in
discourse. In an attempt to show its general structure, we adopt a descriptive framework called
wrap/unwrap metaphor, as explicated in 4.5. It is pointed out that this metaphorical framework has
much in common with monad computation, a type of design pattern used in the functional
paradigm of computer programming. Lastly, 4.6 presents an argument against a claim by a groupof researchers regarding the characterization of the meaning of discourse connectives. Blakemore(1996) and Wilson and Sperber (1993) emphasize the difference between conceptual andprocedural aspects of meaning, stating that some discourse connectives only have procedural
meaning. However, the observations and analysis of the present work suggest that discourse
connectives always entail both conceptual and procedural aspects of meaning.

814.1 Language’s Inherent Linearity
Regardless of their theoretical differences, researchers will admit that the form of language
has a linear nature. However, how much importance they place on the linearity of language varies
considerably. Traditionally, Generative Grammar focuses on node-branching and hierarchicalsyntactic structures; however, it disregards linear sequences of linguistic utterances Chomsky(2017) recently stated as follows.

Turning to GEN (= generative computational system), one of its crucial properties, whichcame to light as soon as the first efforts were undertaken to construct explicit accounts oflanguage (generative grammars), is structure-dependence: the operations of GEN apply
to structures, not strings, even ignoring such elementary properties of externalized
expressions as linear order (Chomsky 2017: 201).

This tradition has greatly influenced the overall trend of theoretical linguistic research.
However, some researchers in cognitive linguistics point out that linearity is an intrinsic propertyof language and has implications for the meaning of linguistic expressions. For instance,
Langacker (2008a) states as follows.

The words of an expression occur in a certain temporal sequence, which linguists(unwittingly using spatial metaphor) refer to as “linear order.” This temporal sequencing
defines one salient path of access to the conceptions symbolized. Since we necessarily
encounter these words sequentially, in either speaking or understanding, linear orderalways has some effect on meaning—a difference in word order always implies asemantic contrast (though in practical terms it may be slight or even negligible)(Langacker 2008a: 81–82).

82

Also, Sweetser (1991) mentions language’s inherent linearity from a different perspective andsuggests that the conjunction/connective and has the function of bringing attention to this aspectof the nature of language in the development of discourse.

The order of the clauses parallels the real-world order of the events described in theclauses, so that it becomes unnecessary to add further specification of the temporalordering of the events being narrated. And does not in itself indicate temporal succession(in the way that such meaning may be attributed to the then and and then); but the orderof two and-conjuncts may by convention be iconic for the actual sequence of the events
described. I would propose that this narrative usage of and is in fact only one of manysuch ways of exploiting the interaction of language’s inherent linearity with the general
concept of “putting things side by side” (Sweetser 1991: 87).

When considering the structure of discourse connectives, it is essential to understand the linear
nature of the language and clarify what implications it has. Of particular importance here is to
examine the mechanism of connectives that conjoins two propositions, with one retrieved fromthe previous discourse and the other newly introduced to the discourse. In short, we must consider
how the content expressed by a linguistic expression interacts with information obtained from thecontext in the real-time processing of the linear structure of discourse.1

1

There are researchers in the generative community as well who emphasize the linear nature of language. Amongthe most known is Colin Phillips, who argues that the hierarchical organization of constituents is constructed aseach of the linguistic elements is uttered in linear order. That is to say, syntactic structures are built incrementally,in a strict left-to-right order (Phillips 1998). As empirical evidence that supports his claim, Phillips (2003) cites anexperiment conducted by Ferreira et al. (2003), who used a “garden-path” sentence in (i).

(i)

While the man hunted the deer ran into the woods.

834.2 Interacting with Context
The present study adopts a theoretical concept that corresponds to the notion of current
discourse space (CDS) in the framework of Cognitive Grammar of Langacker (1990a). CDS isdefined in Cognitive Grammar as follows.

(1)

Current Discourse Space (CDS)
The mental space comprising those elements and relations construed as being shared by the
speaker and hearer as a basis for communication at a given moment in the flow of discourse.
(Langacker 1990a: 547)

This chapter will fine-tune this definition of the CDS according to the constructionist
framework of the present work. For this purpose, we use examples of the discourse connective
otherwise collected from the TED Corpus. The following is one of the usages of otherwise from thecorpus, presented here just as a sample.2

Many participants initially misinterpreted (i): they took the subject NP of the main clause (the deer) to be the objectof the verb (hunted) in the embedded clause. Moreover, even after they succeeded in reading the sentence correctly,
many of them continued to believe that the man hunted the deer. Phillips states that this presents a motivation toconceive that the grammar and the syntactic parser are separate entities and that it is the latter that constructs thehierarchical structure of constituents in real-time.
2

Otherwise can be considered as the negative form of the conditional (Halliday and Hasan 1976: 259). Thus,

naturally, it has usages of different domains of meaning other than the content domain, as exemplified in (2).
Huddleston and Pullum (2002) present (i) as one of the examples of the diverse usages of otherwise.

(i)You’d better leave now; otherwise you’ll get caught up in the rush-hour traffic.

84

(2)

[The speaker is giving the audience tips to ensure they have “evidence” instead of a “story”
made up by someone else.] Tip number three is “pause before sharing anything.” The
Hippocratic oath says, “First, do no harm.” What we share is potentially contagious, so bevery careful about what we spread. Our goal should not be to get likes or retweets. Otherwise,
we only share the consensus; we don’t challenge anyone’s thinking [TCSE 26262 | Alex
Edmans: What to trust in a “post-truth” world].

Now let us review what has already been discussed so far in the previous chapters about thegeneral structure of discourse connectives as grammatical constructions. Let us consider Figure
4.1, which was first introduced in Chapter 1.

it was raining,so

the game was cancelled

Proposition 1

Separator

Discourse Connective

Proposition 2

Figure 4.1: Basic Configuration of Discourse Connective

A discourse connective introduces a new proposition (Proposition 2) into the discourse. At
the same time, a connective invites attention to another proposition (Proposition 1), one alreadypresented in the preceding discourse. In Figure 4.1, Proposition 1 is marked by the dashed lines
because it is not part of the formal (syntactic) structure of the discourse-connective construction.
Still, it is part of an integral part of the discourse/semantic structure of the construction. The(Huddleston and Pullum 2002: 1548)

It is interesting to note that (i) can be considered either as an epistemic usage or a speech-act usage. The distinctionof different domains of meaning is often difficult, as pointed out at the end of the previous chapter.

85

discourse connective and the proposition that immediately follows it, on the other hand, aremarked with solid lines to indicate that they have both the formal and discourse/semantic
structures specified in the construction. The thick line overlaid on the horizontal arrow at thebottom of the figure represents the range where the symbolic structure of the construction unfolds
in the linear sequence of discourse.
Chapters 2 and 3 presented a more precise representation of this basic structure, as reprinted
in Figure 4.2. The latter representation designates what kind of relation (REL) must be involved in
the overall structure, and it also specifies the types of propositions integrated into the relation(TYPE1 and TYPE2).

Discourse/Semantics:
CDSin

CDSoutretrieve
PROP1

(

TYPE1

PROP2

)

Syntax:REL

Connective

(

TYPE2

)

Clausal-Structures

Figure 4.2: Discourse Connective Construction

When this basic structure of the connective construction instantiates, the variable REL is
replaced with a concrete relation, and the slots PROP1 and PROP 2 are elaborated with specific types.
In the case of the discourse connective otherwise exemplified in (2), for instance, the OTHERWISE
relation replaces REL, and PROP1 and PROP2 are explicitly typed as “condition” and “consequence,”
respectively. Figure 4.3 below illustrates this.

86Discourse/Semantics:
CDSin

CDSoutretrieve
PROP1

PROP2

condition

Syntax:OTHERWISE

consequence

Connective

Clausal-Structures

Figure 4.3: OTHERWISE Construction

With the structure in Figure 4.3 in mind, we confirm that the example of otherwise in (2) presented
earlier in this section meets the type specifications of the OTHERWISE construction: PROP1 in (2) is of
the type “condition” (“our goals should not be to get likes or retweets"), and PROP2 is of the type“consequence” (“we only share the consensus").
Now let us examine in more detail the basic structure of the discourse-connective constructionin Figure 4.2. First, CDSin represents the entire body of contextual information provided
dynamically to the construction at the time of the utterance. CDSout, on the other hand, represents
the CDS updated with the content obtained as a result of using the construction in the utterance.
Hence, CDSin and CDSout refer to essentially the same entity. They only differ in the values stored
and in the locations along the linear sequence of the discourse.
Note next that PROP1 only becomes available through proposition retrieval from CDSin. Since
PROP1 has no formal specification in the syntactic structure, the decoding of the utterance

containing a connective requires inferential reasoning on the part of the hearer. However, in mostcases, it is not a big deal. Since the connective specifies the semantic/discoursal type of the
proposition to be retrieved, possible candidates are narrowed down. For instance, in the
OTHERWISE construction, PROP1 is specified to be of the time “condition.” Thus, the hearer can87selectively extract a proposition that can function as a “condition” among all the possibilities that
could otherwise be considered as competitors.
Also, note that Figure 4.2 provides a formal (syntactic) specification for PROP2 that clausal
structures must symbolize. This specification contains a plural noun (“clausal structures”) because
what follows the connective can be multiple clauses that collectively form a single proposition. In
addition, PROP2 is associated with a particular type that is specified by the connective in thesemantic/discourse structure. In the case of the OTHERWISE construction illustrated in Figure 4.3,
PROP2 is of the type “consequence.” Only when both PROP1 and PROP2 are appropriately typed canthey be integrated into the relation specified by the connective. Once all these conditions are met
and the propositions are successfully conjoined, producing new semantic/discoursal content, theupdated context CDSout is finally obtained to be carried over to the continuing discourse that follows.
Obviously, such a series of processes with the specific input and output can be conceived ofas the application of a function, as represented in (3) below. It has three arguments: CDSin, REL, and
PROP2. Note that the list does not include PROP1 because this can be retrieved from CDSin, which is

supposed to contain it inside. The return value of the function is CDSout, which is passed on, in thecontinuing discourse, as the input to another function application in a recursive fashion.

(3)

Discourse-Function ( CDSin , REL , PROP2 ) ⇒ CDSout

The expression in (3) shows only the general structure of the discourse function applied to anutterance containing a connective. In an utterance containing a specific connective otherwise, forinstance, the actual function application looks like the one in (4) below.

(4)

Discourse-Function ( CDSin , OTHERWISE , PROP2 ) ⇒ CDSout

88There is an alternative way to represent the same thing in a way that explicitly shows bothpropositions and their type constraints. The formula in (5) uses the higher-order function techniqueto make this possible.

(5)

DFOTHERWISE ( CDSin ⇒ PROP1::condition , PROP2::consequence )⇒ CDSout

The first argument to the function DFOTHERWISE is itself a function that takes CDSin and returns
PROP1::condition. It can be considered a functional representation of the process of proposition

retrieval from the context. The second argument to the matrix function is PROP2::consequence, a
proposition with a type constraint. Overall, the representation in (5) creates a “connective-specific”
discourse function, hence the function name DFOTHERWISE. This alternative representation in (5) is
more informative than (4). The following discussion, however, will use the simpler notation of (4)rather than (5). This way, it is more apparent that the discourse function at work in an utterance
containing a connective is essentially the same as the one applied in utterances without one: in thelatter case, the second argument of the discourse function in (3) is interpreted as either omitted orjust left unspecified. Additionally, in the following discussion, construction structure diagrams
similar to Figures 4.2 and 4.3 will also be used, which provide type constraints and all the othernecessary information.

4.3 Fronted Connective Construction
As mentioned in Chapter 1, this study does not deal with the so-called fronted connective
construction. The discourse-connective construction (or simply connective construction) and thefronted connective construction are constructions derived from the same super construction andhave many similarities. However, while the former extracts Proposition 1 from the CDS, the latter89

contains explicitly presented Proposition 1 alongside Proposition 2. Therefore, these twoconstructions differ in the manner and the degree to which they depend on the CDS. Sentences in(6) are examples of the fronted connective construction.

(6)a. Since the weather has improved, the game will be held as planned.
b. Because we offered to pay him, he will help us.
c. Although Mary wanted it, John gave it away.

Figure 4.4 illustrates the basic structure of this construction.

Discourse-Function ( CDSin , PROP2 REL , PROP1 ⇒ CDSout
Discourse/Semantics:(

REL

Syntax:Connective

CDSin

CDSout

PROP2

PROP1

TYPE2

)

Clausal-Structure

(

TYPE1

)

Clausal-Structures

Figure 4.4: Fronted Connective Construction

The differences are as follows. First, the discourse function in 4.4 needs one extra argumentfor PROP1 because the formal structure of Proposition 1 must be present in the construction. Noticethat CDSin still has its place as one of the arguments to the discourse function of the fronted
construction. In fact, CDSin is supplied to any discourse function as an argument so that theutterance is encoded/decoded with various contextual elements, whether explicit references to90them occur or not. A second difference concerns the linear sequence of the discourse. In the (nonfronted) connective construction, on the one hand, at the moment the connective appears, one
proposition has already been introduced into the discourse. In contrast, when the sound/text formof the connective appears in the fronted connective construction, neither proposition is available
yet. Finally, the propositions are in the inverted order in the fronted connective construction. In
the instance of the fronted SINCE construction in (6a) above, for instance, the proposition that first
appears is of the type “cause/base,” and the next one is of the type “result/consequence.” That is,
the type specifications occur in reverse order in the case of (non-fronted) connective construction.
Incidentally, in the SINCE construction (whether fronted or non-fronted), the type of PROP2,“cause/base,” is further constrained to be “shared/inferable.” The latter constraint means that thecontents of the proposition must be part of the knowledge accessible to both the speaker and thehearer, or at least it must be inferable based on what is already known to them. This is not the casewith because, a discourse connective that is otherwise similar to since. This constraint on sincerequires that the relevant information be already available from the preceding discourse,
regardless of how Proposition 1 is actually retrieved. In the structure of the fronted SINCE
construction in Figure 4.5, a solid line connects CDSin and PROP2 to represent the close relationshipbetween the two.

91

Discourse-Function ( CDSin , PROP2 SINCE , PROP1 ⇒ CDSout
Discourse/Semantics:

Syntax:

CDSin

CDSout

PROP2

PROP1

SINCE

( cause/base :: shared/inferable )( result/consequence )Connective

Clausal-Structure

Clausal-Structures

Figure 4.5: SINCE Construction (Fronted)

Once again, the present study does not offer a detailed analysis of the fronted connective
construction. For one thing, discourse connectives such as since, because, and although have their“fronted” versions, whereas many other connectives, such as and, but, and in fact, do not. Also,
more importantly, fronted connective constructions do not require the process of proposition
retrieval, which is one of the focal topics of this research that is further discussed in the next section.

4.4 More on Linear Architecture of Discourse
This section discusses how the process of applying the discourse function we have seen thus
far is not a special mechanism unique to the connective construction but a highly general process92that takes place virtually whenever the speaker makes two consecutive linguistic utterances.3 The
generalized discourse function behind this commonplace process looks like the one in (7).

(7)

Discourse-Function ( CDSin , PROP2 ) ⇒ CDSout

The difference from the discourse function for the connective construction in (3) is apparent.
The relation between the propositions is unspecified in (7). It depends on the inferential effort of
the hearer what relation, if any, should link two propositions, one that is retrievable from the CDSin
and the other that is a newly introduced proposition expressed by the utterance. The following
examples from Fraser (2006a) will make this point clear.

(8)

a. This flight takes 5 hours. There’s a stop-over in Paris.
b. This flight takes 5 hours, and there’s a stop-over in Paris.
c. This flight takes 5 hours, because there’s a stop-over in Paris.
d. This flight takes 5 hours. So, there’s a stop-over in Paris.
e. This flight takes 5 hours, but there’s a stop-over in Paris.
f. This flight takes 5 hours. After all, there’s a stop-over in Paris.
(Fraser 2006a: 195)

The sequence of two sentences in (8a) does not contain a discourse connective. Since therelationship between the two propositions is underdetermined, one could interpret it to have asimilar, if not identical, meaning to any of the utterances containing a connective in (8b–f). It would3

It is tempting to call such pairs of consecutive utterances adjacency pairs. We refrain from doing so, however, since

the latter is well established in the field of conversation analysis as a term to refer exclusively to such pairs as thosethat are “composed of two turns by different speakers” (Schegloff 2007: 13), whereas what we take up in the present
study are mainly pairs of utterances uttered by the same speaker. See also see Yamanashi (2009: Ch. 6).

93take a certain amount of effort, however, for the hearer to appropriately infer the type of relation
between propositions in an utterance like (8a) since there is no guidance available other than the
discoursal context in which it is uttered.4 In a sense, a discourse connective is an effort-saving
device that reduces inferential effort on the part of the hearer.
Nevertheless, the two types of discoursal processes, one with a discourse connective involved
and the other without it, are fundamentally homological. Figure 4.6 schematically illustrates thebasic structure of these processes.

Figure 4.6: Linear Development of Discourse

Figure 4.6 depicts the way a proposition in a preceding discourse is retrieved, and it gets
related to a new proposition, composing a new proposition that will be, in turn, available for
retrieval in the utterances that follow. Let us break down this whole picture into pieces to examine
different aspects of it.
First, the rectangles with rounded corners in Figure 4.6 represent the CDS of different times atwhich each unit of utterance appears in discourse. Figure 4.7 below is an extract from Figure 4.6
that contains only the relevant part. The arrow at the bottom represents the flow of the time. Note

4This statement is valid only under the assumption that (8a) is uttered as part of the extended discourse. If there

is no contextual information available, the accurate reconstruction of the relation between propositions would be
virtually impossible.

94

that the number of rectangles has no theoretical implication here. Utterances, with or without
discourse connectives, could be chained linearly any number of times.5

Figure 4.7: Chain of Discourse StateThe CDS keeps updated as the discourse develops, so the information carried over from one
moment to another could contain the history of preceding updates. The accessibility of the bodyof information that continuously accumulates should change during this process, with the lastchange being the most accessible and the older information becoming less and less immediately
accessible. Thus, a possibly better rendering of what Figure 4.7 tries to represent is something like
Figure 4.8 below. Still, the following discussions use the simple rectangles in Figure 4.7 so that the
diagrams do not get too complicated.

Figure 4.8: Stacked Discourse Units

5

A realistic limitation must apply to the maximum number of utterances in a set of discourse. Still, the length ofthe overall sequence can be reasonably large in certain types of genres. Among these are novels with many volumes
and hours of lectures in an academic workshop.

95

Next, let us examine the propositions and their relationships. In Figure 4.9, which shows
another extract from Figure 4.6, a shaded square represents a newly introduced proposition. A
new proposition is not new anymore when it is referred to later. Squares without shading represent
such non-new propositions. The dotted lines between a shaded square and an unshaded squaresignal that these propositions are essentially identical. Notice that a new proposition becomes oldin the next phase of the discourse, and it is related to a newly introduced proposition. In otherwords, we can conceive that Figure 4.9 depicts a phase in the process of proposition retrieval.

Figure 4.9: Proposition Retrieval
A horizontal line having arrowheads at both ends expresses the relation between a
proposition retrieved from the CDS and a newly introduced proposition. Notice that once thediscourse saw such a relationship established, with or without the help of a discourse connective,
this relationship itself could then be treated as a single proposition available for later retrieval.
Figure 4.10 depicts this process, which we tentatively call folding.

Figure 4.10: Proposition Folding

Folding can be considered part of the fundamental capability of human cognition. It allows
one to comprehend something that is internally complex as one whole object that could be utilized,96

in turn, to compose a still more complex structure without making the process unnecessarily
overwhelming.
The term context that we use is, in a sense, the very result of this capability of folding. The
context not only includes a number of different elements that exist in the situation at a certain
moment of the discoursal event; it also accumulates records of appearance, disappearance, andchronological development of these elements up until that moment. We often push this dynamic
nature of discourse into the background and refer to the current state as if it were just one single
object, using the term context. It is worth noting, however, that this conceptual object obtained asa result of folding is not just a simplex, primitive object offering access to its internals. Rather, it islike a container: one can look inside and take out whatever is found in it if the need arises. If thenumber of levels of embeddings is somewhat large, it would be somewhat difficult to accesselements deep inside. Even so, the possibility is still open. The interlocutors engaged in discourse
could refer to any topics that have been brought up many conversational turns before, if only as
rather inactive elements, as long as they continue to engage in the same discourse. These
conceptions of folding and retrieving give rise to yet another (metaphorical) way to examine themechanism of discourse. That is the topic we turn to in the next section.

4.5 Wrap/Unwrap Metaphor
4.5.1

Metaphorical Explanation of Linguistic Phenomena
In the analysis of discourse connectives thus far, the theoretical representation of the CDS wasconducted in a fashion roughly equivalent to that of Langacker (2008a). This model describes the
CDS as if it were a set of global variables that are updated when a new utterance appears. Langacker(2008a) describes this process as follows.

97

As discourse unfolds, at each step the current expression is constructed and interpreted
against the background of those that have gone before. The prior discourse is a major
determinant (along with context, background knowledge, etc.) of what I call the current
discourse space (CDS). The CDS is a mental space comprising everything presumed to beshared by the speaker and hearer as the basis for discourse at a given moment. Startingfrom that basis, each successive utterance updates the CDS in some fashion (Langacker
2008a: 59).

In the above quotation, Langacker (2008a) states the CDS is a kind of mental space (Fauconnier
1985, 1997), but the concept of mental space itself is a metaphor. Such metaphoric methods ofunderstanding a concept abound in the study of language and other aspects of human cognition.
In this connection, Lakoff and Núñez (2001) state as follows.

One of the principal results in cognitive science is that abstract concepts are typicallyunderstood, via metaphor, in terms of more concrete concepts (Lakoff and Núñez 2001:
29).

The question is, then, if there are multiple ways of metaphorically representing a phenomenon,
how can we determine which one is better than another? Since this question involves various
factors, we cannot expect to obtain a definite answer easily. Besides, if the purpose is as simple as
making a good description of a phenomenon, there is no problem in having multiple ways ofrepresenting it in the first place. Still, if one approach to description captures more phenomena in
related areas than others, it is more valuable in advancing scientific endeavors.
Hence, this section proposes a method based on the wrap/unwrap metaphor as a way todescribe and explain the CDS and the process of handling it in discourse. It is an intuitive way toaddress discoursal issues, and, at the same time, it is highly homological to the idea of monadcomputation in the functional computer programming paradigm. Goldberg (1995) used theconcept of inheritance in object-oriented programming as a theoretical device for expressing

98networks of constructions. By the same token, the present study proposes to make use of thesimilarity between the process of linear development of discourse and monad computation infunctional programming.
The wrap/unwrap metaphor consists of the four phases shown in Figure 4.11 below. The basestate in Figure 4.11(a) only contains propositional content in its bare form. Such propositional
content gets wrapped in a container in the wrapping phase in Figure 4.11(b). This container
represents the contextual environment in which the propositional content is conceptually
grounded. In other words, it is a “mental space comprising everything presumed to be shared by
the speaker and hearer as the basis for discourse at a given moment” (Langacker 2008a: 59). Figure
4.11(c) represents the state of the propositional content wrapped in the container. Finally, there isanother phase of unwrapping, in which the propositional content is taken out of the container sothat it can be referred to and modified, as schematized in Figure 4.11(d).6

6 The wrap/unwrap metaphor can be thought of as a highly generalized version of what Reddy (1979) proposed as the“conduit” metaphor (I thank Kazumi Taniguchi for pointing this out to me). The wrap/unwrap metaphor portrays theanalogy of a communicator putting his/her thoughts and ideas into a package and delivering them through a kind of
conduit so that the receiver can then open the package and receive the contents. The following are among the examples
Reddy (1979) uses to introduce the conduit metaphor:

(i)

a.

