文体学复习

文体学复习

1、Style: Manners indicating prominent linguistic features, devices

or patterns, most (or least) frequently occur in a particular text of a particular variety of language. (有许多种，此为in this book, general, linguistic-oriented), P5

2、Stylistics:is a branch of linguistics which studies in a

scientific and systematic way concerning the manners/linguistic features of different varieties of language at different levels.

?Literary stylistics: concentrates solely on unique and overall

linguistic features of the various genres of literature. （考点）★★

The development of stylistics

The scope of study

Three crucial aspects of speech:

① Substances [sounds and symbols]; ② Form; ③Situation

3、Stylistic analysis: is generally concerned with the uniqueness

of a text (what is peculiar to the use of language in a given text for delivering the message). This naturally involves comparisons of the language of the text with that used in conventional types of discourse. Stylisticians may also wish to characterize the style of a given text by systematically comparing the language uses in that text with those in another. Thus, we may conclude that stylistic analysis is an activity which is highly comparative in nature.

Practice 5. Analyze the following text.

Policeman: What’s your name, boy?

Black psychiatrist: Dr. Poussiant. I’m a physician.

Policeman: What’s your first name, boy?

Black psychiatrist: Alvin.

?The word ‘boy’ may be used to address a male inferior. In above

conversation, the form is used to address a physician, who is usually accorded high respect in the US and is addressed as ‘Dr. So-and-so’ (Title + Surname). Insistently using the form ‘boy’, the white policeman shows his racist contempt of and prejudice against the black people.

4、Linguistic description:refers to the exploration and

classification of linguistic features of a given text.★

每个category下面的各个分类

(1) The Phonology Category:Phonology here is used to refer to the system of speech sounds in a language.

(2) The Lexical Category:Lexis is used here to refer to the choice of words.

(3) The Syntactic/Grammatical /Category:Syntax is used here to refer to rules for ordering and connecting words into sentences. (4) Semantic Category:Semantics is used here to refer to the meaning

of words, expressions, etc. and by what means the meaning is conveyed from the addresser to the addressee.

Procedure of linguistic description

1) Work systematically through the text and note down points we feel of some stylistic significance respectively under the various headings.

2) Quantify the frequency of a linguistic feature.

3) Assess the importance of stylistic features.

4) Make statements about the overall linguistic picture of the text in question, bringing together diverse features to show how they form a coherent, integrated pattern, and making judgments about or interpreting the significance of such patterns in relation to the context of the text as a whole.

5、（1）Text: A text is any passage, spoken or written, of whatever length,

that forms a unified whole. A text is then a semantic unit, a unit not only of form, but also of meaning. A text is realized by a sequence of language units, whether they are sentences or not.

Cohesive devices:

Implicit connectivity

Explicit connectivity

1) Transitional words/phrases

2) Grammatical device

①Ellipsis ②Substitution ③Coreference

3) Lexical reiteration

材料Examine the following conversation, find out whether linguistic units in it are overtly cohesive or not.

A: See who that is.

B: I’m in pyjamas.

A: OK.

?Linguistic units in the conversation are not overtly cohesive. In this text, the relevance of B’s remark to A’s first remark is conveyed by pragmatic implication. “I’m in pyjamas” implies an excuse for not complying with A’s command (= “No, I can’t, because I’m in pyjamas.”) A’s second remark implies that he accepts B’s excuse and undertakes to do himself what he originally asked B to do (= OK. I’ll go myself and see.” Texts are therefore recognized as appropriately coherent in actual use. A full understanding of a text is often impossible without reference to the context in which it occurs.

（2）Context:Context refers to all elements of a communicative

situation. (One is “linguistic context”, referring to the linguistic units preceding and/or following a particular linguistic unit in a text. The other is “extra-linguistic context” or “context of situation”, referring to the relevant features of the situation in which a text has meaning. )

Contextual factors:★

①Field of discourse(语场)：the institutional setting, private or

public, in which a piece of language occurs, embracing not only the subject matter in hand(正在进行中的主要的事情), but the whole activity of the speaker or participant in a setting, which corresponds to Halliday’s “ideational function” of language.

②Tenor(语旨)：The participants, their education, social status, the

role-relationship between the addresser and the addressee; the degree of intimacy; the degree of social distance. (I t’s concerned with who is taking part in the exchange of meaning ----the relationship between the speaker and the listener, their relative status, their attitude, and their role relations.)

③Mode(语式)：the medium of communication——the graphic signs [visual]

or sound waves [auditory] by means of which a message is conveyed from one person to anther; Channel; channel limitation; other detailed choices, the functions of language in the particular situation.

?Practice 4. Analyze the following conversation

(Jenny comes to Alan’s house. She is conducting a survey for the government.)

Alan: Won’t you come in, Miss-er-.

Jenny: Cartwright, Jenny Cartwright.

Alan: I’m Alan Marlow. (Alan shows Jenny into the living room.) Alan: Oh won’t you make yourself comfortable, Jenny?

(After some minutes of talk, which is omitted here)

Jenny: Mr. Marlow … Alan: Call me Alan. (The Marlows, Episode 11) The context shows clearly that Alan and Jenny are total strangers. The conven-tional address form between strangers is Title + Sur-name (Mr./Miss So-and-so). But Alan addresses the girl by her first name and later asks her to do the same. His adoption of first-naming is an example of the manipulation of language. It is a move towards a friendlier relationship, indicating that Alan does not want their encounter to be formal and distant, as it is customary between strangers. In contrast, Jenny chooses to remain formal and distant by addressing Alan as “Mr. Marlow”.

Linguistic Items

6、Speech sounds:★

(1) Stress:Stress refers to the prominence of sounds. It is the result

of extra force used in pronouncing a particular word or syllable. a) To show emphasis; b) To show surprise, anger, doubt, horror or excitement;

c) To distinguish meaning of identical words or phrases. P23

(2) Pause: Pause refers to the brief interruption of the articulatory

process between consecutive linguistic units such as sounds, syllables, words, phrases and sentences.

a) voiced pause or filled pause; b) silent pause

Function: P23

(3) Pitch:This relative height of speech sounds as perceived by a

listener is called “pitch”and to indicate different feelings or attitudes, such as agreement, doubt, surprise, delight, scorn, abhorrence, or hatred. a) The falling pitch; b) The rising pitch; c) The fall-rise pitch; d) The rise-fall pitch; e) The level pitch; f) The fall-plus-rise pitch. (各用在什么情境下，有什么作用P24~25)

(4) Tempo:Tempo refers to the speed of speaking. Tempo reflected in monosyllables:a) quick and clipped syllables; b) loose and drawled

syllables; c) slow and held syllables. Tempo reflected in sentences:a) the quick “allegro”; b) the slow “lendo”; c) the increasing “accelerando”; d) the decreasing “rallentando”.

Function:Generally speaking, a quick tempo indicates excitement, surprise, agreement, happiness, indignation, whereas a slow tempo usually indicates confusion, emphasis, disagreement, hesitation, sadness, tiredness, low spirit or disappointment, etc.

7、Graphological Items ——the study of writing system of a language Graphological level——the expression or realization of language in its writing system

(1)Punctuation( the dash破折号, the colon冒号, the exclamation

mark感叹号)；各自用处效果

(2)Capitalization

(3)Italics 斜体

(4)Paragraphing（分段）：Paragraphing refers to the way in which

a text is divided into paragraphs. It is a device to reveal the

relational structure in a text, the organization of the content.

各自用处效果

8、Lexical Items

(1) General or Specific

(2) Anglo-Saxon or Latinate

(3) Other Lexical Items

9、Syntactic/Grammatical Items

(1) Clause Types

Clause: A clause forms a sentence or part of a sentence. It is a group

of words which form a grammatical unit and which contains a subject and a finite verb, often functioning as a noun, adjective or adverb.

1) In terms of the clause constituents, there are 5 basic types:

2) In terms of the structure of the verb phrases (if any) in

a clause:

① Finite clauses are clauses in which the first or the only verb phrase

is a finite form.

