Abstract
This paper develops one argument for why cognitive linguistics as a representation- and thus product-oriented approach to linguistic meaning needs to be complemented by an input-oriented approach, an instructional semantics. The argument involves the distinction between non-specific and specific meaning. It is argued that whereas specific meaning should be analysed cognitively as conceptually more complex than non-specific meaning, phrases encoding specific meaning cannot unproblematically be analysed as carrying more instructions than phrases encoding non-specific meaning. Rather, it seems that semantic inputs may differ from their corresponding conceptual products with respect to degree of complexity.
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