Epistemic modality and grounding: constructions expressing positive epistemic judgement in Spanish and Italian from the perspective of cognitive grammar (with particular reference to the verbs credere and creer)
Abstract
This paper examines the means of expressing positive epistemic judgement in Spanish and Italian: modals in their epistemic interpretation, epistemic adverb + indicative/subjunctive, with particular attention to the verbs creer/credere and their possible combination with the subjunctive. The constructions are analysed through the prism of cognitive grammar, specifically Langacker's theory of grounding.
It is argued that the different types of epistemic judgement are analogous to nominal grounding elements (demonstrative pronouns, the definite article and relative quantifiers). The subjunctive after epistemic adverbs and verbs (such as tal vez or credere) is seen as the verbal counterpart of the relative quantifier some.
Analyses suggest that this analogy helps to define the semantic difference between similar structures with the indicative and to resolve questions concerning the function of the subjunctive in epistemic contexts, such as the degree of uncertainty or the speaker's attitude towards the propositional content.