. He finished his work before leaving the classroom.

② Nonfinite clauses（非限定从句）are clauses whose verb phrase is non-finite, . an –ing participle. He finished his work before leaving the classroom.

③ Verbless clauses（无动词分句）are clauses which contain no verb element, .: Hundreds of people were killed in the fire, many of them children.

3) In terms of functions in a sentence:

①Independent clause, not subordinate to another clause.

. I am a teacher.

②Subordinate clause is a clause which forms part of another clause as its element, or as constituent of a phrase within a clause.

a)nominal clause（名词性从句）. What he said is true.

b)relative clause（关系从句）functioning as post modifiers of a noun

phrase.

. People who smoke annoy me.

c)comparative clause,than, as

d)adverbial clauses denoting time, place, reason, etc.

(2) Sentence Types

Sentence:A sentence is, grammatically, the largest unit of grammatical

organization within which parts of speech and grammatical classes are to function.

1)In terms of complexity or the number of constituent clauses:

① Simple sentence consists of a single independent clause.

② Multiple sentence consists of more than one clause.

a) Compound sentence（复合句）consists of two or more independent

clauses with no dependent clauses.

.: The storm is over, but the ground is still wet.

b) Complex sentence（复杂句）consists of one independent clause and

one or more dependent clause,

.: Although the storm is over, the ground is still wet.

c) Compound-complex sentence consists of two or more independent clauses, one being compound, and at least one complex dependent clause, .: Although the storm is over, the ground is still wet, and we cannot go out for a walk.

2)In terms of grammaticality:

①Major sentence is a sentence (simple or multiple) which conforms to the regular patterns of clause structures. (formal in style)

②Minor sentence does not conform to the regular clause patterns, .: Oh, if I were you!

All aboard!

3)In terms of function:

①Declarative sentence（陈述句）

②Interrogative sentence（疑问句）

a)General question

b)Special question

c)Alternative question

d)Disjunctive question（反义疑问句）

③Imperative sentence（命令、祈使、要求）

④Exclamatory sentence（感叹句）

4)In terms of sentence length:

①Short sentence（casual, easy, informal, emphatic, eye-catching, to the point, effective, express a concept）

② long sentence

5)In terms of the beauty of structure or emphasis:

①Periodic sentence（圆周句）is a sentence which suspends the

completion of the main thought until(near) the end,

.:

Every time a Cooper person is in peril, and absolute silence is worth four dollars a minute, he is sure to step on a dry twig.

②Loose sentence（松散句）in contrast completes the main thought well before the end.

③Balanced sentence contains two distinct halves or parts, each

of about the same length and importance,

.:

In Plato’s opinion man was made for philosophy; in Bacon’s opinion philosophy was made for man.

(beautiful in form, impressive in meaning; formal writings, expository and argumentative prose, public speech)

10、British/American English

British English

范围：EFL（mother tongue）: Britain; The Irish Republic； Australia；New Zealand；South Africa；The West Indian Island

ESL：Singapore；Malaysia

Three periods: Old English, Middle English, Modern English American English

范围：EFL：（mother tongue）The United States of America; Canada ESL：Mexico；The Philippines; Samoa（萨摩亚）

History of AmE:

Differences between BrE & AmE: 每项具体例子要看

(1)In Vocabulary

(2)In Grammar

① The use of present perfect (BrE) or past tense (AmE)

② The use of “have” or “have got” to indicate possession

③ The use of “got” (BrE) or “gotten” (AmE)

④ The use of different prepositions

⑤ The use of different expressions

(3)In Spelling

(4)In Pronunciation

(RP=Received Pronunciation GA=General American)

11、Spoken English & Written English（口头语和书面语）

（1）Medium:Medium refers to graphic signs (visual medium) or sound

waves (auditory medium) by means of which a message is conveyed from one person (addresser) to another (addressee).

Martin Joos’ classification

（2）区别：

① At the lexical level

② At the syntactical/grammatical level

③ At the phonological/graphological level

④ Semantically

补充：Striking differences

1) Hearer/Reader involvement.

Generally most speeches assume the presence of the hearer

Non-verbal signals like facial expressions of incomprehension or boredom, feedback in the way of laughter, applause and even booing (feedback from audience attening a lecture and the like).

A written text normally presumes the absence of the reader, and direct feedback from the reader is not possible.

2) Linguistic explicitness

In speech, the participants rely heavily on their common background knowledge and the immediate context for much of their information.

The immediate context can eliminate the ambiguity or dark information carried by implicit linguistic structures, bring some words with concrete referents, and recrysta-lize the denotations of some otherwise abstract words.

Writing, generally, does not rely on the immediate context for understanding. Nor can the writer normally hope that his /her readers share with him/her much of the personal background knowledge needed for the understanding of the written text. On the contrary he/she must give great explicitness to whatever he/she is trying to say on paper.

3) Preparedness

Writing is on the whole more ‘careful’ than sp eaking.

Permanent record, a clear idea about the subject matter and logical arrangement of thought, compact and self-contained.

Speech, esp. conversation, is often spontaneous. Random shift of topic, a general lack of conscious planning, features of hesitation, slips of the tongue, overlapping or simultaneous speech.

Stylistic differences

Spoken texts contrast with written texts in terms of grammatical, lexical and phonological/ graphological features.

Gregory(19107):

1) Distinctions amongst speech

Speech can be spontaneous (such as casual conversation) or non-spontaneous (as what actors and teachers are doing).

Within spontaneous speech, there is conversing (with the participation of others) versus monologuing (with no interruption from others). The latter kind of sustained spontaneous speech is found in classroom teaching, TV interviewing, radio commenting, and the talking between scholars.

Non-spontaneous speech can be sub-categorized as reciting (such as story telling, poem recitation and singing) and as the speaking of what is written. In literate cultures, most non-spontaneous speech is the speaking of what has been written.

2) Distinctions amongst writing

The text that has been written may be written to be spoken as if not written, or written to be spoken, or even written not necessarily to be spoken.

a) Texts written to be spoken as if not written such as the lines in a drama, sound like real speech. But they are speeches that have been planned and prepared, whereas ordinary speech is spontaneous; and their situations are more compact and self-contained than those of conversing and monologuing.

b) Texts written to be spoken with no effort to conceal their written origin such as scripts for sermons, speeches, lectures, news bulletins and commentaries, can be really the reading of an article or essay but the hearer is not in the same situation as the reader where he/she can turn back a page to check his/her understanding. Hence their repeating of the main points in a slightly different way and their manipulation of prosodic and paralinguistic features for the spoken mode.

c) Texts written not necessarily to be spoken with no relation to the spoken mode such as a telephone book or a dictionary may be described as written to be read.

d) Texts written not necessarily to be spoken but with a relationship with the spoken mode such as dialogue in a novel, may be categorized as written to be read as speech (as if heard); and the interior monologue related to such texts may be categorized as written to be read as if thought (as if overheard).

（3）① Electronic English (E-Discourse):Electronic English is

a general term, and it is used to here to refer to the computer-mediated English, which can also be labeled by other names through slight differences exist.

② Nature of Electronic English:

E-English is interactive, electronic, communicative in nature, with the text presented on the screen.

③ Stylistic features:

a) Lexically

b) Syntactically

12、Formal & Informal（会辨别formality）★

(1) Formality:Formality refers to the way in which the style or tone

of language will vary in appropriateness according to the social context: the occasion, the number of hearers, and the role-relationship——the relationship between the roles adopted by the addresser and the addressee in a given situation.

Formal——Common core——Formal

补充：Session 9 Formal vs Informal Language

Functional tenor and degrees of formality

tenor tells us the addresser’s intention of using the language.

functional tenors can hit any point on the personal tenor formality continuum.

an expository speech: formal, with many passive constructions and a technical vocabulary; or, informal, in an ad-lib manner, with personal anecdotes, reference to the audience.

an insult: formal (formal structure and vocabulary, calm or deliberate delivery) or informal.