Whenever you have a good idea practice capturing it in words.

b.

You have to put each concept into words very carefully.

c.

Try to pack more thoughts into fewer words.

d.

Insert those ideas elsewhere in the paragraph.

e.

Don’t force your meanings into the wrong words.
(Reddy 1979: 287)

According to Reddy (1979: 298), at least 70 percent of English utterances about communication use the conduit
metaphor, regardless of whether they are speaking of success, difficulty, or failure of communication. The existence99

(a) Base state(b) Wrapping(c) Wrapped(d) Unwrapping

Figure 4.11: Four Phrases of Wrap/Unwrap Metaphor

As repeatedly stated thus far, discourse connectives have the functionality of retrieving some
proposition from the current discourse space (CDS) and relating it to a newly introduced
proposition in a way that is specified by the particular discourse connective used in the utterance.
Figures 4.12(a) to (c) below depict this process of establishing a relation between two propositions.
That is, the process of 1) taking a proposition out of the container, 2) conjoining it to another newly
introduced proposition, and 3) putting the resulting proposition yielded by combining two
propositions back into the container.

of such a conventionalized system of describing communication in English does not automatically support thevalidity of the wrap/unwrap metaphor as a way to explain the linear nature of language and its mechanisms.
However, the conduit metaphor, or variations of it, can also be found in other languages. For example, Nomura(1993) discusses the conduit metaphor in Japanese and its similarities and differences to English.

100(a) Base state(b) Unwrapping + Conjunction(c) Re-wrapped

Figure 4.12: Proposition Conjunction

Note that the actual proposition retrieval is not necessarily as straightforward as the processthat Figure 4.12 implies. Consider an example in (9).

(9)

If you have debt, you’ve not completely forgiven your past, so it’s our work to forgive
ourselves and others so that we can live freely. Otherwise, our history will continue to repeat[TCSE 21752 | Tammy Lally: Let’s get honest about our money problems].

In the above example including otherwise, Proposition 1 of the type “condition” is understoodto mean “we forgive ourselves and others” and conjoins to Proposition 2 of the “consequence”
type that states “our history will continue to repeat.” The establishment of a decent relation
between the two cannot be made possible without an inferential effort to extract the former
proposition out of its immediate enclosure. In other words, the proposition not only needs to be
separated from the outermost layer of the CDS but also the extra layer comprised by the embedding
clause “it’s our work ... .”Consider yet another example in (10). Notice that this is an instance of the discourse
connective otherwise in the domain of speech acts.

(10)

How about we all embrace our inner sloth by slowing down, being more mindful, reducing
wasteful convenience, being economical with our energy, recycling creatively and101

reconnecting with nature. Otherwise, I fear, it will be us humans that turn out to be “thestupidest animals that can be found in the world” [TCSE 40767 | Lucy Cooke: Sloths! The
strange life of the world’s slowest mammal].

In (10), again, a rather complex proposition retrieval must be made to separate the proposition“we all embrace our inner sloth” out of its immediate environment of the “proposal/invitation”
speech act as well as the outermost layer of the CDS.
Figure 4.13 below schematically represents the processes of proposition retrieval involved inexamples like (9) and (10).

(a) Base state(b) Unwrapping + Conjunction(c) Re-wrapped

Figure 4.13: Retrieval of a Proposition from Layers of Environments

In Figure 4.13, the CDS is represented by a container with a lid as is the case with the otherfigures in this section. However, the propositional content inside has yet another enclosing object
drawn with dashed lines. The matrix clause “it’s our work ...” in (9) and the speech act construction“how about ...” in (10) are both such environments from which the proposition has to get extracted.
Notice that in Figure 4.13 (c), the propositional content is back inside the immediate environment.
This way, the original overall structure is preserved even after all the processes of proposition
retrieval and conjugation have been carried out. In other words, folding is accomplished.

102

The wrap/unwrap metaphor captures such operations of folding and retrieving of
propositions in an exceptionally simple fashion. However, the picture that emerges as a result of
its application to usages of the discoursal connective (and possibly other discoursal phenomena)
has much broader implications than it might seem at first: it constitutes a monadic structure.

4.5.2

Monad Computation
Monad computation is a concept based on category theory, one of the fields of mathematics.

In category theory, a monad is defined to be a structural pattern that must satisfy certain strict
conditions. This section, however, does not attempt to provide a rigorous mathematical proof ofthe concept. Instead, we attempt to examine the analogical relationship between the wrap/unwrap
metaphor and monad computation in the functional programming paradigm in a rather informal
fashion.7
Every instance of a monad is subject to a set of conditions conventionally called monad laws
(Moggi 1991; Wadler 1992, 1995). One of the strategies commonly used to make monadic structures
abide by monad laws is implementing three functions, unit, map, and join, that take such structures

7

There have been several attempts to apply monad computation to linguistic research. Among the earliest of suchattempts is Shan (2002), who suggests that the concept of monads could make a useful theoretical tool to accountfor various semantic phenomena, such as intentionality, variable binding, quantification, and focus. More recently,
Bekki (2008) points out a few shortcomings of Shan (2002) and proposes ideas for improvement. Also, Bozşahin
(2012: Chapter 10) states that there are monadic aspects to Combinatory Categorial Grammar, a natural language
grammar formalism utilizing the lambda calculus (Steedman 1988, 2000). More recently, Cohn-Gordon (2016)
proposes a method of analyzing various linguistic phenomena using different kinds of monads stacked together.
However, all of these previous works use monadic computation as part of a mechanism that ensures the logicalwell-formedness of sentences. The present research instead attempts to point out a monadic aspect of the basic
cognitive processes that underlie the processing of discourse connectives and, more generally, the processing of asequence of propositions having some kind of relationship among one another.

103

as an argument. In the functional programming language Haskell, for instance, a monad can be
defined as follows.

(11)

A monad is an operator M applied on a particular type (e.g., x, y), together with a triple offunctions:a.

:: x → M xb.

:: ( x → y ) → M x → M y )c. join :: M (M x) → M x(Wadler 1995; Petricek 2018)

Putting aside, for now, the issue of how to interpret each of the functions in (11), let us turnto how monads come in handy and why they are considered so crucial in the functional
programming paradigm. In short, the following can be said about them: if a data type satisfies
monad laws, it becomes automatically possible for the user to have a common set of assumptions
about the behaviors of the data type, even though its superficial appearances and purposes aredifferent from other monadic data types.

(12)a. List monadM a is a list of values, or a container storing values in a list
b. Maybe monadM a either contains a value of type a or is an empty box
c. State monadM a contains a value of type a together with a set of a fixed number of other values thatcomprise a state(Petricek 2018: 6)
For instance, the data types in (12) above are all implemented as monadic structures, although

their practical purposes greatly vary. The list monad in (12a) is used to represent lists of values.

104Lists in functional programming offer a means to implement non-deterministic computation. A“bag of words,” for instance, can be implemented using the list monad. A bag of words contains
many words, and it has the functionality of returning a word picked out randomly. Figure 4.14
illustrates a complex function involving two monadic functions (i.e., functions that deal withmonads) conjoined via an operation called bind. 8

pick one
from
[a b]
[a,b]

bind
>>=

pick one
from
[c d]
[c,d]

a

c

a

c

a

d

b

c

b

d

d

b

c
d

Figure 4.14: List Monad

The first function picks one element from the list [a,b], with possible results being either aor b. The second function picks one element from the list [c,d], with possible results being eitherc or d. Conjoining these two functions by a monadic operation of bind creates a complex functionthat will yield a list that contains elements, each of which comprises one element from the first list
and another element from the second one, namely, (a,c), (a,d), (b,c), and (b,d). Note thatthe resulting structure of these processes is a list, a monadic data type. Thus, functions similar to8

The operation of bind, which conjoins monadic operations, is conventionally represented by >>=. This operation

is proven to be composed of map and join defined in (11), though further details are omitted here.

105

that of the first and second functions could be applied to this resulting structure any number oftimes. Also, since a complex function created by bind-ing monadic functions is a monadic function
itself, functions of various degrees of complexity can be sequenced, constituting a yet more
complex monadic function. The outermost enclosing box with dashed lines in Figure 4.14
represents that the complex structure consisting of the two component functions can be thoughtof as a monadic function itself.
Another monadic data type is the maybe monad in (12b). It is a data structure to represent
procedures that could “fail.” Suppose there is a set of procedures such that each one of them could
independently fail upon its execution. It would be desirable if the failure of one of the procedures
could terminate the whole process immediately instead of continuing it until every component
process is complete, producing a meaningless value as a result. Figure 4.15 illustrates a complex
function involving two component functions that deal with maybe monads.

process 1

bind
>>=

process 2

failurenothingafailuresuccess

nothingb

successc

Figure 4.15: Maybe Monad

Execution of process 1 can either succeed or fail, as is the case with process 2 as well. If it were
not for the monadic mechanism adopted therein, the conjoining of these two processes would haveto be accompanied by an extra layer that checks if the result of process 1 has been completed106successfully or not before the result is fed to process 2. To make matters worse, every time one
would like to add such a process to the existing ones, an extra checking layer would also have tobe added. A structure utilizing maybe monads is free from such worries. Since every operation toa maybe monad is defined to terminate the entire process if it fails, a sequence of any number ofconjoined processes dealing with maybe monads either yields a value of a certain type or fails
somewhere, gracefully cutting off the process. Note, again, that component processes such asprocess 1 and process 2, on the one hand, and the complex structure comprising these (enclosedby the dashed box in Figure 4.15), on the other hand, are homological to each other.
A third instance of the monadic data structure is the state monad in (12c). Understanding thestate monad requires an understanding of its theoretical background, which is peculiar to the(purely) functional programming paradigm. In functional programming, an application of afunction always produces the same return value as long as the values of the arguments given to
the function are the same—a computational trait called reference transparency. To ensure referencetransparency, variables, including both local ones and global ones, must be made immutable. In
other words, all values cannot change throughout the lifespan of a program that is referentiallytransparent. This trait contributes to the creation of safe and correct programs. However, it alsoentails a disadvantage. Reuse of the same variables over multiple operations is prohibited, andstates that can be updated as the processing proceeds are virtually impossible to implement
straightforwardly. The state monad comes to the rescue in such a situation. It provides themechanism with which passing a set of mutable variables over multiple operations becomes
possible.9 Figure 4.16 schematically illustrates how it works.

9

Since making a direct modification to values is disallowed in functional programming, replacement of old values

with new ones takes place when a state monad is updated. In this connection, Tanaka-Ishii (2010: Chapter 10), in
her comparison of various concepts proposed and implemented in digital computers and symbolic computation107

process 1

bind
>>=

process 2

bind
>>=

process 3

input

input

input'

input''

state

state

state

state

result 1

result 2

result 3

v1

v2

v3

output

s1

s2

s3

state

Figure 4.16: State Monad

A process that deals with state monads takes two elements, the input object and the state
object. This process yields a result-set comprised of, again, two elements, vn and sn, with theformer being the output value of the process and the latter being the updated state object. Noticethat since reference transparency prohibits the original state from getting modified directly, what
is obtained here as the updated state is actually a brand-new object that is created independent of
the original one. A process conjoined by virtue of bind will take this newly created state object as

in human cognition in general, makes a somewhat negative statement on the practical usefulness of referential
transparency as a means to ensure the stability and correctness of a program. She argues that the computation that
respects reference transparency tends to be quite inefficient since numerous immutable variables have to be thrownaway every time their values are altered. Moreover, Tanaka-Ishii argues, garbage collection is called for to freeunnecessarily occupied memory space afterward. However, variables do not always need to be thrown away since,in a system that is reference-transparent, immutable data may be securely reused, again and again, every time
there arises a necessity. In other words, a state change does not necessarily entail both the creation of a new object
and the disposal of the old one. Instead, both old and new objects co-exist as long as the memory spaceaccommodates them. Those “old” objects are kept alive throughout the lifespan of the program, and it is not awaste of space; on the contrary, new objects can be efficiently constructed based on them (cf. Peyton Jones 1987).

108

its base state. Also note that the original input is available throughout the following sequence.
The same object is fed to each of the component processes conjoined with bind. Since the input
object is not stateful, it cannot be modified either directly or indirectly. However, v1 and v2, theinterim output values, also become available in later processes, respectively as part of the input—
thus the notation input’ is used for process 2 and input’’ for process 3. Finally, at the end of thesequence, v3 is obtained as the output of the overall sequence and s3 as the resulting state.
Once again, it is interesting to note, regarding the state monad and its illustration in Figure
4.16, that each of the monadic processes (processes 1 through 3) and the more extensive, conjoined
process (enclosed by dashed lines) show parallel configurations. Such a homological relationshipbetween single processes, on the one hand, and larger structures that are composites of thesecomponents, on the other, is also observed in the linear structure of discourse as one of its mostsignificant traits, as illustrated by the newly introduced term folding in 4.4. This seems to strongly
motivate the view that discoursal structures, especially those involving connectives, are based onmonad computation that is hypothesized as taking part in some fundamental aspect of humancognition.
The above three instances of monadic data structures (list monad, maybe monad, and statemonad) all share one general architecture, that is, some “environment” having a particular trait
wraps the values of the monadic structure. In the case of the list monad, the environment is theone that gives the value the trait of non-determinacy. In the case of the maybe monad, theenvironment is the one that makes any operation on the value subject to immediate termination
upon failure. In the case of the state monad, the environment is the one with a set of properties
that constitute a state that can be passed over with necessary modification. This generalarchitecture presents a remarkable resemblance to the wrap/unwrap mechanism of discoursal
processes proposed above in this chapter. In the latter structure, the “values” are propositions,and the “environment” is the container that encloses them.

109

This structural resemblance between the two different fields of study is even more striking ifpart of the definition of the monadic data structures in (11) is paraphrased using a visual aid
similar to the one used in the wrap/unwrap metaphor, as in (13).10

(13)

a.

:: → ab.

:: ( → b ) →c. joinaa → b )

→ a(Based on Petricek 2018: 6)

The unit function is the most basic one in (13). The definition of this function in (13a), which
is a metaphorical translation of (11a), states that unit takes a value of type a as the argument andreturns a value wrapped in an environment. In the wrap/unwrap processes of proposition retrieval
diagrammed in Figure 4.11, the unit function corresponds to the “wrapping” phase.
The map function in (13b) is a little more complicated. It is a higher-order function, that is, afunction that takes a function as an argument and returns another function. The left-hand side andthe right-hand side of it are both parenthesized. This indicates that these elements are functions
themselves. More specifically, map takes a “regular” function that takes a value of type a andreturns a value of type b and returns a “monadic” function that takes a monadic value of type a( a ) and returns a monadic value of type b ( b ).
In fact, map can be understood in either of the following two ways. One can regard it as aunary function that takes only one argument that is a regular function and returns a monadic
function. Alternatively, it is also possible to regard it as a binary function that takes two arguments,

10

It is interesting to note that many introductory materials for teaching functional programming adopt variationsof the wrap/unwrap metaphor for its intuitive understandability when introducing the concept of monads (e.g.,
Hutton 2016; Lipovača 2011).

110

a regular function as the first argument and a monadic value of type a (a) as the second

argument, returning a monadic value of type b ( b ).
The map function corresponds to the process of “unwrapping and conjunction” in Figure
4.12(b) since what the latter features is not just an operation that takes a value and returns a newvalue ( a → b ), but an operation that extracts a value from its environment ( a ), finally returninga new value re-wrapped with an environment ( b ).
The join function in (13c) reduces multi-layered embeddings into a single layer. A linear
sequence of monadic operations possibly produces a structure with an enclosure over anotherenclosure (a). But this prevents the regular map function from working on it. Now the joinfunction comes to the rescue by flattening the multiple embeddings into a structure with a single
embedding ( a ). This roughly corresponds to the process of “re-wrapping” depicted in Figure
4.13 (c).
Thus, there is parallelism between the structure of the process of processing two consecutive
utterances in discourse and monad computation. This implies that the basic model of discourse
proposed in this chapter may have its root in some aspect of a more general cognitive mechanismthat figures in a wide range of symbolic operations. Having said that, admittedly, the discussion
here is only preliminary and requires more rigorous investigation in future research. 11

11The origin of the human ability to construct complex hierarchical structures has become a hot topic of discussion

since Hauser, Chomsky, and Fitch (2002), who propose that the faculty of language in the narrow sense is only
comprised of the recursive application of a single operation called Merge. However, some researchers assume thatthe ability of Merge itself might be available not only to human beings but also to other primates. For instance,
Fujita (2014) suggests a distinction between a simple application of Merge that he calls Pot-Merge after Greenfield(1991) and a more complex process called Sub-Merge, with the latter being a uniquely human capacity. In PotMerge, an adjoining element is merged to the head structure that has been assembled from multiple components
beforehand (e.g., Merge(green,{tea,cup}) => {green,{tea,cup}}), whereas in Sub-Merge, an adjoining
element is first merged to another element, constituting a sub-assembly, and then the resulting composite structure,111

4.6 Conceptual and Procedural Meaning
4.6.1

Relevance Theoretical View of Discourse Connectives
The present chapter has presented an analysis of the architecture of discourse, with aparticular emphasis on linearity as an essential property of language. This section will further
suggest that the above analysis can provide a new perspective on a controversial issue discussed
by researchers engaging in the study of discourse connectives.
Blakemore (1987, 1992) argues that a linguistic theory can take either of two options inanalyzing linguistic phenomena according to their theoretical orientations: one is a conceptual
approach, and the other is a procedural approach. Blakemore (1987) states as follows.

On the one hand, there is the essentially conceptual theory that deals with the way inwhich elements of linguistic structure map onto concepts—that is, onto constituents ofpropositional representations that undergo computations. On the other hand, there is theessentially procedural theory that deals with the way in which elements of linguistic
structure map directly onto computations themselves—that is, onto mental processes(Blakemore 1987: 144).

Based on this assumption, Blakemore (1987, 1992) claims that while the meaning of many
discourse connectives (discourse markers in Blakemore’s terminology) are conceptual by nature,in turn, gets merged to the head structure (e.g., Merge({green,tea},cup) => {{green tea} cup}). Monad
computation resembles Sub-Merge in that it assumes the creation of a complex structure that is later conjoined toanother structure. The present work does not go any further regarding possible relationships between monadcomputation in discourse and the concept of Merge. However, it is interesting to note that discourse/pragmatic
structures tend to accommodate heavily hierarchical organizations that are too complex to be licensed within theboundaries of clauses and sentences, as discussed and exemplified by Levinson (2014).

112

there are others with meanings that are not conceptual but are rather procedural. Blakemore (1996)
argues that what she calls appositional markers, such as and, but, and so, are procedural by natureand do not have conceptual meanings at all. She suggests that this group of connectives should betreated differently from other connectives that she refers to as discourse markers. For instance,
what the apposition marker so does in (14) below is not to add or elaborate on the conceptual
content of the sentence; instead, it just “signals that the discourse segment following the so should
be processed as an effect or a conclusion following from the preceding segment” (cf. Fraser 2006b:
24).

(14)

The movie was over, so we didn’t bother going to the theater.

It is important to note that Blakemore’s view rests on the pragmatic framework of Relevance
Theory and that other researchers of Relevance Theory share this rigid distinction between theconceptual aspect and the procedural aspect of meaning.12 Wilson and Sperber (1993) argue that
discourse connectives (by which they refer to what Blakemore calls apposition markers) areprocedural by nature. They state as follows.

Discourse connectives are notoriously hard to pin down in conceptual terms. ... The
procedural account suggests an answer to these questions. Conceptual representations
can be brought to consciousness; procedures cannot. We have direct access neither togrammatical computations nor to the inferential computations used in comprehension. A
procedural analysis of discourse connectives would explain our lack of direct access tothe information they encode (Wilson and Sperber 1993: 15).

12

See Sperber and Wilson (1995) and Wilson and Sperber (2012), inter alia, for the general ideas and principles of

Relevance Theory.

113

Rouchota (1998) presents an even more drastic stance, arguing that the meaning of discourse
markers, including not only apposition markers but also other connectives, is essentiallyprocedural rather than conceptual. Rouchota states that the meaning of discourse connectives does
not have a truth value and that, hence, their meaning is difficult to negate using negation
constructions.

(15)

A: I’m sure Mary is on a diet: she went jogging this morning; moreover, she skipped lunch.
B: ? That’s not true. That she skipped lunch is not additional evidence that she is on a diet.

(16)

A: Mary never came to any of my backups. Nevertheless, her essays are excellent.
B: ? That’s not true. The good quality of Mary’s work does not deny your low
expectations from her.
(Rouchota 1998: 115, a typo in the original text corrected)

In (15) and (16), the utterance by speaker B includes an utterance in an attempt to deny thetruthfulness of speaker A’s statement containing a discourse connective. B’s utterance does notsound very natural, however. This phenomenon seems consistent, at least apparently, with theclaims by Blakemore (1996) and Wilson and Sperber (1993) that the conceptual aspect andprocedural aspect of meaning should be distinguished.

4.6.2

Fraser’s View
Fraser (2006b) challenges the relevance-theoretic views presented above. He states that“discourse markers/discourse connectives, some illocutionary markers, and pronouns that havebeen analyzed by relevance theorists as encoding only procedural meaning should be analyzed ashaving a conceptual component of meaning” (Fraser 2006b: 25).

114

Fraser points out that Rouchota’s (1998) test to determine if there is a conceptual aspect in themeaning of a given connective will produce different results if the overall expression used ismodified. Consider (17) and (18) below.

(17)

A: We have two reasons to believe that Mary is on a diet: she went jogging this morning;
moreover, she skipped lunch.
B: That’s not true. You don’t have sufficient reasons to reach this conclusion, since neither
the fact that she went jogging nor your second, additional reason, that she skipped lunch,
are grounds for concluding that she is on a diet.

(18)

A: Mary doesn’t drink. However, she had a little brandy this evening.
B: Not true. Contrary to what you might have expected, she maintained her abstinence quite
nicely tonight.
(Fraser 2006b: 25–26)

These two examples show that it is possible to negate a proposition that contains a connective.
Based on this observation, Fraser concludes that in the meaning of connectives, there areconceptual aspects as well as procedural aspects. Some connectives may not seem to have aconceptual meaning because the degree of conceptual meaning is minimal in comparison to theprocedural meaning. Nevertheless, this does not mean that there is no conceptual meaning inconnectives.
The present study, in line with Fraser (2006b), assumes that both types of connectives have aprocedural aspect and a conceptual aspect. However, the theoretical ground for this assumption
is different from that of Fraser’s. The analysis of the present study emphasizes the linearity oflanguage. This view is partially compatible with claims from the perspective of Relevance Theory,
such as those made by Blakemore (1996) and Wilson and Sperber (1993). Since discourse
connectives are linguistic elements that connect a proposition inside the context (which is only115

available at the very moment of the utterance) and a new proposition introduced immediately
after it, their structure must have a procedural aspect. This does not tell the whole story, however.
The discourse-connective construction designates that Proposition 1 and Proposition 2 participate
in a relationship specified by the connective used in the utterance and that the contents of the text
segments corresponding to the propositions must match certain types. Because these types
themselves are conceptual, the claim that there is no conceptual aspect in discourse connectives is
untenable.
Both Blakemore (1996) and Wilson and Sperber (1993) overlook the fact that the use of adiscourse connective involves the type specification for propositions that takes place behind theprocedural operation in the discourse-connective construction. Thus it can be said that there are
not only procedural meanings but also conceptual meanings in discourse connectives, no matter
how schematic and seemingly attenuated they may seem.

