Implicit and explicit semantic structures

2.2. Subjective modality modifier function

Now let's look at the classifications of parentheses from various sources. . This classification is proposed by Doctor of Philology Professor M.Ya. Bloch. Expression of attitude to one's own statement: Some adjuncts are used to express the speaker's attitude to his own statement or to encourage the listener to take a certain position in relation to the statement. · Expression of opinion. One group of adjuncts of the sentence indicates the speaker's attitude to the facts and events of his own statement or his opinion about them. Interestingly, the solution adopted in these two countries was the same.is fortunately not a bad bump, and Henry is only slightly hurt., I had seen the play before so I knew what it was about. The following adjuncts are commonly used in the described function:
absurdly admittedly anyway astonishingly at least characteristically coincidentally conveniently curiously naturallyfortunately happily unexpectedly interestingly ironically luckily mercifully miraculously mysteriously typically unbelievably understandably unexpectedly unfortunately unhappily unnecessarily true oddly of course paradoxically please predictably remarkably sadly significantly strangely surprisingly
A small number of adverbs followed by the word enough are used to express the opinion or attitude of the speaker towards what he is talking about:
Interestingly enough, this proportion has not increased. · Self-exclusion and assessment. Some sentence adjuncts indirectly show that you do not fully recognize the truth of your statement.
I think some money changed hands in this transaction, for as we trotted around the corner past the Radley Place I heard an unfamiliar jingle in Jem 's pockets [2, p.8]. Probably , a good deal was made here: when we trotted around the corner of the Radley house, I heard an unusual sound - coins jingled in Jim's pocket [1, p.8]. It kept me from driving her crazy on rainy days, I guess [2, p.8]. Probably , otherwise, in inclement weather, she would not have lived from me. [1, p.8] The following adjuncts are used in the indicated way:
almost in manner of speaking in a way in effect more or less virtuallypractically so to speak to all intents and purposes to some extent up to a point Expressions such as I think, I believe, I suppose, I guess also indicate that you are not completely sure about the truth of your message.
The designation of someone else's opinion. With adverbs such as fortunately, fortunately, unfortunately, luckily, you can indicate whose point of view you are expressing by adding the preposition for and a substantive phrase denoting a person. Luckily for me and them, love did eventually grow and flourish.
Characteristics of the agent of action. Another group of sentence adjuncts indicates the supposed characteristics of people by their actions. These adjuncts are formed from adjectives that are used to describe people. They usually take place after the subject clause before the verb. Foolishly , we had said we would do the decorating. very kindly arranged a beautiful lunch. The following adverbs are used: bravely; carelessly; cleverly; correctly; generously; rightly; wisely; wrongly. An indication of justification or justification for the statement. If you are basing your statement on something you have seen, heard, or read, you can use the appropriate adjunct to indicate that. For example, if you see that an item is made by hand, you can say It obviously made by hand . Apparently deciding that it was easier to define primitive baptistery than closed communion [43, p.11].
Perhaps Miss Maudie thought it was easier to explain the creed. Some common adverbs that can be used in the manner described are: apparently; clearly; flatly; visibly; unmistakable; manifestly; evidently. Assumption of listener consent. Sentence adjuncts are often used to persuade someone to agree with the speaker. By using the adjunct, the speaker indicates that the validity of his message is obvious. · An indication of reality or possibility. A number of adjuncts are used to indicate whether a situation is real, only apparent, or possible. He had probably never seen three quarters together at the same time in his life [2, p.6].
He probably never saw three quarters at once in his life [1, p.6]. Perhaps Calpurnia sensed that my day had been grim one: she let me watch her fix supper [2, p.12]. Kalpruniya apparently understood that I had a hard day and allowed me to watch her prepare for dinner [1, p.13].
Probably day after [2, p.10]. Probably the day after tomorrow [1, p.11]. The following adjuncts are used in this way: actually certainly definitely doubtless probablyin fact in practice in reality maybeno doubt officially perhaps really un officially nominally seemingly Expression of the position of the speaker. If the speaker wants to clearly state his position on what he is saying, he can use the adjunct of the sentence. But I suppose it 's a gloomy subject [2, p.9].
However, this is probably because the subject is gloomy [1, p.10]. The following adjuncts are used in this way: frankly; frankly; in my view;
personally;
to my mind; seriously.