Martin Joos’ classification

(Martin Joos, 1967) The range of formality:

5 levels: frozen, formal, consultative, casual, and intimate.

The frozen level: In Joos' analysis, the frozen level is used for written legal documents or highly solemn speech which consists of memorized sentences that must be repeated verbatim. These might include quotations from proverbs or ritual expressions which are part of a formal ceremony. The formal level is used for public addresses such as lectures or speeches where the audience is not known to the speaker personally or where personal acquaintance is not acknowledged. This level requires much attention to form (with well-planned thematic structure and phonological, lexical and syntactical coherence), and allows little or no interaction. It is typically marked with the use of may place of might , can (in 'May I present Mr Smith ?'). The speaker is usually considered to be an authority and, therefore, has higher status than the hearers for that particular event.

The consultative level is used at less formal gatherings such as committee meetings where status is still fairly clearly designated, but where participants interact. There is still considerable attention to form (with rather clear pronunciation, accurate wording and complete sentences), and participants may not know each other well. It may be necessary for speakers to elaborate and give a significant amount of background material.

In contrast, the casual level is used among friends, or peers who know each other well enough that little elaboration is necessary. Participants pay very little attention to form (shown by the use of slang and ellipsis as in 'Been a good thing if...') and concentrate totally on content and relationship. One of the markers of this level is the use of 'Come on' with the implication 'Consider yourself among friends'.

The final level identified by Joos is 'intimate', language used between people who see each other daily (family members for instance) and share the majority of their daily life experiences. As a result, language is unelaborated and conversation may be meaningless to outsiders because of its telegraphic quality. No attention is paid to form.

第六种：The Gobbledygook 冗长的废话，官话

My beloved parent has just passed to his heavenly reward.

2) My dear father has just expired.

3) My father has just passed away.

4) My dad has died.

5) My old man just kicked the bucket. --- by Martin Joos Joos' categories present an efficient way of looking at degrees of formality. It is fairly easy to distinguish the frozen style of (written) legal documents with their Latinate diction and impersonal syntax, from the intimate style of (spoken) interchanges between close friends, with their slang and elliptical syntax. But it is not easy to categorize the intervening degrees, or relate them to linguistic features. So most linguists agree that the situation is more complex than Joos imagined and see the range as a continuum from the most formal to the most Situation and Formality informal/intimate, with an infinite number of stopping places in between.

(2) Politeness

Politeness refers to a) how languages express the social distance

between speakers and their different role-relationships; b) how face-work, that is, the attempt to establish, maintain, and save face during conversation, is carried out in a speech community.

(3) Impersonality（非人格性，非人称性）

Impersonality: Any discourse that is described as impersonal is marked

by a distinct lack of the personal and informal mode.

Language markers indicating degrees of impersonality include:

①the generic pronoun one;

②the third person nouns instead of personal pronouns;

③the passive voice;

④the introductory it as a sentence beginner;

⑤abstract nouns or nominal groups.

(5)Accessibility（可读性）

Accessibility,synonymous with acceptability, or readability, refers

to whether a piece of language is easy to understand by the addressee.

Fog index（Robert Gunning）符合指数，可读性程度★

Fog Index=（L+H）

L=the average sentence length in a passage

H=the percentage of hard (inaccessible) words in the passage What should be known:

①the total number of words;

②the total number of sentences;

③the total number of hard words( at least 3 syllables, not counting

inflection or compounding).

Smaller=easier

An easily accessible text: about 10 or fewer

An casual conversation: about 5

A legal document: more than 20

Practice: 书P69

13、Women & Men / Black English / Taboo & Euphemism

Taboo:Taboo is often used to refer to a word or expression which is

avoided by some people for religious, political, social, sexual, or other reasons and is usually replaced by a corresponding euphemism.

Euphemism:A euphemism is often defined as substituting an inoffensive

or pleasant word or expression for a more offensive one. Euphemism can even make the harsh reality appear neutral, which is why they are often employed by politicians in order to take the people in and endear themselves to the public.

14、Conversation（定义，特征，各level 特征分析）Conversation refers to the act or an instance of talking together, for example, a familiar talk between friends; a verbal exchange of ideas, etc. Common features:

①informality

②inexplicitness

③normal non-fluency

④lexical banality

⑤syntactic looseness

⑥randomness of subject matter

15、Public speaking（定义，特征，构成要素）

(1) Public speeches are speeches delivered in public for a special

purpose, such as open-class lectures or seminars in a university, religious preaches in the church, speeches delivered at a meeting or conference, the inaugural address of the president elect, etc.

(2) General features:formal in style, clear and vivid in tone, persuasive in purpose

(3) Types

①The informative

②The persuasive

③The entertaining

④The stimulating

(4) Ways of delivery（效果，分别的优缺点）

①Reading from a manuscript

②Reciting from memory

③Impromptu speaking

④Extemporaneous speaking（outline）三四两种的区别

16、News Reporting★

(1) News reporting is the reporting of anything timely which has

importance, use or interest to a considerable number of persons in a publication audience.

(2) Classification

①Place：National & Provincial

②Contents: Quality Papers（严肃性）& Popular Papers（大众性）

③Time: Morning, noon, evening, Sunday

④Nature: Hard news（纯新闻），Soft news

(3) Field:politics, economy, military, culture, technology, etc. Tenor:the journalists and masses different purposes

Mode:radio, broadcast, TV broadcast, newspaper, and magazine.

(4) Definition of news

(5) News value:timeliness, freshness（时新性）；importance, prominence

（显著性）；locality, proximity（接近性）；oddity, weirdness, novelty（新奇性）；interest

(6) The Make-up of News Report★书上例子及课后习题一定要看3 parts: the headline, the lead, the body

1> The Headline

①Definition:the text in large bold type at the top of the newspaper article, indicating the nature of the article below it.

②Function:

a)to advertise or sell the news

b)to summarize the story

c)to beautify the page

④Main features:

a)The omission of articles and the link verb

b)Frequent use of abbreviations

c)Present tense is often used

d)Short powerful words are often employed

e)The use of pre-modification

f)Frequent use of figures of speech

⑤Lexical features:

a)a cronym and shortened words（缩略词和截短词）

b)colloquial and conversational words（口语化词）

c)midget words（小词）

d)the use of pre-modification

⑥Formats of Headlines

a)The banner/streamer 通栏标题

b)The flush left head 左对齐式（垂直式）标题

c)The dropped line/indented head

d)The centered head

e)The cross-line/key line head单行标题

f)The step head 齐头标题

g)The pyramid head

h)The inverted pyramid head

i)The jump head

2> The Lead导语

①Definition:The lead is the first or the first few paragraphs

of the news report, consisting of the newest, most important,

or the most attractive facts.

②Who, what, when, where, ,why

③Features:succinct, informative and intriguing

④Forms:

a)The contrast lead对比式导语

b)The question lead提问式导语

c)The quotation lead引语式导语

d)The blind lead 盲式导语

e)The descriptive lead描写性导语

f)The main fact lead 主要事实导语

g)The anecdotal lead 轶事导语

h)The personal lead

3> The body

①The body is the main part of the news report.

②Writing method:

a)The inverted pyramid method

b)The chronological method

c)The highlight method

(7) Stylistic features

17、Advertising书上例子要看

①Advertising is the non-personal communication of information, usually paid for and usually persuasive in nature about the products,

services or ideas by identified sponsors through various media.

② Function:

a)Information giving function

b)Demand-creating function

c)Distribution stimulating function

d)New customer introducing function

e)Get-action function

f)Good-will establishing function

③ Classification:

a)By medium,newspaper ads, magazine ads, TV ads, radio ads, direct

mail ads, outdoor ads, human body ads, Internet ads, etc.

b)By audience,consumer ads, business ads(commercial ads); service

ads, specified ads, charity ads, etc.

c)By writing methods, hard-sell ads(intellect, fact, reason, telling

advantages, serious, factual, accurate, objective) and soft-sell ads(emotion, figures of speech)

⑤Elements of ads

Headline, the illustrations, the body copy, the slogan, the trade-mark, and the standing details (supplementary items).