4.7 Summary of Chapter 4This chapter discussed the linearity of discourse. Section 4.1 provided a brief review of how
previous studies treated the concept. Cognitive linguistics has often pointed out that linearity isan essential property of language, though it has not thoroughly investigated the precise
mechanism by which this linearity affects linguistic meaning.
In Section 4.2, how the contextual information is accessed and updated in an utterance
containing a discourse connective was examined. A connective presupposes the execution of adiscourse function that takes three arguments. The first argument is the CDS, from which one
extracts Proposition 1; the second is a relation type of propositions; and the third is Proposition 2,
which is a new proposition that participates in the relationship specified by the connective along116

with Proposition 1 retrieved from the

CDS.

A discourse connective specifies thesemantic/discoursal types of the two propositions as well as that of the relation connecting them.
Section 4.3 took a brief look at the so-called fronted connective construction, a constructionthat is closely related to the discourse-connective construction. The fronted connective
construction does not require inferential reasoning to retrieve a proposition from the CDS. Thus,
the role of the CDS in the fronted connective construction remains low in its degree of immediate
necessity compared to that of the non-fronted discourse-connective construction. In other words,
the fronted versions are more confined to the sentence-level than their non-fronted counterpartsare.
Section 4.4 pointed out that the mechanism by which two propositions conjoin in the
discourse-connective construction is essentially the same as the underlying mechanism forprocessing two consecutive utterances. The latter point explains why it is sometimes the case,though not always, that using or not using a discourse connective seemingly does not make asignificant difference to the meaning. Still, using a discourse connective plays the role of explicitly
attracting the attention of the hearer to the relation between propositions.
Section 4.5 introduced the wrap/unwrap metaphor, which helps describe the general
structure of proposition retrieval and conjugation. This metaphorical device for presenting
structures of a sequential nature bears a remarkable resemblance to monad computation, a type ofdesign pattern used in the paradigm of functional computer programming. This analogicalrelationship between two different fields suggests that the analysis of the present study is tapping
into certain aspects of a highly fundamental part of human cognition, although this suggestion isadmittedly speculative at the current stage.
Finally, in 4.6, we argued against a claim made by some researchers of Relevance Theory
regarding the characteristics of the meaning of discourse connectives. Blakemore (1996) andWilson and Sperber (1993) present a view that conceptual and procedural aspects of meaning are117

exclusive of each other. However, the analysis in this chapter provides the basis for maintainingthat discourse connectives always have both conceptual and procedural aspects, a view that isessentially the same as that of Fraser (2006b), though the routes taken to arrive at this conclusion
are somewhat different.

118

Chapter 5
Analysis of Discourse-Connective Constructions
In this chapter, we take up three categories of discourse connectives and examine examplesof them. The purpose of this chapter is not to create an exhaustive list of categories and types of
discourse connectives, nor is it to enumerate the different uses of particular discourse connectives.
Instead, the purpose here is to verify the validity of the discussion so far by seeing actual examples.
This will clarify why different types of connectives have different characteristics but all have thesame basic structure discussed in the previous chapters. The main properties of the discourseconnective construction are as follows: first, its structure includes a relationship between two
propositions; second, one of the propositions is retrieved from the CDS while the other is given
explicitly; and third, the propositions, as well as the relation between them, have types specified
by the connective actually used.
Another purpose of this chapter is to investigate further the relationship between the domainsof meaning discussed by Sweetser (1991) and discourse connectives. Sweetser points out that there
are three domains of meaning (the content domain, the epistemic domain, and the speech-act
domain) for the various linguistic phenomena. However, as pointed out in Chapter 3, there are
not always strict boundaries between them, and which particular domain gets foregrounded isdetermined by an inferential process based on contextual information. The following sections
illustrate these points more empirically.

1195.1 Basic Structure of Discourse Connective
Before going into the examination of actual examples, this section reviews the basic structureof the discourse-connective construction. As repeatedly mentioned in preceding chapters, a
discourse connective introduces a proposition, as exemplified in the two examples in (1) below.
Notice that it does not matter if the connective appears after the period, as in (1a), or follows acomma, as in (1b). The choice is, in fact, somewhat arbitrary. Thus, the specific choice of theseparator is not considered part of the formal conditions of the discourse-connective construction.

(1)a. We paid him a very large sum. So he kept quiet about what he saw.
b. We paid him immediately, so he left contented.
(Quirk et al. 1985: 442, 1108)

On the other hand, usages of a connective like (2) below do not qualify as examples of the
discourse-connective construction. This is not because (2) does not have a comma or a period
before the connective so; rather, it is because Proposition 2 in (2) does not meet the typerequirement specified by the connective so. That is, the clause “he can impress his mother-in-law”
does not instantiate the “result/consequence” type in the same way that “he kept quiet about what
he saw” in (1a) and “he left contented” in (1b) do. Instead, (2) is an instance of the usage of so as amarker of an adverbial phrase expressing a “purpose.”(2)

He’s getting a new car so (that) he can impress his mother-in-law.
(Quirk et al. 1985: 556)

Also outside the scope of analysis in the present study are instances of fronted connective
constructions as in (3).

120

(3)

a. Since the weather has improved, the game will be held as planned.
b. Because we offered to pay him, he will help us.
c. Although Mary wanted it, John gave it away.

Usages of discourse connectives in this construction partly share the same characteristics as thoseof the (non-fronted) connective construction. As mentioned in 4.3, however, they are excluded
from the analysis so that we can put more focus on the traits that are only observed in the
discourse-connective construction.
In the next section, we turn to each of the three categories of discourse connectives, namely,
causal relations, adversative relations, and elaborative relations. 1 In doing so, we examine many
examples of the discourse connectives of these categories.

1

The choice of the three types of connectives is, admittedly, somewhat arbitrary. Still, it can be said that these types

represent some of the discourse relations that are traditionally considered fundamental in human cognition. Hobbs(1990: 101–102) cites the philosopher David Hume’s following statement concerning the possible types ofconnections between ideas.

Though it be too obvious to escape observation that different ideas are connected together, I do notfind that any philosopher has attempted to enumerate or class all the principles of association—asubject, however, that seems worthy of curiosity. To me there appear to be only three principles ofconnection among ideas, namely Resemblance, Contiguity in time or place, and Cause or Effect (Hume1748/1955: Section III).

Among the three types dealt with in this chapter, connectives of causal relations, obviously, involve cause andeffect. Connectives of adversative relations feature relations opposite to resemblance, but being in an opposite
relation may well imply their cognitive proximity (by virtue of structural priming in terms of Bock (1986) andGoldberg (2006)). Moreover, that which connectives for elaboration feature roughly corresponds to elements incontiguity with each other.

1215.2 Case Studies
Listed in (4) below are the three categories of discourse connectives and particular connectives
examined in this section.

(4)a. Connectives of causal relationshipso(cause/base ↔ result/consequence)

therefore(cause/base::discoursal ↔ result/consequence)

because(result/consequence ↔ cause/base)since(result/consequence ↔ cause/base::shared/inferable)

b. Connectives of adversative relationshipalthough(reference-statement ↔ adversative-statement)in contrast(reference-statement ↔ contrastive-statement)

instead(reference-statement ↔ alternative-statement)c. Connectives for elaborationin fact(reference-statement ↔ evidence/support::new)in other words(reference -statement ↔ reformulative statement)that is (to say)(reference -statement ↔ reformulative statement)

Inside the parentheses next to each of the connectives in (4) are the types of propositions
specified by the connective. Through case studies of these connectives of the three categories, itwill also be shown, as suggested in the previous chapters, that the proposition retrieval must takeplace in accordance with these type specifications for propositions.2

2

The following analysis does not aim to provide a complete and exhaustive list of individual connectives’ functions

and usages. Nor does it deal with the so-called “fronted connective constructions,” which can be used withconnectives such as since, because, and although. (See Section 4.3.)

122

5.2.1Connectives for Causal Relations
The first category of discourse connectives in this section is one that specifies the “causal

relation” between propositions. It is often pointed out that causal relations are essential in
linguistic processing and comprehension (Noordman and de Blijzer 2000; Pander Maat andSanders 2000). In the following, so, therefore, because, and since are examined.

5.2.1.1

So

The connective so specifies a subtype of causal relation, which I represent as SO for
convenience. This connective requires that Proposition 1 be of the type “cause/base” andProposition 2 of the type “result/consequence.” 3 Figure 5.1 illustrates the structure of the SO
construction.

3

The labels for the proposition types used in the present study are primarily based on previous works such as

Huddleston and Pullum (2002), among others. However, the actual labels are not necessarily the same as the labels
used by those scholars. For instance, Huddleston and Pullum (2002: 1539) analyze that the proposition precedingso (Proposition 1) denotes “reason,” and the proposition following it (Proposition 2) denotes “consequence.”123

Discourse-Function ( CDSin SO PROP2 ⇒ CDSout
Discourse/Semantics:
CDSin

CDSoutretrieve
PROP1

PROP2

( cause/base )SO

Syntax:(Connective)

Clausal-Structures

Figure 5.1: SO Construction

The type of Proposition 1 is not just “cause” but “cause/base.” This is because not only does
the SO construction allow relations that explicitly mention the cause of an event, as in (5a) and (5b)below, but it also allows relations involving a commentary statement made in response to a “base”
that does not necessarily express a “cause,” as in (5c) and (5d).

(5)

a. Susan is married. So, she is no longer available I guess.
b. John was tired. So, he left early.
c. Attorney: And how long were you part of the crew?
Witness: Five years.
Attorney: So, you were employed by G for roughly 5 years, right?
d. Son:Mother:My clothes are still wet.
So put the driver on for 30 minutes more.
(Fraser 1999: 945)

In (5c), the attorney’s utterance of so apparently refers to the preceding statement by the witness.
However, the relationship between the two propositions mediated by the connective is not one of124

“cause” or “result.” Instead, it is better described as a relationship of two propositions, with one
just being motivated by the other. This is essentially the case with (5d) as well.
Sweetser (1991) points out there are usages of so in all three domains: the content domain, theepistemic domain, and the speech-act domain. Consider her examples in (6).

(6)

a. He heard me calling, so he came.
b. (You say he’s deaf, but) he came, so he heard me calling.
c. Here we are in Paris, so what would you like to do on our first evening here?
(Sweetser 1991: 79)

Sweetser’s (1991) categorization of usages relies on the verbalization of the underlying assumption
in interpreting them. (6a), for instance, is an example in the content domain because it invites theunderstanding that “the hearing caused his coming (in the real world).” (6b) is an example in the
epistemic domain because one can paraphrase it as “the knowledge of his arrival caused theconclusion that he heard me calling” based on the natural inference. (6c) is a speech-act usage
because it can be assumed that the speaker supposedly had in mind that “our presence in Pariswould enable my act of asking what you would like to do.”Now, let us consider some examples from the corpus. As mentioned in Chapter 1, the present
study uses the TED Corpus, a corpus of over 3,000 oral presentations in English from TED
conferences. The following example contains so in the content domain.

(7)

I’m a numbers person, so I rarely win at Scrabble. I made this diagram to remember all thetwo- and three-letter words in the official Scrabble dictionary [TCSE 23087 | Tommy McCall:
The simple genius of a good graphic].

125

As discussed later in detail, usages in the content domain and those in the epistemic domain
are sometimes ambiguous. For (7), however, the judgment of category membership is relatively
straightforward. It is almost unthinkable to have such an epistemic assumption as “the fact that I
am a numbers person makes me reasonably conclude that I rarely win at Scrabble” for Proposition
2 in this utterance (“I rarely win at Scrabble”), which is just a description of a real-world fact, nota result of inference or interpretation.
The next example, on the other hand, contains so in the epistemic domain.

(8)

There’s an economist named Edward Castronova. His work is brilliant. He looks at why
people are investing so much time and energy and money in online worlds. And he says,“We’re witnessing what amounts to no less than a mass exodus to virtual worlds and online
game environments.” And he’s an economist, so he’s rational. And he says ... [TCSE 799 |Jane McGonigal: Gaming can make a better world].

It is interesting to note that the superficial structure of so in (8) is similar to that of (7). Both are an
expression of a personal trait of a particular person. Proposition 2 in (8), however, rests on
inferential reasoning by the speaker. The inference can be verbally expressed as follows: “the factthat he is an economist makes me reasonably conclude that he is rational.”
The next one contains so in the speech-act domain.

(9)

Hello, everyone. It’s a bit funny, because I did write that humans will become digital, but I
didn’t think it will happen so fast and that it will happen to me. But here I am, as a digitalavatar, and here you are, so let’s start. And let’s start with a question. How many fascists are
there in the audience today? [TCSE 16157 | Yuval Noah Harari: Why fascism is so tempting].

The usage of so in this example could be categorized as an interjection, rather than as aconnective, but it is possible as well to consider it as a variation of the connective so. In (9),126

Proposition 1 is easily retrieved from the preceding text “here I am, as a digital avatar, and here
you are,” and it matches the type “cause/base” specified by the connective so. The expression “let’s
start,” moreover, offers Proposition 2 of the type “result/consequence.”
Thus, we can find usages of so in all three of the domains discussed by Sweetser (1991) in thereal-world examples from the corpus. The boundaries of the domains are not always evident inevery case, however. For instance, consider (10).

(10)

Okay, I’m going to give you a bit of a demonstration. Would you like to see that? I spent all
the time setting this up, so I guess I should [TCSE 613 | Michael Pritchard: How to makefilthy water drinkable].

Presumably, the most prominent domain of meaning involved in (10) is the epistemic domain.
A possible underlying assumption is “the fact that I spent all the time setting this up makes me
reasonably conclude that I should do my demonstration.” This interpretation gets strengthened
when we notice the use of “I guess” in (10), which implies the indeterminacy of the proposition
that follows.
However, it is also possible to regard the same utterance as involving the speech-act domain
as well. In this interpretation of (10), the phrase “I guess I should” functions as an idiomatic
speech-act expression where the speaker declares his/her decision as to what to do next. Note thatit contains the modal auxiliary should, which is often associated with a speech act because of thehigh intensity of its deontic meaning (cf. Leech et al. 2009). It is more apparent in expressions suchas “You should go to school!” or “We should be there without fail!” for instance.
Thus, the distinction of different domains is by no means always rigid. It is rather flexibly
determined according to the context. For this to be possible, it is evident that the context should
not be regarded as a part of the static structure of the connective construction. The architecture of127the SO construction in Figure 5.1 conforms to this observation: the CDS is not an integrated part ofthe construction but a separate entity given to the construction as an argument.

5.2.1.2

Therefore

The next discourse connective therefore resembles so in some respects. It specifies a type of“causal relation” between propositions. The connective requires that Proposition 1 be of the type“cause/base” and Proposition 2 of the type “result/consequence.” However, unlike the SO
construction, the type required for Proposition 1 in the THEREFORE construction has an additional
constraint: it also must be “discoursal,” meaning that it has to be retrievable from explicitly
presented discoursal content.4 In other words, the search domain for the proposition retrieval inthis construction is limited to the preceding text; it does not extend to non-linguistic elements

4

It should be noted that this type of constraint has been traditionally discussed in terms of the distinction between

syntactic control and pragmatic control (Hankamer and Sag 1976). Pronouns, for instance, can be pragmaticallycontrolled, meaning that they can refer to an element in non-discoursal context. Thus, in (i) below, the pronoun itat the end of Sag’s utterance successfully refers to the non-verbal act by Hankamer, which is explicated in thebrackets. On the other hand, an utterance with a VP-deletion is not considered entirely acceptable, as in (ii), whilean utterance with the identical formal properties is acceptable only if given an explicit antecedent in the discourse,
as in (iii).

(i)[Hankamer attempts to stuff a 9-inch ball through a 6-inch hoop]
Sag: It’s not clear that you’ll be able to do it.

(ii)[Hankamer attempts to stuff a 9-inch ball through a 6-inch hoop]
Sag: #It’s not clear that you’ll be able to.

(iii) Hankamer: I’m going to stuff this ball through this hoop.
Sag:

It’s not clear that you’ll be able to.
(Hankamer and Sag 1976: 392)

128

surrounding the discourse event. Figure 5.2 illustrates these specifications and constraints for the
THEREFORE construction.

Discourse-Function ( CDSin THEREFORE PROP2⇒ CDSout

Discourse/Semantics:
CDSin

CDSoutretrieve
PROP1

PROP2

( cause/base :: discoursal )THEREFORE

Syntax:Connective()

Clausal-Structures

Figure 5.2: THEREFORE Construction

Here are examples from Sweetser (1991).

(11)

a. The rules cannot be broken, therefore you will have to spend two hours collecting trash.
b. The rules cannot be broken, therefore the Dean knew some way around them that allowed
him to hire John.
c. The rules cannot be broken, therefore “No.”(Sweetser 1991: 78–79)

Sweetser categorizes (11a) as an example in the content domain because it invites theunderstanding that “the rules’ unbreakability causes your fate in the real world.” (11b) is an
example in the epistemic domain because the speaker of this utterance is naturally supposed tohave made an inference such that “my knowledge of the rules’ unbreakability causes my129conclusion that the Dean knew some workaround.” Lastly, (11c) is a usage in the speech-act
domain because it can be paraphrased as “the rules’ unbreakability causes my act of saying ‘No.’”Let us turn to utterances taken from the corpus. The following is an example of therefore in thecontent domain.

(12)

Havana is a wonderful area. It’s quite free of commercial clutter: you don’t see our logos
and brands and names, and therefore you’re alert to things physically [TCSE 613 | Michael
Pritchard: How to make filthy water drinkable].

(12) can be paraphrased as “the cityscape of Havana being free of commercial clutter enables
people walking in town to be alert to things physically,” thus associating it with the content
domain. It also seems possible, however, to regard the same utterance as expressing the speaker’s
epistemic view on the relation between propositions since the following paraphrase may notsound unnatural: “Havana being free of commercial clutter causes me to reasonably suppose you
are alert to things in this city.”
Consider another example from the corpus.

(13)

I’m going to give you an example of three of these tools through which to converse with the
body. The first is cellular therapies. Clearly, we heal ourselves in a natural process, using
cells to do most of the work. Therefore, if we can find the right cells and implant them in thebody, they may do the healing [TCSE 142 | Alan Russell: The potential of regenerative
medicine].

Therefore in (13) may be categorized as usage in the epistemic domain because it is the speaker’s
inferential reasoning that leads him to connect Propositions 1 and 2. It is natural to make thesupposition that “we heal ourselves in a natural process, using cells to do most of the work; it leads
me to conclude that if we find the right cells and implant them in the body, they may do the130healing.” It also seems possible, however, to regard the conditional in Proposition 2 as just a realworld situation that would occur as a natural consequence of Proposition 1. This leads to analternative reading “we heal ourselves in a natural process, using cells to do most of the work;
hence, if we find right cells and implant them in the body, they may do the healing.”5
A similar type of ambivalence could often occur when attempting to categorize usages oftherefore involving modus ponens, as in (14) below.

(14)

The myth that you hear about is, Americans have been told to eat less fat, the percent ofcalories from fat is down, Americans are fatter than ever, therefore fat doesn’t make you fat.
It’s a half-truth. Actually, Americans are eating more fat than ever, and even more carbs[TCSE 377 | Dean Ornish: Healing through diet].

By definition, modus ponens must deal with logical relations outside the subjective views ofa particular speaker or hearer of the discourse. In this respect, the usages of therefore involving
modus ponens must not be purely epistemic. It is not quite right, however, to regard such
examples as exclusively belonging to the content domain either, as the matters discussed in modus
ponens may not be statements of facts in the real world per se. This is, in fact, another piece of
supporting evidence for the argument that domains of meaning are not hard-coded in the
structure of the discourse-connective construction or its sub-constructions but are determined
more dynamically in context.

5

This ambiguity may have something to do with the fact that in scientific research, which is the theme of the textin (13), the process of “reasoning” is expected to be presented as “objectively” as possible. Accordingly, either of
the two domains of meaning, the epistemic or content domains, can be given more prominence over the other.

131

The above discussion on modus ponens points to another interesting fact about therefore; thatis, the propositions expressed along with the discourse connectives are not necessarily consistent
with what the speaker himself/herself considers to be true.

(15)

The standard creationist argument—there is only one; they’re all reduced to this one—takes
off from a statistical improbability. Living creatures are too complex to have come about bychance; therefore, they must have had a designer. This argument of course, shoots itself inthe foot [TCSE 113 | Richard Dawkins: Militant atheism].

One can reasonably infer that neither Proposition 1 (“living creatures are too complex to havecome about by chance”) nor Proposition 2 (“they must have had a designer”) is consistent withthe speaker’s belief about the theory of evolution. On the contrary, these propositions are, in fact,
to be denied by the speaker, Richard Dawkins, an evolutionary biologist known for his outspoken
atheism, in the course of the discourse. Nevertheless, the connective therefore is still able toestablish a relation between the two propositions.
Speech-act usages of therefore are somewhat hard to find. One reason for this might have to
do with the constraint on Proposition 1 in the THEREFORE construction that it must be “discoursal.”Though the type requirements and constraints for Propositions 1 and 2 are separate entities, thefact that the two must participate in a single relation inevitably imposes an additional requirement
on Proposition 2 as well. As a result, an utterance with Proposition 2 manifested in the speech-act
domain is less common because a speech act typically happens in the real world, not in the
discoursal world. Presumably, Sweetser’s (1991) example of the usage of therefore in the speechact domain in (11c), presented below as (16a), sounds rather exceptional for this reason. A more
grammatically conventional way of conveying the same message as (11c = 16a) would be (16b).

(16)

a. The rules cannot be broken, therefore “No.”132

b. The rules cannot be broken, therefore the answer is “No.”Let us turn to the issue of extraction of a proposition from inside a multi-layered embedding,
as discussed in Chapter 4. Consider (17), an example of the usage of therefore where Proposition 1
resides in a subordinate clause embedded inside the matrix clause.

(17)

I don’t think the solutions that I proposed are good enough or smart enough. I think the big
problem is that we’re not smart enough to understand which of the problems we’re facing
are good enough. Therefore, we have to build super intelligent machines like HAL [TCSE 351| Marvin Minsky: Health and the human mind].

From a purely logical perspective, there is more than one possibility regarding what to extract
as Proposition 1 from the segment immediately preceding therefore in (17). One possibility is toretrieve what the matrix clause of (17) (“I think ...”) conveys; another is to retrieve the content of
the second-level clause (“the big problem is ...”); and the other available option is to take thecontent of the innermost clause, (“we’re not smart enough ...”). There are no formal requirements
regarding from what level the proposition should be retrieved. Thus, the selection relies oninferential reasoning by the hearer. In the case of (17), however, the hearer would never fail toselect the content of the innermost clause as Proposition 1 (“we’re not smart enough ...”).
Otherwise, the relation between the propositions does not make much sense.
Langacker (2008b) suggests that when the matrix clause consists of the first person pronoun
and a psychological verb such as think, believe, or know, it is likely that the matrix clause functions
as if it were an adverbial phrase modifying what follows, and that the embedded clause, on theother hand, behaves more like the core of the sentence. This phenomenon is relevant to theflexibility of proposition retrieval. The embedding clause composed by a first-person pronoun and133

a psychological verb like the one in (17), think, tends to be less salient than the embedded clause,and the latter becomes a prominent target of proposition retrieval accordingly.6

5.2.1.3

BecauseBecause is different from so and therefore in that it introduces a proposition of the type“cause/base” instead of “result/consequence.” Thus, the configuration of the BECAUSE construction
presents a mirror image of that of so and therefore, as shown in Figure 5.3.

