Presuppositional information is encoded in linguistic expressions by means of so-called presupposition triggers or presupposition inducers. These items are linguistic means that signal that certain information is take...Presuppositional information is encoded in linguistic expressions by means of so-called presupposition triggers or presupposition inducers. These items are linguistic means that signal that certain information is taken for granted in the linguistic or non-linguistic context. One task for presupposition theory is to identify these triggers, explain what type of information they induce, and why they do so. A second task is to explain why and under what circumstances the information thus induced is preserved as an intuitive inference of the inducing sentence. The latter problem is the projection problem for presuppositions. Theories of presupposition can be divided into the following main classes： semantic, pragmatic, and dynamic theories. Semantic theories explain presupposition as a semantic relation between sentences. Pragmatic theories take the information a speaker takes for granted in making an assertion as their starting point. Dynamic theories locate sentence meaning in its context-change potential： presuppositional information should be part of input context as a precondition for contextual update. The two major variants are the satisfaction account and the anaphoric account. The former construes presuppositions as definedness conditions on input contexts. According to the anaphoric account presuppositional expressions are anaphors that should be bound to a contextually given antecedent.展开更多
In this paper,the author applies Jef Verschueren's Pragmatics as a Theory of Linguistic Adaptation as the theoretical basement.And the generation of code- switching is discussed under the guidance of Yu Guodong...In this paper,the author applies Jef Verschueren's Pragmatics as a Theory of Linguistic Adaptation as the theoretical basement.And the generation of code- switching is discussed under the guidance of Yu Guodong's Adaptation Model as well.Conclusions can be drawn as: teacher's English/Chinese codeswitching is an adaptation to linguistic reality,social conventions and teacher's psychological intentions,the first two being considered as passive switching and the last being active switching.Teacher's codeswitching as understanding-facilitating strategy forms the most important factor that triggers teacher's English/Chinese codeswitching.展开更多
文摘Presuppositional information is encoded in linguistic expressions by means of so-called presupposition triggers or presupposition inducers. These items are linguistic means that signal that certain information is taken for granted in the linguistic or non-linguistic context. One task for presupposition theory is to identify these triggers, explain what type of information they induce, and why they do so. A second task is to explain why and under what circumstances the information thus induced is preserved as an intuitive inference of the inducing sentence. The latter problem is the projection problem for presuppositions. Theories of presupposition can be divided into the following main classes： semantic, pragmatic, and dynamic theories. Semantic theories explain presupposition as a semantic relation between sentences. Pragmatic theories take the information a speaker takes for granted in making an assertion as their starting point. Dynamic theories locate sentence meaning in its context-change potential： presuppositional information should be part of input context as a precondition for contextual update. The two major variants are the satisfaction account and the anaphoric account. The former construes presuppositions as definedness conditions on input contexts. According to the anaphoric account presuppositional expressions are anaphors that should be bound to a contextually given antecedent.
文摘In this paper,the author applies Jef Verschueren's Pragmatics as a Theory of Linguistic Adaptation as the theoretical basement.And the generation of code- switching is discussed under the guidance of Yu Guodong's Adaptation Model as well.Conclusions can be drawn as: teacher's English/Chinese codeswitching is an adaptation to linguistic reality,social conventions and teacher's psychological intentions,the first two being considered as passive switching and the last being active switching.Teacher's codeswitching as understanding-facilitating strategy forms the most important factor that triggers teacher's English/Chinese codeswitching.
