Keywords: modal meaning, semantics-pragmatics interface, short-circuited implicature, modal verb constructions, saturation, language humour, The Simpsons

Some evidence from The Simpsons

Bert Cappelle and Ilse Depraetere

In this paper we aim to show how distinct semantic and pragmatic layers of modal interpretation can be fruitfully integrated within a constructionist approach. We discuss in detail a number of cases from the Simpsons where a modal verb, as part of a longer expression, has a short-circuited interpretation, that is, where it is conventionally associated with a context-specific modal semantic value and, in some cases, with added pragmatic information. Short-circuitedness is evidenced by the humorous effect that is obtained when a character wilfully or unknowingly ignores standard aspects of interpretation of such a modal verb construction.

Introduction

Do modal verbs such as can and could have a meaning by themselves or is their meaning determined by the grammatical environment they appear in? What theoretical model is best equipped to capture the way in which modal meaning comes about and to represent the nature of the meaning distinctions involved? These are the main questions that we will address in this paper. To give away in advance the essence of our answer, we will argue that modal verbs do have a general meaning, which in the case of can and could is related to the broad notion of 'possibility', but that language users do not necessarily use this meaning as the starting point of a complex calculation to arrive at the final interpretation of a modal verb in a particular context. Rather, the view we will defend is that there are specific modal verb constructions which come pre-installed (as it were) with a precise interpretation. These modal verb constructions are linguistic strings containing a modal verb alongside some fixed lexical material and typically one or more positions which allow more freedom as to how they can be filled in. They possibly also contain some optional material, as in You can say what you want (about X), (but) Y, instantiated by for example You can say what you want about my mother, she's the only one who helped us. Their unmarked communicative function is a special interpretation, which is related to the general meaning of the modal verb in isolation but which is 'short-circuited'. That is, we believe that the interpretation of such common sequences is triggered directly by the familiar form, as part of a fast cognitive routine. We are aware that to short-circuit can have a negative meaning ('to impede', 'to frustrate'), but we would like to point out from the start that when we speak of 'shortcircuited' interpretations, the idea we have in mind is not that of the hearer being 'prevented' from arriving at the intended message. On the contrary, we use the term here in the other, well-established sense of 'to by-pass (a laborious procedure)', as when an electrical current follows a path of lowest resistance in a circuit. This is the sense in which [START_REF] Morgan | Two types of convention in indirect speech acts[END_REF] used it. Just like Morgan, we remain largely agnostic as to the exact cognitive processes involved, which we will not concern ourselves with here. This said, it is highly likely that a short-circuited interpretation is arrived at faster, with less cognitive effort, than an interpretation which is the result of indirect pragmatic reasoning.

There may not appear to be anything particularly contentious about our proposal that, on the one hand, modals have a general meaning in and of themselves but that, on the other hand, they also occur in specific constructions in which their general meaning is subservient to an interpretation directly associated with that construction. This seemingly uncontroversial position, however, requires us to address a couple of difficult issues.

A first issue we need to discuss is whether the framework of Construction Grammar, which hitherto has only been occasionally used for the study of modal meaning, is compatible with the approach to modal meaning recently proposed in [START_REF] Depraetere | Modals and lexically-regulated saturation[END_REF], which was not primarily concerned with the notion of 'construction'. 1 Construction Grammar, as the name of the framework suggests, takes 'constructions' as central to the description of languages. These are defined as formmeaning pairings (or more generally, form-function pairings) which occur at different levels of linguistic organization, from single morphemes to complex sentential structures. While the treatment of semantics in Construction Grammar, as we will see, is more sophisticated than we portray it in this introduction, we can allow ourselves here to simplify matters by saying that Construction Grammar emphasizes that a given stored form has a single holistic meaning or 'function'. How can such an approach be reconciled with the three-layered model of modal meaning described in [START_REF] Depraetere | Modals and lexically-regulated saturation[END_REF], where a distinction is made between (i) context-independent semantics, (ii) context-dependent semantics and (iii) pragmatic meaning, each representing a separate layer that plays a role in the interpretation of a modal utterance?

A second, related, issue is how an integration of the two approachesif this proves possiblemay advance our understanding of how modal verbs are interpreted. In what way can Construction Grammar benefit from a clearer articulation of the semantics-pragmatics interface? And in what way can [START_REF] Depraetere | Modals and lexically-regulated saturation[END_REF] approach to modal meaning derive an advantage from the appreciation that constructions containing modals, and not just the modals themselves or the context in general, impact on the interpretation process?

We will address these issues first theoretically and then test the viability of our proposal by applying it to some linguistic jokes in the animation series The Simpsons, all of which make use of a short-circuited interpretation that is (by definition) conventionally associated with an expression with can or could. 2 What creates the humorous effect is the fact that this interpretation is then not picked up on by one of the characters, usually Homer Simpson, the intellectually challenged father, and in one instance by the mischievous son Bart Simpson, who ignores the short-circuited interpretation on purpose. The examples show that while the conventionalized meaning of the modal constructions may be prevalent in normal usage contexts, it is one bridge too far to say that it supersedes or completely wipes out the semantic core or an alternative semantic interpretation. If we could no longer access these non-conventionalized semantic alternatives, we would not be able to 'get the joke'.

Theoretical concepts

In the discussion of the cases from The Simpsons, we will draw upon concepts from Construction Grammar, modal taxonomy and pragmatic theory. In this section, we will review these in turn, focusing only on what is necessary for our analysis.

2.1 Construction Grammar and the defining criteria of a 'construction' Most of the theoretical premises and concepts involved in Construction Grammar have been introduced in the other papers and could be considered to be known sufficiently well to the readership of this journal. Nevertheless, it may be useful to remind ourselves of the definition of a construction, which is any pairing of a form and a semantic or discursive function whereby something about the form or function is not fully predictable either from the parts making up the sequence or from what we know about the rest of the grammar; or any pairing of a form and a semantic function which, even though it does not exhibit any formal or functional idiosyncrasies, is sufficiently familiar to language users to have been committed to their long-term memory as a stored language unit (cf. Goldberg 2006: 5). This latter part is an addition to [START_REF] Goldberg | Constructions: A Construction Grammar approach to argument structure[END_REF] original definition and recognizes more usagebased insights into how frequent exposure to recurrent exemplars of a pattern plays an important role in the representation of these units in speakers' minds (cf. [START_REF] Boas | A constructional approach to resultatives[END_REF][START_REF] Bybee | From usage to grammar: the mind's response to repetition[END_REF][START_REF] Perek | Argument Structure in Usage-Based Construction Grammar: Experimental and Corpus-Based Perspectives[END_REF]. To help us decide what does and does not count as a construction, [START_REF] Hilpert | Construction Grammar and its Application to English[END_REF] proposes four criteria; as soon as one of the four criteria applies, a construction candidate can be allowed as a member of the constructicon, as the inventory of constructions has come to be called. Here are Hilpert's criteria, along with some of the examples he provides:

1. Does the expression deviate from canonical patterns? For example, by and large is a construction, as its form (a preposition, a coordinating conjunction, and an adjective) is an unpredictable sequence given the grammar of English. Or consider the sentence There was cat all over the road, in which a special construction (called the 'meat-grinding construction' in [START_REF] Fillmore | The FrameNet Constructicon[END_REF] allows the count noun cat to be used as a mass noun. As cat is basically a count noun, what is unpredictable here is that it cannot be used in this grinding construction with a determiner or with a plural -s: There was a cat all over the road would nonsensically refer to a single giant, physically intact cat covering the road and There were cats all over the road would no longer yield a mass interpretation either and would instead refer to multiple unharmed cats occupying the road.

2. Does the expression carry non-compositional meaning? For example, the sequence We're back to square one has an interpretation which is more than the sum total of the meanings of its component parts, so this idiom obviously has to be stored as a construction. Similarly, John laughed his head off cannot be taken literally. It makes use of the "body part off/Out Construction, whose meaning expresses excess directly (cf. Jackendoff 1997); that John laughed excessively is not an interpretation arrived at 'pragmatically' by excluding the literal meaning of John's head being dislocated from his body as being contextually implausible (Cappelle 2014).

3. Does the expression have idiosyncratic constraints? For example, the fact that you know you can say The dog is asleep but not *the asleep dog is proof that asleep (and other a-adjectives such as afraid, alive, awake, etc.) have placement (im)possibilities that are stored in the constructicon as part of your constructional knowledge (cf. [START_REF] Boyd | Learning what NOT to say: The role of statistical preemption and categorization in a-adjective production[END_REF]. Likewise, one of the constructional constraints that have to be listed in the grammar is that you can say I brought John a glass of water but not I brought the table a glass of water.

