International Christian University Repository / 国際基督教大学リポジトリ
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Conventional Implicature and Presupposition
Get PDFグライス（1989）は発話の意味を「言ったこと」と含意とに区別し、後者を更に、会話の含意と慣用
的含意とに区別した。会話の含意は協調の原理をもとに、また慣用的含意は語彙的要素や構文をもとに
生成される。これとは独立して、ストローソン（1950/2013）によって、断定と対照される概念として前
提の概念が紹介された。前提は、語彙的要素や構文をもとに生成されるものと、会話的要素をもとに生
成されるものとがある。そこで問題となるのが、含意と前提の関係である。文献ではこの問題について
さまざまな見解が示されている。特に、意味のオントロジーにおける慣用的含意の位置づけは明確化の
余地がある。本稿は、慣用的含意を引き起こす表現の主な候補（supplements, expressives, therefore,
manage to, only, stop ~ing）について調べ、慣用的含意と前提の関係を議論する。慣用的含意と前提はと
もに独立した概念を形成するが、その定義と性質には明確化の余地があることがわかった。Grice (1989) divided the meaning of an utterance into what is said (“explicature”) and what is implicated (“implicature”), and the latter in turn he divided into conversational implicature and conventional implicature. Conversational implicatures are generated on the basis of cooperative principles, whereas conventional implicatures are generated on the basis of lexical items or constructions. Independently of this, the notion of presupposition was introduced by Strawson (1950/2013) as contrasting with assertion. Some presuppositions are triggered by lexical items or constructions and others by conversational factors. A question then is the relation between implicature and presupposition. The literature presents different views on this matter. In particular, the status of conventional implicature in the ontology of meaning leaves room for clarification. This paper investigates major candidates for the triggers of conventional implicatures (i.e., supplements, expressives, therefore, manage to, only, stop ~ing) and discusses the relation between conventional implicatures and presupposition.
The notion and classification of presupposition vary in the literature, as does the treatment of conventional implicature. In order to examine the status of the expressions in question, the following criteria were used: the definition of conventional implicature provided by Potts (2005); the backgrounded property for presuppositions; and the constancy under negation test for presuppositions. It was found that both conventional implicature and presupposition deserve an independent label but their definition and properties leave room for clarification.departmental bulletin pape
How I Deal with the World Around Me: Being Diagnosed with Autism Spectrum Disorder, Accepting Myself, and Living in the Society
Get PDFdepartmental bulletin pape
Meanings of Locality in Risk Society Theory
Get PDFUlrich Beck is a sociologist famous for his risk society theory. He kept
revising his theory focusing on the relationship between the global and local
dimensions of risks in the contemporary society. At first he exaggerated the
risks caused by the contemporary science and technology is global, but he
gradually became interested in the variety of the processes and the results
of modernization. The purpose of this paper is to analyze how he revised his
theory and clarified the meanings of locality in risk society theory.
When Beck proposed risk society theory in the 1980s, he mainly focused
on the characters of global risks. The origin of global risks is modern European
society which started as an industrial society. As a result of radicalization
of modernity under the influence of science and technology, the situation
which is called risk society appeared. This process is named reflexive modernization.
All the people in the world cannot escape from the global risks now.
In the 1990s Beck started to revise his theory by referring to Roland Robertson.
According to Robertson, globalization is not a phenomenon extending
in one direction. When the waves of globalization rush, the process of
localization starts because traditions as a basis of a stable daily life in the
concerned area are not self-evident anymore. Variety of locality will not disappear
through the process of globalization. Globalization and localization are
the two sides of the same coin.
After the 2000s, Beck often explained the importance of cosmopolitan
cooperation all over the world to address global common issues. He distinguished cosmopolitanization as a sociological phenomenon from cosmopolitanism
as a philosophical idea. Cosmopolitanization means that reflexive
modernization is inescapable though its processes and results are various. The
key of cosmopolitan cooperation is the function of cities which connect the
global and local dimensions of decision-making.
However, it is not clear how and in what conditions people can actualize
cosmopolitan cooperation. Many people feel anxiety in risk society because
they lack safety and security. Beck says that this situation will be a driving
force of cosmopolitan cooperation, but which can be optimism. For example,
anxiety does not necessarily integrate people and society in Japan. It is important
to analyze the characters of locality instead of general principles to
achieve cosmopolitan cooperation.
Moreover, Beck’s statements may bring about unexpected results. He says
that everyone on the earth is under the influence of global risks such as radioactive
contamination. Such an opinion can be abused to obscure the responsibility
of the perpetrators as a result the difference between the victims and the
perpetrators becomes ambiguous. In spite of such a problem, the view of risk
society theory is useful to reconsider the characters and the tasks of locality
in relation to global risks.departmental bulletin pape
Analyses on Vocabulary Size Test Results at an Intensive English Program
Get PDFPrevious studies have shown that explicit vocabulary learning leads to
vocabulary acquisition; however, the link between implicit vocabulary
learning and vocabulary acquisition seems to be under-researched. It was
unclear whether vocabulary development was positively or adversely
affected by attending English classes and preparing for examinations. In
order to address this issue, this research investigates the vocabulary size of
78 first-year university students in 2018. The vocabulary size was measured
at the beginning and at the end of the school year using the Vocabulary Size
Test (Nation & Beglar, 2007). It was found that students gained about 300
words on average through the year. The result shows that even though the
students received limited explicit instruction on the vocabulary tested, they
generally improved their English vocabulary over time. Their attendance
rate and their scores in the review tests, however, were found to have no
significant associations with the vocabulary gain.departmental bulletin pape
