Nobody goes there any more because it is too crowded. We are not here; we are here. A: I'd like to go to see the sea. B: I have no time. ' ' ' ' ' A:

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2 Nobody goes there any more because it is too crowded. We are not here; we are here. A: I'd like to go to see the sea. B: I have no time. ' ' ' ' ' A: B: ' here A B a- a- ' '

3 ' A: B: ' A: Let me help you. B: #I'm sorry. Have some. ' ' 'B A A B I'm sorry. ' " " a- a- a- a- a a- a- ab a b a

4 a b a a.b the/a/ b a b a b. a b ' a a- a

5 ' A: B: #? fly.. a fly fly A: My car has broken down! How can I go there? B: You can fly there. move He will move next week. ' # move wear wear a She wore the red dress. b She wore the red dress to the party. a' b' #

6 b" wear eat eat a Did you eat? b Did you eat it? ' eata eat anything b it ' a b a had better a You had better study Japanese harder. a' a a had better a' a b a b b You should study Japanese harder. had better should had better should could/was able to a He could do it.

7 b He was able to do it. b' coulda he was able to b b' was able to b" b" could/was able to teacherteacher teacher Yamada teacher teacher master Mr. Yamada Mr. Smith John sir Carston Recanati

8 a b a b the lieutenant the policeman lieutenant a b. This can't be easy for him, the lieutenant said. Then he went outside to find Mike. Nancy followed, with Ned close behind. You seem pretty shook up, the policeman said to Mike, who was sitting on the front steps. You must care a lot about this girl. I do, Mike agreed. Then, quickly, he corrected himself. Did. Mike, is there anything you can think of that would explain why Rachel might be in danger? Nancy asked. Or what might have made her leave that note? Ned added. I know what you think, Mike snapped, still holding Rachel's jacket across his lap. You think maybe I'm connected with this somehow, that I wanted to get even with Rachel or something! Well, I wouldn't hurt her. I really loved her! That's not what we're saying, son, the

9 lieutenant said in a gentle voice. We're just looking for some kind of lead. Carolyn KeeneThe Nancy Drew Files: Collector's Edition second-borns middle children Middle children, being neither the oldest nor the youngest in the family, tend to feel neglected and insecure. Yet, being sandwiched between siblings, they are often the family peace-makers, and so they learn to be flexible and realistic. Research has shown that while first-borns tend to be highachievers, second-borns tend to be more peeroriented, having more friends and socializing more easily.. -? Jane broke her leg. She fell down. ' # - - because Jane broke her leg. Because she fell down.

10 Jane broke her leg and she fell down. -. if even if '". You must arrive minutes before the departure time. ' Will you go out if it rains? ' " and but " " ' before at least

11 . ' I'm all out of tea. ' # cut ' a a a a a- a- a a- a- a

12 a a- b enrich explicature a- Zegarac I'm sorry.

13 a a' a A: Oh, it is cold in here. B: I'm sorry. a' A: B: a e a Help yourself to drinks. a' a" b Sit down. b' b" cenjoy! ddo some more exercise. e Have a good {time / day / trip}. please please Leech please b"' b"' # c enjoy oneself : Enjoy yourself! a

14 sorry thank you sorry a a afternoon tea afternoon tea afternoon tea five o'clock tea coffee tea afternoon tea If I were a bird, I could fly to you.