4. Does the expression have collocational preferences? For example, will and be going to should be treated as distinct future auxiliary + infinitive constructions in that they display tendencies to occur with non-overlapping types of main verbs [START_REF] Gries | Extending collostructional analysis: A corpus-based perspective on 'alternations[END_REF][START_REF] Hilpert | Germanic Future Constructions: A Usage-based Approach to Grammaticalization[END_REF]. We might also argue that some of these collocations (e.g. will continue, will provide, will receive, going to get, going to happen, going to die, etc.) are themselves constructions (at a lower level of specificity than the templates will + V and be going to + V). Such a view is in line with the usage-based view of constructions mentioned above. [START_REF] Hilpert | Construction Grammar and its Application to English[END_REF] heuristics to decide whether an expression is a construction will come in handy to argue for the constructional status of sequences involving a modal verb. When we mention the collocational strength between two items, we will report the mutual information (MI) score, a standard measure directly provided in the user's interface of Mark Davies's suite of corpora at Brigham Young University.3

Modal taxonomy: classes and layers of meaning

In our treatment of modal meaning, we will be using the modal taxonomy put forward in [START_REF] Depraetere | Towards a more explicit taxonomy of root possibility[END_REF], a paper which offers a detailed discussion of non-epistemic root possibility in English. It is argued there that five classes of meaning (ability, opportunity, permission, general situation possibility, and situation permissibility) can be distinguished on the basis of three criteria: (a) source of the modality, (b) scope of the modality and (c) potential barrier. Source of the modality refers to the person or circumstance in which the possibility originates. The source may be subjectinternal (as in I can touch my nose with the tip of my tongue) or subject-external (e.g. You can apply for a passport online and avoid the queue). The scope of the modality may be wide, in which case it scopes over the entire proposition (e.g. Cracks can appear overnight, i.e. 'cracks appearing overnight is a possibility'), or it may be narrow, in which case it scopes over the VP only (e.g. I can speak Russian). Finally, the feature 'potential barrier' is positive if the source can potentially impose a barrier to actualization, which is the feature from which it derives its source status. In this case (narrow scope) permission or (wide scope) permissibility meaning is communicated. In You can park here, the source (traffic regulations) has source status because it can potentially prevent someone from parking in a specific place. This is not the case in I can speak Russian, in which the source status of the subject referent is not due to him/her having the potential to impose a barrier to actualization. Table 1 shows how the different meanings can be decomposed in terms of the defining features: 1, to which the feature +/epistemic has been added) which needs to be contextually filled in. The context-independent meaning of may, for instance, is possibility. At the context-dependent semantic layer, may can potentially express epistemic possibility, general situation possibility, permission and situation permissibility. The contextual filling in of the template can be captured in terms of saturation [START_REF] Carston | The explicit/implicit distinction in pragmatics and the limits of explicit communication[END_REF]) with lexically regulated valuation [START_REF] Depraetere | Modals and lexically-regulated saturation[END_REF]. The addition of contextual information 'saturates' the semantically underdetermined modal meaning value because it is needed to determine the proposition that is actually communicated and it is lexically regulated in the sense that the number of values that can potentially be assigned to the empty slot is constrained by the modal. Third, an optional pragmatic layer can and should be distinguished, since there are still further contextual meaning distinctions. A modal can undergo contextual strengthening (for example, You may now kiss the bride is not an ordinary permissive statement: it would be awkward, if not downright rude, if the groom responded with a mere No thanks, I'm fine) or it can in certain contexts receive a special illocutionary reading (for example, You may want to do something about your hair, which semantically expresses epistemic possibility, may have directive force, which could in fact also be seen as a (more extreme) case of strengthening). These are just two examples that illustrate the context-dependent pragmatic layer of modal meaning, which encompasses implicated meaning and further contextual elements of meaning that do not impact on truth conditions. In Figure 1, we summarily represent the different layers of meaning, still taking the modal may as an example.

The concept of short-circuited implicature in pragmatic theory

As announced in the Introduction, one of the aims of this paper is to check to what extent the multilayered approach to modal meaning which was sketched in Section 2.2 is compatible with the more holistic form-function approach typical of Construction Grammar, a further aim being that of illustrating how constructions with modals impact on the meaning that is communicated. In order to address the latter question, we will make use of the concept of short-circuited implicature, introduced by Morgan in a paper (pre-)published in 1977, and of a related concept discussed by [START_REF] Leech | The Pragmatics of Politeness[END_REF], pragmaticalization. 5 If someone says, Can you tell us what happened? or Why don't you have a seat right over there, the addressee understands the speaker's utterance immediately as an invitation or request to divulge something more about the events referred to or to sit down on the chair or couch indicated, respectively. This interpretation is a conversational implicature which, as [START_REF] Morgan | Two types of convention in indirect speech acts[END_REF] suggests, is 'short-circuited' by the forms involved (Can you + verb phrase and Why don't you + verb phrase). As with other conversational implicatures, the directive interpretation could be arrived at by some sort of calculation, based on [START_REF] Grice | Logic and conversation[END_REF] Cooperative Principle and the conversational maxims. Thus, in principle, the addressee could first find it rather too trivial to be asked whether he or she has the physical ability (or even whether he or she is psychologically in the right frame of mind) to tell something about what happened and then conclude that, if the utterance is still to make sense, the speaker just wanted to get him or her to talk about the events. And the addressee could use similar reasoning skills to come to the conclusion that the speaker kindly instructs him or her to take the seat pointed at. While such mental computation could in principle be used, [START_REF] Morgan | Two types of convention in indirect speech acts[END_REF] argues that "conventions of use" are so strong that the form, while retaining its literal meaning (a yes/no question or a question for information), directly evokes its desired interpretation, which is that the speaker prompts the hearer to a certain action. This is clear from a comparison with paraphrases such as Are you able to tell us what happened? and What's the reason you don't have a seat right over there, polysemy. Depraetere and Salkie (to appear) address the more general question whether lexical ambiguity, polysemy, and vagueness illustrate saturation rather than free pragmatic enrichment. It is shown there how the concept of lexically-regulated saturation and the three-layered model presented in [START_REF] Depraetere | Modals and lexically-regulated saturation[END_REF] can be applied to the analysis of the finite perfect. 5 Morgan's paper was later published as: Morgan, Jerry L. 1978. Two types of convention in indirect speech acts. In: Peter Cole (ed.), Syntax and Semantics, Vol. 9: Pragmatics, 261-280. New York: Academic Press. We refer to the pre-published version as it is freely available online and so can be accessed more easily by the reader. Our page references are also to the pre-published version.

which do not lead to the invitation interpretation equally fast, if at all. The fossilized forms Can you… and Why don't you… do make sense, since when we take them literally (i.e., as direct questions), they check whether the preparatory condition and sincerity condition for making a request are met (cf. [START_REF] Searle | Speech Acts: An Essay in the Philosophy of Language[END_REF], namely whether the hearer is at all able to perform the requested action and whether the hearer wants to do it, respectively -note that asking why the hearer doesn't perform the action suggests that he or she might not be willing to do so (cf. [START_REF] Gordon | Conversational Postulates[END_REF]. As Morgan makes us realize, though, we don't actually figure out these standard forms starting from their literal meaning, even if we could. 6 As we pointed out above, Morgan refrains from claiming that the literal meaning of these expressions is supplanted by the so-called indirect speech act: "I will suggest, in short, that "can you pass the salt", is indeed conventional in some sense, but not an idiom; rather it is conventional to use it (with its literal meaning) for certain purposes" [START_REF] Morgan | Two types of convention in indirect speech acts[END_REF] 1; emphasis ours). The "conventions of use" that he discusses are "conventions about language, that govern the use of sentences, with their literal meanings, for certain purposes" (Morgan 1977: 1). These are "conventions of the culture that uses the language" (Morgan 1977: 12), involving common knowledge about contexts of use. Morgan distinguishes them from "conventions of language", that is "knowledge of the conventions of word meanings and the semantic rules of combination" (Morgan 1977: 30).

Morgan provides many illustrations of how a particular form has a conventionalized, shortcircuited implicature. One of his examples is the expression If you've seen one, you've seen them all, which common usage has moulded into a standard way of conveying 'They're all alike, so it's a waste of time to examine them separately'. As Morgan points out, it is obvious that this interpretation could be arrived at by common-sense reasoning; what is more, the literal meaning of the standard expression is also what the speaker still has in mind when he or she conveys what it conventionally does. But in spite of this, even if one changes the form of the expression only slightly while retaining its literal meaning, the implicature that the conventional expression has can only arise afresh, as a result of relatively slow computation. Consider for example such non-conventional alternatives as If you've seen one, you've seen all of them or You've seen them all if you've seen one (Morgan 1977: 26). It is for this reasona fixed form conveying a conventional meaning (a specific conversational implicature)that such an expression qualifies as a construction. Among the other examples mentioned by [START_REF] Morgan | Two types of convention in indirect speech acts[END_REF] are You can say that again (cp. You can repeat that) and It takes one to known one (cp. It requires one to recognize one).

To refer to forms conventionally used to perform specific speech acts, terms such conversational routines [START_REF] Aijmer | Conversational routines in English: convention and creativity[END_REF] or semi-formulaic expressions of procedural meaning [START_REF] Watts | Politeness[END_REF]) have been used. [START_REF] Leech | The Pragmatics of Politeness[END_REF] speaks of pragmaticalization. 7 These concepts are related to Morgan's conventionalized, short-circuited meaning, but it is important to bear in mind that Morgan's paper is not limited to the discussion of indirect speech acts or typical realizations of specific speech acts in general. Leech (2014: 78) observes that "by the historical process of pragmaticalization, ISAs [Indirect Speech Acts] may become progressively routinized, such that a direct association between the indirect meaning and the formulaic overt form of the utterance becomes established, as a 6 Morgan's (1977) view is actually not at odds with [START_REF] Grice | Logic and conversation[END_REF] pragmatic theory, as it must be borne in mind that "Grice's claim is not that hearers always go through a conscious and laborious process of calculation" (Chapman 2011:80); rather, Grice argues that in order for a proposition to count as a conversational implicature, it must (merely) "be capable of being worked out" (1975: 50). 7 Leech (2014: 155) cites the following example from [START_REF] Aijmer | Conversational routines in English: convention and creativity[END_REF]: could you, the most indirect form on the 'indirect -direct' cline of requests occurs twice as much as the most direct form, will you, with would you and can you being an intermediate (in)direct category whose status is reflected in their intermediate frequency.

conventional implicature."8 The conventional implicature associated with 'Can you X?', for instance, is captured as follows: "The utterance Could you X means that S[peaker] is politely i9 requesting H[earer] to do A' (2014: 78). Leech speaks of the "the short-circuiting process of pragmaticalization" (2014: 145) and he argues that the entrenchment of pragmatic force makes it plausible that "the process of "working out the meaning" is cognitively short-circuited by a direct associative path" (2014: 315), as [START_REF] Morgan | Two types of convention in indirect speech acts[END_REF] has pointed out. However, there cannot be question of 'arbitrary convention'; the indirect directive speech act can be derived from the form of the speech act in a stepby-step fashion. Like Morgan, he emphasizes that not any sentence with the same propositional content gives rise to the same indirect speech act: Wouldn't you pass the salt? does not produce the same effect as Can you pass the salt?