Discourse-Function ( CDSin BECAUSE PROP2 ⇒ CDSout
Discourse/Semantics:
CDSin

CDSoutretrieve
PROP1

PROP2

( result/consequence )Syntax:BECAUSE( cause/base )Connective

Clausal-Structures

Figure 5.3: BECAUSE Construction

As is the case with so and therefore, Sweetser (1991) distinguishes three types of because.
Consider (18).

(18)

a. John came back, because he loved her.
b. John loved her, because he came back.

6

See Krifka (2014) for a discussion on related issues from the standpoint of formal semantics.

134

c. What are you doing tonight, because there’s a good movie on.
(Sweetser 1991: 77)(18a) is an example in the content domain because it invites an understanding that “his love was
the real-world cause of his coming back.” (18b) is an example in the epistemic domain because it
depends on the hearer making a natural inference that “the speaker’s knowledge of John’s returncaused the conclusion that John loved her.” (11c) is a usage in the speech-act domain because its
natural interpretation requires an assumption such as “the because-clause gives the cause of the
speech act conducted by the utterance of the main clause.”
The data in the TED Corpus also contains the three usages of because. Here is an example inthe content domain.

(19)

And I get very emotional when I remember him because he was killed later in combat and
we really miss him, but I wanted you all to see him, because he was really, really important.
He gave us all the support to put up the first Christmas trees [TCSE 2126 | Jose MiguelSokoloff: How Christmas lights helped guerrillas put down their guns].

(19) includes two instances of because. Both of them are usages in the content domain; Proposition
1 states an event/state that occurred as a real-world consequence of the event/state in Proposition
2. Notice that the concept of the domain of meaning discussed here refers to the region to which
the causal relation is attributed, not the region to which the sense of the predicate verb belongs.
Thus, even though the first instance of because in (19) accompanies the psychological verb know,that does not automatically mean the primary domain of meaning of this instance is epistemic.
The following is another example of because in the content domain.

(20)

When the woman at the fundraising gala said “I’m so proud of you. It must be so hardteaching those poor, unintelligent kids,” I bit my lip, because apparently we needed her

135money more than my students needed their dignity [TCSE 2059 | Clint Smith: The dangerof silence].

This example also contains an element reporting a mental state, “bit my lip,” though in a somewhat
metaphorical fashion. Again, this does not automatically make the expression an instance of usage
in the epistemic domain. Mental states are part of real-world phenomena, so they can be treatedin the same fashion as many other events and states that tend not to be associated with one’s
perception, feelings, or sentiment. Thus, the causal relation of the BECAUSE construction in (20) is
regarded as rather belonging to the content domain.
The next example in (21), on the other hand, is one in the epistemic domain.

(21)This satellite covers the whole of Africa and goes back as far as 1984, and that’s important,because if you know how many times a place has had a drought in the last 30 years, you canmake a pretty good estimate what the chances are of drought in the future, and that meansthat you can put a price tag on the risk of drought [TCSE 2065 | Rose Goslinga: Crop
insurance, an idea worth seeding].

The reasoning of this categorization should be obvious. The two propositions take part in a
relationship in which one proposition provides a sufficient amount of supporting evidence for the
speaker to believe the content of the other. That is, the underlying assumption for (21) is something
like this: “If you know how many times a place has had a drought in the last 30 years, you canmake a reasonable estimate what the chances are of drought in the future, and this causes one toconclude that the satellite in operation since 1984 is important.”
Next, let us consider instances of because in the speech-act domain.

136

(22)

No movement, no growth. Claim your experience. Don’t let it claim you, because if you do, I
believe you will become trapped, you will not grow, you will not evolve [TCSE 2120 | Debra
Jarvis: Yes, I survived cancer. But that doesn’t define me].

(23)

Raise your hands if you’ve read Don Quixote. There we go. Smart audience. Who’s read Don
Quixote? Get them up. Okay, good, because I need somebody smart here because now I’m
going to demonstrate with the help of one of you just how deeply rooted your urge to solveis, just how wired to solve all of you really are, so I’m going to come into the audience andfind somebody to help me [TCSE 2027 | David Kwong: Two nerdy obsessions meet—and
it’s magic].

In both examples, Proposition 1 refers to an event that the speaker wishes to realize for areason described in Proposition 2. In (22), the speaker gives a piece of advice, motivated by her
belief about things that could happen to the hearers if they remain ignorant of it. In (23),
Proposition 2 gives the motivation of the speaker’s speech act of asking his audience to raise theirhands.
Now, let us turn to examples of the types that are somewhat difficult to categorize
unambiguously into one of the three domains. Consider (24) below.

(24)

I’d like to introduce you to an organism: a slime mold, Physarum polycephalum. It’s a moldwith an identity crisis, because it’s not a mold, so let’s get that straight to start with [TCSE2048 | Heather Barnett: What humans can learn from semi-intelligent slime].

The usage of because in (24) is not a very typical one as it obviously contains a contradictory
statement. The speaker refers to an organism and says, “it’s a mold with an identity crisis,” butthen he continues, “because it’s not a mold.” The speaker uses a rhetorical strategy here in thisutterance. A paraphrase of (24) would be “the fact that it is not technically a mold causes me to137

say that the mold-like organism is a mold with an identity crisis.” The relation between the two
propositions seems to involve both the epistemic and the content domain at the same time.
The next example in (25) is somewhat similar to the previous one.

(25)

Now, I’m not boasting, because all of you have famous people and historical figures in yourtree, because we are all connected, and 75 million may seem like a lot, but in a few years, it’squite likely we will have a family tree with all, almost all, seven billion people on Earth[TCSE 2021 | AJ Jacobs: The world’s largest family reunion ... we’re all invited!].

Here, because introduces Proposition 2 to express the motivation for the speaker to have said
Proposition 1, namely, that he is not boasting. As is the case for (24), the relationship between
propositions in (25) cannot be categorized definitely as epistemic or content. A paraphrase of therelevant portion of (25) would be: “I can say I am not boasting, for there is no reason to boast
considering that all of you have famous people and historical figures in your (family) tree as well.”
The relationship between the two propositions rests both on a matter of fact and on inferential
reasoning at the same time. It would even be possible, moreover, to say that it involves the domainof speech acts as well in that this utterance defines the intended effect of the previous statement.
One of the common traits of speech-act expressions is a self-referencing structure with a metalinguistic perspective whereby the expression itself defines the purpose and function of theutterance, as is often exemplified by performative sentences such as those of the form “I declare…” or “I promise …” among others. Proposition 1 of (25) is expressed in a construction of this type.
The above observation provides another piece of evidence for the argument that the domainsof meaning are not hard-coded in the structure of the discourse-connective construction or its subconstructions. Instead, domains of meanings are determined dynamically in the interaction
between the context and the linguistic structures occurring as the discourse unfolds in a linear
sequence of utterances.

1385.2.1.4

Since

The connective since resembles because, but the SINCE construction requires that Proposition 2
be of the “cause/base::shared/inferable” type. Unlike the case of because, the content of Proposition
2 must be information that has been already been shared between the speaker and the hearer, or
it must be at least inferable at the moment of the utterance. In other words, the content of
Proposition 2 must be somewhat “old” in terms of the information structure (Kuno and Takami
1993; Lambrecht 1996). Figure 5.4 shows the basic structure of the SINCE construction.

Discourse-Function ( CDSin SINCE PROP2 ⇒ CDSout
Discourse/Semantics:
CDSin

CDSoutretrieve
PROP1

PROP2

( result/consequence )Syntax:

SINCE( cause/base :: shared/inferable )Connective

Clausal-Structures

Figure 5.4: SINCE Construction

With regard to the information structure, the configuration of the SINCE construction in Figure
5.4 is less optimized than its “fronted” version, which has Proposition 2 of the type“cause/base::shared/inferable” preceding Proposition 1 of the type “result/consequence. ” For thisreason, usages with since have a much higher percentage chance of occurring with the fronted

139

connective construction, as exemplified in (26), than with the (non-fronted) connective
construction (Quirk et al. 1985: 1107).7(26)

a. Since the weather has improved, the game will be held as planned.
b. Since you seem to know them, why don’t you introduce me to them?
(Quirk et al. 1985: 1104)

Still, there are instances of since used with the non-fronted connective construction in the TED
corpus. Furthermore, as is the case with other discourse connectives of causal relations discussed
so far, the boundaries of the domains are not necessarily clear. Consider (27) below.

(27)

So what we wanted to do is look at this brain-wave component of face detection, the N170,
and see if it changed at all as a function of where our participants were paying attention—
to the scene or the face. And here’s what we found. We found that when they paid attention
to the face, the N170 was larger. And when they paid attention to the scene, as you can see
in red, it was smaller. And that gap you see between the blue and red lines is pretty powerful.
What it tells us is that attention, which is really the only thing that changed, since the images
they viewed were identical in both cases—attention changes perception [TCSE 25837 |Amishi Jha: How to tame your wandering mind].

At first sight, it seems that the meaning of (27) belongs to the epistemic domain. Proposition 1(“attention is really the only thing that changed”) is a sort of “conclusion” that the speaker has
drawn from considering the content of Proposition 2 that must already have been shared with thehearer but is reiterated regardless. Moreover, the use of the phrase “the only thing that changed”

7

Similarly, the fronted construction is more frequently used than the non-frequent one with the concessive

connective although and though, as reported in Schourup and Waida (1988: 211).

140

implies the speaker's perspective toward the event being evaluated and described. At the sametime, however, (27) seems to involve the content domain as well. In the experiment mentioned in(27), an event actually took place in which subjects viewed the identical images multiple times,
and then their levels of attention were detected and compared. Thus, Proposition 1 (“the result of
the experiment tells that attention is the only thing that changed”) is a real-world consequence ofwhat is expressed in Proposition 2 (“they viewed identical images in both cases”).
The above example, again, suggests that identifying the domain of meaning is not a matter of
exclusively selecting one from many. Instead, multiple domains could co-exist simultaneously inan utterance. Only the relative prominence of respective domains varies dynamically according to
the context.
Consider another example in (28).

(28) We will be forced to think in completely new ways. We’ll have to go back to our assumptions,and determine if there was a flaw somewhere. And we’ll need to encourage more people tojoin us in studying science since we need fresh eyes on these century-old problems [TCSE2654 | James Beacham: How we explore unanswered questions in physics].

There are multiple ways to interpret the usage of since here. The text segment immediately
preceding the connective, “we’ll need to encourage more people to join us in studying science,”
could be read as meaning a real-world consequence of the fact presented in Proposition 2, “weneed fresh eyes on these century-old problems.” There is a causal relation between them,regardless of the perspective or attitude taken, since it is always true that if we need something,then we will need to make efforts to obtain it. Having stated that, it also seems possible to regard(28) as an instance of the epistemic usage of since. Besides the intention to attract attention to thereal-world relationship, the meaning of this utterance involves an intention to express the141speaker’s own determination to do something about the situation stated in Proposition 2. The useof the modal auxiliary will increases the degree of prominence of this epistemic reading.
Here is an example in which meaning in the speech-act domain comes into play.

(29)

Why do we need rules on competition at all? Why not just let businesses compete? Isn’t that
also the best for us if they compete freely, since more competition drives more quality, lower
prices, more innovation? Well, mostly it is. But the problem is that sometimes, for businesses,
competition can be inconvenient, because competition means that the race is never over, thegame is never won [TCSE 3367 | Margrethe Vestager: The new age of corporate monopolies].

Proposition 1 here is presented in the interrogative construction “isn’t that also the best for us if
they compete freely”, and Proposition 2 plays the role of providing the reasoning for the speakerto ask this question. It might look like a typical example of a discourse connective in the speechact domain. However, the question asked in (29) may not be a pure speech act of interrogation;rather, it could be regarded as a rhetorical question by which the speaker indirectly expresses her
message. In that sense, since in (29) could be categorized as usage in the epistemic domain.
Thus, the discourse connectives of causal relation we have looked at here (so, therefore, because,and since) have usages that span the multiple domains of meaning discussed by Sweetser (1991).
The boundaries of the domains, however, are not necessarily as clear as they first appear. This isconsistent with what is suggested by the analysis of the structure of discourse connectives in theprevious chapters.

5.2.2

Adversative Connectives
The second group of discourse connectives examined in this chapter is comprised of thosethat specify adversative relations. This category broadly includes not only antithetic relations but

142also contrastive relations as well. This section focuses on the connectives of adversative relations
although, instead, and in contrast.

5.2.2.1

Although

It is considered that adversative relations almost always retain an epistemic aspect of meaning(Sweetser 1991: Chapter 4). The rationale is as follows: when one compares or contrasts twoelements, it is virtually unavoidable to make a somewhat subjective choice in picking one element
over the other.8 We can observe this trait of the adversative construction in a pair of examples ofalthough in (30), where Proposition 1 and Proposition 2 are somewhat arbitrarily interchangeable.

(30)

a. No goals were scored, although it was an exciting game.
b. It was an exciting game, although no goals were scored.
(Quirk et al. 1985: 1098)

Regarding this interchangeability, Quirk et al. (1985) state as follows.

Concessive clauses indicate that the situation in the matrix clause is contrary to
expectation in the light of what is said in the concessive clause. In consequence of themutuality, it is often purely a matter of choice which clause is made subordinate (Quirk
et al. 1985: 1098).

The type specifications in the ALTHOUGH construction reflect the fact that the selection of one
proposition over the other does not necessarily rest on absolute necessity. It is based on the

8

In Cognitive Grammar, the process of selecting a focal element in a linguistically described event has been

traditionally discussed in terms of the distinction between trajector and landmark. See Langacker (1987a, 1990b).

143

speaker’s immediate perception of the event in context. Figure 5.5 below presents the types of thetwo propositions: Proposition 1 is of the type “reference-relation,” which is virtually equivalent tospecifying nothing at all, while Proposition 2 is of the type “adversative-relation,” which requiresthat the latter proposition be (metaphorically) located in a position opposed to that of Proposition
1.

Discourse-Function ( CDSin ALTHOUGH PROP2 ⇒ CDSout
Discourse/Semantics:
CDSin

CDSoutretrieve
PROP1

PROP2

( reference-statement )Syntax:ALTHOUGH( adversative-statement )Connective

Clausal-Structures

Figure 5.5: ALTHOUGH Construction

Although the epistemicity is almost always present in this construction, it does not mean thatthe adversative construction is quite exceptional in this regard. The present study assumes thatdifferent domains of meaning are immanent in every utterance and that categorization of usages
only shows what particular domain is perceived as more prominent in an utterance. This is thecase with adversative constructions as well as other connective constructions. The only differenceis that adversative constructions tend to involve epistemicity to a higher degree compared to otherconstructions.
For the sake of convenience in the discussion that follows, let us summarize the underlying
meaning of the usages in the three domains in (31) below.

144

(31)

PROP1, although PROP2
a. Content domain
PROP1 occurs/happens in spite of PROP2
b. Epistemic domain
I conclude PROP1 is true in spite of the knowledge of the fact PROP2c. Speech-act domain
I conduct a speech act of PROP1 in spite of PROP2

Regardless of the difference of domains of meaning, although imposes some kind of limitation
stated in Proposition 2 on the preceding proposition, Proposition 1. The following is an example
of although in the content domain.

(32)

The atmosphere on Mars is really thin—100 times thinner than on Earth—and it’s notbreathable, it’s 96 percent carbon dioxide. It’s really cold there. The average temperature isminus 81 degrees, although there is quite a range of temperature [TCSE 2476 | Stephen
Petranek: Your kids might live on Mars. Here’s how they’ll survive].

The two propositions mediated by the connective are both facts in the real world. The epistemic
aspect of the meaning of the construction is neither salient nor highly relevant here, even if it is
not entirely backgrounded.
The next one is an example of the usage of although in the epistemic domain. It presents thefundamental nature of the connective more conspicuously.

(33)

And just in case any of you still had that profit idea in your mind about how much thoseburial plots cost and how much money you might be able to make, they also warn that it
might cause the value of your house to drop by 20 percent. Although, actually, it’s more likely

145

that no one will want to buy your house at all after that [TCSE 2393 | Alison Killing: What
happens when a city runs out of room for its dead].

Proposition 1 in (33) states what will supposedly happen if one creates a burial plot in his/herbackyard—a sizeable decrease in the value of the property. Proposition 2 provides an additionalcomment regarding this point, telling the hearer that worrying about the value of the property isuseless since people will not want to buy it in the first place. This message is considered to be a
result of inferential reasoning based on commonsensical knowledge about the world, thus making
the utterance highly epistemic.
Let us turn to another example involving the usage of although in the speech-act domain.

(34)

So here are the consequences that are really quite intriguing: we’re not always what seem tobe, and that takes me to my next point. I should say, before getting to this, something about
sexual intercourse, although I may not have time. And so, if you would like me to—yes, you
would? OK [TCSE 2530 | Brian Little: Who are you, really? The puzzle of personality].

Proposition 1 in (34) is wrapped in the “I should” construction, which functions as a means to
conduct an indirect sort of discoursal speech-act of declaring what he/she does next. Proposition
2, on the other hand, presents a limitation to be kept in mind about what has just been declared in
Proposition 1. Thus, the category of this instance of although in (34) is considered to be that of the
speech-act domain. Notice, however, that it may also be possible to regard it as an instance ofusage in the epistemic domain.

5.2.2.2

Instead

Although specifies Proposition 1 to be the focus of the primary attention with Proposition 2
being an additional commentary on it. Conversely, instead has its focus on Proposition 2, which146

provides an alternative proposition to that of Proposition 1.9 As it is eventually overridden by
Proposition 2, Proposition 1 is not only typed as a “reference-relation”; it is given an additional
constraint that it must be “negatable.” Figure 5.6 shows the basic structure of the INSTEAD
construction.

Discourse-Function ( CDSin INSTEAD PROP2 ⇒ CDSout
Discourse/Semantics:
CDSin

CDSoutretrieve
PROP1

PROP2

(reference-statement :: neg )Syntax:INSTEAD( alternative-statement )Connective

Clausal-Structures

Figure 5.6: INSTEAD Construction

We can summarize the basic meaning of the usages of instead in the three domains as in (35).
Notice, as is the case with although, that a certain amount of epistemicity underlies the INSTEAD
construction, regardless of the prominent domain of meaning.

(35)

PROP1, instead PROP2
a. Content domain
It is PROP2 that occurs/happens, not PROP1

9

In fact originates from a prepositional phrase. We are not concerned with its historical development in the present

study, however. See Himmelmann (2004) and Lewis (2011) for attempts to explicate the process of the emergenceof in fact as a discourse connective.

147

b. Epistemic domain
PROP2 is considered to be the case, while PROP1 is notc. Speech-act domain
I conduct a speech act of PROP2, not PROP1

For Proposition 2 to be an alternative to Proposition 1, the two must share a common—or atleast comparable—set of semantic properties. However, the formal properties of the two
propositions do not necessarily match. For instance, the two propositions have parallel formal
properties in (36), whereas this is not the case in (37).

(36)

So if you’re attempting to multitask, you know, doing four or five things at once, you’re notactually doing four or five things at once, because the brain doesn’t work that way. Instead,you’re rapidly shifting from one thing to the next, depleting neural resources as you go[TCSE 2834 | Manoush Zomorodi: How boredom can lead to your most brilliant ideas].

(37)

The technology world cannot change the world of things. Instead, we need to createtechnology which changes makers of things, people who make your chairs and clothes andeverything else, into makers of smart things, enable them to do that [TCSE 40637 | Ivan
Poupyrev: Everything around you can become a computer].

In (36), Proposition 1 is represented by the phrase “you’re not actually doing four or five things at
once,” which is a belief to be negated afterward. Proposition 2, represented by the phrase “you’re
rapidly shifting from one thing to the next,” is the alternative. The two expressions are essentiallyisomorphic in terms of their formal properties. In (37), on the other hand, while Proposition 1 isexpressed using change as an intransitive verb and the subject nominal technology, Proposition 2 isexpressed using the predicate “need to change” along with the agent of the act, we, which is the
subject nominal. Thus, the structures of Propositions 1 and 2 are not in parallel in terms of theirformal properties. This pair of examples show that in the encoding and decoding of the discourse-148

connective construction, the process of proposition retrieval plays a vital role: it extracts a
proposition of the specified type from the preceding segment of text, no matter what formal
structure it would take.10
Let us now turn to the usages of instead in the three domains of meaning. The following is an
example of usage in the content domain.

(38)

Getting a college education is a 20-year investment. When you’re growing up poor, you’re
not accustomed to thinking that far ahead. Instead, you’re thinking about where you’re goingto get your next meal and how your family is going to pay rent that month [TCSE 2775 |Karim Abouelnaga: A summer school kids actually want to attend].

In (38), Proposition 2 is the result of neither inferential reasoning nor consideration; rather, it
presents a matter of fact in the real world, though it inevitably retains an epistemic aspect of
meaning to some extent due to the inherent nature of the construction.
The next example in (39) is a usage in the epistemic domain.

(39)

But we shouldn’t expect this to happen automatically. Spending money helping others
doesn’t necessarily promote happiness. Instead, it matters how we do it. And if we wantpeople to give more, we need to subvert the way we think about charitable giving. We needto create opportunities to give that enable us to appreciate our shared humanity [TCSE 39981| Elizabeth Dunn: Helping others makes us happier—but it matters how we do it].

10

This does not mean formal parallelism does not matter in discourse involving instead. Rather, it is desirable for

efficient and accurate interpretation of propositions connected with instead or any other discourse connectives forthat matter. See Gutwinski (1976) for discussion on the role that structurally parallel expressions play in achieving
cohesion in text consisting of multiple sentences.

149

In (39), the adversative relationship between Proposition 1 and Proposition 2 rests on the processof reasoning based on the information provided by the context. Note that the statement in
Proposition 1 (“spending money helping others doesn’t necessarily promote happiness”) does not
automatically ascertain the truth of the other statements in Proposition 2 (“it matters how we doit”). The degree to which the process of reasoning contributes to the overall meaning of this usage
is high enough to justify our categorizing it as epistemic.
The following is an example of instead in the speech-act domain.

(40)

Now, I can’t promise you’re going to end up with house plants. But the point of this story isthat online dating doesn’t have to suck. Don’t treat it like a game, and don’t treat it like a
resume review. Instead, use it to source and qualify leads and then get offline as quickly as
possible with the zero date. Because the point of this isn’t swiping. It’s finding your person[TCSE 20083 | Christina Wallace: How to stop swiping and find your person on dating apps].

Propositions 1 and 2 are both expressed in the imperative constructions in (40). It is evident that
this usage of instead involves the speech-act domain of meaning. Note also that Proposition 1 isexpressed with negative imperatives, thus fulfilling the type requirement of the INSTEAD
construction (“reference-relation::neg”).
Next, let us turn to yet another point of interest regarding the use of instead. The type of
Proposition 1 in the INSTEAD construction is specified as “reference-relation::neg,” with the extra
constraint “neg” at the end, but this does not mean that the expression corresponding to
Proposition 1 necessarily includes a negation particle such as not and no. The relevant text segment
meets this type-requirement even if it only invites a construal containing some kind of negation in
the semantic/discoursal level. For example, consider (41).

(41)

So in just a few years, we’ve gone from 20 seconds per image to 20 milliseconds per image,a thousand times faster. How did we get there? Well, in the past, object detection systems

150

would take an image like this and split it into a bunch of regions and then run a classifier oneach of these regions, and high scores for that classifier would be considered detections in
the image. But this involved running a classifier thousands of times over an image,
thousands of neural network evaluations to produce detection. Instead, we trained a single
network to do all of detection for us. It produces all of the bounding boxes and classprobabilities simultaneously [TCSE 2829 | Joseph Redmon: How computers learn torecognize objects instantly].