⑥Writing methods of the body-copy

a)The straight-line copy(objective, industrial products, cars,

camera, with complicated structures)

b)The narrative copy(story-telling)

c)The testimonial copy( use some VIPs or people in real life

to introduce the product)

⑦Stylistic features

文体学的发展史

文体学发展史 文体学首先来自于古代的修辞学，来自于亚里斯多德的修辞论。现代文体学创始人是法国文体学家巴利（索绪尔的学生），文体学的性质是一门结合文学和语言学的交叉学科，适宜于对文学和语言学很感兴趣的学生学习的一门课程。简单地说，文体学就是运用语言学的理论去阐释文学内容和写作风格的一门学科。帮助学生理解作品的深刻内涵和写作技巧。同时，激发学生开展批评性阅读，尝试建立自己的见解。 发展历程 西方文体学的研究可上溯到古希腊、罗马的修辞学研究，早在公元100年就出现了德米特里厄斯的《论文体》这样集中探讨文体问题的论著。但在20世纪之前，对文体地讨论一般不外乎主观印象式的评论，而且通常出现在修辞学研究、文学研究或语法分析之中，文体研究没有自己相对的地位。20世纪初以来，在采用现代语言方法之后，文体分析方法摆脱了传统印象式直觉分析的局限，逐渐深入和系统化、科学化。欧洲历史语言学和普通语言学在20世纪初发展成为较有影响的独立学科，与语言学相结合的文体学也逐渐成为一门具有一定独立地位的交叉学科。

现代文体学创始人是法国文体学家巴利（Bally,1865-1974）（索绪尔的学生），他借用索绪尔的结构主义语言学反思传统修辞学，力图将文体学作为语言学的一个分支建立起来，使文体分析更为科学化和系统化。巴依的研究对象是口语体的文体。他认为一个人说话时除了客观地表达思想外，还常常带有各种感情色彩。文体学的任务是探讨表达这些感情特征的种种语言手段，以及它们之间的相互关系，并由此入手，分析语言的整个表达方式系统。虽然巴依没有特别关注文学文本，但他们的普通文体学对于文学文体学的形成有直接的推动作用。稍晚于巴利的德国文体学家斯皮泽（Spitzer, 1887-1960）被普遍尊为文学文体学之父，斯皮泽的研究对象不是口语，而是文学作品。斯皮泽认为文学作品的价值主要体现在语言上，因此他详细分析具体语言细节所产生的效果，从而有别于传统印象式批评。此外，他提出了一种适用于分析长篇小说的被称为“语文圈”的研究方法，即寻找作品中频繁出现的偏离常规的语言特征。然后，对其作出作者心理根源上的解释，接着再回到作品细节中，通过考察相关因素予以证实或修正。受到德国学术思想的影响，斯皮泽将文体学视为连接语言学与文学史的桥梁，旨在通过文体特征的研究来考察作者心灵以及民族文化和思想澶变的历史。 学科历史 50年代末以前

文体学分析1

《英语文体学》1~7章小结 一．关于文体学 本章主要是介绍了骨水泥与文体学的一些基本知识。简单的来说，文体学就是学习如何使用语言和使用语言方式的一种规则。在现代文体学中包括普通文体学和文学文体学。 这本书主要涉及普通文体学。普通文体学在很多方面都有体现，本书主要讨论一种特定体裁的总体特征。接着，课文简单介绍语言在不同时期的不同定义和在不同领域人民对语言的不同观点。并且，文章的上下文决定这语言的意思。语言在使用过程中表现出以下功能：概念功能、人际功能、指称功能和语篇功能，它们不可分割，相互影响。接下来是风格的介绍有四种：集体语言使用特点、个人独特写作风格、表达模式效果、“好”或“漂亮的”文学写作。本书倾向于了解第一种。即问题学的研究限制在特定场合。现代文体学一直在发展，我们得出定义：它是一门研究文体体裁特征的本质及规律。 二．学习文体学的需要 本章主要涉及学习文体学的重要性。 （一）学习问题学能培养人们对语言的敏感性即应该能分清在不同场合应该采取不同的说话方式，以避免不必要的尴尬。 （二）对我们理解外国文学作品有很大作用。因为文学创作中，作者往往采用违反常规的写作方法：背离与重复。这就牵扯到文学批评，对其“描述——解释——评估”，以此突出其作品的鲜明特点。这在文体学上被称为“前景化”。 （三）帮助达到适应翻译外国文学作品的效果。翻译时不可能直译过来，这是由各国文化差异决定的。 三．语(言)[义]的变体 根据语言的使用方式可以把语言分为两种：方言和变体。人们所处的背景和地位决定了他们的语言——方言。方言可以分为个人方言（如海明威用语方法）、时间方言（如古今英语用法不同）和社会方言（如男女用法不同）。而语域的变体可以分为几种：社会经济地位变体（不同阶层）、种族变体（美国社会黑白人不通用法）性别变体和年龄变体。 语域是一个语言使用者的语言反映，它是一种社会活动，即告知别人话里所包含的信息。语域有话语范围：特定场合（命令、法律等）与非特定场合（例如应酬性谈话）。有话语方式：口语和书面语。有话语基调：人及际基调（人们使用语言的规范程度）和功能语旨（说话人意欲）。总之方言和语域是相互依靠的，不可能有单独使用的情况出现。 四．语言的描述 先介绍文体学特点的三个层次： ●音系学和字系学。英语在音系学上有音段（包括拟声词、象声词、语音同化和重复） 和超音段（包括重音、韵律、语调停顿和语速）。这些特征的不同表达式包含了说 话人的不同心情。 ●有语法和词汇。语法方面体现在句子类型（省略句、圆周句、松散句和对偶句）、 从句类型、词组类型（名词、动词词组）和词语类型（合成词）。词汇方面有：用 词倾向（如抽象、具体、普遍、专有等）、内涵意义（与之关联的词）和词的搭配 （固定搭配）。 ●语义单元和语义角色。语义单元包括连贯（互指、成段、语篇模式、修辞手段）和 语义角色（增强语言丰富性） ●接下来介绍语言描写四步骤：（一）系统阅读文章写下认为重要的风格；（二）确定 语言特点的使用频率；（三）估计风格特点的重要性；（四）陈述语言使用模式，判 断该模式在文中的重要性。