The use of infinitive clauses. Another way to indicate what kind of statement you are making is to use the verb to be followed by an adjective, or the expression to put it followed by an adverb. I don't really know, to be honest.
· Courtesy. If you want to be polite when making a request, you should use the adjunct of the sentence - the adverb please. May I have a word with you, please? be careful.
· Concretization. If you want to clarify which aspect or area of ​​interest you are covering in your statement, you should use adverbs that are formed from classifying adjectives.
For example, if you want to say that it is "politically important" - politically important . These adverbs are often placed before an adjective or at the beginning or end of a clause. We had a very bad year financially. would have been politically damaging for him to retreat. The generalized nature of the application.
If you want to avoid overly specific categorical statements because you know facts that are inconsistent with what you are saying, you can use the adjunct of a sentence to indicate that your message is general or approximate. I did not miss her, but I think Jem did [2, p.19]. I didn't miss her, but Jim probably did [1, p.20].
Little Chuck grinned broadly [2, p.29]. Shorty was swollen up to his ears. all in all all things considered altogether at a rough estimate for the most partas a rule basically broadly by and large essentiallyfundamentally generally in essence in general ultimatelyon average on balance on the whole overall 2. N.A. Kobrina distinguishes several types of parenthesis: Expresses the speaker's subjective assessment of what is being said in the sentence and the attitude of the reported to reality. Think maybe I can make it stick on the window still, at least [2, p.7].
Maybe I'll put a note on the windowsill. Connects a sentence related to the previous or next (firstly, for example, after all, by the way, etc.) · Indicates what is said in the sentence, expresses a comment.
According to Miss Stephanie, Boo was sitting in the living room cutting some items from the Maycomb Tribune to paste in his scrapbook [2, p.7]. According to her, the Scarecrow sat in the living room, cut out some notes from the Maycomb Tribune and pasted them into an album. [26, p. 45]. . Introductory words and phrases (Rosenthal D.E.) Expressing the speaker's feelings (joy, regret, surprise) in connection with the message: fortunately, unfortunately, to joy, to annoyance, unfortunately, to surprise, to horror, etc.
Expressing the speaker's assessment of the degree of reality of what is being reported (confidence, assumption, possibility, uncertainty): of course, undoubtedly, without any doubt, perhaps, probably, maybe, should be, it would seem, obviously, certainly, apparently, perhaps, etc. Indicating the source of what is reported: they say, report, according to the message, according to the opinion, according to the information, they say, heard, etc. Indicating the connection of thoughts, the sequence of presentation: and so, investigator, it means, firstly, finally, further, however, the main thing, for example, in this way, in addition, vice versa, etc. Indicating the methods and ways of expressing the expressed thoughts: in a word, in short, in other words, in general, or rather, more precisely, rather, etc. Representing an appeal to the interlocutor and the reader in order to draw his attention to what is being reported, to inspire a certain attitude to the facts presented: see (do), see (do), understand (do), imagine, know (do), please, excuse me, forgive , let's say, suppose, suppose, etc.
Indicating an assessment of the measure of what is being said, showing the degree of commonness of what is being said or expressing expressiveness of statements: the most, the least, at least it happened, it happens, as usual, in conscience, it’s ridiculous to say, in fairness, etc. [38, p.278]
Iofik L.L. identified five semantic varieties of introductory elements: · modal introductory elements are transmitted in the form of a statement (assertory) or assumption (hypothetical) - the attitude of the speaker to what is reported in the sentence. In the role of such introductory elements, modal words are used (surely, certainly, no doubt, probably), prepositional and infinitive combinations (of course, to tell the truth, in all likelihood) Emotionally colored elements contain an emotional assessment by the speaker of what is being reported. They are expressed mainly by adverbs with emotional meaning (fortunately, happily, unfortunately, luckily). · Reference introductory elements contain indications of the person who owns the statement, opinion or judgment.
In the role of such introductory elements, prepositional combinations are used predominantly (in your opinion, according to his words, in his view). Connecting introductory elements indicate the connection of a given thought with the previous one or the transition from one thought to another.