The usage of instead in (41) requires a process of proposition retrieval that is accompanied bya certain amount of inferential effort. Since the text segment expressing Proposition 1 (“thisinvolved running a classifier thousands of times over an image, thousands of neural network
evaluations to produce detection”) does not contain any negation particles, proposition retrievalmust be conducted with necessary adjustments in a way that it successfully fulfills the typerequirement for Proposition 1 (“reference-relation: neg”). Only then is Proposition 2 (“we trained
a single network to do all of detection for us”) appropriately understood to mean roughly as
follows: Since the method mentioned above would involve too many detection procedures, we
did not adopt it. Instead, we trained a single network to do all of detection for us.
As mentioned earlier, a multi-layered structure with embeddings does not block proposition
retrieval. Nor does the level in which negation takes place matter too much. For instance, consider
(42).

(42)

Most people think that new technology or advanced technology can never start in. Africa.
Instead, they think that the best way to help the continent advance is by providing aid orservices that the continent can’t provide for itself [TCSE 3694 | Keller Rinaudo: How we’reusing drones to deliver blood and save lives].

151

In (42), the sentence immediately before the connective “most people think ...” cannot be
understood as Proposition 1 as it stands. For the relation that instead specifies in (42) to beappropriately understood, proposition retrieval is imperative , extracting the content that can be
expressed as “most people do not think new technology or advanced technology can start in
Africa.”The following example in (43) has a similar structure.

(43)

With its small brain and flared pelvis, we would not have been surprised if the fossils turned
out to be two million years old. Instead, the fossils dated to 235 to 336 thousand years, anincredibly young date for such a small-brained individual [TCSE 35353 | Juliet Brophy: How
a new species of ancestors is changing our theory of human evolution].

Here, the proposition retrieval must be conducted from inside an embedded structure of the
if-conditional. Then, it is understood such that Proposition 1 (“the fossils turned out to be two
million years”) is negated and overridden by Proposition 2 (“the fossils dated to 235 to 336
thousand years”).
As discussed in Chapter 4, the mechanism of proposition retrieval is part of the fundamentalarchitecture of the discourse-connective construction. The last two examples of instead provide
another piece of evidence that this mechanism is operated in a highly flexible fashion, regardlessof the formal properties of the relevant portion of the preceding discourse.

5.2.2.3

In Contrast

The discourse-connective construction itself does not entail any specification as to what
domains of meaning are involved. Instances of the adversative connective construction, however,are almost always associated with the epistemic domain of meaning. This is due to the fact thatthe act of contrasting two elements relies on the mental process of (often metaphorically) viewing152

objects. Such a viewing process presupposes a “perspective,” and the existence of a perspective
inevitably implies epistemicity. The relation expressed by in contrast is among those that display
this tendency to a high degree. Figure 5.7 presents the basic structure of the IN-CONTRAST
construction.

Discourse-Function ( CDSin IN-CONTRAST PROP2 ⇒ CDSout
Discourse/Semantics:
CDSin

CDSoutretrieve
PROP1

PROP2

(reference-statement )Syntax:IN-CONTRAST( contrastive-statement )Connective

Clausal-Structures

Figure 5.7: IN-CONTRAST Construction

Propositions 1 and 2 of the IN-CONTRAST construction are often presented with formal
structures that are somewhat parallel to each other. The type of Proposition 1 (“referencerelation”) and that of Proposition 2 (“contrastive-type”) are interdependent, so the parallel
structures help make the type-checking of the propositions easier. In (44) and (45) below, the two
propositions are comparable not only semantically but also syntactically.

(44)

In the US, the average American spends three percent of their income on energy. In contrast,
low-income and rural populations can spend 20, even 30 percent of their income on energy[TCSE 23129 | DeAndrea Salvador: How we can make energy more affordable for lowincome families].

153

(45)

Humans evolve slowly, with time to correct for issues in the interaction of humans and theirenvironment. In contrast, artificial intelligence is evolving at an incredibly fast rate [TCSE10360 | Margaret Mitchell: How we can build AI to help humans, not hurt us].

In (44), the syntactic constructions used for the two propositions are almost the same. In (45),though the verbal aspects are different, the choice of the verb is identical, and the overall formal
realizations of the two propositions are basically homological.
Such formal correspondence is optional, however. In contrast does not necessarily require thepropositions to be structured in a formally parallel fashion. Even if the formal properties are
somewhat different between the two propositions, the contrastive relation holds as long as thesemantic/discoursal types of the propositions match the ones specified. Consider (46) and (47)
below.

(46)

But I think UNICEF is just such a big, broad charity that it can be a little hard to envision
how your own small donation will make a difference. In contrast, Spread the Net offers
donors a concrete promise: for every 10 dollars donated, they provide one bed net to protect
a child from malaria [TCSE 39981 | Elizabeth Dunn: Helping others makes us happier—but
it matters how we do it].

(47)

The first experiment—I walked around MIT and I distributed six-packs of Cokes in the
refrigerators—these were common refrigerators for the undergrads. And I came back tomeasure what we technically call the half-lifetime of Coke—how long does it last in the
refrigerators? As you can expect it doesn’t last very long; people take it. In contrast, I took aplate with six one-dollar bills, and I left those plates in the same refrigerators. No bill everdisappeared [TCSE 487 | Dan Ariely: Our buggy moral code].

In (46), contrasted are the degrees of ease of envisioning how small donations to two organizations
make a difference. The syntactic properties of the two propositions are different, but they are still154interpreted as taking part in a contrastive relationship. In (47), two experiments in a sociopsychological project differing in the value of a variable are contrasted. The procedure and theresults of the first experiment are presented in detail, while the description of the second
experiment is given very concisely. Still, the inferential reasoning that accompanies proposition
retrieval finds the parallel structures in the two segments of the text.
There is another characteristic typically observed in many instances of the IN-CONTRAST
construction. Proposition 1 and Proposition 2 in the construction tend to be in a relationshipinvolving a positive/negative polarity. This is not surprising at all, considering the nature of thetype requirements that a connective of adversative relations imposes on its propositions. Let us
examine (48) and (49) below.

(48)

As it turns out, there is a strong relationship between mind-wandering now and being
unhappy a short time later, consistent with the idea that mind-wandering is causing people
to be unhappy. In contrast, there’s no relationship between being unhappy now and mindwandering a short time later [TCSE 1607 | Matt Killingsworth: Want to be happier? Stay inthe moment].

(49)

What this means is that, if the police seize an iPhone and it has a password, they’ll have adifficult time getting any data off of it, if they can do it at all. In contrast, the security ofAndroid just really isn’t as good [TCSE 2614 | Christopher Soghoian: Your smartphone is a
civil rights issue].

These examples include negation particles: no in (48) and not in (49). The use of a particle of thiskind makes a proposition automatically conform to a contrastive relationship. However, as someof the preceding examples of in contrast have already shown, such an explicit marking of polarity
is not obligatory. The relation can be regarded as contrastive even if there is only a relative

155

difference that is large enough according to some standard shared between the speaker and thehearer. This is the case in (50) and (51) below.

(50)

And if you now try to cram 100,000 chimpanzees into Oxford Street, or into Wembley
Stadium, or Tienanmen Square or the Vatican, you will get chaos, complete chaos. Just
imagine Wembley Stadium with 100,000 chimpanzees. Complete madness. In contrast,
humans normally gather there in tens of thousands, and what we get is not chaos, usually[TCSE 2307 | Yuval Noah Harari: What explains the rise of humans?].

(51)

If we look at the DNA variation among humans of different races from different continents,
the actual DNA difference is only 0.1 percent. If we look at the genetic difference between
humans, great apes, and rhesus macaques, that number is seven percent. In contrast, thegenetic difference between HIV subtypes from different patients may be as much as 35
percent [TCSE 8786 | Edsel Salvaña: The dangerous evolution of HIV].

As mentioned repeatedly, the semantics of adversative connectives has much to do withperspectives. In this connection, it is worth noting that the use of the phrase “look at” in (51)reflects the speaker’s (supposedly semi-conscious) awareness of the nature of adversative relations.
When comparing and contrasting multiple elements, we are not only just listing those elements
but also virtually “viewing” them, shifting our attention from one to the other.11 The mechanismof proposition retrieval proposed in the present study is consistent with this general fact.

11

Mental activities of this kind are considered to have much to do with linguistic phenomena often associated withtheoretical concepts in cognitive linguistics such as mental scanning and fictive motion. See Langacker (1987a),
Matsumoto (1996), and Matlock (2004) for descriptions and discussions on these concepts.

1565.2.3Connectives for Elaboration
The third category of discourse connectives discussed in this section is those that specify“elaborative relations” between propositions. The following examines the three connectives in fact,in other words, and that is (to say).

5.2.3.1

In Fact

Elaboration is one of the key aspects of discourse connectives. The connective in fact
introduces a description that elaborates on a preceding proposition.12 Proposition 1 of the IN-FACT
construction is of the “reference-statement” type, and Proposition 2 has to be of the“evidence/support” type. In addition, the latter type is modified with the additional constraint“new,” specifying that the proposition presented as evidence or support for the referential element
is the one newly introduced to the discourse, often producing a rather strong effect comparable tothat of an adversative connective (cf. Oh 2000; Aijmer 2013). 13 Figure 5.8 illustrates the basic
structure of the construction.

12

In the present study, we do not differentiate between connectives consisting of a single word and those consistingof multiple words. See Schwenter and Traugott (2000) and Traugott and Dasher (2002) for the historicaldevelopment of in fact as a modal adverb as well as a discourse marker.
13

Schourup and Waida (1988) argue that the central function of in fact is to “strengthen” what has just been said.

They state that what in fact indicates is not emphasis itself but rather the existence of the “relationship ofstrengthening” between two propositions. Their argument rests on the observation of usages like (i) and (ii) below.

(i)

I don’t plan to marry Sam. In fact, I dislike him intensely.

(ii)

No more cake for me, please. In fact, I’ll be lucky if I can finish this piece.
(Schourup and Waida 1988: 65)

157

Discourse-Function ( CDSin IN-FACT PROP2 ⇒ CDSout
Discourse/Semantics:
CDSin

CDSoutretrieve
PROP1

PROP2

reference-statement

Syntax:IN-FACT( evidence/support :: new)Connective

ClausalStructures

Figure 5.8: IN-FACT Construction(52) and (53) below are typical examples of in fact from the corpus. In both examples, theelaborative information provided in Proposition 2 is new to the discourse.

(52)

From North America to Europe to China to Japan, there’s actually been a consistent decline
in birth rates. In fact, over the past 50 years, the global fertility rate has halved [TCSE 40635| Wajahat Ali: The case for having kids].

(53)

And insufficient resilience in the face of a significant enough stressor, can result in a
psychiatric disorder, such as depression. In fact, most cases of major depressive disorder are

The analysis of Schourup and Waida (1988) makes sense considering that not only does Proposition 2 in (i) and (ii)emphasize what has been said in Proposition 1, it also introduces a fact that refers to a point higher in a certain
scale that Proposition 1 implies. The analysis of the present study is basically consistent with that of Schourup andWaida (1988), though the term “strengthening” is not adopted here due to the lack of a theoretical definition ofwhat it actually means.

158

initially triggered by stress [TCSE 19831 | Rebecca Brachman: A new class of drug that could
prevent depression and PTSD].

As a result of this requirement regarding the newness of the elaborative information,
Proposition 2 of the IN-FACT construction often comes as a kind of surprise to the hearer (Fraser
and Malamud-Makowski 1996, Schwenter and Traugott 2000). This “surprising” factor issometimes rather explicit, as in the following example.

(54)

An interesting one: birds also love and date just like us humans. In fact, you’ll be surprised
to know that males dress to impress the women, and I’ll show you how. So here we have along-tailed widowbird, and this is how they would normally look. But when it comes to thebreeding season, everything changes, and this is how he looks [TCSE 3590 | Washington
Wachira: For the love of birds].

In (54), “you’ll be surprised to know” does not add much to the semantic content of Proposition 2,
but since in fact itself contains an aspect of meaning to the same effect, adding this phrase enhances
this aspect of the meaning in what follows in Proposition 2.
The next example is also interesting in that the “surprising” aspect of Proposition 2 goes handin-hand with an intentional effort to extend imagination motivated by Proposition 1.

(55)

So there’s an obvious idea (= combining direct democracy with software agents) that maybe
we want to consider. But I understand that in this day and age, this idea might be quite scary.
In fact, thinking of a robot coming from the future to help us run our governments sounds
terrifying [TCSE 32267 | César Hidalgo: A bold idea to replace politicians].

159

In (55), Proposition 2 not only introduces a new fact to the discourse but also makes that very fact
come into being by provoking the imagination in association with what has been just said as
Proposition 1. A similar type of usage of in fact appears in (56) as well.

(56)

You know, software engineers and real estate developers think differently—reallydifferently: different values, different time frames—time frames is a big one—and different
jargon, different language. And so they don’t always see eye to eye. I think this is a bigger
problem than most of us realize. In fact, I think professional culture clash is a major barrier
to building the future that we aspire to build [TCSE 13517 | Amy Edmondson: How to turna group of strangers into a team].

In (56), Proposition 1 states that the discrepancy between the cultures of software engineers andreal estate developers is a real problem. Proposition 2, then, further emphasizes this point byreferring to it as a “culture clash” and calling it a “major barrier” to building the aspired-to future.
Here, both propositions are based on the speaker’s construal. The newness of Proposition 2 isbrought about by describing the problem currently discussed using words implying an evenhigher degree of seriousness.
More typical than these examples, though, are instances of in fact that rely on external facts
known already to both interlocutors. There is a subtype of in fact that includes a report-like
expression referring to a fact that provides evidence for the message conveyed by Proposition 1.14
Consider (57).

14

Meinunger (2006) suggests that a proposition embedded in a report-like matrix structure can be considered tobe part of the speaker’s belief and, accordingly, the whole structure functions as an assertion of the embedded
proposition. Following this observation by Meinunger, Krifka (2014) argues that if the subject of the sentence is atrusted source, the speaker can make a speech-act of assertion, acting the role “as a proxy for that other source”(Krifka 2014: 81).

160

(57)

Well, let me put it to you this way: the year Jaws came out, Americans suddenly started
listing “sharks” among their top 10 major fears. In 1995, BMW paid the James Bond franchise
three million dollars to have James Bond switch from driving an Aston Martin to a BMW
Z3. That one move caused so many people to go out and buy that car, that BMW made 240
million dollars in pre-sales alone. The year that Brave and Hunger Games came out, female
participation in archery went up 105 percent. In fact, studies show that the movies you watch
don’t just affect your hobbies, they affect your career choices, your emotions, your sense ofidentity, your relationships, your mental health—even your marital status [TCSE 2890 |Naomi McDougall Jones: What it’s like to be a woman in Hollywood].

The formal properties of Proposition 1 in (57) are somewhat complicated, and the propositional
content needs to be extracted from a fairly wide range of text segments preceding the connective.
The point, however, can be roughly summarized as this: movies could change people’s thoughts
and behaviors. Then, the speaker of (57) tries to reinforce her argument by referring to studies in
Proposition 2, introducing a piece of new supporting evidence for Proposition 1.
The actual ways in which Proposition 2 can be presented in this reporting style may vary
widely. In (58), for instance, a rather periphrastic way of referring to external evidence is used.

(58)

In libraries across the country that charge fines, the poorest neighborhoods have the mostnumber of people blocked from use. In fact, the Colorado State Library was so worried about
this, they published a white paper and they stated unequivocally that it’s the fear of finesthat keeps poor families out of libraries [TCSE 27750 | Dawn Wacek: A librarian’s caseagainst overdue book fines].

Proposition 1 of (58) mentions a nationwide problem that many libraries in the United States areconfronting. The credibility of this problem is endorsed by Proposition 2, which newly introduces
relevant research on the problem conducted by the Colorado State Library.

161

There is another notable variation of in fact. In the following examples, a supporting fact in
Proposition 2 happens to be a process or situation in which the speaker himself/herself is directly
involved. Consider (59) and (60) below.

(59)

I’m a first-generation American. Both of my parents are immigrants. In fact, my father,
Gabriel, came to the US almost 50 years ago [TCSE 15284 | Michael Rain: What it’s like to be
the child of immigrants].

(60)

And some of those cells have to divide thousands of times. In fact, even as I stand here before
you, all throughout my body, cells are furiously replenishing to, well, keep me standing here
before you. So every time a cell divides, all of its DNA has to be copied, all of the coding
DNA inside of those chromosomes, because that carries the vital operating instructions thatkeep our cells in good working order, so my heart cells can keep a steady beat, which I assure
you they’re not doing right now, and my immune cells can fight off bacteria and viruses,
and our brain cells can save the memory of our first kiss and keep on learning throughout
life [TCSE 2868 | Elizabeth Blackburn: The science of cells that never get old].

Such immediacy of the process or situation presented in Proposition 2 to the speaker of theutterance is consistent with the semantic requirements of the IN-FACT construction. The “newness”
of the proposition will be somewhat emphasized, all the more for the reason that it has been kept
untold to the hearer until it is revealed in the utterance. It must be so because, after all, the very
person relevant to the topic discussed has been right there from the beginning.
Lastly, it can be pointed out that the discourse-connective construction of elaboration
resembles that of adversative relations (discussed in 5.2.2) in that the relation between
propositions almost always retains the epistemic aspect of meaning. This stands perfectly to reason,
considering that an elaboration is an intentional act of making what has already been said evenmore precise or more transparent to the hearer: it requires the speaker to be consciously aware of162

the CDS and his or her perspectives to it. Thus, even though many of the examples of in factobserved so far may seem to be usages in the content domain, some degree of epistemicity isimmanent. It is even possible for this epistemicity to be somewhat explicitly expressed. For
instance, consider (61) and (62).

(61)

Skilled or unskilled, all are welcome. In fact, part of the charm and the innovation of thework here is that so many makers aren’t artists at all, but scientists or engineers or welders
or garbage collectors, and their works cross disciplinary boundaries, from a grove of origami
mushrooms that developed out of the design for a yurt to a tree that responds to the voices
and biorhythms of all those around it through 175,000 LEDs embedded in its leaves [TCSE
20757 | Nora Atkinson: Why art thrives at Burning Man].

(62)

So it is beginning to occur to me that waiting for Hollywood to grow a conscience may notactually be a winning strategy. In fact, it seems to me that whenever there is a small, rulingclass of people who have all of the money and power and resources, they’re not actually that
excited about giving it up [TCSE 2890 | Naomi McDougall Jones: What it’s like to be awoman in Hollywood].

Notice that in both examples (61) and (62), Proposition 1 is embedded in the matrix clausepresenting a specific perspective toward it. In (61), Proposition 2 states the idea that “so many
makers aren’t artists at all.” This proposition is embedded inside the speaker’s somewhat
subjective evaluation expressed by the phrase “part of the charm and the innovation of the work
here is.” In (62), Proposition 2 states that “people having money, power, and resources do not givethem up easily.” This is embedded in the matrix clause “it seems to me that.” These examples
illustrate the immanent epistemicity in the relationship between propositions mediated by in fact.
Embedding the proposition in an expression showing the speaker’s perspective to it fits thischaracteristic of the connective and, thus, makes it more revealing as a result.

163

5.2.3.2

Connectives for Reformulation

Next, let us turn to a subtype of the connectives of elaboration that specifies Proposition 2 tobe an explicit restatement of what Proposition 1 has already presented. We call them “discourse
connectives of reformulation” after Del Saz Rubio (2007), who defines these connectives ofreformulation as follows.

A reformulation is a reinterpretation of the message conveyed by the whole previous
discourse segment S1, or one of its constituents (Del Saz Rubio 2007: 16).

Here we take up two of the instances of the connectives of this category, in other words and that is(to say). Figure 5.9 presents the basic structure of the IN-OTHER-WORDS construction.15

2 ⇒ CDSout

Discourse-Function ( CDSin
Discourse/Semantics:
CDSin

CDSoutretrieve
PROP1( reference-statement )Syntax:PROP2

IN-OTHER-WORDS ( reformulative-statement )Connective

ClausalStructures

Figure 5.9: IN-OTHER-WORDS Construction

15

Schematic illustration of the basic structure of that is (to say) is omitted here since that of in other words can beapplied as well basically as it is.

164

The connective in other words is used to guide the interpretation of the preceding proposition
in relation to the purpose of the current discourse. It often functions as a means to provide asummary of that which the previous discourse has expounded, as is the case in (63) and (64) below.

(63)

There’s a part of our brain that would like to know our mistakes and like to look at ourweaknesses so we could do better. I’m told that that’s the prefrontal cortex. And then there’sa part of our brain which views all of this as attacks. I’m told that that’s the amygdala. In
other words, there are two you’s inside you: there’s an emotional you and there’s anintellectual you, and often they’re at odds, and often they work against you [TCSE 2859 |Ray Dalio: How to build a company where the best ideas win].

(64)

But by 2050, it will affect 150 million people—which, by the way, will include many of you.
If you’re hoping to live to be 85 or older, your chance of getting Alzheimer’s will be almost
one in two. In other words, odds are you’ll spend your golden years either suffering from
Alzheimer’s or helping to look after a friend or loved one with Alzheimer’s [TCSE 2340 |Samuel Cohen: Alzheimer’s is not normal aging—and we can cure it].

The reformulation provided by Proposition 2 in this construction may introduce an epistemic
ground for what has already been given in Proposition 1. The following example in (65) explicitly
presents the epistemicity of Proposition 2 with the phrase “it seems that.”(65)

We discovered that averaging the answers of the groups after they reached consensus wasmuch more accurate than averaging all the individual opinions before debate. In other words,
based on this experiment, it seems that after talking with others in small groups, crowds
collectively come up with better judgments [TCSE 4669 | Mariano Sigman and Dan Ariely:
How can groups make good decisions?].

165

Note also that usages of in other words, or connectives of reformulation in general, arenecessarily “discursive,” since using a connective of this kind is an effort on the side of the speaker
to convey a message as accurately as possible in the linear development of the discourse. For thesame reason, utterances involving in other words could take on some speech-act nature, though ofvarying degrees. Consider (66) and (67) below.

(66)

But what about those more dynamic and unpredictable situations that we now increasingly
face? I think in addition to the mechanical thinking, we now need to master the art of
biological thinking, as embodied by our six principles. In other words, we need to think moremodestly and subtly about when and how we can shape, rather than control, unpredictable
and complex situations [TCSE 2549 | Martin Reeves: How to build a business that lasts 100
years].

(67)

So when people talk about saving bees, my interpretation of that is we need to save ourrelationship to bees, and in order to design new solutions, we have to understand the basic
biology of bees and understand the effects of stressors that we sometimes cannot see. In otherwords, we have to understand bees up close [TCSE 2249 | Anand Varma: The first 21 daysof a bee’s life].

Proposition 2 in (66) and (67) contains an expression that implies an obligation to conduct aparticular act (“we need to” and “we have to,” respectively). Thus, in other words here not only
suggests a paraphrase of what Proposition 1 already stated but also provides a way to translate it
into a suggestion for a concrete act. (68) below contains an example of in other words in the speechact domain, presented in an even more straightforward fashion.

(68)

There’s a quote that I keep coming back to, by Saint-Exupéry. He’s the author of The Little
Prince. He said, “If you want to build a ship, don’t drum up your men to collect wood andgive orders and distribute the work. Instead, teach them to yearn for the vast and endless166sea.” In other words, I claim, if we really want to improve our judgment as individuals andas societies, what we need most is not more instruction in logic or rhetoric or probability or
economics, even though those things are quite valuable [TCSE 2537 | Julia Galef: Why you
think you’re right—even if you’re wrong].

