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Factive verbs are known to presuppose the truth of their complements, and regret is an example of factive verbs. This corpus-based study aims to investigate the complement, use, and frequency of occurrence of regret in COCA, and shed light on various uses of this verb. The scope of this study was limited to the bare form of regret, and most common complements of regret were analyzed throughout the study. The findings revealed that all the complements were presupposed to be true due to the factive verb regret, and regret has various complements such as regret + Ving, regret + to V1, regret + that. What is more, all these complements assign different meanings to regret in context.
This paper begins with an outline of some desirable properties of a communicative-pedagogical grammar. This serves as a theoretical point of reference for the subsequent description of a narrowly bounded semantic area, that of regret and relief. Conceptual analysis reveals a systematic relationship between these two emotions, which is grammaticalized through the so-called 'unreal conditional.' The paper then investigates the pragmatic and discoursal circumstances that encourage the selection of a conditional exponent for the expression of regret. There is, finally, a brief discussion of pedagogical implications arising from the preceding description. (Contains 28 references.) (Author)
Kumara MDSS &Gunawardana R (2011), Taking a decision on making decisions: A corpus based study of two English Light Verb Constructions, paper presented at the second Annual Research Sessions of Rajarata University of Sri Lanka, November 2011, Mihintale, Sri Lanka.
Taking a decision on making decisions: A corpus based study of two English Light Verb Constructions.This dissertation is a collection of seven papers in which a number of questions are investigated regarding verbs that take a sentential complement as their direct object. These verbs are considered from different perspectives, namely from the perspective of the propositional attitude they express, or from the perspective of the syntactic construction they select, or from the point of view of the implications to which they might give rise. Thus, this project led me to investigate different topics in the field of semantics, pragmatics, syntax, language acquisition, and philosophy of language. The first paper is concerned with the double complementation system in Gallipolino, the Salentine dialect spoken in Gallipoli (Lecce). Assuming that there exists a correlation between the cognitive attitude attitudinal verbs express and the type of sentential complement that these verbs select, the Gallipolino system is accounted for by distinguishing between verbs of merely propositional attitude and verbs of desiderative propositional attitude. The second paper investigates potential L1 attrition in bilectal speakers of Gallipolino and standard Italian who have left Gallipoli after puberty and moved to Northern Italy, where standard Italian has become the primary language of the speakers over time. The third paper argues that, given that both know and regret are factive verbs as they both trigger the presupposition that the embedded proposition is true, a fundamental distinction has to be drawn between the factivity related to know and the factivity related to regret. The claim argued for here is that the first is a semantic phenomenon, while the second is a pragmatic phenomenon. The fourth paper presents a critical comment on Weiner’s (2006) attempt to show that conversational implicatures are not always cancellable as proposed by Grice (1989). I argue that what Weiner has shown with his examples is that a conversational implicature cannot be cancelled if the speaker, whose utterance gives rise to the implicature, does not intend to cancel it. The fifth paper is concerned with the semantics of factive verbs and how factivity manifests itself in syntax. Given the distinction between the semantic factivity of know and the pragmatic factivity of regret, as proposed in the third paper, the claim argued for in this paper is that the traditional uniform account of factive islands must be revised. The sixth paper deals with the Italian verb sapere ‘know’ as used in mental state attributions. Following the proposal of Tsohatzidis (2012) for English know, sapere is assumed to be semantically ambiguous between a factive sense and a non-factive sense. Evidence in favour of this hypothesis is provided by applying semantic tests and by considering syntactic behaviour. The seventh paper discusses the protagonist projection hypothesis as originally formulated by Holton (1997) and argues that the hypothesis is not supported given the analysis presented here.
Journal of Applied Psycholinguistics
Fruttaldo, A. 2017. What's Done Can Be Undone: Lexical and Pragmatic Representation of the Un-Verbs2017 •
The following contribution will focus on a particular class of verbs, which in the literature has been defined as the class of the un-verbs. Nowadays, this class of verbs is in continuous evolution as more and more verbs can be preceded by the prefix un- (Cordisco 2011; Zimmer et al. 2011). Therefore, through a corpus-based analysis (McEnery et al. 2006; McEnery and Hardie 2012), we will try to offer some generalisations on the semantic and pragmatic nature of this class of verbs. In order to achieve this purpose, our investigation focuses on the analysis of a corpus of the main sections of Facebook, Google+ and Myspace’s Help Centres. The corpus has been analysed through the online corpus analysis tool Sketch Engine (Kilgarriff et al. 2004; Kilgarriff et al. 2014), which has allowed us to investigate the specific occurrences of the un-verbs found in our corpus and draw given generalisations on their linguistic behaviour. We will open this contribution with a brief literature review of the various approaches to the phenomenon of the un-verbs. We will, then, move on to the methodology used in the corpus collection and analysis. The close study of the linguistic behaviour of the un-verbs found in our corpus has allowed us to draw three conditions for the creation of an un-verb, which will be introduced in the last sections of this study.