教学文体学

教学文体学：把文体学理论和分析方法应用到诸如口语、阅读、写作、文学、翻译等课程的教学中。 文体学的目的：使学习者更好地理解各类文体的语言形式和功能，提高对语言及作品的鉴赏能力和对文体敏感性，以及恰当运用语言的能力。 历史背景：教学文体学是一个基于语言（language-based）、以学生为本（student-oriented）、注重互动（activity-minded）、以流程为导向（process-oriented）来研究文学（或非文学）文本的研究方法。教学文体学作为文体学的一个分支，其发展一直贯穿于文体学的发展之中。19世纪开始，文学文本研究成为一门独立的学科，但是由于当时普遍认为文学不具学术研究性，所以它并没有被运用到教学中去。从文学文本研究成为一门学科直到其后的30多年时间里，文学教学一直遵循着一个不变的模式，后来这个模式被Freire称为囤积式教育（banking education），Freire认为这种模式好比是吧学习者当作空容器，他们不需要发言只需要接受所传授的东西，而教师所要做的就是把知识倒入这些“容器”里。在1938年，Rosenblatt提出文学是可授的并且强调需要激发学生的回应，虽然她的研究被认为是以学生为本观点（student-oriented perspective）的最早研究之一，但是并未成为教学文体学发展史的一部分。1975年，Widdowson开创性的提出：文学教学的重点在于提高学习者解读一系列语言的能力，包括文学和非文学，合乎语法或不合乎语法。这之后就渐渐形成了以学生为本、注重互动的教学文体学的特点。在20世纪的前25年，俄国文学形式主义者提出了语言的重要性，将“文学研究”与“文学资源的试议”区分开来。他们的这些观点使得后来出现了一系列关于如何在语言教学中使用文学文本的教科书。跟重要的是，他们提出“文学性”的问题，并以“陌生化”作为解答，对后来教学文体学产生了深远的影响。到1959年，J.R.Firth在爱丁堡大学谈及文体这一内容，使得文学教学从文体学的角度开始逐渐得到系统化。从此，EFL学者开始将文学文本作为语言学习的一个资源。1975年，Widdowson在《文体学与文学教学》中强调个人对文学的阐释应该建立在理解各语言项是如何获得话语的特殊价值的基础上, 即对文学 的理解侧重通过语言形式的选择和排列表达了什么, 而不在于它描述了什么。也就是说要抓住作者的深层思想, 在教学中培养学生对文学交际的表达内容和方式的敏感性至关重要。Widdowson的这一论述是教学文体学历史上具有重大意义的里程碑，它开启了通过文体学将文学研究与语言研究相结合的道路，同时也为后来的学者留下了研究的空间。从1795年开始，许多关于这方面研究开始出现，加上俄国文学形式主义的影响，一个直接结果就是人们把对作品和作者的关注转向了对文学文本语言的关注。基于语言的、以流程为导向的教学语言学逐渐形成。 研究趋势：教学文体学的研究趋势有很多，其中例举如下几个 1、语料库文体学，利用语料库以及新技术进行文体学教学 2、利用实证研究法进行文体学的教学 3、认知文体学和认知语言学，研究学生的意识和意识的产生。

12年12月新闻文体学作业及答案

12年12月新闻文体学作业 及答案 -标准化文件发布号：（9456-EUATWK-MWUB-WUNN-INNUL-DDQTY-KII

《新闻文体学》作业 本课程作业由两部分组成。第一部分为“客观题部分”，由15个选择题组成，每题1分，共15分。第二部分为“主观题部分”，由简答题和论述题组成，共15分。作业总分30分，将作为平时成绩记入课程总成绩。 客观题部分： 一、选择题（每题1 分，共15题） 1. 选择下面说法正确的（） A、狭义的新闻，是指未在报刊上发表的新闻。 B、狭义的新闻，是指不包括新闻评论的新闻报道。 C、狭义的新闻，即等于消息这一文体。 2. 选择下面说法正确的（） A、简讯，是不大重要的简单的新闻消息。 B、简讯，是与消息、通讯等同的新闻报道的典型体裁。 C、简讯不是新闻报道的典型体裁。 3. 选择下面说法正确的（） A、运用某些属性相同的例子，推论出其他事物也可能有相同的属性的论证方法，叫例证法。 B、运用某些属性不同的例子，推论出其他事物也可能有相同的属性的论证方法，叫对比法。 C、运用某些属性相同的例子，推论出其他事物也可能有相同的属性的论证方法，叫类比法。 4．以下正确的是（） A、新闻标题是在一篇文章前，将新闻的内容或主题加以概括以后单独出的简短文字。 B、新闻标题是在一篇或一组新闻本文前面，将新闻的内容或主题加以概括以后单独标出的简短文字。

C、新闻标题是在一篇或一组新闻的较前面，将新闻的内容加以概括以后单独标出的简短文字。 5．以下正确的是（） A、新闻，是广大群众欲知、应知而未知的事实。 B、新闻，是新近发生的事实的报道。 C、新闻，是报道或评述最新的重要事实以影响舆论的特殊行为。 6．以下正确的是 ( ) A、“日本朋友×××见义勇为烟台挽救落水儿童”，是目的关系 B、“日本朋友×××见义勇为烟台挽救落水儿童”，是后续关系。 C、“日本朋友×××见义勇为烟台挽救落水儿童”，是因果关系。 7．以下正确的是（） A、消息写作滞后的原因是没有向散文学习。 B、消息写作滞后的原因是消息不真实、不典型、审美性差。 C、消息写作滞后的原因是消息写得不及时、不够真实、不客观。 ８．大众传播应具备的三要素不包括的是（） A、传者（信息源） B、媒介（通道） C、受者（发布者） 9．以下正确的是（） A、解释性报道，就是揭丑性或揭漏性报道。 B、解释性报道，就是分析性报道，回答为什么，关心“为何”。 C、解释性报道，就是大量提供背景材料，作者不带倾向，让受众自己去思考并得出结论。 10．选择下面说法正确的（） A.我国最早的电视台叫北京电视台，1958年9月2日开播。 B.我国最早的电视台叫中央电视台，1958年9月2日开播。 C.我国最早的电视台叫北京电视台，1958年10月1日开播。 11. 选择下面说法正确的（） A.新闻主体的人文修养，包括政治觉悟、道德水准、忧患意识。 B.新闻主体的人文修养，包括政治觉悟、道德水准、广博知识。

文体学概述

Chapter One: Brief Introduction to Stylistics Part 1: What is Stylistics about? 1.A Glance at Style Sample 1: The Year's at the Spring ! 一年之计在于春 ～Robert Browning The year's at the spring 正值一年之春， And day's at the morn; 又逢一日之晨； Morning's at seven; 晨光走到了七点； The hill-side's dew-pearled; 山腰挂着露珠； The lark's on the wing; 云雀展翅高飞； The snail's on the thorn: 蜗牛爬上了荆棘: God's in his Heaven -- 上帝在自己的天堂里—— All's right with the world! 尘世间一派井然！ Sample 2: The Regulation is enacted in accordance with pertinent laws and regulations and in light of the concrete conditions of this Municipality, with the purpose of strengthening the administration of cityscape and environmental sanitation, creating and maintaining a clean, beautiful cityscape and environment, protecting people's health, promoting economic growth, civilization and progress of society. 为了加强市容和环境卫生的管理，保持干净美观的市容环境，保护人民群众的健康，推动经济发展和社会文明进步，根据相关法规和本市的具体情况特此制定本规定。 Sample 3: Hi-Fi, Hi-Fun, Hi-Fashion, only from Sony (alliteration) （高保真，高乐趣，高时尚，只来自索尼）

文体学第三章翻译总结

第三章语言学对象的文体学功能 一、语音的文体学功能 尽管有的学者一直认为语音没有任何意义，但是不同的语音确实能表现出说话者想要强调的意图并且具有不同的文体学功能。在口语的交际中，语音、重音、停顿、语调等都能表现说话者的情感态度以及暗示的一些内容。 重音 重音就是语音的重读。a)表现强调。b)表现吃惊、生气、怀疑等。c)区分同一词的不同意义。（以suspect为例，动词重音在pe而作名词时重音在sus）。 停顿 停顿是在连续的语言单元间的短暂中断的分节过程。英语中有三种停顿：浊音停顿、插声停顿和无声停顿。 音调 我们在听别人说话时，可以辨别出说话人某些音相对调值较高或较低，这就是音调的区分。a）降调b）升调c）降升调d）升降调e）平调f）降+升调 语速 语速就是说话的速度。快的语速反映出兴奋、气愤，慢的语速表现出疑惑、犹豫、悲伤、劳累。 二、笔迹的文体学功能 标点 a）破折号：①表示句中的突然中断或者没表达完毕。②引出总结或同位语。③附加说明。 b）冒号：①在复杂正式的引用前。②介绍一系列项目。 c）感叹号：用在强有力的感叹和命令之后。 大写 大写使用在如下场合：a）句首单词首字母b）诗行首单词首字母c）引用的第一个单词d）神的名字e）语言的名字f）国家e）货币f）地名