Proposition 2 in (68) is embedded in the matrix clause “I claim.” It is a typical expression of aspeech act of argumentation. Thus, it can be said that as is the case with the discourse connectivesof causal relations discussed in 5.2.1, the usages of the IN-OTHER-WORDS construction span the threedifferent domains of meaning: the content domain, epistemic domain, and speech-act domain.
The above is also the case with the other connective of reformulation, that is (to say). The
following is an example of that is (to say) in the content domain.

(69)

First, almost all of us today get a high school diploma. That is, we’ve gone from four to eight
years of education to 12 years of formal education, and 52 percent of Americans haveactually experienced some type of tertiary education [TCSE 1828 | James Flynn: Why our IQ
levels are higher than our grandparents’].

The relation between the two propositions in (69) does not include much of a trace of epistemic
reasoning; Rather, Proposition 2 states the real-world entailment of the fact presented in
Proposition 1. In the next example, on the other hand, the epistemic domain of meaning plays amore prominent role.

(70)

Steve Sillett, when he was a 19-year-old college student at Reed College, had heard that the
Redwood forest canopy is considered to be a so-called Redwood desert. That is to say, at thattime it was believed that there was nothing up there except the branches of Redwood trees[TCSE 409 | Richard Preston: The mysterious lives of giant trees].

167

Proposition 1 in (70) states a real-world fact regarding people’s belief about the flora of the region
in question (“the Redwood forest canopy is considered to be a so-called Redwood desert”).
However, the motivation for the wording used in the segment in question is not clear enough tothe hearer, so the speaker provides follow-up information using the reformulative construction
with the intention to provide background information for Proposition 1. Thus, Proposition 2 here
is not just a straightforward paraphrase of Proposition 1; rather, it is a rhetorical device
meticulously prepared for the hearer to be able to find the same inferential path that the speakerhas taken before the utterance of Proposition 1.
Lastly, the following example in (71) contains that is to say in the speech-act domain.

(71)

And so I’m going to tell you the answer to that question. First, good news: you don’t haveto become a triathlete to get these effects. The rule of thumb is you want to get three to fourtimes a week exercise minimum 30 minutes an exercise session, and you want to get aerobic
exercise in. That is, get your heart rate up [TCSE 10362 | Wendy Suzuki: The brain-changing
benefits of exercise].

The text in (71) is a segment of a talk about the positive effects of exercise on the brain. In this text,
Proposition 1 states what it is recommended to practice in order to benefit from those effects.
Proposition 2 does not just restate this using a different set of expressions. Instead, it translates thestatement in Proposition 1 into a speech act of a simple command or invitation. Note, however,that the relationship between the two propositions here cannot be categorized exclusively into one
domain of meaning. Proposition 2 (“get your heart rate up”) does several things all at once. Other
than making a direct suggestion, it summarizes what has been said already and also indicates thereason why such-and-such activities are recommended by relating the desired effect of doing them.
Thus, although the connective of reformulation that is to say has usages in all three domainsof meaning discussed by Sweetser (1991), the boundaries between the domains are not necessarily

168

clear, just as many examples in this chapter have already revealed. The distinction among domainsof meaning is often a matter of degree, suggesting that it is not hard-coded either in the discourseconnective construction or its subtypes. Instead, each of the domains of meaning is immanent inevery usage of a discourse connective. Only as a result of interaction between the context and thedetails of a particular construction does the distinction appear more or less prominently. This isprecisely what was pointed out in the discussions on the structure of discourse connectives
presented in the preceding chapters.

5.3 Summary of Chapter 5
In this chapter, we verified the validity of the analysis of the discourse connective constructionin the previous chapters by examining actual examples from the TED corpus, a corpus of spoken
English in presentations of TED Talks. Although different types of connectives have distinct
meanings, all of them share the same basic structure characterized by the following threeproperties. First, each includes a relationship between two propositions. Second, one of the
propositions resides in the CDS. Third, the propositions are of particular types that are specified by
the connective used in the utterance.
This chapter has also shown that the three domains of meaning proposed by Sweetser (1991)
elucidate a wide range of meanings of discourse connectives. The content domain, the epistemic
domain, and the speech-act domain are all relevant to the usages of discourse connectives
examined here. It should be kept in mind, however, that there are no strict boundaries between
the domains. The three domains are, in fact, immanent in every usage of a discourse connective.
The apparent distinction among different domains is due to the relatively high degree ofprominence that one of these domains happens to attain. These degrees of prominence are not169hard-coded in either the discourse-connective construction or its subtypes. Instead, they are
determined dynamically in the interaction between constructions and the context. 16

16

The thesis that the relative prominence of domains of meaning can change dynamically must have strong

relevance to Traugott’s (1989) unidirectional theory, which describes general tendencies in historical changes ofmeaning:(i)

Tendency I:

Meanings based in the external described situation > meanings based in the internal(evaluative/perceptual/cognitive) described situation.

Tendency II: Meanings based in the external or internal described situation > meanings based in the textual
and metalinguistic situation.
Tendency III: Meanings tend to become increasingly based in the speaker’s subjective belief state/attitude
toward the proposition.
(Traugott 1989: 34–35)

Further exploration of this association is undoubtedly promising. However, the present study limits itself to arather synchronous perspective.

170Chapter 6
Inference and Discourse Connectives
This chapter investigates the inferential processes involved in the usages of discourse
connectives. It shows that the encoding and decoding of discourse connectives more or less require
inferential reasoning that is similar to that needed in the processes called type coercion (Pustejovsky
1995; De Swart 1998; Michaelis 2004; Boas 2011; Croft 2012). When two elements co-occur in an
utterance, one of the elements may constrain the type of the other element. Failure to observe such
type constraints, however, does not always result in type errors. There are cases in whichutterances are still adequately understood thanks to type coercion, which shifts the type of theelement into the desired one. Though the concept of coercion has been treated as if it were aphenomenon existing only at the sentence level in previous studies, this chapter shows that it
occurs at the level of discourse as well.
In the first half of this chapter, we look at different approaches to coercion. First, the concept
of coercion in Generative Lexicon (Pustejovsky 1995, 2005, 2011), a semantic framework based on
Generative Grammar, is introduced. Generative Lexicon has an affinity with cognitive linguistics
in that it focuses on linguistic phenomena that are often considered somewhat peripheral, such as
nominal expressions involving metaphor and metonymy. According to Generative Lexicon, themeaning of utterances is not given simply as a composition of individual items; rather, it is
dynamically generated in the process of making gradually larger linguistic units. This is partly
consistent with the basic idea of the present study. However, Generative Lexicon assumes that
discourse-level phenomena should be rigidly distinguished from semantic phenomena. This
conflicts with the fundamental assumption of the present study. Thus, we adopt, instead, the171constructionist approach to coercion in an attempt to clarify the inferential processes involved inutterances with discourse connectives.
The second half of this chapter proposes a general principle regarding the inferential
processes that underlie the use of discourse connectives, using the Override Principle proposedby Michaelis (2004, 2005) as the theoretical basis. We also examine actual examples of the usagesof discourse connectives involving various types of coercion. Then, at the end of this chapter, aconclusion is presented regarding the central functions of discourse connectives. Discourse
connectives provide partial guidance as to the way two propositions in the discourse should be
related. It is “partial” because there is no guarantee of a perfect match between the propositions
and the types specified by the actual connective used in the utterance. The propositions may haveto be “coerced” by inferential reasoning so that the overall structure conforms to suchspecifications.

6.1 Approaches to Coercion
6.1.1

Generative Approach
Coercion is triggered when the semantic type of a lexical item conflicts with the requirements

for it imposed by some other element in the context. One of the most typical examples of coercion
involves a shift of the aspectual type of the predicate verb. Consider (1) below.

(1)a. My program ran for a few minutes.
b. My program ran in less than four minutes (this morning).
(De Swart 1998: 360)

The type of the verb ran in (1) is originally atelic, i.e., the meaning of the verb does not have in
itself the concept regarding a point of time when the event ends. However, in (1a), the duration of172

the event is specified by the prepositional phrase “for a few minutes,” and the sentence as a whole
implies the concept regarding the end of the event as a result. In (1b), the amount of time thatelapsed before the event begins is specified by prepositional phrase “in less than four minutes.”
As a result, the verb run in (1b) acquires an inchoative aspect, meaning that the sentence implies
the concept of the very beginning of the event, which is not included in the inherent part of theverb’s semantics. In both examples, the semantic type of the verb shifts from one to another in
response to the cue provided by the co-occurring oblique element representing a particular time
concept.
The following examples in (2) involve similar phenomena.

(2)a. Suddenly, I knew the answer.
b. I read a book for a few minutes.
c. John played the sonata for about eight hours.
d. For months, the train arrived late.
(De Swart 1998: 360)

In (2a), due to the indirect specification of the starting point by the adverb suddenly, the state verb
know is coerced into an inchoative verb, a verb representing the concept of an event implying aparticular time of beginning. In (2b), the verb read is coerced into an ongoing process, i.e., a limitedpart of the whole process of reading the book. In (2c), on the contrary, the event represented byplay is coerced from an act into a state. As a result, the sentence is interpreted to mean a particularpattern of action repeated again and again. Lastly, in (2d), the event represented by arrive, a telicaction verb, imposes a habitual reading due to its co-occurrence with “for months,” indicating theduration of time.
In his theory of Generative Lexicon, Pustejovsky (1995) defines the concept of type coercion
as follows.

173

(3)

Type coercion
A semantic operation that converts an argument to the type which is expected by a function,
where it would otherwise result in a type error.
(Pustejovsky 1995: 59)

Pustejovsky (1995) employs a method of describing the composition of linguistic elements asa function application. The concept of a function here refers to an element that takes any numberof arguments while imposing constraints on them. Among other syntactic categories, verbs are themost typical examples of functions, as exemplified by the examples in (4).

(4)

a. Mary began to read the novel.
b. Mary began reading the novel.
c. Mary began the novel.
(Pustejovsky 1995: 32)

The transitive verb begin is a function taking two arguments: one for the subject and the other forthe object (in a broader sense). The verb imposes type requirements for these arguments. The
subject argument must be an agentive entity that can inchoate an event—thus, it typically turns
out to be an animate entity. The object argument, on the other hand, is required to be an event
initiated by the subject element. Now, the first two examples in (4) contain an expression that
explicitly refers to an event of reading. However, in (4c), the argument given to the verb begin is“the novel,” which does not refer to an event, at least by itself. The element “the novel” is coerced
into an element of the event type. Only then is (4c) read as having more or less the same meaningas (4a) and (4b).

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Pustejovsky argues that a semantic theory must be able to answer the question of how such
coercion takes place in the process of composing phrasal structures out of lexical items whilecriticizing the approach that has enjoyed popularity regarding this question (Pustejovsky 1995:
Chapter 3). This approach, which Pustejovsky calls sense enumeration lexicon (SEL), attempts toaccount for different usages of a lexical item by assuming that there are as many different sensesof the lexical item. It cannot explain, however, all the innumerable numbers of meanings of thelexical item that are slightly different from each other. Nor does it explain the cognitive mechanism
behind all those usages of a lexical item.
Instead, Pustejovsky regards lexical items as building blocks from which intended meaning
is “generated” as they combine in a higher-order organization of linguistic structures. In his
discussion regarding the actual mechanism of his non-SEL theory of word composition,
Pustejovsky stipulates that there are four levels in lexical information, as listed in (5) below.

(5)

Four Levels of Lexical Informationa. Lexical typing structure
giving an explicit type for a word positioned within a type system for the language
b. Argument structure
specifying the number and nature of the arguments to a predicate
c. Event structure
defining the event type of the expression and any subeventual structure it may have with
subeventsd. Qualia structurea structural differentiation of the predicative force for a lexical item
(Pustejovsky 2005: 1)

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Lexical typing structure in (5a) is a level in which the type of an individual lexical item isdetermined vis-a-vis the network of types of other lexical items. The network includes thehierarchical structure based on inheritance between elements. In other words, the lexical typing
structure specifies paradigmatic relationships of a word (Saussure 1916). Argument structure in(5b) is somewhat self-explanatory. In a word, it specifies the syntagmatic structures of a lexical
item. Event structure in (5c) concerns broad types of events that are represented by the lexical item.
Among the types of this sort include STATE, PROCESS, and TRANSITION (Pustejovsky 1995: 61). The
fourth level in (5), qualia structure, is one of the most prominent features of Generative Lexicon.
It is the level in which the intensional (instead of extensional) definition of an element isdetermined. A qualia structure consists of the four qualia roles listed in (6).

(6)

Qualia structure
a. FORMAL
the basic category which distinguishes the meaning of a word within a larger domainb. CONSTITUTIVE
the relation between an object and its constituent partsc. TELIC
the purpose or function of the object, if there is one
d. AGENTIVE
the factors involved in the object’s origins or “coming into being”(Pustejovsky 2005: 2)

In plain terms, the definitions of qualia roles in (6) can be paraphrased as follows: if a lexical item
α is to be explained, a FORMAL role states “what α is”; a CONSTITUTIVE (or CONST for short) rolestates “what α is made of”; a TELIC role states the “function of α”; and an AGENTIVE role states“how α came into being.”

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Now, let us apply these concepts to the analysis of actual expressions. Consider (7) below,
which is structurally identical to (4c) above.

(7)

She began the book.

The nominal the book here is understood to refer to a process rather than an object. Pustejovsky(2005) states that the encoding and decoding of such a sentence are conducted successfully withoutcausing a type error due to coercion that shifts the type of the nominal appropriately. Coercion
does not occur freely, however. For coercion to happen, there must be a particular set of properties
in the semantic structure of the element getting coerced. In the case of the book in (7), coercion ispossible because the noun book has a feature structure with its intrinsic properties shown in Figure
6.1.1

book
ARGSTR =ARG1 = y:information
ARG2 = x:phys_obj

QUALIA =FORMAL= hold(x, y)

TELIC= read(e, w, x.y)

AGENTIVE =write(e', v, x.y)

Figure 6.1: Feature Structure of book1

Only the portion of the feature structure that is relevant for the discussion here is included in Figure 6.1. The

lexical typing structure, the event structure, and the constitutive qualia role are omitted for simplification.

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The feature structure in (7) specifies the argument structure and the qualia structure of book.
The argument structure consists of two arguments: semantic argument y of the “information” typeand semantic argument x of the “physical object” type. 2 The qualia structure consists of three
qualia roles. The FORMAL role hold(x, y) designates that x holds y, that is, a “physical object” holds“information.” The TELIC role read(e, w, x.y) designates that event relation e holds between w andx.y, with w being the “reader” and x.y a “physical object” containing “information.”3 Lastly, theAGENTIVE role write(e’, v, x.y) designates that another event relation e’ holds between v, the “writer,”and x.y, the “information contained in a physical object.”
In Generative Lexicon, coercion is explained in terms of the inferential extension of lexicalinformation. If there is a type mismatch in the semantic structure of a phrase, the qualia structureof the elements involved will be checked to see if such extension is possible. As to the coercion of
the book in (7), there are two options available to make a “process” reading of the nominal
possible—profiling the TELIC role or the AGENTIVE role in the QUALIA structure. Profiling the TELIC
role allows the semantic aspect of “a process of using (i.e., reading) the object” to be foregroundedin the meaning of the overall sentence, while profiling the AGENTIVE role will allow a “process ofcreating (i.e., writing) the object” to be foregrounded instead.
The above example alone might not be enough for arguing against the SEL because if one canregister the process senses of book (“reading a book” or “writing a book”) in addition to more basic
senses of the word, there is no need to abandon the SEL. However, it is realistically impossible toassume all the different senses of a word in advance since each of them only comes into being in a2

Notice that these are “semantic” arguments, which should not be confused with “syntactic” arguments. That thevariables x and y are components of the semantic structure of book entails that they do not necessarily havecorresponding formal manifestations.
3

In Generative Lexicon, after the convention in computational linguistics in general, the dot symbol (.) represents

a composition of two elements. The notation x.y, for instance, means a composite structure of x and y.

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specific contextual environment, which could vary widely from one utterance to another. For
instance, let us consider the senses of the adjective fast. One may be able to list its various senses
as in (8).

(8)

a. fast1: to move quickly
b. fast2: to perform some act quickly
c. fast3: to do something that takes little time

This list of possible senses for fast, however, does not fully explain the meaning of utterances suchas those in (9) below.

(9)a. The Autobahn is the fastest motorway in Germany.
b. I need a fast garage for my car, since we leave on Saturday.
c. The fastest road to school this time of day would be Lexington Street.
(Pustejovsky 1995: 46)

In (9a), fast characterizes the legal maximum speed on the German highway, which is higher
than that of many other roads. In (9b), it indicates that the store in question is “quick” at doingwork. In (9c), it means that the estimated arrival time to the destination will be shorter on a certain
route. In fact, these three usages of fast can be regarded as variations of the three senses in (8a) to(8c), respectively. However, notice that fast in (9a-c) has semantic features that are slightly different
from those in (8a-c): The Autobahn in (9a) is not something that moves; a garage in (9b) does not
perform the act of repair (instead, people there do); and Lexington Street in (9c) is just there sitting
still to be used by the motorists.
Generative Lexicon assumes that coercion is at work in a wide range of linguistic phenomena.
Among them are those discussed widely as classic examples in past semantic research, including179not only in the generative tradition but also in cognitive linguistics. (10) to (13) below are examples
that Pustejovsky (1995) uses to illustrate variations of nominal coercion (container/containedalternation,

place/people

alternation,

process/result

alternation,

andproduct/producer

alternation). From a cognitive-linguistic point of view, these are mostly instances involving
metaphorical/metonymical extensions of meaning (cf. Lakoff and Johnson 1980; Lakoff 1987; Gibbs
1994; Kövecses 2010).

(10)

Container/Contained alternation
a. Mary broke the bottle.
b. The baby finished the bottle.

(11)

Place/People alternationa. The John traveled to New York.
b. New York kicked the mayor out of office.

(12)

Process/Result alternationa. The company’s merger with Honda will begin next fall.
b. The merger will produce cars.

(13)

Product/Producer alternation
a. John spilled coffee on the newspaper.
b. The newspaper fired its editor.
(Pustejovsky 1995: 31–34, with minor modifications)Linguistic phenomena that Cognitive Grammar (Langacker 1987a, 1990a, 1990b, 2008a) has
long dealt with using the concept of construal are also analyzed in Generative Lexicon (count/mass

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alternation, plant/food alternation, and figure/ground alternation). (14)–(16) are among thesentences that exemplify such phenomena.4(14)Count/Mass alternationa. The lamb is running in the field.
b. John ate lamb for breakfast.

(15)

Plant/Food alternations
a. Mary watered the figs in the garden.
b. Mary ate a fig for lunch.

(16)

Figure/Ground alternations
a. The window is rotting.
b. Mary crawled through the window.
(Pustejovsky 1995: 31–34, with minor modifications)

4

Nunberg (1995) also deals with phenomena similar to (14)–(16), where “transfers of meaning” occur. His

approach is, however, somewhat different from Pustejovsky’s. Pustejovsky (1995) regards the process of coercion
as taking place lexically. Thus lamb in (14b), for instance, can offer the “mass” reading thanks to the qualia structurethat it contains as an independent lexical item. Nunberg (1995: 120) points out that the transfer of meaning should
be considered as “a phrasal process that works to a large degree in concert with the process of semantic
composition,” referring to an example like (i).

(i)

The south side of Cambridge voted Conservative.

The lexical approach, Nunberg argues, cannot explain the fact that the subject NP of (i) refers to a group of people(instead of the region of the city of Cambridge). The present study does not adopt Pustejovsky’s framework to deal
with coercion phenomena partially due to this problem. See also Wechsler (2015: Chapter 2) for related issues onpolysemy and sense extension of lexical items.

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The fact that two different frameworks share these areas of interest does not automaticallymean they are both well-grounded or compatible, of course. Still, the explanation of coercion
offered in Generative Lexicon has much in common with the analysis of discourse connectives in
the present study. It is especially apparent when Pustejovsky (1995) states that the SEL does not
do well in explicating the semantic process of constructing the meaning of lexical items in context
and that inferential reasoning and commonsensical world-knowledge are the key factors(Pustejovsky 1995: Chapter 4).
However, there are theoretical obstacles to adopting the methods of Generative Lexicon in
the present study. The first of them concerns the modular view of language held in Generative
Lexicon. As part of the generative tradition that originates in the works of Noam Chomsky, it
rigidly distinguishes semantics and syntax as independent regions of study (cf. Chomsky 1957,
1986, 1994, 1995). The second obstacle is related to the first one. Generative Lexicon also makes aclear distinction between semantics and discourse. Pustejovsky (1995) suggests the following.

A clear notion of semantic well-formedness will be necessary in order to characterize atheory of possible word meaning. This may entail abstracting the notion of lexical
meaning away from other semantic influences. For instance, this might suggest that
discourse and pragmatic factors should be handled differently or separately from thesemantic contributions of lexical items in composition (Pustejovsky 1995: 6).

In the above citation, Pustejovsky draws a clear boundary between semantics and discourse,
though somewhat tentatively. The present research, which aims at the elucidation of the structureof discourse connectives, however, presupposes that semantics and discourse are inseparable. This
is not just an arbitrary choice but is due to logical necessity. If the meaning of language depends
on inference, it is inevitable to take into consideration broader contextual factors since theknowledge base on which inferences can be made updates continuously as the discourse unfolds.

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For this reason, we now turn to the approach to the concept of coercion from a perspective ofConstruction Grammar instead.

6.1.2

Constructionist Approach
In Construction Grammar, the concept of coercion is addressed in a series of studies by

Michaelis (2002, 2004, 2005), who proposes the Override Principle as a condition for coercion to
occur in the encoding/decoding of lexical items. Also, Boas (2011) deals with coercion inconnection with a phenomenon that he calls leakage. In what follows, we examine these twoconcepts, the Override Principle and leakage, to establish a theoretical foundation for an analysis
of discourse connectives based on Construction Grammar.

6.1.2.1

Override Principle

Michaelis (2002, 2004, 2005) argues that coercion plays a vital role in the use of grammaticalconstructions. As discussed in Chapter 2, a construction is a structure consisting of a symbolic
relationship between its meaning and its form. Also, a construction can be considered a functionthat takes arguments, performs some processing on them, and returns the results. However, unlike
function applications in mathematics and computer science, in the case of natural language, anapplication of a construction as a function is highly flexible. When a given set of arguments
satisfies the formal requirements, but the semantic type does not match the ones specified by theconstruction, coercion can take place so that a kind of semantic extension can occur utilizing
commonsensical world-knowledge and inferential reasoning (cf. Sanford 2006). Michaelis (2005)
presents examples of coercion occurring in nominal and aspectual morphosyntax. In the sentencesin (17) and (18) below, the successful application of a construction as a function relies on coercing
the types of the elements printed in italics.

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(17)

Nominal morphosyntax
a. Give me some pillow.
b. They sampled some wines.
c. She had a beer.

(18)

Aspectual morphosyntax
a. She liked him in a minute.
b. I’m feeding him a line and he’s believing every word.
c. She washes the car.
(Michaelis 2005: 46)

Michaelis (2005) points out that coercion occurs not only in nominal morphosyntax andaspectual morphosyntax but also in argument structures of verbs, though she refers to this type ofphenomenon as “coercion in semantic frames,” using examples presented in (19).