This brief overview of Leech's approach shows that even though his work (or that of the other authors cited) is not embedded in Construction Grammar, it shares common ground with the hypotheses we have formulated. First, the conventional interpretation (which he calls a conventional implicature) is associated with a specific form. We will spell out that observation in terms of constructions, which we have defined in terms of the four features put forward in Hilpert ( 2014), one or several of which have to be present in a construction candidate. A further similarity is that "… like grammaticalization, pragmaticalization can easily coexist with a persisting ungrammaticalized usage, as evidenced by the interrogative meaning of [Can you close the window?] (Leech 2014: 306-307)." This observation is in line with our claim that even though one specific implicature or interpretation clearly stands out, the other interpretation(s) remain(s) available and this explains how misunderstandings or jokes can arise. In our proposal, we will argue for applying the term 'shortcircuited' to more than just implicatures: in the case of semantic ambiguity, for instance, constructions may also come with a strongly preferred meaning. Accordingly, we can speak of 'short-circuited interpretations' as a cover term for both semantic and pragmatic aspects of conventional understanding. Whenever possible, we will make it clear at which level the short-circuiting applies. For instance, if we speak of 'short-circuited semantic interpretation', it is obvious we have the (context-dependent) semantic level in mind; if we speak of 'short-circuited implicature', it is clear that we are talking about the pragmatic level. Even though we understand 'short-circuited' as 'conventional', we will avoid the latter term, because short-circuitedness could otherwise be interpreted in terms of a 'conventional implicature', a term which is standardly used for a noncancellable inference attached to certain words (e.g. "Even John was there" implies that John is one of the least likely persons to have been there). For one thing, we do not share Leech's view that the indirect speech acts of modal verb constructions are conventional implicatures; we will argue that these are short-circuited conversational implicatures, which are (admittedly conventionally) associated with a specific form. For another, in the case of short-circuited semantic interpretations, the interpretation in question is clearly part of 'what is said' (or the explicature, in Relevance theoretic terms). In other words, 'short-circuitedness' does not necessarily have the features Grice associated with conventional implicatures, which are: (a) the interpretations are not cancellable, and (b) they are not part of 'what is said'. Our use of 'short-circuitedness' is to be interpreted in terms of 'conventions about language' in the sense of [START_REF] Morgan | Two types of convention in indirect speech acts[END_REF].

Analysis

In what follows we will provide a detailed analysis of humorous passages involving modals in The Simpsons. They will serve to illustrate, and even prove, that constructions have a role to play in the interpretation of modal meanings, in potentially two ways: (a) constructions sometimes give rise to specific implicatures, which we call 'short-circuited', in [START_REF] Morgan | Two types of convention in indirect speech acts[END_REF] sense, because they are immediately triggered by the use of a familiar string of words; (b) constructions may trigger an interpretation which, though not an implicature, is no less 'short-circuited', in that it allows the hearer to instantly select one of several context-dependent meanings. In other words, we extend Morgan's notion of 'short-circuitedness' from implicatures, which are situated at the 3 rd layer (pragmatics) in [START_REF] Depraetere | Modals and lexically-regulated saturation[END_REF], to interpretations more generally, which may also play a role at the 2 nd layer (context-dependent semantics). For instance, as discussed by Wärnsby (this issue), an epistemic reading for may is short-circuited by the presence of a stative verb phrase (e.g. She may be an actress), but this rapidly chosen interpretation is not a pragmatic implicature; instead, it is a case of how the context around the modal disambiguates that modal. Another way of putting this, of course, is that there is a modal verb construction, of the form [NP may VPstate] and whose meaning can be rendered with the epistemic paraphrase 'it is possible that…'.

For each of the examples that follow, we will explain why we believe the clause with the modal can be qualified as a construction. We will also show how the construction is responsible for lending the modal verb itself a context-dependent semantic interpretation and/or how, on the pragmatic level, it has a short-circuited implicature.

The short-circuited interpretation of [NP can be so AdjP]

Consider the exchange in (1), from The Simpsons episode Homer the Great (1995). It takes place right after Homer has been whining to his wife Marge about how he has been excluded all his life, as is clear from an unhappy childhood memory he recounts to her.

(1) Homer: I felt so left out.

Marge: Kids can be so cruel. The relevant clause with the modal (Kids can be so cruel) immediately gets understood as it was intended, at least in normal circumstances. It gives rise to what we would like to call a short-circuited semantic interpretation, applying [START_REF] Morgan | Two types of convention in indirect speech acts[END_REF] notion of short-circuited implicature to what we consider here to be something of a semantic nature. The unmarked interpretation of Kids can be so cruel is one in terms of general situation possibility: the situation of kids being cruel is possible. However, Bart gives a narrow scope interpretation to the utterance: Kids is understood as 'Us Kids, including myself' and the modality scopes over the VP: 'To be cruel is something that it is possible for kids/us to do', or, 'For kids/us it is possible to be cruel'. Moreover, he interprets Marge as the source of the possibility because she can potentially impose a barrier on the actualization of the situation. In other words, Bart's interpretation of the utterance is one in terms of permission (narrow scope, external source, + potential barrier). The joke resides in the fact that the addressee gets the shortcircuited, conventional interpretation in terms of general situation possibility, which is intended by

Marge, but Bart forces a narrow scope permission reading, playing on the potential ambiguity.11 This comes as a surprise because of the conventional reading that is associated with the construction. Bart's intentional ignoring of the conventional reading has a humorous impact in several ways: linguistically, because his deliberate misunderstanding is witty in itself, and situationally, because Homer's complaining thereby gets an abrupt ending and because Bart unashamedly takes Marge's utterance as a licence (which it certainly isn't!) to engage in wanton cruelty towards his younger sister. So, what Bart ignores here on purpose is the default, short-circuited interpretation, by turning the generic NP 'kids' into a non-generic one. If we understand Kids can be so cruel effortlessly as expressing general situation possibility (with an existential overlay), then this is part of the context-dependent semantic interpretation (i.e., layer 2 in the model sketched in Section 2.3) and not something pragmatic (i.e., layer 3). What makes this example humorous, in other words, is not that one of the characters fails to communicate or grasp a short-circuited implicature, an example of which we will see in Section 3.2.

In fact, Kids can be so cruel does not have any obvious implicature (other than, perhaps, that the addressee, or someone known to the addressee, should not consider themselves as being singled out as the only target of bullying). Now, what is the context that allows us to select this kind of possibility interpretation rather than, say, opportunity or permission? It is quite likely that this interpretation is triggered by the use of a generic subject NP and the use of a VP expressing a high degree on some scale. 12 The form of the structure which short-circuits the interpretation can be represented as in (2), which integrates some semantic constraints on some of the parts:

(2) NPgeneric can VPscalar; high degree This pattern licenses such instantiations as are shown in (3):

(3) a. An enzyme deficiency can be so devastating.

b. Things can change very quickly in national politics. c. Microwaved food can get very hot. d. Crushes can be incredibly deceiving.

The pattern is very productive: it is open to any kind of generic NP and any VP that expresses a high degree on a scale. Nevertheless, it is quite likely that there are some stored exemplars of this construction, Kids can be so cruel being one of them. Does the structure used in (1) qualify as a construction? We believe it does, as it passes some of Hilpert's (2014) criteria mentioned in Section 2.2. A slight semantic oddity is that the meaning of, for instance, Kids can be so cruel is not really something like '?Kids are sometimes so cruel' or '??Kids tend to be so cruel' but more something like 'Kids are sometimes very cruel' or 'Kids tend to be very cruel'. In other words, the possibility of using so in this construction at all is somewhat unpredictable, given that we cannot easily use so non-demonstratively in the close paraphrases. (Of course, so can be used in the sense of very in exclamations, such as That's so cool!.) There is also the idiosyncratic constraint that, while may is a regular alternative for can in clauses expressing general situation possibility (cf. (4a-b)), it often sounds strange as an alternative to can in the construction in (1) (cf. (5a-d)): 13 (4) a. Inner ear infections can cause dizziness.

b. Inner ear infections may cause dizziness.

(5) a. Kids can be so cruel. b. ??Kids may be so cruel. c. Things can change very quickly in national politics. d. ??Things may change very quickly in national politics. (This sentence is acceptable on an epistemic reading.)

