Contingency

kripke bas proposed a number of counteretxamples to the classic thesis, which ays that the class of necmary fropositions roincidn with the cla1ss of a priori ones. These counteretxamples involve some necessary a posten'ori trutbs as well as contingent a priori ones. Om cfbis exmnplu far the loller is the 1ta11dard metre example. In thi1 paper, after presenting a brief sketch of Kripke'1 proposal, I'll exan,ine the main ohjution1 to it and argue !hat all of them co,t!d be replied to. At the end, ho,vever,argue that the standard metre example enjoy1 much Im philosopbical significance than it appears to,and,considering the sprit,it of the clauic tbesis, it faill to rif,1tt tbiI tbesis.

Scaffolding entails contingency, denoting teachers’ level adaptation in providing transient support. In this study, a symbiosis of the model of contingent teaching (MCT) and the contingent shift framework (CSF) was utilized. Therefore, 360 elementary and advanced EFL learners took a course and filled out two sets of related questionnaires twice, administered at the outset and the end of the course. The transcribed data including the class interactions and intervention strategies were organized into contingent or non-contingent fragments based on models’ criteria. According to the results of the Wilcoxon rank test and the Paired Sample t-test, there was a significant difference between the results of the pre and post-tests in the two mentioned levels for the two constructs. Furthermore, the results of the Single Sample t-test showed that the CSF was more utilized than the MCT in both levels. Moreover, the intervention strategies of the MCT significantly differed in the two levels. Questioning was a highly used strategy at both levels. Hints and modeling were the least utilized strategies in elementary and advanced levels, respectively. Therefore, such contingent symbiosis could have prolific results in self-regulation and gaining willingness to communicate