斜体 斜体使用在以下场合a）书名、杂志、电影、飞机、船名。b）强调一个句子中某个单词。c)标明不能用英语书写的词汇。 分段 分段有两种分法：a）长段用来谈论完整、正式的事项。b)短段用来衔接、总结。新闻工作者喜欢用短段，因为读者可以在短时间内了解新闻；律师、科学家通常喜用长段用来阐述说明。 三、词汇的文体学功能 概括与详细 详细词的使用更加生动、可以给读者直观感受；在没有必要详细的时候使用概括词即可。 词源 安格鲁萨克逊词源：基本词汇，有“非正式感” 拉丁词源：科学、宗教、官方交流，正式感强。 其他 四、语法的文体学功能 从句类型： a）限定分句b）非限定分句c）无动词分句d）独立分句e）从句 句子类型： a）依据句子的复杂程度或成分数量，可以分为简单句、多子句、复合句、复杂句、复合复杂句。 b）从语法角度分析，可以分为主要句和不完全句。不完全句主语或谓语不齐全。c）功能角度分析，可以分为陈述句、疑问句（一般疑问句、特殊疑问句、选择疑问句、反义疑问句），命令句和感叹句。 d）从橘子的长短，可以分为长句和短句。 e）从结构或强调的美感分析，分为圆周句和结构平行句。

_认知文体学_语篇分析中的语言与认知_介绍

2004年9月 第36卷 第5期 外语教学与研究(外国语文双月刊) For eign L anguage T eaching and Research(bimonthly) Sept.2004 Vol.36No.5 认知文体学 语篇分析中的语言与认知 介绍 重庆大学 刘国辉 E.Semino&J.Culpeper(eds.).2002.Cognitive Stylistics Language and Cognition in Tex t A nalysis.Amsterdam/Philadelphia:John Benjamins Publishing Com pany.Xvi+ 333pp. 一 认知文体学 语篇分析中的语言与认知 由英国兰卡斯特大学两位学者Semino和Culpeper主编并作序,汇集12位作者在认知语体方面的最新研究成果而成。其目的是展现认知文体学的研究现状和文体学今后的发展方向。 认知文体学作为一种研究视角,既新也旧。旧是因为文体学一直关注语篇与读者的语篇解读,语言形式与效果的关系。比如M ukar ovsky(1970)的 前景化 理论(F oregrounding theor y)在当代英美文体学的发展过程中就起过重要作用,它特别关注语言选择和语言模式的认知效果。不过,认知文体学与传统的文体学还是有所不同。一般来说,传统文体学倾向于用语言理论或框架来解释或预测语言材料的解读,而认知文体学则关注语言分析或语言形式选择的认知结构和认知过程,这就为语篇及其解读的关系提供了更系统、更详尽的描述。 二 该书前三章涉及认知语言学的一些核心概念在特定具体语篇中的应用。在第一章,Cr aig Hamilton阐释了 概念整合 或 复合 理论如何解释隐喻、类比和讽喻在Christine de P izan15世纪的语篇T he Book of the City of L adies中的运用。他的分析系统地解释了读者对这本书的直觉理解,以及不同历史时期和不同文化群对此解读的相同性和差异性。最后,他声称: 今天很多学者都明白文学批评需要转向认知,以免它成为一种完全伪造而又无意义的事业。 他还说,像 女性读者 和 性别记忆 等时髦概念缺乏合适的科学基础。第二章,M arg ar et F reeman认为对思维和语言体验认知的关注必然导致语篇,尤其诗歌物理结构形态的重新评估。他分析了Emily Dickinson原创的两首诗歌手稿,由于多次印刷,评论家认为它们已经模糊不清了。他展现了人们如何用认知手法来获得这两篇文章的合适解读,以及Dickinson个人概念宇宙中的知识域和概念隐喻。他强调: 认知诗学有较强的解释力在于它能够解释语篇意义的产生和合适理解。 第三章,Yanna Popova讨论了Henry James的T he Fig ure in the Carpet,这个故事有歧义,引起了文学批评者的不同解读。Popova在此并不是想解歧,而是想利用认知语言学概念来洞察歧义存在的原故所在。她还考察了James神话大约三十个不同的版本,并分析了其中的两种主要解读。她认为利用认知语言学方法可以区分基本的 原型 解读和其它非基本的解读,即解读的变异。这些不同的解读并非同样可以接受,因此她提出: 在解读理论中需要提出一个介于多元化和客观存在之间的中间地带。 第四章到第八章是认知语言学理论和其它理论方法的折中应用。同时第七章和第八章还指出了认知语言学范式的不足。第四章Peter Stockw ell分析了M il ton四首不同篇章结构的商籁体,从指示语、句法结构、否定以及概念隐喻、吸引(attraction)、分心(distr ac 398

英语文体学教程

Chapter1 1, what is style in your opinion according to what we have studied in this chapter? Anwser1 , from the perspective of the content, the events and activities described ,style is saying different things in different ways ;from the perspective of the ways of expression used ,styled is same thing in different ways; from the perspective of the users of language ,style is different speakers using language in different ways; and from the perspective of the text ,style is the functions of texts for different purposes. Anwser2, the definition of style is the concept of style as choice .this definition can have at least too interpretations .one is that first we have a pre-existing thought ,and then we choice the appropriate type of expression to express it in language. The chosen expression is the style .another is that the choice refers to the choice of meaning. The choice of language is at the same time a choice of meaning and a choice of style . 2,what is the significance of studying the style of language in learning and teaching English? Anwser, the answer is that if we want to use language appropriately in different situations , we need to study style .as foreign language learners, if we disregard the rules of using what variety of language in what occasion , or fail to obey them through ignorance , language can become instead a barrier to successful communication . Therefore its necessary to have a clear awareness of how language should be used in different types of situations especially in unfamiliar situations. 3, what factors can result in differences in style ? Answer , 1, the different types of vocabulary create different images of the events in the rea der’s mind, so they can result in different styles.2,people living in different periods of time in history will also speak differently ,and that will result in a different style. Chapter2 1, explain the following terms 1),foregrounding: the stylistically significant features have to be prominent and motivated ,that is ,foregrounded. 2),incongruity: the linguistic features depart from the normal use of language ,breaking the rules grammar ,spelling ,pronunciation. 3)deflection : the linguistic features don’t depart from the established grammatical, lexical and logical rules and principles ,but have an unexpected high frequency of occurrence. 4),field; its concerned with what is happening ,including the subject matter,the events happenings,going-ons, the content ,etc 5)tenor: its concerned with who is taking part in the exchange of meaning ----the relationship between the speaker and the listener ,their relative status,their attitude,and their role relations . 6)mode: its concerned with how the interaction is conducted ,that is whether it is written or spoken ,or whether it is expressed by phonic substance or graphic substance. 2,question for discussion 2)in rhetorical series,the number of items can influence the stylistic effect.try to analyze the causes on the basis of social culture. Answer :different numbers of words can produce different stylistic effects in the appropriate contexts. Two items express assertion ,that is ,it is just this ,not that .In appropriate situations three items can produce ethic ,persuasive, and representative effect. Four or more items in a series