Finally, there is the intuition, which should be confirmed empirically, that this pattern has a collocational preference for negatively connoted VPs. In that respect, the pattern may have 'negative semantic prosody' [START_REF] Sinclair | Corpus, Concordance, Collocation[END_REF]. So, while there is nothing especially negative about the pattern in (1), it may very well be the case that you will more likely find utterances such as Kids can be very mean, Kids can be so rude or Kids can be such jerks than Kids can be very cute or Kids can be such angels, though the latter two examples are certainly not impossible. This intuition cannot be confirmed with data from a standard linguistic corpus, as Kids can be so X has only one occurrence in a corpus even as large as COCA (450 million words); however, note that, interestingly, the adjective filling this slot is cruel (MI score 14.37), in line with our expectations. For Kids can be very X, the only adjectives are mean (2 occurrences; MI score 8.62) and confusing (1 occurrence; MI score 13.17). The use of the informal, colloquial term kids rather than children may play a role in this impression of ours, but even with this more neutral subject NP, utterances such as Children can be such vicious little creatures and Children can be very trying are very typical. The only adjective in COCA to fill the X slot in Children can be so X is intense. This adjective is less straightforwardly negative but it captures all the same a trait that is not usually appreciated. 14

The short-circuited interpretation of [Not if I can help it]

Consider the following dialogue from The Simpsons episode Jazzy and the Pussycats (2006), just after Lisa Simpson is informed that the many abandoned animals she has adopted will be rounded up and be put to sleep if no proper home can be found for them. 13 Palmer observes that may can also be used to express existential modality: (i)

The process may be carried out indiscriminately by the wind or by insects which fly from flower to flower. [START_REF] Palmer | Modality and the English Modals[END_REF]: 108) (ii)

Or the pollen may be taken from the stamens of one rose and transferred to the stigma of another. [START_REF] Palmer | Modality and the English Modals[END_REF]: 108) Existential sentences with may do not have the high-scalarity component we posit for can existentials. 14 In example (6), by saying Not if I can help it, Homer arguably uses can with an opportunity meaning ('Not if circumstances make it possible for me to avoid this situation from happening'). This aspect of the interpretation involves the selection of one of the context-dependent sub-meanings of nonepistemic possibility (cf. the second layer in Figure 1). The fact that, in this and in practically any other imaginable context, opportunity and not, for instance, ability or permission is conveyed by can in this expression testifies to the short-circuited nature of the interpretation. More to the point, for the joke to work, this sentence also communicates (more specifically, it implicates) that Homer is determined to actually do something about the situation; his reply is understood to mean that he will take action and make sure that the animals don't die. In any case, this is the proposition that is inferred by Lisa, and she responds to the implicated meaning. So, in essence, Homer is taken to say 'This won't happen. I will do something about it', which allows Lisa to inquire how he will go about saving the animals. The commitment to taking action to prevent something from happening is clearly implicated, though, witness the fact that Homer cancels the implicated proposition in his reply to Lisa. More than this, he does not seem to be aware of the implicature that the construction has given rise to.

Homer's utterance in ( 6) can thus be used as evidence for the short-circuited or conventional nature of this implicature. If it was not short-circuited, Homer's explicit cancellation of it would not strike the viewer as comical. Compare with the situation in which someone says, "It's cold in here" and you reply with "Would you like me to close the window?"; if the first speaker then says, "Uh, no, sorry if I made it sound as if you should do that", there is no such comical effect. After all, there are several possible implicatures of the statement "It's cold in here", depending on the context. It can be understood as a hint to find a hotter place to get together, as a suggestion to turn up the heater, as a way of apologizing for a broken heater, as a sexual come-on encouraging the listener to start hugging the speaker, and even (when it's warmer outside than inside), as a hinted request to open a window (cf. Green 2012: 111). Not if I can help it does not have a similarly wide range of possible communicative purposes. Its implicature is conventionalized, which is why it sounds funny when the expression is used without the implicature. 16 A question we need to address is whether Not if I can help it can be qualified as a construction maybe the implicature just arises from a regular combination of lexical and grammatical parts which doesn't have, as combination, the status of a stored item. There are clear indications, however, that Not if I can help it is listed in the constructicon. To see this, we can again use [START_REF] Hilpert | Construction Grammar and its Application to English[END_REF] criteria. This construction candidate meets all four of them. First, the form is rather unpredictable. The part that functions as main clause is simply the negative adverb not and not a full clause. An alternative 15 Quoted from http://www.springfieldspringfield.co.uk/view_episode_scripts.php?episode=s18e02, last accessed 27 August 2015. 16 One reviewer agrees that the Simpsons examples are special in the sense that the literal reading is much more difficult to get than in the standard examples of indirect speech acts (and in jokes making use of those), and that it may perhaps really not be available at all in ordinary language use. The latter observation, in turn, may explain why the Simpsons examples are so humorous. While we agree with the reviewer's observation that the implicature is clearly short-circuited, we stick to the view that it remains cancellable and that the literal meaning is still available. While there are cases where the literal meaning is clearly backgrounded and the implicature foregrounded, judgments about the relative markedness of interpretations or the relative markedness of cancellability are subjective and require further experimental research.

sentence with a full clause would not be ungrammatical but would lack the immediacy with which we get the implicature 'I will prevent it':

(7) This won't happen if I can help it.

Second, the meaning of Not if I can help it is, to some extent, unpredictable. We have just seen that this expression has a short-circuited implicature. The literal meaning '(It will) not (happen) if I can help (i.e. prevent) it' still makes sense, but unlike the pledge-like implicature ('… and help it I will'), it leaves open the possibility that the if-clause situation may not be realized. It is precisely this difference between the short-circuited implicated meaning (which Lisa has no trouble accessing, demonstrated by the fact that her hopes seem to be temporarily raised) and the literal (compositional) meaning (which Homer has in mind) that creates the humour in this example. And it is the undeniable effect of humourthere is hardly anything which is not humorous in The Simpsonswhich can be taken as evidence for the existence of short-circuited interpretations of modal verb expressions. Note that the non-compositional meaning of the construction is not due to the special meaning of help here, namely 'prevent', 'avoid', 'cause to be otherwise' (which is almost the opposite of its common meaning of 'assist, aid'), as this meaning also occurs elsewhere, for instance in I appreciate your problem, but it can't be helped. If there's anything unpredictable about the meaning of Not if I can help it, it is that the possibility of interpreting the if-clause as an open conditional is no longer readily available. In other words, if one intends the if-clause to be understood as an open conditional, as Homer does, one actually misuses the expression.

Third, there are idiosyncratic constraints. One of these is that we can't reverse the order of the main clause fragment and the subclause, at least not if we want to preserve the intended meaning:

(8) *If I can help it, (then) not.

Other constraints are harder to find, but one could mention the virtual impossibility to provide alternatives such as ?*Not unless I can't help it. This said, the idiom does allow some variation. Fourth, the construction certainly has collocational preferences, so much so that we have treated it here as an almost fixed expression. 17 If we adapt the methodology described in our response to Hilpert's (this issue) paper, we can clearly see (cf. Table 2) that the mutual information (MI) score of each word in the string collocates with its context: the MI score stays above 3 (3 being the standard threshold for collocational strength). The quantitative data are based here on the Corpus of Contemporary American English (COCA; Davies 2008). In sum, on the basis of all of these observations, we can be confident about our claim that Not if I can help it is a construction, or that it is a stored exemplar of the Not if NP can VP construction. 18In (6), the speaker seems to be unaware of its normal implicature ('I will do whatever it takes to prevent this'). That the implicature is conventionalized, or short-circuited, is evidenced by the comical effect of its cancellation by Homer.

The short-circuited interpretation of [negative face-saving act + you can't VP]

The example in (10), from The Simpsons episode When You Dish Upon a Star (1998), can be analysed along the same lines: the addressee and 'Man' process the sentence with a modal in terms of the conventional, short-circuited interpretation that the construction triggers, but Homer forces an alternative, 'wrong' interpretation:

(10) Homer rents a boat from a man in a booth, who hands him a key.

Man: There you go By saying Sir, you can't … the speaker is communicating permissibility meaning: 'For X to do Y is not permissible', in this particular case, 'for people to operate a boat under the influence of alcohol is not permissible', or, put differently, the situation of people operating a boat under the influence of alcohol is not permissible (or is not allowed, is forbidden). The source of the modality could be the regulations of the boat club, or it could just be general contextual knowledge that it is morally wrong to drink and then operate a boat or that the law forbids operating a vehicle under the influence of alcohol. Here, 'man' uses a well-known politeness strategy of making a generic statement (whereby you is used in an impersonal way, as an alternative for one) when, in fact, it is the addressee that he believes should be reminded of a rule. Homer interprets the modal meaning communicated as involving narrow scope, an interpretation which is possible triggered by the use of 'Sir', and takes it that he himself is being addressed by means of 'you'. Moreover, he assumes that the speaker is claiming that Homer is not able to operate a boat under the influence of alcohol. In other words, he believes the source of the modality is subject-internal and his interpretation is as follows: 'for you it is not possible to operate a boat under the influence of alcohol (because of lack of skill)'. This explains his (funny) reply: "Oh, that sounds like a wager to me!", meaning "I take it you are challenging me to show that I can operate the boat under the influence of alcohol". Can we really claim that [Vocative, generic pronoun can't VP] or even [Uh, Vocative, generic pronoun can't VP] is a construction? Speaking against such a claim is the observation that we cannot find that many utterances of this (more specific) form in standard corpora or on Google. Two webattested examples are given in ( 11):

(11) a. Uh, sir, you can't park here.

b. Uh, miss, you can't get on the bus with that umbrella open like that.

In fact, (11b), because of the use of that umbrella, referring to the umbrella held by the addressee, does not have a clearly generic pronoun. Moreover, this example could be interpreted as expressing a modal meaning other than absence of permissibility: 'Uh, miss, with that umbrella open like that, it is difficult if not impossible to…'. On the other hand, the scarcity of such examples may be due to the fact that this kind of utterance is just not typical of written language. Moreover, one does not need to have heard many such occurrences for them to be somehow stuck in our memory, as they trigger a strong emotional response (and, without going into the exact cognitive mechanism of this, they could therefore be mentally repeated by the hearer well after the actual occurrence). Indeed, the interjection uh and the vocative jointly work as a hedge, which the hearer knows will be followed by something unpleasant. They form a marker of an upcoming negative face-threatening act [START_REF] Brown | Politeness: Some universals in language usage[END_REF], such as a request, an order or a suggestion. As such, these two elements taken together function in the same way as other negative face-saving politeness strategies, which indicate that the speaker is about to impose on the hearer, such as a conventional apology for the possible awkwardness or embarrassment and similar hedging devices:

(12) a. I'm sorry but you can't take that on the plane. b. Excuse me but you can't smoke in the house. c. I'm afraid you can't come in.