15 ' drive could /was able to/ could could could ' + Grice generalized conversational implicature particularized conversational implicature could could was able to was able to could be able to is able to will be able to Grice explicature

16 teacher master look at at b b have a a She had her son killed. policeman a because.. a b

17 but a- a- a A: Oh, it is cold in here. B: I'm sorry. b A: B: b' A: Let me help you. B: #I'm sorry. a Have some. a' Cf. b Help yourself to drinks. b' Cf. c Sit down. c' a- a- a- Nobody goes there any more because it is too crowded. We are not here; we are here. A: I'd like to go to see the sea. B: I have no time. a- a- - -

18 . afternoon tea fly A: My car has broken down! How can I go there? B: You can fly there. A': B': # move a: He will move next week. a': wear a She wore the red dress. b She wore the red dress to the party. eat a Did you eat? b Did you eat it? had better should a You had better study Japanese harder. b You should study Japanese harder. could/was able to a He could do it. b He was able to do it. teacher. This can't be easy for him, the lieutenant said. Then he went outside to find Mike. Nancy followed, with Ned close behind. You seem pretty shook up, the policeman said to Mike, who was sitting on the front steps. You must care a lot about this girl. I do, Mike agreed. Then, quickly, he corrected himself. Did. Mike, is there anything you can think of that would explain why Rachel might be in danger? Nancy asked. Or what might have made her leave that note? Ned added. I know what you think, Mike snapped, still holding Rachel's jacket across his lap. You think maybe I'm connected with this somehow, that I wanted to get even with Rachel or something! Well, I wouldn't hurt her. I really loved her! That's not what we're saying, son, the lieutenant said in a gentle voice. We're just looking for some kind of lead. Carolyn KeeneThe Nancy Drew Files: Collector's Edition Middle children, being neither the oldest nor the youngest in the family, tend to feel neglected and insecure. Yet, being sandwiched between siblings, they are often the family peace-makers, and so they learn to be flexible and realistic. Research has shown that while first-borns tend to be high-achievers, second-borns tend to be more peer-oriented, having more friends and socializing more easily..? Jane broke her leg. She fell down. ' * Jane broke her leg. Because she fell down. Jane broke her leg and she fell down.. if even if and but

19 . You must arrive minutes before the departure time. ' a- a- a- b Blakemore, D. and Carston, R.. The pragmatics of andconjunctions: the non-narrative cases. UCL Working Papers in Linguistics : -. Blutner, R.. Lexical Pragmatics. In: R. van der Sandt, R. Blutner, and M. Bierwisch eds., From Underspecification to Interpretation. IBM Working Papers. Heidelberg, pp. -. Carston, R.. Explicature and semantics. UCL working Papers in Linguistics, -. Carston, R.. Thoughts and Utterances: The Pragmatics of Explicit Communication. Oxford: Blackwell. Frethein, T. draft. Marking concessivity in English and Norwegian: A Procedural Approach. Grice, P.. Studies in the Way of Words. Harvard University Press. Iten, C.. Non-truth-conditional Meaning, Relevance and Concessives. University College London PhD thesis. Iten, C.. But and and Paper presented in the th NWCL International Conference: Coordination: Syntax, Semantics and Pragmatics at Salford University. Leech, J.. Principles of Pragmatics. Longman. Levinson, S. C.. Pragmatics. Cambridge University Press. Recanati, F.. Literal Meaning. Cambridge University Press. Sperber, D.. Metarepresentations in an evolutionary perspective in Dan Sperber ed. Metarepresentations: A Multidisciplinary Perspective. Oxford University Press,, pp Zegarac, V.. Pragmatics as Social Science. Gakushuin University Workshop

C. S2 X D. E.. (1) X S1 10 S2 X+S1 3 X+S S1S2 X+S1+S2 X S1 X+S S X+S2 X A. S1 2 a. b. c. d. e. 2

C. S2 X D. E.. (1) X S1 10 S2 X+S1 3 X+S S1S2 X+S1+S2 X S1 X+S S X+S2 X A. S1 2 a. b. c. d. e. 2 I. 200 2 II. ( 2001) 30 1992 Do X for S2 because S1(is not desirable) XS S2 A. S1 S2 B. S S2 S2 X 1 C. S2 X D. E.. (1) X 12 15 S1 10 S2 X+S1 3 X+S2 4 13 S1S2 X+S1+S2 X S1 X+S2. 2. 3.. S X+S2 X A. S1 2