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ABSTRACT
This paper's focus are verbal sequences which, in the written modality of alphabetical orthographic systems, are marked off from their linguistic environment by a conventionalized set of figural elements out of a non-alphanumeric representational system (typically, parentheses, dashes, or commas).
As these parenthetical constructions are (even traditionally) associated with some notion of attention, Talmy's (forthcoming) factor model of linguistic attention, informed by a sophisticated theory of language-specific attentional parameters, offers a coherent theoretical and powerful analytical framework that is both sufficiently independent and general to allow for a systematic and encompassive investigation of these constructions' attentional specifics.
Proceeding from Talmy's analysis of parenthetical delivery in the spoken modality, some initial suggestions will be submitted of how to adapt his insights into attention and parentheticity to the particular conditions and specific demands of the written language: Two fundamental attentional mechanisms from a category of causal factors affecting linguistic entities in the context, Backgrounding the target and Targeting a concomitant of a referent, are scrutinized for a systematic analysis of major constructional variants of parenthetical constructions.
Applying this novel and promising approach, it proves sensible to delineate an attentional profile of (the) parenthetical construction(s) based on a(nother) pivotal factor, The generalized form-semantics association.
Keywords: Leonard Talmy, Talmy's attention system in language, parenthetical construction(s), written modality
1. THE BASIC PERSPECTIVE: ATTENTION AND PARENTHETICITY
For several years now, the major focus of my linguistic study has been attention in language as it is captured in Len Talmy's emerging framework. And one particular phenomenon that has, even traditionally, been associated with the concept of attention, though at most vaguely and intuitively, are verbal sequences which, in the written modality of alphabetical orthographic systems, are marked off as parenthetical from their linguistic environment1 by a conventionalized set of figural elements, originally pertaining to a nonalphanumeric representational system.
Such parenthetical constructions2, immediately susceptible to a systematic and genuine cognitive semantic analysis, will be the target of my paper; the illustration to follow may convey some idea of both their structural variability and complexity:
(1) The rejection of the idea of an academy was to be important in the subsequent development of the language. From that time forward it was clear that the state was not to play a major role...