The weakest claim we can make, then, is that the use of an appropriate negative face-saving act enables a competent hearer to narrow down the possible interpretations of you can't VP. A stronger claim would be that this introductory hedge is part of a construction in which can't is already specified for expressing absence of permissibility. Remember that a sequence can be a construction on the basis of frequent occurrence. A telling piece of empirical information is that in COCA, can't is the collocate with the highest MI score after sorry but you (7.40) and with a quite high score after I'm afraid you (4.53). This lends some support to the constructional status of these sequences.

Summing up, in this example, a wrong context-dependent semantic meaning (layer 2) is selected: what is ignored is a conventional context-dependent semantic interpretation, at the expense of which a more unexpected context-dependent semantic interpretation is selected, one that was not intended by the speaker. The construction also gives rise to a short-circuited pragmatic interpretation, just as was the case in the previous example (Not if I can help it), but in this case, it is not just this conventionalized pragmatic interpretation that the hearer (wilfully) fails to consider.

The short-circuited interpretation of [if I could just VP]

Consider the following example, from the episode Much Apu About Nothing (1996):

(13) Homer: Ladies and gentlemen, if I could just say a few words… I'd be a better public speaker. 20We would like to argue that if I could just say a few words triggers a short-circuited semantic interpretation, one in terms of permission. This is due to the sequence if I could just combined with say a few words, which is usually not indicative of a skill (as most people can talk), but rather of permission (as one is not always allowed to say something). All three semantic criteria for permission (cf. Section 2.2) are met: If I could just say a few words has narrow scope, the source does not lie within the subject referent, and the source (possibly the addressee, or the conventions of the speech community) has source status because it can potentially block actualization (i.e., as we will see below, the source could prevent Homer from saying something). However, as the final part of the utterance shows, strictly speaking, an interpretation in terms of ability (with a subject-internal source) is also available. The example is funny precisely because Homer's interpretation deviates from the unmarked, short-circuited interpretation associated with the construction. As in the previously discussed examples, the fact that Homer's utterance does not fail to create a humorous effect is proof that the short-circuitedness of the interpretation is real: if there were no immediate, standard interpretation to begin with, using the sequence in a different sense ('ability') would not be felt to be funny. On the unmarked interpretation, the If I could just say construction also comes with a short-circuited pragmatic interpretation: while literally asking for permission to speak, the speaker takes the permission for granted and continues to speak. It will be clear that, since Homer does not intend to communicate permission, the associated context-dependent pragmatic meaning does not arise. Note, importantly, that the short-circuited interpretation is again two-fold: it is both semantic and pragmatic. First, we have argued that in the sequence If I could just say a few words, the meaning of the modal verb is that of 'have permission to' (rather than 'be able to' or, say, 'have the opportunity to'), so this is a semantic kind of short-circuiting, where can (or in this case could) receives a somewhat more precise meaning than just that related to 'possibility' by being embedded in a familiar context. This semantic refinement happens at the context-dependent semantic layer in the three-layer model sketched in Section 2.2. Second, as we pointed out, it is clear that If I could just say a few words is typically used in a way that goes beyond the meaning of 'If I had permission to say a few words'. This is where short-circuiting at the pragmatic layer comes in. For this sequence to be understood as a turn-taking conditional, its illocutionary force has to be taken into consideration. As hearers, we could probably use general, common-sense reasoning to figure out that If I could just… functions as a request. But it takes some exposure to real-life occurrences to acquire the knowledge that If I could just say a few words is a standard way not just to request for permission to make an announcement but to actually go on to make that announcement without waiting for a response from a single addressee, let alone from a larger group of people. As Declerck and Reed (2001: 356) mention in their discussion of similar cases (e.g. If you will listen to me for a minute now), "the 'request' is just a gesture to politeness, i.e. a hedge." 21 One could wonder whether what has been described here as a conventionalized conversational aspect is really pragmatic in nature. Can't we just say this turn-taking function has become part of the semantics of If I could just…? We believe the answer is negative. A defining criterion of an implicature (i.e. a pragmatic inference) is that it is cancellable without leading to any clear contradiction. The following exchange shows that the interpretation 'I will now start speaking, on the assumption that my ostensible request has been granted' is still only an implicature, which in certain contexts can be cancelled:

(14) -If I could just mention my restaurant, Bob's… -No, you may not. 22 This example also shows that If I could just say a few words belongs to a larger set of expressions involving an act of negotiating the turns in a conversation. form-function unitthat the sequence discussed here has a preselected semantic interpretation (namely permission) and a standard (but still cancellable) pragmatic interpretation (namely that the permission to take or hold the floor is assumed to be granted).

The constructional status of this pattern is also supported by a formal idiosyncrasy (cf. Hilpert's first criterion), viz. the fact that it has the form of a subclause but is in practice never followed (or preceded) by the rest of a main clause (which might be something like it/that would be nice). This property is shared by a larger family of structures exhibiting so-called 'insubordination' (see, e.g., Verstraete, D'Hertefeld and Van Linden (2012) for complement insubordination in Dutch). This family includes if-conditionals with you as a subject (e.g. If you could just sign here, please), which request for an action to be performed by the addressee and come with a standard assumption that the request will be fulfilled, thus functioning as polite directives.

The short-circuited interpretation of [I can't complain]

In the episode Pokey Mom (2001), Homer takes part in a rodeo at a prison, gets severely injured by a bull and is then taken care of in prison so that he can go home soon. We then have the following exchange between Homer, his wife Marge and a prison warden:

(15) Marge: How's your back, Homey?

Homer: I can't complain. [indicates a sign which reads, "No Complaining"] Warden: Ah, that's for the prisoners. You can complain all you want. Homer: Oh, God, my back! It hurts so much! And my job is so unfulfilling!23

Again, there is a short-circuited interpretation at the level of semantics. I can't complain is an idiomatic expression which, at the literal level, communicates what in Section 2.1 was termed situation permissibility: 'the situation of 'me complaining' is not permissible', or, 'the circumstances are such that 'me complaining' is not permissible'. On top of this, there's also a short-circuited pragmatic aspect, which is foregrounded in this idiom: when someone says I can't complain, the hearer understands that what she is saying is that 'all in all, the situation is not bad; everything is quite all right'. In that sense, I can't complain has become a common reply to a question such as How are you?, where it conveys a meaning similar to Not too bad. However, by pointing to the sign, Homer forces a narrow-scope permission reading, and in this way this conventionalized conversational effect does not arise. What is extra humorous here is that if you cannot complain, in the sense of not being allowed to, you have every reason to complain, being deprived of a basic right to vent your pain, emotions and, on top of that, your frustration at not even being allowed to complain about this lack of permission.

Observe that the joke only works for the idiomatic expression I can't complain and not for its near-equivalent (I have) nothing to complain about, which can't be used with an absence-ofpermission meaning. Note also that I can't complain can be called a construction (defined as a stored form-function pairing) simply on the basis of its frequent occurrence: there are as many as 64 corpus occurrences in COCA for this 4-part string (I + can + (n)'t + complain). In COCA, the verb complain belongs to the top twenty verbs that collocate most strongly with I can't (with a minimum of 10 occurrences in this context), along with such strongly collocating verbs as imagine, believe, afford, wait and stand (the MI score of complain after I can't is 5.01).

The short-circuited interpretation of [How can we VP?]

A final example of a humorous passage from The Simpsons involving the use of can or could is given in ( 16), from I'm With Cupid (1999), an episode in which Apu showers his wife Manjula with countless valentine gifts and in so doing makes the rest of Springfield's men look bad in comparison. When these then start scheming against Apu's elaborate wooing, Ned Flanders' conscience gnaws at him:

(16) Ned: Aw, gee, the man's just trying to show his wife he cares for her. How can we sabotage his labor of love? Homer: I dunno. Gasoline, acid, I got some stuff in the trunk. 24 Is [How can we VP?] a construction? The expression does not deviate formally from canonical patterns (cf. Hilpert's first criterion mentioned in Section 2.1) and it does not show idiosyncratic constraints either (cf. Hilpert's third criterion). However, the MI scores obtained from COCA prove there is a strong collocational preference among the items that make up the expression (Hilpert's fourth criterion): how is followed by can with an MI score of 3.50 and how can is followed by we with an MI score of 4.08.

The non-compositional meaning of the construction (cf. Hilpert's second criterion) requires some more detailed discussion. First, this is an interrogative that functions as a rhetorical question and so does not constitute a request for information. Second, as in the previous four examples, the italicized sequence combines a short-circuited semantic interpretation with a short-circuited pragmatic one. A number of factors contribute to the interpretation of the utterance. The construction clearly triggers a short-circuited interpretation in terms of general situation possibility. In the context of example ( 16), we immediately get the reading: 'how is the situation of all his labor of love being sabotaged possible?' The scope of the modality is wide, the source does not lie within the subject referent, and there is no potential barrier meaning. A first observation is that the construction impacts on the interpretation of the modal. Even though modal meaning is typically non-factual, in this specific construction, the modal appears to refer to a factual situation: How can you say such a thing? implies that you did say it; How can you believe that? presupposes that you believe it. How has a role to play in the communication of what appears to be, rather surprisingly, factual meaning. In nonmodalized sentences, how is a presupposition trigger (cf. e.g. Levinson 1983: 184): the use of a whword how presupposes that the situation referred in the clause has actualized (How did you get in? presupposes You got in somehow; Where did you lose your wallet? presupposes You lost your wallet somewhere). The special construction How can we VP? seems to inherit this presupposition of actualization. This is not a property that we can ascribe to all instances of How can we VP?, as is witnessed by such questions as How can we solve this problem? and How can we stop world hunger? In other words, unlike in the latter two questions, the construction under discussion here not only has the form of a mundane, compositional question but also has a semantic specification relating to actualization. Moreover, the construction also triggers a short-circuited pragmatic interpretation, one of reproach: 'We shouldn't be doing this really; it's morally wrong to behave like this'. In effect, the utterance has self-prohibitive illocutionary force ('Let's not do this').