(19)

Semantic framesa. Down at the harbor there is a teal-green clubhouse for socializing and parties. Beside it
sparkles the community pool (Vanity Fair 08/2001).
b. When a visitor passes through the village, young lamas stop picking up trash to mug forthe camera. A gruff ‘police monk’ barks them back to work (Newsweek 10/13/1997).
(Michaelis 2005: 46)

The verb sparkle used in (19a) is prototypically associated with a monovalent frame. Namely, it isoriginally expected to be realized in a clause that comprises a theme, something that “sparkles.”Thus, sparkle in (19a) is considered somewhat “marked” in that it is embedded in a bivalent frame
comprising not only a theme but also a location of the event. This is also the case with (19b), wherea monovalent verb bark is embedded in a bivalent frame. In these examples, the verb’s semantic

184

type does not match the semantic type required by the construction cooccurring with the verb. To
remedy this, coercion must take place, shifting the verb’s semantic type accordingly.
Michaelis (2002, 2004, 2005) stipulates the conditions in which such type-shifting must occur
as follows.

(20)

Override Principle
If a lexical item is semantically incompatible with its syntactic context, the meaning of thelexical item conforms to the meaning of the structure in which it is embedded.
(Michaelis 2004: 25)

The present study adopts the above as a guiding principle for coercion in the application of
the discourse-connective construction in actual utterances. Later in this chapter, we examine actual
examples of discourse connectives where coercion is at work. Before that, however, let us look at
one theoretical distinction pointed out by Michaelis (2005) that is relevant to coercion.
According to Michaelis (2005), there are two types of type-shifting: explicit type-shifting andimplicit type-shifting. The first one, explicit type-shifting, is defined as follows.

(21)

Explicit type-shifting
A shift in the designation of a lexical item (or its projection) by a grammatical construction
with which that lexical expression is conventionally combined.
(Michaelis 2005: 55)

A typical example of explicit type-shifting is the application of the progressive construction to an
activity verb such as one in (22) below. It is “explicit” in the sense that the shift from “activity” to“state” is indicated by the progressive morpheme -ing.

(22)

She was winning the race when she got tripped.

185

(Michaelis 2004: 17)

Implicit type-shifting, on the other hand, is defined as follows.

(23)

Implicit type-shifting
A shift in the designation of a lexical item (or its projection) in order to reconcile semantic
conflict between word and construction, as per the Override Principle.
(Michaelis 2005: 55)

It is worth noting that implicit type-shifting often co-occurs with explicit type-shifting. Example(24) below is such an example.

(24)

Growers are preferring it because it takes less work to harvest than the white varieties.
(Michaelis 2004: 17)

It is “implicit” in the sense that the semantic type of the verb prefer must be coerced from“state” to “act” without having a specific formal marker before it is then explicitly type-shifted byvirtue of the progressive morpheme -ing. Such an implicit type-shift, which coerces the type of theverb into something different just in order to change it back again later (“stative” to “active” andthen to “stative”), may look useless at first sight. However, the process of the implicit type-shift
from “stative” to “active” has its own semantic effect. Since it gives the semantic trait of “activeness”
to prefer, the explicit type-shift accompanying the application of the progressive morpheme -ing
not only turns the resulting type back into that of a “state” category but also turns it into a typethat has a rather complex internals, where only a part of the ongoing process of “preferring” isfocused. This structure is identical neither to the semantic structure of the original state verb nor
to that of the same verb implicitly coerced into an active verb. The overall effects are only attained186

by the sequence of the above procedures involving both an implicit type-shifting and an explicit
type-shifting.5
The distinction of explicit and implicit type-shifting has implications for usages of discourse
connectives as well. In the analysis presented later in this chapter, the following statement by
Michaelis about explicit and implicit type-shifting bears a special significance.

While the use of an explicit type-shifting device can be viewed as a hearer-based
accommodation, arising from the drive toward maximal transparency, the use of an
implicit type-shifting device can be seen as a speaker-based optimization strategy,
involving economy of effort (Michaelis 2005: 83, a typo in the original text corrected).

Before turning to actual examples of discourse connectives, however, we examine anothertheoretical notion that has much to do with coercion, that is, leakage, discussed by Boas (2011).

6.1.2.2

Leakage

According to Boas (2011), leakage is a phenomenon that causes “otherwise unacceptable nonconventionalized utterances to be judged acceptable by means of coercion” (Boas 2011: 1295). The
term leakage is attributed to Edward Sapir, who states as follows.

[W]ere a language ever completely “grammatical,” it would be a perfect engine ofconceptual expression. Unfortunately, or luckily, no language is tyrannically consistent.
All grammars leak (Sapir 1921: 38).

5

Michaelis (2005) states that the term coercion may be better reserved to implicit type-shifting (Michaelis 2005: 47),though the two types of type-shifting may be intertwined and often difficult to discern. The present study uses theterm rather more broadly than Michaelis (2005) does.

187

Boas (2011) suggests that a comparison of the two sentences in (25) provides a good foundation
on which to discuss the concept of leakage.

(25)

a.

Ed hammered the metal flat.

b. ?? Ed hammered the metal safe.
(Boas 2011: 1271)

While (25a), a typical example of the resultative construction, presents no problems, theacceptability of (25b) is somewhat reduced even though the only difference is the choice of theadjective that expresses the resulting state. Since the formal properties of (25a) and (25b) areequivalent, the difference in acceptability is attributed to other properties. Boas (2011) points outthat the resulting state in (25b) expressed by the adjective safe, “cannot be construed as being
directly caused by the energy emitted by the agent” and thus it cannot be regarded as an exampleof the resultative construction as natural as (25a) is.
The acceptability of the latter sentence, however, is much improved if given an appropriate
context that provides enough motivation for the choice of the adjective. The text presented in (26)
is such an example, where the otherwise nearly unacceptable sentence in (25b) is contextualized
and thus accepted more easily.

(26)

The door of Ed’s old Dodge had a piece of metal sticking out. When getting out of the car,
Ed had cut himself on the metal and had to go to the hospital to get stitches. The next day,
Ed hammered the metal safe.
(Boas 2011: 1272)

The evaluation of (26), in fact, could vary from speaker to speaker. Boas conducted a surveyof 40 native speakers of English to check the acceptability of this example, with the results that 23

188

informants found it acceptable, nine judged it marginally acceptable, and eight found it
unacceptable—not a totally unanimous evaluation. It is nevertheless undeniable that an
appropriate context could improve the overall acceptability of this otherwise problematic sentence.
Why, then, does this happen? To address this, Boas proposes the following explanation.6

Leakage phenomena are best accounted for in terms of analogical association of one ofthe verb’s conventionalized argument structure specifications (represented by an event
frame, or mini-construction) with two other important sources of information (Boas 2011:1295).

In Boas’s analysis, (26) is not just an instance of the resultative construction; it is also
associated with another construction by the analogical similarity of the event frames evoked by it.
The additional construction is of the form “make ... safe” here. In (26), thanks to the rich contextual
support, the information for both of the two event frames is available at the same time. Thisphenomenon, which Boas calls leakage, increases the interpretability and the acceptability of thesentence as a result.
There is one condition, however, for such an analogical association between the event
structures of the primary construction E1 and the secondary construction E2 to be established. Thatis, the latter construction must be entrenched to some extent in the language. This condition is met
in the case of (26). A corpora study attests that the make … safe construction has a reasonably high6

Boas (2011) only mentions that the experiment participants were 40 native English speakers; however, he does

not mention their prior experience with linguistic literature. Furthermore, it is possible that different contexts may
produce somewhat different results in either direction. According to Yamanashi (2009), constructions are subject
to schematization, instantiation, and extension, as is the case with many other linguistic units (Yamanashi 2009:
Ch. 5). Thus, there are practically no restrictions on the “creative” use of constructions, as long as they areembedded in the appropriate context. From these perspectives, the survey and argument of Boas (2011) areinsightful; however, there are limitations to consider.

189

degree of entrenchment in English. Boas (2011) gives sample utterances of this construction
collected from the British National Corpus, presented in (27).

(27)

a. Good food handling and thorough cooking should make all food safe.
b. What is done to make tap water safe to drink?
c. How soon do they make sexual intercourse safe?
d. Baker also claimed the Government had done all it could to make cars safe.
e. This demonstrates the need for us to continue to stop and search people, if we are to makethe streets safe.
(Boas 2011: 1288)

From these observations, Boas generalizes the process of leakage in which the specificationsof a construction leak because of its analogical relation with another construction also used in theutterance. (28) below explicates the condition more formally.

(28)

Conditions on leakage
The conventionalized specifications of an event frame E1 may leak to yield a new nonconventionalized utterance (UN) iff.
a. There exists another conventionalized event frame E2i) that licenses conventionalized utterances (UC) expressing part of the form-meaning
pairing of UN, andii) that is more abstract at some level than E1.
b. By means of analogical association, those parts of the event-frame specifications of E1 areoverridden or augmented by the event-frame specifications of E2, which are necessary to
license UN. Association of E1 with E2, in order to license UN, is only possible ifi) there is a semantic overlap between E1 and E2 such that those specifications of E1 which
are not overridden or augmented by E2 can be construed as an instance of E2, and190ii) each form-meaning specification associated with E2 that overrides or augments any ofE1’s specifications is construed the same way in UN as it is according to its
specifications encoded (expressed) by E2 as a result of the information provided by E1,
E2, and contextual background information.
(Boas 2011: 1291)

With the above fundamental mechanism, the process by which the non-conventional sentencein (26) gets licensed thanks to leakage can be schematically illustrated as in Figure 6.2.7

CONTEXT
E2 (make ... safe
Agent

E (hammer)
Patient

ResultAgent

Patient

Resultanalogical association

Subject

V

ObjectXP

Subject

V

Object

XP

NP

V

NP

safe

NP

V

NP

safe

Ed

made

the metal

safe

Ed

hammeredthe metal

safe

UC

UN

Figure 6.2: Licensing of Non-conventionalized Utterance

Typically, the resultative construction containing the verb hammer is not able to take the obliqueelement safe (=XP in Figure 6.2) because of the semantic restriction on the final state in the
resultative construction. Boas points out regarding this constraint on the final state as follows: “itcannot be construed as being directly caused by the energy emitted by the agent.” However, due
to the analogical association between E1, the event frame of the resultative, and E2, that of themake ... safe construction, which is frequent enough (or “entrenched”), an unconventional

7

Figure 6.2 is created based on Boas (2011: 1292) with some minor modifications.

191

expression (“Ed hammered the metal safe”) UN comes into being as a result. It may carry somesemantic awkwardness in isolation. Nonetheless, the acceptability significantly improves ifuttered in context, thanks to the leakage as well as supportive information available in the ongoing
discourse.
This phenomenon Boas (2011) calls leakage shows the potential significance of inference in theencoding and decoding of linguistic expressions in the level of discourse that goes beyond theboundaries of sentences and clauses.

6.1.3

Interim SummaryThus far, this chapter examined approaches to coercion in two different frameworks. First,

we saw that the methodology of Generative Lexicon has something in common with that of thepresent research. Both adopt the “functional” approach in describing the process of encoding anddecoding utterances. Moreover, both place importance on inferential reasoning. Pustejovsky(1995) defines coercion as an operation of converting the type of an element so that therequirements imposed on it are semi-forcibly fulfilled. This kind of operation is not freely available,
however. It depends on the qualia structure, the commonsensical world-knowledge that is stored
along with the other kinds of knowledge composing individual lexical items. Nonetheless, thetheoretical presupposition of Generative Lexicon that syntax, semantics, and discourse are all
separate regions of research keeps the present research from adopting the latter framework.
Thus, we turned to constructionist approaches to coercion instead and examined twotheoretical notions proposed therein. Michaelis (2004) describes the conditions under which
coercions occur to the meaning of lexical items as the Override Principle. She also distinguishes
two types of type-shifting, implicit type-shifting and explicit type-shifting, with only the former
defined as identical to the process of coercion in her terminology. Boas’s (2011) notion of leakage
suggests that non-conventional usage of a construction could become more acceptable if the192

following two conditions are met: 1) there exists a construction that is well entrenched in thelanguage and analogically associated with the primary construction; and 2) enough contextual
data is available that motivates and accommodates the event structures of both constructions at
the same time.
Coercion expands the language without introducing brand-new or ad hoc devices speciallydesigned to meet the needs that arise in encoding and decoding utterances. It allows the utilizationof existing linguistic devices, whether lexical elements or constructions, to convey messages that
go beyond the boundaries of their prototypical meanings by making use of inference and worldknowledge. The next section is intended to present how coercion occurs not only at the sentencelevel but also at the discourse level, with particular attention to discourse connectives as an
example of grammatical categories that heavily rely on this mechanism.

6.2 Discourse Connectives as Inference Inducers
6.2.1

Override Principle for Connectives
Michaelis’s (2004) Override Principle stipulates that the type of a lexical item shifts to conformto the specifications of the construction in which it is embedded. The principle is presented againin (29) below.

(29)

Override Principle
If a lexical item is semantically incompatible with its syntactic context, the meaning of thelexical item conforms to the meaning of the structure in which it is embedded.
(Michaelis 2004: 25)

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(29) only refers to the type of lexical items, but we need to deal with propositions expressedin a wide variety of forms. Thus, the principle must be modified so that coercion in utterances
involving discourse connectives can be similarly designated.8(30)

Override Principle for Connectives
If the type of a proposition is incompatible with the type specified by the connective
construction it is embedded in, the type of the proposition conforms to that of theconstruction if the inferential operation of type-shifting is available based on the sharedcontextual information and commonsensical world-knowledge.

To see how this principle works, let us consider the examples in (31) below.

(31)

a. This flight takes 5 hours. There’s a stop-over in Paris.
b. This flight takes 5 hours, and there’s a stop-over in Paris.
c. This flight takes 5 hours, because there’s a stop-over in Paris.
d. This flight takes 5 hours. So, there’s a stop-over in Paris.
e. This flight takes 5 hours, but there’s a stop-over in Paris.
f. This flight takes 5 hours. After all, there’s a stop-over in Paris.
(Fraser 2006a: 195)(31a) is an utterance without a discourse connective. Since the relationship between the
proposition conveyed in the first sentence and the proposition of the next sentence is not explicitly

8

The Override Principle for Connectives presented in (30) differs from Michaelis’ (2004) original principle in (29),in that it does not use “syntax” and “semantics” as opposing concepts. While acknowledging the basic validity of
Michaelis’ principle, I would like to emphasize the importance of the basic tenet of cognitive linguistics that syntax
and semantics are inextricably linked and can hardly be separated.

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described, the hearer must reconstruct it by inference. On the other hand, each of (31b–f) contains
a discourse connective that specifies the relationship between the two propositions. For example,
the discourse connective because in (31c) specifies “result/consequence” for Proposition 1 and“cause/base” for Proposition 2, as discussed in 5.2. In (31d), so specifies “cause/base” for
Proposition 1 and “result/consequence” for Proposition 2. Figure 6.3 shows the basic structure of
the discourse-connective construction, a schematic diagram that has been already presented
several times by now.

Discourse-Function ( CDSin REL PROP2 ⇒ CDSout
Discourse/Semantics:
CDSin

CDSoutretrieve
PROP1(

Syntax:

TYPE1

PROP2

)

REL

Connective

(

TYPE2

)

Clausal-Structures

Figure 6.3: Discourse-Connective Construction

The process by which the discourse connectives in (31b–f) relate propositions is an explicit
type-shifting. However, note that there is no formal designation for Proposition 1 in the syntactic
structure in the discourse-connective construction. For this reason, the discourse-connective
construction requires the hearer to carry out the task of retrieving propositions from various formsof expression. Some of these forms readily match the type specified by the discourse connective
used in the utterance, while others require implicit type-shifting by inference and the contextual

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information. For Proposition 2, though there is a formal designation, it is only designated as
clausal-structures. Therefore, it may also be necessary to appropriately type-shift the proposition.

6.2.2

Type-Shifting in the Discourse-Connective Construction
In the following, we examine actual examples in which implicit type-shifting, or coercion,occurs in addition to explicit type-shifting in the discourse-connective construction. As mentioned
shortly before, since the discourse-connective construction does not have detailed formal
specifications for propositional elements, expressions of various forms could appear with it. As aresult, the construction involves countless different types of type-shifting. It is virtually impossible
to enumerate all the possible kinds. The purpose here is, instead, to show notable examples fromthe corpus where the process of coercion comes into play at the discourse level.99Another, more implicit purpose of this section is to elucidate how certain types of sentence-level phenomena thathave been often discussed in Generative Grammar may have discourse-level counterparts, and they can beanalyzed in the present framework. One such phenomenon is the construction mismatch in VP-ellipsis discussed
by Merchant (2001, 2008), exemplified in (i) below.

(i)a. The system can be used by anyone who wants to (use it).
b. The janitor must remove the trash whenever it is apparent that it should be (removed).
(Merchant 2008: 169)

In (i), the elements in parentheses represent parts of sentences that do not have surface forms, that is, deleted VPs.
Note that in each of the sentences in (i), the construction of the antecedent VP and that of the deleted VP are
different in their voices: one is in the active voice while the other is in the passive voice. We consider that VPellipsis in (i) above involves a mechanism of proposition retrieval that is fundamentally identical to the one
underlying discourse-level phenomena such as those observed in the previous and present chapters.

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6.2.2.1

Implicit Type-Shifting in Discourse

As discussed in Section 5.2, there are connectives for elaboration that specify Proposition 1 tobe of the type “reference-statement” and Proposition 2 to be “reformulative-statement.” Since
reformulation is an act of expressing the same thing once again in a different way, the two
propositions are expected to include virtually the same content. However, there could be cases
where a connective of this type is used to relate two propositions having apparently distinct
properties, both formally and semantically. Consider (32).

(32)

So we may be able to go beyond that when thinking about this system that I’m showing you,and that is to say we need to think in terms of the water, the fresh water, which is also going
to be an issue in the future, and we’re working on methods now for recovering the waste
water [TCSE 1561 | Jonathan Trent: Energy from floating algae pods].

The text preceding the connective in other words in (32) makes a statement about “ability,”
while the text following the connective makes one about “necessity.” Strictly speaking, these two
refer to different things. This does not conform to the requirement by the construction that the
propositions participate in an elaborative/reformulative relation. Thus, implicit type-shifting is inorder. The contextual information and commonsensical world-knowledge allow one to makeinferential reasoning and relate the two notions of “ability” and “necessity.” The logic is rooted ineveryday experience. We know the necessity of an act is more likely to arise when it is possible,
rather than vice versa. In fact, it is not worth discussing the necessity of doing something when
there is no way to make it happen in the first place. Equating “ability” and “necessity” ispragmatically natural even though it may not be semantically so. Thus, the usage involving that is
to say in (32) is made possible by implicitly type-shifting the content types of two propositions into
two that are compatible with each other, with the help of inference based on the commonsensicalworld-knowledge shared by both interlocutors.

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6.2.2.2

Declarative/Interrogative Conversion

In instances of discourse connectives for elaborative/reformulative relations, a proposition
expressed by a declarative statement can be matched or compared to a proposition expressed byquite a different type of construction, such as the imperative construction or the interrogative
construction (cf. Yamanashi 2009).10 (33) below shows such an example.

(33)

So the FDA has a very specific protocol. In the first phase of this testing, which is called
testing for toxicity, it’s called Phase I. In the first phase, you give the drug to healthy people
and you see if it actually makes them sick. In other words, are the side effects just so severethat no matter how much good it does, it’s not going to be worth it? Does it cause heart
attacks, kill people, liver failure? And it turns out, that’s a pretty high hurdle [TCSE 1901 |Roger Stein: A bold new way to fund drug research].

Proposition 1 in (33) is in a declarative sentence with an if-clause embedded in it, while
Proposition 2 is in a sequence of interrogative clauses. The effect of reformulation here is attained

10

Yamanashi (2009) discusses the interesting phenomena of two distinct clauses coordinated in a single sentence

notwithstanding the incoherency of their formal constructions. The following are examples of such sentences withdifferent combinations:(i)[Imperative & Declarative]
Wash the toilet and the car is still dirty.

(ii)[Interrogative & Imperative]
Hey, where is your knife and hold your fork tight.

(iii) [Declarative & Interrogative]
The sleeves are a bit tight and isn’t the waist too tight?
(iv) [Imperative & Declarative]
Please buy some sugar and we need soy source, too.
(Yamanashi 2009: 249)

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by virtue of the implicit type-shifting. The interrogative construction originally expresses theintention of exerting the illocutionary force of “asking.” Thus, if the text right after in other words
in (33) appeared in a different context, it would be likely that the utterance would be interpreted
more literally as a question asking something to the hearer. Apparently, this is not the case here.
The expression in the form of a question in (33) only offers an alternative way of saying basicallythe same thing as the preceding text just to help the hearer grasp the meaning as accurately as
possible. In other words, no question is actually asked here. This implicit type-shifting, or coercion,
may occur without being consciously noticed by the interlocutors. Still, it plays an essential role in
the overall meaning construction for the utterance.

6.2.2.3

Semantic/Pragmatic Repair

Typically, a connective of adversative/contrastive relations conjoins two text segments having
parallel structures. If their structures are regarded as imbalanced, implicit type-shifting/coercion
must take place. It can “repair” the semantic/pragmatic structures of two text segments that are
structurally inconsistent with each other. Consider (34) below.

(34)

It turns out that human drivers make mistakes that lead to traffic accidents about once every
100,000 miles in America. In contrast, a self-driving system is probably making decisions
about 10 times per second, so order of magnitude, that’s about 1,000 times per mile [TCSE
2291 | Chris Urmson: How a driverless car sees the road].

The text segment to the left of the connective in contrast in (34) relates the rate of mistakes that
could happen for human drivers. The text to the right of it, on the other hand, makes a statement
about decisions made by the computer system of a self-driving car. Thus the two structures areinconsistent with each other—hence, coercion is called for. The information about the frequent
occurrence of human mistakes makes the hearer draw an inference that humans make too few

199decisions while driving. Moreover, it will also be implied that those decisions are neither as stablenor correct as those of machines in the first place. The self-driving car makes far more decisions
than humans and does so more accurately. Notice that such inferencing requires natural reasoning
based not only on the information in the text itself but also on commonsensical world-knowledgeof relevant issues such as the nature of human decisions and the stability and accuracy of computer
systems. A semantic/pragmatic repair like this is consistent with what the present researchsuggests about the fundamental mechanism of discourse connectives.

6.2.2.4

Discourse Connective as a Cue to Build a Proposition

The basic structure of discourse connectives includes two propositions, with one extracted
from the CDS and the other newly introduced by the connective. The new proposition, Proposition
2, is often provided by a single clause, but it can also be provided in a sequence of clausal structuresthat collectively compose a single proposition. Consider (35).

(35)

There’s a new field in brain science, social neuroscience. This studies the circuitry in two
people’s brains that activates while they interact. And the new thinking about compassion
from social neuroscience is that our default wiring is to help. That is to say, if we attend tothe other person, we automatically empathize, we automatically feel with them [TCSE 200| Daniel Goleman: Why aren’t we more compassionate?].

Proposition 1 retrieved from the text preceding the connective that is to say in (35) states that“our default wiring is to help.” It is abstract enough to be naturally followed by elaborative
statements. However, it is unknown to the hearer if it is what happens, for there could be diverse
possibilities as to the type of relation between propositions when there were no guiding signs. It
is even possible that the relationship is unnoticed, especially when the formal properties of thetwo propositions are as different as those in (35). The insertion of that is to say in (35) alleviates

200such concern. It plays a role in declaring that what follows reformulates the preceding proposition.
In other words, it provides a cue for the hearer to build a proposition out of a sequence of text
following the connective. This process is similar to proposition retrieval, by which a propositionis extracted from the text preceding the connective. What happens in an utterance like (35) only
differs from regular proposition retrieval in that the proposition is delivered in real-time as thediscourse unfolds rather than as a result of a retrospective reference.