The International Journal of Practical and Pedagogical Issues in English Education
A Case Study of Iranian EFL Learners' Intensive Speaking Practice to Express Regrets in English Language2023 •
This study aimed to investigate Iranian EFL learners' expression of regrets in four main contexts. A qualitative case study design was adopted to address the research question. The participants were 3 male Iranian EFL learners. Sadra and Ata were 19 and Mehrdad was 20. The participants were chosen through purposive sampling and spoke Azeri Turkish as their mother tongue. The contexts used for the purpose of the study were a) classroom, b) shopping mall, c) park and d) coffee shop. The participants were instructed in six EFL classes to obtain an understanding of specific syntactic categories and lexical items related to the expression of regrets by their EFL instructor, the second researcher. High Inference observation (HIO) was used to observe the participants' speaking competence in expressing their regrets at two phases (the first three months and the last two months). Through initial data coding and comparison of the participants' use of syntactic and lexical items which were investigated during the two time periods (the first three months and the last two months), it was tangible that the participants failed to express their regrets due to lack of syntactic lexical competence and inadequate practice in their first three months role plays in comparison with their linguistic choices related to expression of regrets during the last two months. The participants' expression of regrets in the four main contexts pursued for five months up to the time when the researchers reached saturation and were empirically confident about the participants' improvement in this case study. Scrutiny of the data entries (84 extracted data) revealed that the participants could improve their speaking competence in expressing their regrets in five months.
Issues of Cognitive Linguistics
MORPHOLOGY OF TENSE IN ENGLISH: VIEW FROM COGNITIVE LINGUISTICS2019 •
This paper is an attempt to address morphological category of tense in English in the cognitive perspective by means of showing mechanisms of interaction between the conceptual and linguistic units. The authors demonstrate how semantic changes originate in the conceptual processes exploiting the morphological tense forms to objectivize and represent a broad spectrum of lexico-grammatical categorical senses in the process of communication. To provide a description and explanation of these processes a cognitively-based theory of morphological representation, worked out within the framework of cognitive linguistics, is foregrounded. The authors present a notion of morphological concept, model the process of morphological representation , single out mechanisms and factors influencing the formation of the new senses expressed by the tense forms in English. Finally, the research specially emphasizes the fact that the ability of tense forms to express a variety of meanings is caused by the conceptual processes, which underlie the morphological representation.
The Moral Psychology of Regret
Regret as a Reactive Attitude: The Conditions of Responsibility and Revision2020 •
In this paper, I argue that regret should be considered one of the reactive emotions insofar as it is a self-reactive attitude. First, I consider what it is for something to be a reactive attitude. I contend that reactive attitudes are emotions towards a subject concerning the subject’s responsibility for something of normative import (but not necessarily of moral import). In the case of regret, I argue, the subject responds to herself as responsible for something (possibly or actually) sub-optimal. In addition, regret is distinguished from other emotions like shame in that regret always involves some desire (even if only a faint one) to have behaved differently. The first condition is the condition of responsibility; the second is that of revision. Emotion theorists routinely exclude one or both of these conditions when describing regret. I think that this is a mistake. First, it is widely accepted that remorse is a reactive attitude whereby one feels responsible for some negative outcome of their actions and, as a result, wishes to right the wrong. In addition, remorse is often considered a species of the larger class, regret. If regret is not itself a reactive attitude, the burden is on the opposition to explain how this can be so while remorse is a reactive attitude. Second, I argue that the explanation cannot be simply that remorse involves responsibility and revision whereas regret does not, because all previous descriptions of regret absent these conditions are inadequate. I show this by illustrating the criteria laid out by scholars and providing counter-examples to these descriptions. The counter-examples satisfy the criteria given by emotion theorists who deny the two criteria I wish to add, and these examples are clearly instances of other emotions (and not instances of regret). From here, I acknowledge that, by adding the two criteria and considering regret a reactive attitude, there are some cases commonly referred to as regret that will be excluded. I argue that such instances are rightfully excluded, and that our reference to regret in such instances is metaphorical, hyperbolic, or simply mistaken. Finally, I review recent findings in neuroscience (mainly various instances of fMRI studies) that suggest regret does indeed involve some sense of responsibility and a desire for revision.
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