Homer does not get either of the meaning components right. Semantically, he interprets the modal as having narrow (instead of wide) scope. That is, the context-dependent interpretation as far as Homer is concerned is one in terms of opportunity and how is interpreted as referring to the subjectexternal source ('it is possible for us to do X thanks to Y'). Pragmatically, such a reading does not give rise to a conventionalized, short-circuited implicature. It will be clear that while Homer's friends get the general situation possibility reading and associated implicature, Homer goes for a simple opportunity interpretation.

Summary of findings

Semantics, pragmatics and Construction Grammar

We have shown that [START_REF] Morgan | Two types of convention in indirect speech acts[END_REF] notion of 'short-circuited implicature' meshes well with the constructionist tenet that speakers have stored and make use of vast numbers of chunks that are relatively fixed in form and that have what we could call a pre-programmed function. We do not conceive of this function part of a construction as a rather undifferentiated conglomerate of illocutionary, encyclopaedic, information-structural and all sorts of stylistic aspects of use mixed in with more purely semantic aspects. 25 Rather, we have proposed the view that, while we can find both semantic and pragmatic aspects in the functional pole of a construction, these aspects are still to be seen as different in kind (cf. also Cappelle to appear for further discussion).

At the semantic level, we have to make a distinction between the highly abstract meaning of 'possibility' and several more precise meanings, such as 'ability', 'opportunity', 'permission', 'epistemic possibility' and the like. Sometimes, the form of the sentence in which can or could occurs helps to narrow down the intended meaning of the modal verb, and this is especially the case if that sentence structure is further filled in with lexical items that form a well-known formula (a lexically specific construction). We have given several examples in this chapter (cf. Hilpert [this issue] for a discussion of collocational preferences). For instance, if I could just say a few words will routinely be understood in terms of permission and I can't complain in terms of situation permissibility. However, it is by no means always possible to disambiguate these meanings by just looking at the clause in which can occurs. For example, Johnny can swim is ambiguous between at least an ability reading and a permission reading. One fact is clear, though, namely that ability and permission are distinct 25 Construction Grammar typically treats constructions as pairings of form and meaning/function. Cf. e.g. Lakoff (1987: 482): "Grammatical constructions […] are complex cognitive models with two dimensions: one characterizing parameters of form and one characterizing parameters of meaning". Because of this dyadic view, practitioners of Construction Grammar might be tempted to put all non-formal aspects of a construction under a single header. Cf. e.g. Goldberg (1995: 7): "[a] notion rejected by Construction Grammar is that of a strict division between semantics and pragmatics. Information about focused constituents, topicality, and register is presented in constructions alongside semantic information." A careful reading of this remark, however, allows us to conclude that Goldberg does not necessarily wish to abandon any distinction between semantics and various sorts of pragmatic information within the functional pole of a construction. The strict division she argues against is one in which semantics is construction-internal and pragmatics is construction-external (and therefore can't possibly be treated as a part of our stored linguistic knowledge). In fact, as an alternative to defining constructions as bipartite form-meaning pairings, Goldberg (1995: 229, n. 6) suggests analysing them as "ordered triples of form, meaning, and context." Note that some foundational papers of Construction Grammar do treat the conventional pragmatics of constructions as separate from other stored properties. [START_REF] Fillmore | Regularity and idiomaticity in grammatical constructions: the case of let alone[END_REF], for instance, deal with the pattern-specific Gricean-maxim-related pragmatics of the let alone construction separately from its semantics and its syntax, and [START_REF] Michaelis | Toward a construction-based model of language function: the case of nominal extraposition[END_REF] introduce separate pragmatic attributes, dealing with information-structural properties, in the representation of the Nominal Extraposition construction, alongside (at least) a semantic and a syntactic feature. semantic notions and not merely contextually modulated manifestations of a single 'possibility' meaning. To see this, consider ( 17) and ( 18):

(17) Then the dogs and children followed their noses downstairs and over to Isabel's cottage. 26(18) The dogs and children can swim.

In (17), their noses applies to both the dogs and the children, even though a dog's organ of smell does not quite look like a human's. This physical difference does not prevent using a coordination structure where the two subjects are conjoined and combined with only a single occurrence of the verb phrase. This suggests that the two contextually distinguishable 'meanings' of nose are closely enough related to be in fact included in a single overall semantic conceptualisation, which might be something like 'organ of smell, forming the forward part of the head of a human or animal' (cf. the similar discussion of ear in ( 2010)). The meaning of nose is vague, in other words. In (18), can may express one of several modal notions, including ability and permission, as we pointed out above. For instance, we may be referring to dogs of a certain breed (definitely not bulldogs) and to children of a certain age and having undergone sufficient aquatic education, and say of both these groups (the dogs and the children) that they have the ability to swim. Alternatively, we may be referring to a group of dogs and a group of children, and say of both of them that they are allowed to swim (in a certain place and/or at a certain time not specified in the sentence). These two meanings of can are obviously quite different, but what is more, they are much more different than the two 'meanings' of nose in (17). We cannot make one meaning of can, say ability, apply to the dogs and another meaning, say permission, apply to the children in this same structure without creating a strongly zeugmatic effect. Sameness of interpretation under conjunction reduction is a standard test of ambiguity (cf. [START_REF] Zwicky | Ambiguity tests and how to tail them[END_REF], suggesting that 'ability can' and 'permission can' are really distinct meanings which have to be stored as such. 27 So, can is polysemous, which is true of modal verbs in general (see [START_REF] Depraetere | Modals and lexically-regulated saturation[END_REF]. While the larger context of the sentence (not given in (18)) helps to determine which meaning is intended by the speaker, it is decidedly not the case that there is only a single semantically vague meaning (namely 'possibility') which may be used with two different sub-senses, one for each of the conjuncts of a coordinated subject. We could also compare can and swim in (18), and see quite clearly that while can has to remain semantically constant, the single use of swim may allow for diverse swimming styles, such as dog paddle and breaststroke. While can is polysemous, swim is vague.

At the pragmatic level, we have shown that can (or could) may be part of stored expressions that conventionally trigger a specific implicature or a specific illocutionary force. We may be tempted to include this information as part of the semantics of these expressions. Speaking against such a move is the observation that, though short-circuited, the pragmatic interpretation can be cancelled. For instance, How can we X? (e.g. How can we believe such a stupid idea?) typically has an exhortatory illocutionary force ('Let's not X'), but in some contexts, we can do without this extra pragmatic effect, for example when we want to go on with an explanation of how this situation (e.g. a delusional state of mind) could arise: That's because Y (e.g. That's because we don't have access to the facts that contradict it). In that case, the structure still expresses general situation possibility but has no special illocutionary force (beyond asking a question, which is not an indirect speech act when the structure is interrogative). So, a pragmatic effect (an implicature, a strengthened or weakened reading, etc.) can be cancelled, while a context-dependent selection of a semantic value for a modal (ability, opportunity, permission, etc.) cannot; it can only be replaced by another value.

The discussion has revealed that Morgan's notion of short-circuited implicature is very useful but too restricted. We have demonstrated that there can be short-circuitingfast, direct, non-computed meaning determinationof semantic values just as well as for pragmatic inferences. It is for this reason that we have introduced the broader notion of short-circuited interpretation.

Our answer to the research questions we set out to answer can be summarized as follows: the analysis of the examples has demonstrated that the more traditional approach to the meaning of modal verbs with due space for the semantics-pragmatics interface (such as that put forward in Depraetere 2014) can gain from insights from Construction Grammar and vice versa; there is no incompatibility between both approaches. The examples show that some facets of the meaning communicated by the modals are clearly implicated while others are part of the truth-conditional content (in the Relevance theoretic sense of explicature); both types of meaning should be recognized and be given due space in a constructional account. At the same time, we have seen that constructions have an important role to play, at the level of both the explicature (context-dependent semantics) and the implicated meaning. Put differently, the traditional approach risks missing out on the impact of collocational patterns and non-compositionality if it fails to integrate constructions; failure to differentiate semantics from implicated meaning in treatments of constructions comes at a risk of missing out on finer-grained meaning distinctions.

Modal constructions

Our paper has shown how modal constructions can be identified and it has demonstrated that differentiating between the semantic and pragmatic level provides a better insight into the functional aspect of the modal construction. We have as yet not been able to spell out in detail what inheritance relations are at work and how the more lexicalized and more schematic constructions interact. While our paper has shown that we arrive at a richer understanding of modal meaning by combining insights from different strands of research, it is in many aspects programmatic and further research into modal constructions is necessary: the papers by Hilpert and Traugott in this issue present a specific methodology to identify constructions with modals and they reflect on how modal constructions can be represented. In Figure 2 below we nonetheless represent a possible representation of modal canconstructions forming a partial hierarchical network of constructions. Lower constructions are linked to higher ones by means of instance links, and some of the higher ones are linked to the lower ones by means of subpart links (cf. [START_REF] Goldberg | Constructions: A Construction Grammar approach to argument structure[END_REF]. At the top of the hierarchy, we find the most general construction with can, which simply states that can is a modal auxiliary expressing possibility. One level 'down' in generality, we make a first broad semantic subdivision between non-epistemic and epistemic possibility, the latter being associated with the (virtual) necessity of negation and a stative verb (see Wärnsby, this issue). The non-epistemic possibility meanings can be subdivided, as we have seen, in a number of distinct semantic types: ability, opportunity, etc. So far, in all these constructions, the pragmatic information is left empty. It is only when modal can finds itself embedded in a specific lexical environment, as in How can we VP?, that the pragmatic attribute may get assigned a specific value. This pragmatic interpretation, in other words, can get short-circuited by the very use of this construction. We hope to have demonstrated in this paper that, while the meaning of a modal auxiliary is itself not vacuous, the hearer needs to look at the context of the modal to select a more precise sub-meaning of 'possibility' or 'necessity'. The humorous examples from The Simpsons discussed here should have made it abundantly clear that some of these contexts are stored as specific expressions (e.g. Not if I can help it, If I could just VP, etc.) which are conventionally associated with rich semantic and often also pragmatic content, involving a standard implicature or a special illocutionary force. The default interpretation of such modal verb construction, we have argued, is then to be analysed not in compositional terms; rather, such an expression then acts holistically as a trigger for a short-circuited interpretation.