6.2.2.5

Leaking Construction

Lastly, let us examine discourse connective usages involving leakage. As discussed in 6.1,
When leakage occurs, a grammatical construction appears in a somewhat non-conventional way,
but the resulting utterance is considered reasonably acceptable thanks to the support of an extra
construction analogically associated with the primary construction. In a word, the leakage createsa hybrid construction conflating two constructions based on a partial overlap of their structures.
The following is an example of such a leaking construction.

(36)

And let me ask you, when was the last time that you kissed a mirror? Ultimately, we need
to work together as communities, as governments and as businesses to really change thisculture of ours so that our kids grow up valuing their whole selves, valuing individuality,
diversity, inclusion. We need to put the people that are making a real difference on ourpedestals, making a difference in the real world. Giving them the airtime, because only thenwill we create a different world [TCSE 2102 | Meaghan Ramsey: Why thinking you’re ugly
is bad for you].

In (36), Proposition 1 is expressed in a gerundive construction (“giving them the airtime”)
that does not use a more straightforward way of conveying the same message, such as “we should
give them the airtime.” Though the exact reason why this gerundive expression is used here
instead of a clausal form is not apparent, one conceivable motivation must be as follows. The

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gerundive expression is a fragment of what is originally intended to be a full sentence, such as“giving them the airtime is an imperative,” for instance. If this is the case, then the leaking
construction in (36) is a conflation of the gerundive subject construction and the BECAUSE
construction. Alternatively, the gerundive subject may be a fragment of a caused-event
construction in a form such as “giving them the airtime will cause the future where we create a
different world.” The result part of this construction may have been somehow replaced by the
BECAUSE construction and ended up having the formal structure it does.

Either way, the conflated expression makes sense without any significant problem since theanalogical relation between the constructions as well as the contextual information provide
enough support for the hearer to determine the intended meaning of the utterance. Additionally,
all the component constructions that possibly compose the hybrid construction in (36)—thegerundive subject construction, the BECAUSE construction, and caused-event construction—are
considered well entrenched in the language. Thus, the overall picture seems to be in parallel withwhat Boas (2011) points out in his analysis of the process of leakage.

6.3 General Function of Discourse Connectives
In this section, we conclude the chapter by considering the general function of discourse
connectives based on the observations of the examples thus far. The examples in this chapter madeit clear that the propositions to be conjoined by the connective do not necessarily find themselves
entirely ready for that to happen: it is often the case that the propositions must be coerced into
types that match the specifications imposed by the particular connective used in the utterance. In
fact, coercion is not a special operation applied only to limited cases of usages of discourse
connectives. In a sense, every usage of a discourse connective involves some kind of coercion eventhough the degree of inferential reasoning required may vary widely.

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This view leads to an understanding that discourse connectives provide partial guidance as
to how the hearer should interpret two propositions presented sequentially. It is “partial” for thefollowing reason. Though a discourse connective specifies broad types of propositions, thematching between the actual propositions and the specified types is not guaranteed; it always
relies on the inferential effort on the part of the hearer. The distinction between explicit andimplicit type-shifting suggested by Michaelis (2005) has a significant implication here. Michaelis’scomment as to the characteristics of explicit and implicit type-shifting mentioned in Section 6.1 isrecapitulated below.

While the use of an explicit type-shifting device can be viewed as a hearer-based
accommodation, arising from the drive toward maximal transparency, the use of an
implicit type-shifting device can be seen as a speaker-based optimization strategy,
involving economy of effort (Michaelis 2005: 83, a typo in the original text corrected).

Discourse is an interactive activity between the speaker and the hearer. Even if the ongoing
discourse is in a rather unidirectional style of a presentation or a lecture, the speaker needs to pay
much attention to the CDS—the body of knowledge built and updated from what he or she hasstated and shared with the hearer. When presenting a new proposition, the speaker considers how
the hearer determines its place in the CDS relative to the existing contents therein. Thus, to use
Michaelis’s words, connectives are considered devices for hearer-based discourse optimization.
However, not only the speaker but also the hearer needs to make efforts to optimize thecommunication. Though there are only a limited number of discourse connectives in the language,
there are virtually no restrictions on the formal and semantic properties of the expressions actuallyused in the discourse-connective construction. Therefore, the hearer is always required to be alertand make efforts to appropriately retrieve and flexibly adjust propositions in a way that conforms
to the type specification given by the connective used in the utterance.

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It can be said that, on the one hand, that discourse connectives are a hearer-oriented
optimization device. On the other hand, however, they are also devices for reducing the cognitive
burden on the part of the speaker since they exempt the speaker from taking the trouble of guiding
the hearer to the definitive interpretation of the propositions in an utterly unambiguous fashion.
In a sense, discourse connectives just urge the hearer to infer the appropriate interpretation of
given propositions in a way that matches the types they specify. Thus, they are different frommany other linguistic elements in that they have these two aspects that may seem to conflict atfirst sight.11

6.4 Summary of Chapter 6
In this chapter, we examined inferences involved in utterances containing discourse
connectives. It was shown that inferential processes similar to those in coercion phenomena(Pustejovsky 1995; De Swart 1998; Michaelis 2004; Boas 2011; Croft 2012) are at work in encoding
and decoding utterances involving discourse connectives.12 Although many previous studies havediscussed coercion as a sentence-level phenomenon, this chapter exemplified that it also occurs at
the discourse level, a level beyond the boundaries of clauses and sentences.

11

Some connectives can be used just for the sake of pausing until the next word is ready to be uttered (I thank Koji

Fujita for pointing this out to me). Such usage is interesting for further examining discourse linearity; however, I
will leave this discussion for future research.
12

Coercion analysis is not free from criticism, however. Traugott (2007) suggests that some instances that areconsidered to include nominal coercion from countable to mass, as in the case of a pudding, may well be analyzed
as phenomena of polysemy. Ziegeler (2007) points out that the coercion analysis of verbal aspects should bereconsidered since the early occurrences of the English progressive are supposed to be less limited and are allowed
to be used with stative verbs as well as with active verbs. Their arguments based on historical facts are valid in
their own light. We suppose, however, that coercion phenomena exist, and they are better investigated as real-timeprocesses of type-shifting, considering their productivity and universality in various aspects of language use.

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In Section 6.1, we looked at different approaches to coercion. Generative Lexicon (Pustejovsky
1995) adopts the “function” metaphor to describe the process of encoding and decoding utterances.
It denies the prevalent view called sense enumeration lexicon and proposes an alternative, that is,
the meaning of a linguistic construct is dynamically generated as lexical components combine intolarger units of organization. Coercion, which Pustejovsky defines as an operation of converting
the type of an element so that the requirements of another element can be met, accommodates anotherwise incongruent pair of elements and makes sense of it. Even in a situation where a lexicalmismatch between two elements occurs, as long as the qualia structure of one element contains
properties that conform to the requirements imposed by the other, coercion takes place and saves
the resulting expression from getting discarded as infelicitous.
The approach of Generative Lexicon and that of the present research have some similarities.
Generative Lexicon, however, takes a highly modular view of language, which agrees with neither
the present study nor the framework of cognitive linguistics in general. Thus, the approach tocoercion from the perspective of Construction Grammar was introduced, with particular attention
paid to two of its essential notions. The Override Principle, proposed by Michaelis (2002, 2004,
2005), designates the conditions in which coercion occurs in the application of a construction in an
utterance. Boas’s (2011) notion of leaking deals with phenomena where the apparently nonconventional use of a construction is allowed, though marginally, thanks to an extra construction
conflated with the primary construction by an analogical link found between the two.
Then Section 6.2 expanded the Override Principle so that it accommodates coercion that
occurs in utterances involving discourse connectives. The Override Principle for Connectives
states that if the type of a proposition is incompatible with the type specified by the construction
it is embedded in, an inferential operation of type-shifting will occur. Then, we examinedexamples from the corpus to confirm that this principle properly explains them.

205Finally, in Section 6.3, an analysis was presented regarding the central functions of discourse
connectives based on the above examination of actual data. Discourse connectives provide partial
guidance as to how two propositions presented linearly in the discourse should be interpreted. It
is only “partial,” in that even though a discourse connective specifies the types of the propositions,the successful matching of the actual expressions and the types specified is not guaranteed. The
propositions must be more or less “coerced” by inferential reasoning so that the overall structure
conforms to the specifications of the connective used in the utterance. Thus, we can regard a
discourse connective as a device having the following two features that are complementary to eachother. On the one hand, it is a hearer-oriented optimization device; on the other hand, it is also a
device for reducing the cognitive burden on the part of the speaker by exempting him or her fromhaving to make an unambiguous explication as to how the relevant text segments should beinterpreted in context.

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Chapter 7
Final Remarks
The purpose of this study was to analyze discourse connectives from the perspective ofConstruction Grammar using actual examples from a corpus and to reveal their structures asgrammatical constructions as comprehensively as possible. This chapter concludes the present
work. The first section presents a summary of each of the chapters. Then, the second section
introduces related issues that were not touched upon thus far as prospective research topics for
future investigation.

7.1 Summary of the Present Work
Chapter 2 examined the basic methodology of Construction Grammar and what is currently
lacking in this theoretical framework for dealing with discourse-level phenomena involving
discourse connectives. It was pointed out that first and foremost, Construction Grammar atpresent is a framework primarily centered on sentence-level analyses.
This does not mean the basic tenets of Construction Grammar should be doubted. For
sentence-level constructions, including argument structure constructions, Construction Grammar
provides a solid analytical foundation. Constructions are connected by inheritance relationships
to compose a network. In fact, the idea that language elements form a network configuration is
widely held in cognitive linguistics in general and has been proven valid by many studies within
and without of the linguistic communities (Hudson 2007; Dehmer and Emmert-Streib 2009;
Nielsen 2013; Diessel 2019). The network view of constructions thus suggests that constructions

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are not idiomatic patterns that have been devised in an ad hoc manner for practical purposes but
instead are subject to core principles of linguistic knowledge.
However, the network view of language does not reveal much about how constructions workin discourse, that is, a continuum of utterances that unfolds linearly. In order to explain the
primary function and structure of discourse connectives, it is necessary to take into consideration
the nature of cognitive processes such as those that obtain relevant information from the context
as the interlocutors encode/decode the relations between propositions.
Chapter 3 examined the relationship between discourse markers and domains of meaning,with special attention to the discussion by Sweetser (1991). Sweetser points out that linguistic
utterances involve three different domains of meaning. These three domains are the content
domain, the epistemic domain, and the speech-act domain. Usage in the content domain describes
the relationships that occur in the real world. Usage in the epistemic domain concerns a
proposition obtained as a result of the speaker’s inferential reasoning. In usage in the speech-act
domain, a speech act is conducted by virtue of that very utterance.
Sweetser (1991) treats these three domains as if they were mutually exclusive. She mentions
that it is sometimes difficult to determine the domain of meaning for a given utterance and that
there could be occasions where the hearer must make a somewhat arbitrary decision as to which
domain to take as the intended one. However, she basically assumes one and only one domain of
meaning is associated with each given utterance: one at a time, that is. Though the concept of
domains of meaning is useful in analyzing discourse connectives, the present study does notassume domains of meaning are mutually exclusive. Instead, they are all taken to be immanent inevery linguistic utterance. Only the degrees of prominence with which these domains of meaning
are involved in individual usage events differ.
Attempts to define multiple domains of meaning similar to that of Sweetser (1991) have also
been made by researchers such as Redeker (1990, 1991) and Langacker (2008a). Though the criteria

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for their classifications are overlapping, there are differences as well. Assuming that they arebasically on the same track, this overlapping suggests that the notion of domains of meaning isvaluable in explaining linguistic usages, but they may not always be unambiguously
distinguishable. Instead, the domains of meaning are determined dynamically as the discourse
unfolds in the discourse rather than being hard-coded statically in individual linguistic elements.
Chapter 4 provided details of the process by which discourse connectives relate propositions
using the contextual information. One of the main arguments is that the use of a discourseconnective construction is an application of a discourse function that has three arguments: the CDS,
the relation type, and the new proposition. This discourse function yields the updated CDS as areturn value to be carried over to yet another discourse process that follows.
The CDS is a collection of information shared between the speaker and the hearer that can bereferenced in an utterance. Regardless of the presence or absence of a discourse connective,
linguistic utterances can refer to the CDS and update the values of the CDS. The basic structure of
the discourse-connective construction is characterized by the following points: 1) one of the
propositions is extracted from the CDS while the other proposition is introduced by the connective,2) both propositions take part in a relationship of the type specified by the connective, and 3) the
CDS is updated with the result.

The above characterization of the nature of discourse connectives relies on a “discourse
process as a function” metaphor, as it were. Since it is just a way of describing the way thediscourse is structured, other means of representation could be devised as well. One such meansis the “wrap/unwrap” metaphor. It not only illustrates the linear nature of the discourse in avisually tangible fashion but also reveals its striking resemblance to monad computation in thefunctional paradigm of computer programming. This resemblance between two structures across209research domains that are seemingly quite remote implies the significance of the notion of linearity
to human symbol processing and human cognition in general.1
Thus, the present study argues that the description of grammatical constructions should
include the dynamic and linear nature of discourse. In fact, this is not a view widely held among
researchers. Much research in Construction Grammar has been primarily concerned with the
network features of constructions. These features are unquestionably vital to the science of
language, but they only shed light on one side of it. Linguistic structures are both hierarchical andlinear at the same time. In this connection, the present study also pointed out that the binary
distinction that separates procedural meaning and conceptual meaning as mutually exclusive
categories is untenable. Blakemore (1996) and Wilson and Sperber (1993) argue that the meaningof some discourse connectives is entirely procedural. On the other hand, Fraser (2006b) argues thateven those connectives could be viewed as having a trace of conceptual meaning. The present
study agrees with Fraser. Procedural meaning and conceptual meaning are both inherent in all
discourse connectives. Only the degree to which these aspects are likely to be foregrounded isdifferent from one discourse connective to another.
Chapter 5 examined three categories of discourse connectives collected from the TED Corpus,
an English presentation transcript corpus. The three categories covered were connectives of causal

1

Since computer programming languages are created by humans who have the ability to manipulate natural

languages, the various features of natural languages are inevitably reflected in them. For this reason, one may havedoubt as to whether comparing the features of computer programming languages with those of natural languages
leads to further clarification of human cognition. In this connection, it should be noted that many aspects of anatural language are “given” to its speakers, whereas computer programming languages are designed andimproved intentionally and purposefully. In the course of these artificial languages being used to solve real-world
problems, the worldviews reflected in them are tested for soundness and effectiveness, often driving new lines ofthought that capture different aspects of the human-world interaction (Hasebe 2005). Thus, I argue that examining
the implementation of computer programming languages and the ideas behind them can be a medium forunderstanding the nature of human thought and possibly its limitations.

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relations, connectives of adversative/contrastive relations, and connectives of elaboration. It
became clear from the analysis in this chapter that these distinct types of discourse connectives
have the common structure discussed in Chapter 4, though they have different specifications as tothe types of propositions and relationships connecting them.
With regard to many of the discourse connectives examined, the three domains of meaning
discussed by Sweetser (1991) were found deeply relevant to their meaning. This suggests that the
stipulation of the three categories, the content domain, the epistemic domain, and the speech-act
domain, is valid. However, it is often difficult to associate these usages exclusively to a single
domain of meaning. The previous literature does not emphasize this enough. The real-world
usages from the corpus show that the distinction among domains of meaning depends heavily on
the context, and thus, it is virtually impossible to provide a definitive categorization of anutterance independent of the contextual information.
This analysis is consistent with the basic structure of discourse connectives suggested in thepreceding chapters. The discourse-connective construction takes the CDS as an argument andbuilds a relationship between the proposition extracted from the CDS (Proposition 1) and the
proposition that is newly introduced (Proposition 2). Thus, the actual meaning of the utterance
only becomes available as a result of the interaction between the construction and the contextual
information given in the CDS at the time of utterance.
The data used in the analyses of Chapter 5 were collected from the TED Corpus Search Engine(TCSE), a corpus system containing transcripts of over 3,000 TED Talks developed by the authorof the present research. It allowed us to examine the usages of discourse connectives in context.
Since discourse connectives deal with textual data beyond the boundaries of sentences and clauses,
fragmented snippets of text, such as sentences isolated from context, would not make a dataset
fully suited for comprehensive research. Though there are several caveats mentioned in Chapter
1, the TCSE offers examples of usages of discourse connectives with all the relevant contextual211information readily available. This enabled the present research to be based more on actual
linguistic data rather than relying on contrived examples.2
In Chapter 6, we considered the role of inference in the discourse-connective construction.
This chapter introduced the concept of coercion. It is a process in which type-matching is semiforcibly achieved with the help of inferential reasoning and commonsensical world-knowledge inthe case when the type of one grammatical element does not match the specifications of a cooccurring element.
We reviewed two approaches to coercion, one from the perspective of Generative Lexicon(Pustejovsky 1995, 2005, 2011) and the other from that of Construction Grammar. The former ispartially compatible with the present work at the analytical level. However, the highly modularview of Generative Lexicon does not agree with the theoretical foundation of the present study.
On the other hand, the approach based on the framework of Construction Grammar (Michaelis
2004, 2005; Boas 2011) is free from such a modular view, and two of its theoretical notions, theOverride Principle and leakage, have significant implications for the present study. Usages
collected from the corpus demonstrate a variety of ways in which coercion takes place inutterances involving discourse connectives.
Based on the above investigation in Chapter 6, we reached the following conclusion: thediscourse-connective construction has two aspects. In one of these aspects, discourse connectives
reduce the cognitive burden of the hearer by explicitly showing the relationship between

2This is not to say we should be justified in making light of examples that linguists have created themselves. In

fact, it is data of the latter type that have made possible advances in various aspects of modern linguistic research.
However, it is very challenging to investigate discoursal phenomena that go beyond the boundary of sentences
solely with contrived examples since the discoursal context develops dynamically. We need to have at least asnapshot-like grasp of the context in which a linguistic phenomenon occurs in order to make sense of even themost trivial instance of a discourse phenomenon adequately. Such a grasp of context becomes relatively easy whendata is adopted that originates from actual utterance events.

212

propositions. In the other aspect, it is the speaker that receives the benefit; discourse connectives
exempt the speaker from taking the trouble of defining the possible interpretation of each of the
propositions in an entirely unambiguous fashion. Meanwhile, the hearer is required to makeefforts to appropriately interpret the propositions in a way that conforms to the specifications by
the connective used in the utterance. This seemingly self-contradictory nature of discourse
connectives, in fact, allows them to complement each other.

7.2 Prospects
This study aimed to develop a method to describe the usages of discourse connectives in theframework of Construction Grammar. In this attempt, it became clear that we must take into
account the contextual information in the descriptive system of Construction Grammar so that
discourse phenomena that go beyond the boundaries of sentences can be systemically handled.
Thus, we adopted the concept of CDS and integrated it into the model of the basic structure of the
discourse-connective construction. It was expected that this method would be useful not as an ad
hoc means of description but as a rather versatile way of analyzing many linguistic phenomena at
the discourse-level.
Still, the validity of the method has not been conclusively proven yet; it is necessary to apply
it to phenomena other than discourse-connective constructions. Among the prospective areas ofresearch are constructions involving pronouns and other anaphora. Another would be linguistic
phenomena reflecting the shift of viewpoints. Constructions involving voice and aspect are
examples of such phenomena. These are often regarded as sentence-level matters, but the choiceof voice and aspect heavily relies on discoursal factors. In addition, there are many discourse
connectives that the present study did not deal with. More systematic and comprehensive work213

on discourse connectives must be conducted to complement the present work, which is anadmittedly preliminary attempt that is limited in range and depth.
Another critical research area that this study did not cover is the acquisition process of
discoursal constructions. In Construction Grammar, research has been conducted not only on thesyntactic and semantic features of grammatical constructions but also on the detailed processes bywhich children acquire them. These studies, often accompanied by psychological experiments,
have gradually revealed the way linguistic knowledge develops as a network of constructions ofvarying sizes and degrees of schematization. As is widely recognized, sentence-level constructions
play an important role in forming grammatical knowledge from the earliest stages of acquisition(Tomasello 2003; Taniguchi 2014; Goldberg 2019). However, discoursal constructions, such as
connective constructions, may be acquired later than sentence-level constructions, as they require
more conscious awareness to enable speakers to keep track of ongoing discourse. A careful andsystematic research design is needed to elucidate this aspect of language.
There is also room for further development in the methodology to represent discoursal
constructions, particularly the detailed mechanisms of proposition retrieval. We must investigate
what information can be extracted as propositions and what conditions may be imposed therein.
Also, the psychological reality of such analytical devices needs to be further explored.
Traditionally, cognitive linguistics has made it an informal rule that its theoretical concepts reflect
some aspects of human cognitive abilities. Cognitive-linguistic concepts such as categorization,
figure and ground, gestalt perception, and image schema are among such concepts supposedly
relying on the basic cognitive abilities. Many of those basic cognitive abilities have their empiricalbases in bodily experiences, but I do not believe it must necessarily be so. For example, the conceptof mapping used in analyses of conceptual metaphors (Lakoff and Johnson 1980; Lakoff 1987;
Gibbs 1994; Kövecses 2010) and that of mental spaces (Fauconnier 1985, 1997; van Hoek 1997;
Coulson and Oakley 2000) rest on rather mathematical backgrounds.

214

The resemblance between the linear nature of discourse and monad computation discussed
in Chapter 4 in the present work may be considered an instance of a similar type of phenomenon.
Monad computation in computer programming has category theory as its theoretical background.
This subcategory of mathematics discusses various types of relations in terms of two concepts,
morphisms (or arrows) and domains, and examines the nature and the degrees of sameness, or
homology, of seemingly distinct relations. In fact, conceptual metaphor theory and mental space
theory in cognitive linguistics are both describable in terms of morphisms and domains (cf. Eppeet al. 2018). Having said that, the discussion presented in the present work about the resemblanceof the linear nature of discourse and monad computation is only preliminary and tentative.
Further exploration is needed to elucidate the real nature of the relationship.
Throughout the present work, we have discussed the “multifacetedness” of natural language.
As has been emphasized in cognitive linguistics and Construction Grammar, language has ahierarchical structure, but we should not ignore the linear nature of language. Also, there are twosides to meaning in language—the conceptual aspect and the procedural aspect. These are both
equally significant. Furthermore, while communication in language has many structural
restrictions that seem to limit what one can do with language, it is this collection of linguistic
restrictions that makes it possible for us to verbalize the most abstract of thoughts and highly
accurately convey them to other brains.
The last point has many implications, I believe. In the past, the creative aspects of sentencelevel phenomena have been repeatedly emphasized (e.g., Chomsky 1966; Pustejovsky 1995;
Asoulin 2013). Turning to discourse-level phenomena, however, the situation is somewhat
different. While creative aspects of discoursal phenomena have been studied in connection tostylistics and pragmatics, less effort has been expended to investigate the “structural” properties215

of the discourse. 3 This imbalance must be corrected. As the linear sequence of utterances isvirtually the only way of conveying ideas having a certain degree of complexity, systematic
research on its nature is by no means frivolous. It requires observations from multiple angles andmultiple theoretical backgrounds. The present work has proposed just one approach to such anenterprise from the perspective of Construction Grammar and cognitive linguistics to pave theway for more comprehensive research in the future.

3

In fact, there have been several attempts to construct a framework to represent discoursal structures in a more orless formal way. Among them are Rhetorical Structure Theory by Mann and Thompson (1988) and Segmented
Discourse Representation Theory by Asher and Lascarides (2003).

216

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