They are expressed by allied and circumstantial adverbs (moreover, however, then, after all, finally), prepositional infinitive and adverbial groups (by the way, to begin with, to return to your question, more than that). · Explanatory introductory elements contain all sorts of additional remarks, clarification, comments on the main statement. They can be transmitted by a single word or a combination of words [43, p.85]
classification of introductory members of the proposal by value [20, p. 299] · an introductory member with a modal meaning expresses the subjective attitude of the speaker to the expressed thought, statement, assumption, doubt, subjective-emotional assessment of the message.
·Words and combinations with an attached meaning in the function of the introductory member indicate the connection of a given thought with the previous one (less often with the subsequent one) or the transition from one thought to another.
Among them, words and phrases stand out, indicating a sequence in the development of thought, that the sentence in which they stand is in the nature of an additional message that develops a previously expressed thought, words and phrases with an adversative meaning, words and phrases with the meaning of a consequence, words and phrases with explanatory meaning.
Words and combinations such as firstly, secondly, lastly, finally, after all, moreover, besides, then, again, now, by the by, by the way, first of all, to begin with, add a shade of enumeration to the sentence, convey sequence of thoughts and thereby connect this thought with the previous or next one. · Introductory members clarifying the statement cover a fairly wide range of relationships; they express shades of generalization, limitation; introductory sentences usually contain an additional, clarifying remark on behalf of the author or speaker; some words and phrases clarify the statement, referring it to a specific person. After analyzing the classification data, we made certain conclusions and offer our systematization of the introductory elements according to the semantic function.
1. introductory constructions indicating a different degree of reliability: a) strengthening of real modality (it is clear, undoubtedly, no doubt, surely, of course, certainly, sure, obviously, apparently, manifestly, evidently). obviously saw my perplexity [1, c. 84]. She obviously understood that I was completely confused. b) weakening of the real modality (possibly, perhaps, maybe, apparently, presumably, evidently, probably, most likely).
Probably the flue in the kitchen [1, c. 83]. Probably the soot in the chimney caught fire in the kitchen. Of course you do [1, c. 90]. Well, of course you do.
2. introductory constructions indicating the degree of commonness or regularity of what is happening (usually, generally, commonly, ordinarily, as ever, as always, as usual). Nome, he doesn't usually get back till late afternoon [2, c. 142]. No, he usually comes back only in the evening.
3. constructions of an emotional assessment of the reported fact (fortunately, happily, unfortunately, luckily, as you please, as you like, after all, for all one knows, who knows, it may be). Unfortunately I could think of nothing else to say to her [2, c. 143]. Unfortunately , I couldn't think of anything else to talk about with her .
4. constructions that indicate the source of the message or express the speaker's subjective assessment of what the sentence is about and the relationship of the reported to reality (in my opinion, according to my opinion, to my mind, to my way of thinking, in your opinion, according to your opinion, to your mind, to your way of thinking, it is said, as is well known, as everybody knows, thanks to, owing to) Jem, there 's some wrapping paper in the pantry, I think [2, c.82].
I think we have wrapping paper in the pantry, Jim. Jem in my opinion lost his mind [2, c. 82].
5. introductory constructions denoting relations to the way of expressing thoughts (assessment of the way of expression) (so to speak, one might say, as it were, or rather, in other words, tell you the truth). Tell you the truth , I d like to ve been with you [2, c. 84]. In truth, I wish I were standing there with you.
6. introductory constructions of a logical nature, means of logical organization of speech (first, first of all, in the first place, for one thing; firstly, thus, so; so then; well, then, now, on the one hand, at last, eventually, at length; lastly, finally, for example, for instance, as a result, in the upshot). Well, in the first place you never stopped to gimme a chance to tell you my side of it - you just lit right into me.
When Jem an I fuss Atticus doesn t ever just listen to Jem s side of it, he hears mine too, an in the second place you told me never you use words like that except in extreme provocation, and Francis provocated me enough to knock his block off [2, p. 98]. Firstly , you did not listen to me, did not give me a word to say, immediately attacked. When Jim and I quarrel, Atticus listens to more than just Jim - me too. And secondly , you said - never say such words unless they are absolutely necessary. Francis absolutely needed to get his head off. Comparing a number of English and Russian sentences, we can say that in each of them, the parenthesis plays an important role in the formation of the general meaning of the sentences and gives a subjective assessment in accordance with reality. That is, introductory constructions are an integral part of the semantic structure of the sentence, although they do not create a syntactic connection with any of its members.