  Bart: [walking by] We can? Thanks, Mom! Lisa: [from another room] Ow! Cut it out, Bart! 10

Figure 2 .

 2 Figure 2. Partial constructional hierarchy of can-constructions, with at the bottom the How can we VP? construction

Table 1 .

 1 Taxonomy of non-epistemic possibility, based on[START_REF] Depraetere | Towards a more explicit taxonomy of root possibility[END_REF] Second, the additional, more specific taxonomic distinctions (cf. Table1) are determined in context and this constitutes the context-dependent semantic layer. It is argued that each modal comes with a semantic template (corresponding to the features listed in Table

	Source	Scope	Potential barrier

  It may not be a coincidence that the two examples that the LearnEnglish website of the British Council provides for this construction are both negative: Lisa: I guess that's it; these animals are all gonna die.Homer: Not if I can help it, Lisa. Lisa: Do you have an idea? Homer: Uh, nosorry if it sounded like I did.15

(i) a. Learning English can be difficult [= Learning English is sometimes difficult] b. Children can be very naughty [= Children are sometimes very naughty] (https://learnenglish.britishcouncil.org/en/english-grammar/verbs/modal-verbs/can-could-and-couldhave, last accessed 9 August 2015)

(6)

Table 2 .

 2 Collocational strength (in terms of mutual information score) of any word in the string Not if I can help it and the rest of the string, based on results from COCA

	Context	collocate	Mutual information
	* if I can help it	not	4.63
	Not * I can help it	if	6.44
	Not if * can help it	I	3.80
	Not if I * help it	can	6.42
	Not if I can * it	help	8.59
	Not if I can help *	it	4.38

Table 3 .

 3 Table 3 below presents the verbs that collocate best with If I could just in COCA. All of these sequences (except if I could get…) are typically used as floor-takers or floor-holders. Collocational strength (in terms of mutual information score) between if I could just and the following verb, based on results from COCA (minimum frequency: 10 occurrences)

	Verb following If I		Comment
	could just
	finish	7.72	as in finish my thought just for a second, finish this one point,
			etc.
	jump	7.58	jump is part of jump in 'interrupt' here
	follow	6.59	follow is part of follow up 'add to (something in the
			conversation)'
	add	6.08
	ask	5.67
	get	4.62	not typically turn-taking, but among the examples, we find
			e.g. If I could get a word in and If I could just get back to my
			original question
	say	4.15
	make	3.15	most tokens are sequences such as make a point here, make a
			comment, etc.
	Clearly, If I could just has strong collocational ties with expressions of (keeping on) speaking in a
	conversation. Keeping in mind Hilpert's (2014) fourth criterion for constructionhood, mentioned in
	Section 2.1, we can treat [If I could just VP] as a construction. And it is as a construction -a stored
	21 In his discussion of pragmatic modifiers, Leech (2014) lists 'appreciative openings', which are "designed to
	sweeten the bitter flavour of a directive, to make O[ther person than the speaker/writer] feel better about

performing the requested act A"

(2014: 163)

. The speaker expresses his gratitude in the main clause if the action mentioned in the if-clause actualizes. Leech observes that in these contexts, the hypothetical meaning of an if clause may be weakened, and that this is sometimes reflected in the use of indicative mood rather than the 'hypothetical mood' (e.g. I'd be grateful if they can be left to the officers (BNC))

(Leech 2014: 164)

.

22

Quoted from http://tv.ark.com/transcript/bob's_burgers-(family_fracas)/45/TOONP/Monday_June_1_2015/782852/, last accessed 21 September 2015.

See the introduction to this issue andBoogaart and Fortuin (to appear

2016) for references to work on modality that has been carried out in the framework of Construction Grammar. 2 In section 2.3, we discuss the term 'conventional' and 'conventionalized' and show that these do not necessarily cover the same meaning in all theories. Here, 'conventional' should be understood as 'being standardly associated with'.

http://corpus.byu.edu/overview.asp. We use the mutual information score as an alternative to the 'collostructional strength' measure that readers of this journal are perhaps more familiar with[START_REF] Stefanowitsch | Collostructions: investigating the interaction between words and constructions[END_REF]. The MI score, as calculated in the corpora made available by Davies, takes into account the frequency of the node word (e.g. the modal verb can), the frequency of the collocate (e.g. the verb complain), the frequency of the collocate near the node word (e.g. complain near can), the size of the corpus, and the span of words (e.g. 6 in the case of 3 words to the left and to the right of the node word); see http://corpus.byu.edu/MutualInformation.asp for a worked-out example. In our response to Hilpert's paper in this issue we compare the collexeme score, simple combination frequency and the MI score for collocations with modal must. (See also[START_REF] Schmid | Collostructional analysis and other ways of measuring lexicogrammatical attraction: Theoretical premises, practical problems and cognitive underpinnings[END_REF] for a more in-depth discussion of corpus-based measures of the attraction between constructions and lexemes.)

The view of 'context-dependent semantics' presented here is in line with the Relevance-theoretic approach(Carston 2009, Sperber and[START_REF] Sperber | ) Relevance: communication and cognition[END_REF] in which the notion of explicature encompasses aspects of contextual meaning that contribute to the truth-conditional content of an utterance. Analyses of modals in the framework of Relevance Theory (e.g.[START_REF] Groefsema | Can, may, must and should. A relevance theoretic account[END_REF][START_REF] Papafragou | Modality and the semantics-pragmatics interface[END_REF] tend to take a monosemous approach to the meaning of modals;Depraetere (2014: 165-166), on the other hand, argues that contextualism is not incompatible with

He also adds that the progressive 'idiomaticization' may go hand in hand with a formal or phonetic reduction, as in the case of grammaticalization.

"The superscript i represents a specific degree of pragmalinguistic politeness, such that, for example, Could you X is more polite than Will you X and is less polite than I wonder if you could possibly X."(Leech 2015: 78).

Quoted from http://www.simpsonsarchive.com/episodes/2F09.html, last accessed 28 August 2015.

Examples like these have been qualified as 'existential modality'(Wright 1951: 2, Palmer 1990: 107), as in Lions can be dangerous, meaning Some lions are dangerous or All lions are sometimes dangerous.(See Mitchell (2009) for details about the category of existential modality.) InDepraetere and Reed (2011: 22) it is argued that examples of this type do not constitute a separate semantic type. While the idea of actualization is clearly foregrounded, it is found (at least) with examples that illustrate ability and general situation possibility. Their suggestion is therefore to speak of 'existential overlay' rather than 'existential modality'.

This is not to say that this existential interpretation requires the use of a generic NP. For instance, Your daughter can be such a hassle would be interpreted existentially just as well.

Note, furthermore, that the online dictionary Dictionary.reference.com has an entry for this idiom, which it (correctly) considers to be more widely usable than just with I as subject of the if-clause, as the entry is Not if one can help it. (One of the two examples provided there contains a subject other than I: "Is he taking a second job?-Not if his wife can help it".) This dictionary proposes the meaning "Only without one's agreement, only if one cannot prevent it".

One reviewer observes that it is the not if construction that is at stake here rather than one that hinges on the modal verb can. While that may be the case, they both exist; how they are linked and what inheritance links are involved is an issue that remains to be addressed in further research.

Quoted from http://www.simpsonsarchive.com/episodes/5F19.txt, last accessed 13 September

Quoted from http://snpp.zurds.com/index.php?title=07x23_-_Much_Apu_About_Nothing, last accessed

September 2015.

Quoted from http://www.simpsonsarchive.com/episodes/CABF05.txt, last accessed 21 September 2015.

Quoted from http://www.barnesandnoble.com/w/midnight-mystery-gertrude-chandlerwarner/1101038017?ean=9781453221525, last accessed 23 September 2015.

 27 Depraetere (2014: 164) uses examples with do so anaphors to prove that modal verbs are polysemous. This is another construction that Zwicky and Sadock include in their discussion of the identity-of-sense test.