_好人难寻_的功能文体学分析_杜丽霞

语 言理论研究 ｏｄｅｒｎ　ｃｈｉｎｅｓｅＭ ２００７．１２ 一、引言 功能文体学是以韩礼德的系统功能语法理论为基础的文体学理论（韩礼德，２００５：９）。韩礼德的功能文体学理论强调语言功能与文学研究文体之间的相关性问题。他主张利用三大元功能——概念功能、人际功能和语篇功能在语言中的体现来剖析文本。１９６９年，韩礼德在意大利召开的“文学文体讨论会”（Ｓｙｍｐｏｓｉｕｍ　ｏｎ　Ｌｉｔｅｒａｒｙ　Ｓｔｙｌｅ）上宣读了《语言功能与文学文体》（Ｌａｎｇｕａｇｅ　Ｆｕｎｃｔｉｏｎｓ　ａｎｄ　ＬｉｔｅｒａｒｙＳｔｙｌｅ）（Ｈａｌｌｉｄａｙ，１９７３）一文，至此功能文体学诞生。在这篇文章中，韩礼德利用体现概念功能的及物性系统对戈尔丁（Ｇｏｌｄｉｎｇ）的小说《继承者》（Ｔｈｅ　Ｉｎｈｅｒｉｔｏｒｓ）进行了文体分析，并成为典范。在三大系统中，人际功能中的语气和情态系统、语篇功能中的主位结构在文本分析中也同样起了很大作用。国内学者任绍曾对密勒（Ｎ．Ｍａｉｌｅｒ）《夜幕下的军队》（Ｔｈｅ　Ａｒｍｉｅｓ　ｏｆ　ｔｈｅ　Ｎｉｇｈｔ）和毛姆（Ｓ．Ｍａｎｇｈａｍ）《午餐》（Ｔｈｅ　Ｌｕｎｃｈｅｏｎ）等文学著作做过研究。翻阅近年来有关功能文体学的论文我们发现，从上世纪末至今，功能文体学研究的成就显著，但有一个问题不容忽视，即盲目注重语言形式三大功能的分析而忽略了文学作品本身在主题层面的社会意义，把语篇中的语言特征与风格看作是孤立的现象。本文在借鉴前人研究的基础上，尝试利用功能文体学的理论分析２０世纪美国著名小说家奥康纳（Ｆｌａｎｎｅｒｙ　ｏ’ｃｏｎｎｏｒ）的代表作《好人难寻》（Ａ　Ｇｏｏｄ　Ｍａｎ　Ｉｓ　Ｈａｒｄ　ｔｏ　Ｆｉｎｄ），希望再次验证功能文体学在文学分析中的重要贡献，同时也希望换一个新角度，重新解读这部经典短篇小说。 二、功能文体学的三大元功能 “功能思想”是韩礼德文体学理论的核心。正是功能思想把语言形式和情境语境联系起来，并通过分析三大功能来解释语言结构。功能语言学把语言的功能归纳为三大元功能：概念功能（Ｉｄｅａｔｉｏｎａｌ　Ｆｕｎｃｔｉｏｎ）、人际功能（Ｉｎｔｅｒｐｅｒｓｏｎａｌ　Ｆｕｎｃｔｉｏｎ）和语篇功能（Ｔｅｘｔｕａｌ　Ｆｕｎｃｔｉｏｎ）。三大元功能分别由以下三大系统体现：及物性系统、语气和情态系统及主位结构和信息结构。与语言的三大元功能相对应，韩礼德概括出情景语境的三个组成部分：语场（ｆｉｅｌｄ　ｏｆｄｉｓｃｏｕｒｓｅ）、语旨（ｔｅｎｏｒ　ｏｆ　ｄｉｓｃｏｕｒｓｅ）和语式（ｍｏｄｅ　ｏｆｄｉｓｃｏｕｒｓｅ）。受情景语境的三个组成部分制约，语篇被看作是由概念意义、人际意义和语篇意义组成的语义单位。本文主要从语境及三大意义的角度来分析小说《好人难寻》。 （一）小说的情景语境 语场：对话发生在一个刚从美国联邦监狱中越狱的歹徒和一位南方普通祖母之间，祖母希望通过对话挽救一家人。 语旨：对话的双方社会地位悬殊：一个是高贵优雅的老妇人；一个是处在社会下层的逃犯。但老妇人的生命掌握在逃犯手中。歹徒并没有明确的交谈目的，而祖母希望唤起歹徒的良知，不要杀人灭口。 语式：对话以口语形式进行，并随着形势的变化而发展。（二）概念意义中的经验意义及其表现形式—及物性系统在功能语言学中，韩礼德认为及物性（Ｔｒａｎｓｉｔｉｖｉｔｙ）由六大过程组成，分别是物质过程（Ｍａｔｅｒｉａｌ　Ｐｒｏｃｅｓｓ）、心理过程（Ｍｅｎｔａｌ　Ｐｒｏｃｅｓｓ）、行为过程（Ｂｅｈａｖｉｏｒａｌ　Ｐｒｏｃｅｓｓ）、关系过程（Ｒｅｌａｔｉｏｎａｌ　Ｐｒｏｃｅｓｓ）、言语过程（Ｖｅｒｂａｌ　Ｐｒｏｃｅｓｓ）和存在过程（Ｅｘｉｓｔｅｎｔｉａｌ　Ｐｒｏｃｅｓｓ）。为了便于分析，笔者把祖母和Ｔｈｅ　Ｍｉｓｆｉｔ之间的情节发展分为三个阶段，各阶段的物质过程、心理过程、行为过程的句子数量参见下表。其中六大过程中的言语过程描写最多，其分析将放在人际意义中详细讨论，另外关系过程和存在过程并没有出现，笔者暂不予以考虑。 物质过程　行为过程心理过程祖母 ２ ７ ７Ｔｈｅ　Ｍｉｓｆｉｔ ６ ４ ０ 从总体上看，Ｔｈｅ　Ｍｉｓｆｉｔ手里有枪，在整个事件中占主动，他可以在他的两个帮凶的配合下为所欲为。Ｔｈｅ　Ｍｉｓｆｉｔ非常明白自己占据主宰的地位。因此，即使拿着枪，他也可以非常随意地做其他动作，这就使得及物性系统中的物质过程占大多数，而行为过程是在不经意间流露出来的内心世界的体现。与Ｔｈｅ　Ｍｉｓｆｉｔ　相反，作者在描写祖母的表现时主要用了心理过程，其次才是行为过程，她很少做出带有目的性并对别人产生影响的动作。具体来说，祖母和Ｔｈｅ　Ｍｉｓｆｉｔ之间的情节发展可分为以下三个部分：第一部分是偶遇到她的儿子和孙子被带到树林里杀掉；第二部分是她的儿媳和另外两个孩子被枪杀；最后一部分是祖母被杀。 第一部分：祖母在回忆起Ｔｈｅ　Ｍｉｓｆｉｔ　的真实身份之后，Ｓｈｅ　ｓｃｒａｍｂｌｅｄ　ｔｏ　ｈｅｒ　ｆｅｅｔ　ａｎｄ　ｓｔｏｏｄ　ｓｔａｒｉｎｇ。这一个本能行为表现了祖母的震惊，而这个歹徒似乎并不在意被人认出：Ｔｈｅ　ｍａｎ　ｓａｉｄ　ｓｍｉｌｉｎｇ　ｌｉｇｈｔｌｙ　ａｓ　ｉｆ　ｈｅ　ｗｅｒｅ　ｐｌｅａｓｅｄｉｎ　ｓｐｉｔｅ　ｏｆ　ｈｉｍｓｅｌｆ　ｔｏ　ｂｅ　ｋｎｏｗｎ。从这一行为过程中，可以看出歹徒在逍遥法外之后，仍旧蔑视法律、胆大妄为的内心世界。同时也嘲弄了美国的法律制度，我们不禁要问，在这样一个自恃法律制度非常完备的社会，法律制度在美国人心目中到底占多重地位？在Ｔｈｅ　Ｍｉｓｆｉｔ向祖母一家摊牌之后，祖母在这一部分中的唯一一个物质过程的动作，充分体现了她的无助：Ｔｈｅ　ｇｒａｎｄｍｏｔｈｅｒ　ｓａｉｄ　ａｎｄ　ｒｅｍｏｖｅｄ　ａ　ｃｌｅａｎｈａｎｄｋｅｒｃｈｉｅｆ　ｆｒｏｍ　ｈｅｒ　ｃｕｆｆ　ａｎｄ　ｂｅｇａｎ　ｔｏ　ｓｌａｐ　ａｔ　ｈｅｒｅｙｅｓ　ｗｉｔｈ　ｉｔ。手无缚鸡之力的祖母只能拿出手绢来拭眼泪。 《好人难寻》的功能文体学分析 □杜丽霞

叙述学与小说文体学研究

《叙述学与小说文体学研究》阅读笔记 中文系97级黄海涛指导老师:艾晓明教授 叙述学与小说文体学是当代小说批评理论中的重要学说。二者均采用语言学模式来研究文学作品，着重在形式技巧层面上对小说的结构规律、叙述机制和文体技巧进行研究和探讨。二者运用于小说批评实践，有利于突破小说传统批评仅偏重于作品的思想内容和社会功能的局限，使小说结构和形式技巧的分析更趋科学化和系统化，从而开拓了文学批评的广度和深度。在叙述学与文体学研究的发展过程中，产生了不同的派别和理论。这些理论各具侧重点和长处，也均有其盲点和排斥面。北京大学申丹教授新近出版的《叙述学与小说文体学研究》一书，有别于国内早先出版的一些西方叙事学理论的介绍性论著，将叙述学与文体学相结合，对二者的主要观点进行系统评析，补充修正有关理论和分析模式。特别对两个学派之间的关系进行了梳理和探讨。 全书约30万字，分为上中下三篇。上、中篇幅分别对叙述学和小说文体学理论进行了系统评析，下篇讨论了叙述学与文体学的辩证关系，对二者的重合面：“叙事视角”、“表达人物话语的不同方式”作了重点论述，是一部对叙述学与文体学理论同时展开研究的学术专著。一 在前言里，作者首先从学术背景和基本立场两方面探讨了叙述学与文体学之间的关系。以此作为全书的逻辑起点。一般来说，索绪尔的结构主义语言学和俄国形式主义被认为是二者的共同源头。结构主义将文学视为一个具有内在规律、自成一体的自足的符号系统，注重其内部各组成成分之间的关系。叙述学与文体学或受结构主义影响，或直接采用结构主义方法来研究叙事作品。与传统批评理论形成鲜明对照，结构主义叙述学与文体学将注意力文本的外部转向文本的内部，二者同属形式批评范畴。 与此同时，作者也指出了叙述学与小说文体学之间的一些本质差异：叙述学的目的不在于诠释作品，而是找出叙事文学的普遍框架和特性。叙述学家注重理论模式的建立，注重探研叙事文本的共有构成成分、结构原则和动作规律，忽视创作主体的作用。小说文体学家旨在探讨具体作品中语言特征的主题意义和美学价值，因而关注作者所作的特定的语言选择。作者还借助美国叙述学家普林斯（G．Prince）对叙述学家的分类，以说明在叙述学研究中，也有部分叙述学家关注具体作品在“话语”层次上表达事件的各种方法，从而与文体学在“文体”层面上发生重合，这是人们经常把属于文体学的理论和分析模式归于叙述学范畴而产生各种错误的原因。阐明了二者同中存异，又互为补充的关系，作者在下面的论述中才好将叙述学与文体学相结合进行研究，发现以往研究中出现的各种谬误与疏露,引出自己的观点和思考。这一特色始终贯穿全书，在本书的正文部分读者可较为明显地感觉到这一点。 二 著名的法国结构主义批评家罗朗·巴特（R.Bothes）在其《叙事作品结构分析导论》（见《西方文艺理论名著选编》下卷北京大学出版社1987年版）一文中，建议把叙事作品分为三个描述层：“功能”层、“行动”层和“叙述”层。前二个层次均属于故事范畴，后一层次大体相当”话语“层。透过巴特的三分法可以看到叙述学通常涉及的三个对象：（故事范畴内的）情节、人物和（与故事相对照的）叙述话语。本书上篇“叙述学理论评析”，作者沿用巴特这一思路，首先对叙述学有关“故事”与“话语”区分的相关理论进行了回顾，然后对叙述学所关注的属于“故事”范畴的人物、情节进行了探讨。 故事·话语 叙事作品的意义很大程度上源于“故事”与“话语”两个层次之间的相互作用。西方传统文学批评中，对叙事作品层次的划分均采用两分法，即用“故事”与“话语”这两个概念来区分叙事作

文体学答案

文体学答案 集团文件版本号：（M928-T898-M248-WU2669-I2896-DQ586-M1988）

文体学课后题 1、2单元 1Identify and classify patterns of sound repetition in the following examples. 1）Words and phrases shilly-shally = pararhyme super-duper = rhyme high and mighty = assonance fair and square = rhyme kith and kin = reverse rhyme toil and moil = rhyme part and parcel = reverse rhyme by hook or by crook = rhyme 2）Pride and Prejudice = alliteration The Love’s labour Lost = alliteration Of Mice and Man = alliteration Bill Rogers, Marvelous Marathon Man = alliteration Father in a Fix = alliteration Witch Watch = alliteration The Wonder of Waterfall = alliteration 3)Advertisements --Drinka Pinta Milka Day = sound elision --Extra Pintas Warma Winta = sound elision --Be different daily. Be dreamy or dramatic. Experiment, but still economise. Be bold and be beautiful—but don’t break the bank. = (in order) alliteration; alliteration; reverse rhyme; alliteration 2 The underlined word(s) in each of the following examples 1)Nim Chimpsky sounds like Noam Chompsky, who believes that man has a language learning device in the mind, which enables the child to learn the language however badly it is taught. This makes man different from animal, which does not have such a device. That is why chimpanzee (who is considered to be the most intelligent animal) can never learn the language however hard it is taught. 2）Romeow is a word imitating the sound made by a cat and shares the same pronunciation with the main character in Shakespeare’s tragedy Romeo and Juliet. Romeo has deep love for Juliet. It indicates that Romeow the cat has affection for the master. 3) Record shop named Moby Disc, which implies it is a huge shop of its kind, for it reminds one of the Moby Dick, a book which depicts people hunt a huge whole called Moby Dick. 3 1)phonological devices in the following extract. A creak of hinges...aisle. In this passage the authors uses alliteration high-heeled, assonance tiled surface of the central aisle. What is more conspicuous is the use of onomatopoeic words such as creak, booming thud, flutter, tiptap, which present the different kinds of noises heard in the church. The use of such words help the reader share the same experience of the writer and make the description vivid and believable. 2）Read the following extract from the novel Adventures of Tom 3）Sawyer and comment on the graphological forms. “TOM!” No answer. ...--Mark Twai This is one episode of the novel Adventures of Tom Sawyer, depicting how Granny is looking for Tom, who is naughty and hiding under the bed. The different form of letters with punctuation marks indicates how Granny speaks. When we read it, we have the feeling of watching Granny on a stage play. For example, “TOM!” is said louder than “Tom!”. “Y-o-u-u, Tom!” indicates Granny drawls her voice and with unusual loudness so as to be heard far away. The exclamation marks “!” show her emotion, and the dash “— “ impl ies her sudden stop. The italicized through emphasizes the contrast with “over” and “under”, humorously implying her glasses are intended for ornament rather than practical use. In the whole passage, we see the only character Granny, who is speaking to herself. It is very much like a stage monologue. After reading, we have a vivid image of Granny in our mind. And there is a touch of humour all through. 3单元 1 What are thethree ways of clause classification classification according to constituents, verb phrase and functions. By constituents clauses can be grouped into SV(A), SVO(A), SVC, SVOO, SVOC. By verb phrase we have finite clause, non-finite clause and verbless clause. By functions clauses can be categorized either as independent clause or dependent clause. 2 how do we distinguish situation types By according to meaning or sense of the verb. 3 Name the participant roles in action types The participant roles in action types are: agentive role (doer of the action), external force (causer of the action), intrumental role (tool to do the action with), recipient role (receiver of the action) and objective role (the affected or the result of the action). 4 What is a simple sentence What is a multiple sentence Directly/indirectly A simple sentence conforms to the basic clause structure SV(O) (C) (A). A multiple sentence consists of more than one clause. It may be either a compound sentence,a complex sentence, or a mixed sentence. D :nominal clauses function as S O C .I:relative clauses function as modified in NP and comparative c f as m in NP ADJP 5 What is the difference between a minor sentence and an incomplete sentence