Authors' addresses

Université Lille 3 -SHS UMR 8163 STL Pont de Bois BP 60149 59 653 Villeneuve d'Ascq France bert.cappelle@univ-lille3.fr ilse.depraetere@univ-lille3.fr


published or not. The documents may come

Introduction

Modal meaning in Construction Grammar

Bert Cappelle and Ilse Depraetere Within the framework of Construction Grammar, modality remains a rather underexplored linguistic domain. This observation led to the organization of a workshop on modal meaning in Construction Grammar at ISLE 3, the third conference of the International Society for the Linguistics of English, held in Zürich in 2014. While attempts to analyse modal (and/or future) auxiliaries from this theoretical perspective are relatively scare, they are definitely not non-existent, and we could mention at least work by [START_REF] Bergs | Expression of futurity in contemporary English: a Construction Grammar perspective[END_REF], [START_REF] Boogaart | Semantics and pragmatics in construction grammar: the case of modal verbs[END_REF], [START_REF] Cappelle | Modal verbs from a construction grammar perspective[END_REF], [START_REF] Cappelle | Should vs. ought to: A corpus-based multivariate analysis[END_REF], [START_REF] Diewald | Context types in grammaticalization as constructions[END_REF], [START_REF] Diewald | Context types in grammaticalization as constructions[END_REF]Smirnova (2011a, 2011b), [START_REF] Goldberg | This is to count as a construction[END_REF], [START_REF] Hilpert | Germanic Future Constructions. A usage-based approach to language change[END_REF]Hilpert ( , 2013aHilpert ( , 2013b)), [START_REF] Mortelmans | Konjunktiv II and Epistemic Modals in German: A division of Labour[END_REF] and [START_REF] Wärnsby | Modal constructions? The Department of English in Lund: Working Papers in Linguistics[END_REF]. [START_REF] Boogaart | Modality and mood in cognitive linguistics and construction grammars[END_REF] provides a succinct general treatment of the subject and an overview of the literature. For the ISLE 3 workshop, we invited some of the authors who had analysed facets of modal meaning from the point of view of Construction Grammar, including those who were critical of its potential. We asked the speakers to look back and forward: five to ten years later, what was their view on the ways in which Construction Grammar could push the analysis of modal meaning further ahead? Likewise, we were interested to find out what Construction Grammar could gain from available analyses of modal meaning. The debate was enlightening and we decided to share the views put forward with the wider community. Each of the papers in this thematic issue addresses one or several of the following questions:

(a) Is Construction Grammar, with its holistic approach in terms of form-function pairings, suitable for the analysis of modal meaning in general and modal verbs in particular, which typically involve meaning in context? How can the pragmatics of modals be captured in this model? And if there is a way to do so, what can be gained from this endeavour, that is, how can the analysis of modals be improved? (b) Do 'modal constructions' (constructions with modals) exist? If so, how can we identify them (and their development) empirically? And how can constructional meaning be represented or formalized? (c) What does the analysis of modal meaning teach us about constructions? What can Construction Grammar gain from the analysis of modality?

This issue contains an opening paper by the editors, followed by three pairs of target and response papers by invited scholars. In the opening paper, Bert Cappelle and Ilse Depraetere attempt to integrate the second author's recently proposed multi-layered model of modal meaning into Construction Grammar. They propose that Construction Grammar needs to make a distinction between semantic and pragmatic information, and that the study of modal meaning benefits from recognizing the impact which larger lexico-grammatical environments around the modal auxiliary can have on the interpretation of that modal. A central notion in this paper is that of short-circuited interpretation, that is, a conventionalized interpretation directly associated with an expression. The notion of shortcircuited implicature was first used by [START_REF] Morgan | Two types of convention in indirect speech acts[END_REF], but the authors extend it here to conventionalized semantic interpretations, that is, to the context-dependent selection of for instance an opportunity meaning over, say, a permission or ability meaning for can, and to conventionalized pragmatic interpretations other than implicatures. The authors base their analysis on various humorous instances of intentionally or non-intentionally misunderstood strings containing a modal, such as [NP can be so AdjP] or [Not if I can help it]. The language jokes, taken from The Simpsons, reveal that speakers know a wide variety of modal verb constructions with a conventionalized semantic interpretation and often also a conventionalized (in the sense of short-circuited) implicature or illocutionary force.

Anna Wärnsby takes epistemic may as a starting point for her discussion of Construction Grammar as a viable framework to study modal meaning. She argues that even a very brief sketch of the inheritance links among modal and other constructions shows that there is a "bewildering web of constructions", the contribution of each of which to the modal interpretation is hard to pin down.

Moreover, epistemic constructions that are schematic or frequent (e.g. modal verb + state) are not any more or less inherently epistemic than any of those that are less schematic or frequent (e.g. epistemic may + be + Adj) and from that perspective Construction Grammar does not offer a better insight into the category of epistemic meaning in itself. These observations result in the conclusion that Construction Grammar is at best an adequate descriptive tool, but does not, in itself, offer clear answers to thorny questions concerning the monosemy and polysemy of modals, or cases of indeterminacy. Wärnsby also discusses examples in which elements of the context, left implicit in the utterance, determine whether the meaning expressed is epistemic or not. How can cases like these be handled and formalised in Construction Grammar? A first observation in Graeme Trousdale's response to Wärnsby's paper is that the detail required to capture the complex web of modal constructions falls out from the nature of modal meaning itself: the modals constitute a particularly messy category. In his view not all of the strings mentioned in the paper are different constructional types; he further observes that multiple inheritance indeed has an important role to play, also in a more general way and in other domains. He shows that Wärnby's analysis in terms of a decision tree may well be compatible with a constructionist approach to context and co-text and one based on semantic maps. While work has been done on how to formalize contextual properties, this is an ongoing challenge in research in Construction Grammar. The role of implicit information is linked to the general question of how schematic a construction can get and that of the relationship between world knowledge and linguistic form, which Trousdale argues is an issue for any model of language.

While Anna Wärnsby's paper is basically concerned with the suitability of Construction Grammar for the analysis of the meaning of modals, Martin Hilpert explores how the framework can advance our knowledge of modal auxiliaries and their change over time. In an earlier study, Hilpert (2013b) created what is known as a semantic vector space of the nine core English modal auxiliaries (can, could, may, might, must, shall, should, will and would), using a technique based on quantitative distributional evidence about similarities or differences in the contexts of linguistic items. On the basis of diachronic data from the Corpus of Historical American English (COHA), he showed that the nine core modals differ with regard to their collocating material and that these differences can be interpreted in terms of associations to different dimensions of textual registers [START_REF] Biber | Variation across speech and writing[END_REF]. For example, the modal auxiliary shall has become ever more infrequent and is now primarily used in formal and informative text types, whereas would, once standing out among the other modals as highly epistemic and interpersonally 'involved', has gravitated towards the other modals in terms of its collocational profile. Hilpert also found that the modal auxiliary may has undergone a semantic shift towards more epistemic meanings. In this issue, Hilpert follows up on this result and identifies the contextual elements that are chiefly responsible for the diachronic semantic shift of may. Changing cooccurrence frequencies in the COHA over the past two centuries reveal that may has come to be used more often with verbs that are abstract, stative, and unrelated to animate subjects, such as depend, exist, involve, or indicate. Hilpert emphasises the merits of a usage-based, constructionist perspective on English modal expressions, which aims to capture speakers' knowledge of a modal verb in terms of the associations this verb has with a large number of lexical items. The changes in co-occurrence patterns of a modal verb are then best understood as changes in a constructional network of connections. Bert Cappelle and Ilse Depraetere respond acceptingly of this usage-based, constructionist view proposed by Hilpert and propose to widen the scope of attention to associations between the modal verb and other linguistic elements than just the following lexical verb. Taking must as an example, they argue, on the basis of collocational strength data obtained from the British National Corpus, that speakers may have stored such sequences as I must confess, You must be joking, Care must be taken… or even It must be remembered that…, all of which are longer than two words.

Elizabeth Closs Traugott's contribution is focussed on the representation and formalization of constructionalization, that is, the creation of formnew-meaningnew pairs in particular contexts. She shows how semantic maps, which capture cross-linguistic generalizations pertaining to overlap and connections among meanings, can be exploited within a Construction Grammar framework focussed Grammar. [Introduction to special issue] Constructions and Frames 8:1, 1-6.

on form-meaning pairs in the grammar of a specific language. Semantic maps meet to a considerable extent the requirements of Construction Grammar: they can account for changes both at the schematic and the micro levels, overtly linking meaning (semantic, pragmatic and discourse functional) with form (syntactic, morphological, phonological), they show the connectivity of changes combined with proximity in terms of both form and meaning and they account for networks with other constructions in a conceptual space. However, semantic maps need to be reconceptualised so as to represent aspects of networks of hierarchic relationships too. Traugott argues that two types of semantic map should be distinguished, which represent form-meaning pairings at different levels of abstraction and that are integrated with one another: (a) schema-construction maps (SCM), which represent relationships between abstract, conceptual schemas linked to form, and (b) micro-construction maps (MCM), which represent relationships between specific constructions. She makes her case on the basis of the analysis of the development of the marginal modals BETTER, RATHER and SOONER. The diachronic and synchronic study of these forms leads Traugott to conclude that these modals do not form a unified schema, as BETTER, unlike the other two forms, is future oriented and is often used performatively. The semantic trajectory through time of each of the forms is first represented in terms of Van der Auwera and Plungian's (1998) modal map and Narrog's (2012) semantic space, both of which represent semantic connectivity and semantic proximity. She then unifies aspects of both models into MCMs and SCMs. Both these types of construction maps are generalizations made by linguists and Traugott devotes some space to the question of whether they also represent speakers' knowledge of their language. She hypothesizes that they do, as "organizing factors in the constructicon". In his response to Elizabeth Closs-Traugott's paper, Alexander Bergs underlines the great potential of the model outlined, pleading for an even more enhanced attention to onomasiological relations in a constructional network. He also suggests that Traugott's model of semantic maps should be applied to further case studies of constructions that belong to other conceptual domains and that may exhibit diachronic change along less gradual paths than modal constructions do. Finally, he invites the reader to take advantage of new publication channels which may enable us to abandon the constraining, twodimensional static representations on paper and to visualize complex constructional networks in fresh ways, thus perhaps spawning new modes of thinking and new insights about current problems.

Authors' addresses

Université Lille 3 -SHS UMR 8163 STL Pont de Bois BP 60149 59 653 Villeneuve d'Ascq France bert.cappelle@univ-lille3.fr ilse.depraetere@univ-lille3.fr