文体学概述

文体学概述
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)

I’m More Satisfied. (pun)

(再来一支,还选摩尔)

Always with you. (China Telecom)

(与你同行)

You’re worth it. (Loreal)

(你值得拥有)

2. What is Style?

There are some diverse meanings of “style”. The origin of the word is “stylus”, Latin for “pen”. From this, the word extended means “a way of writing”, and then becomes further refined to mean “a good way of writing”.

◆Style as form (Aristotle)

(风格即形式)

◆Style as eloquence (Cicero)

(风格即雄辩术)

◆Style is the man (Buffon)

(文如其人)

◆Style as personal idiosyncrasy (Murry)

(风格即个人表达上的特点)

◆Saying the right thing in the most effective way (Enkvist)

(以最有效的方式讲恰当的事情)

◆Style as deviation (Mukarovsky & Spitzer)

(风格即常规变异)

◆Style as prominence (Halliday)

(风格即突出)

Style is the essential characteristic of every piece of writing, the outcome of the writer’s personality and his emotions at the moment, and no single paragraph can be put together without revealing in some degree the nature of its author.

~Theodore Savory, a British translation theorist

It is universally acknowledged that every writer has a literary style and that his style is reflected in his writing. As everybody knows, both Li Bai and Du Fu were great poets of the Tang Dynasty in China, but their literary styles are different. Li is elegant and forceful whereas Du is profound and thoughtful. So is the case with the style of Henry James and that of Ernest Hemingway. The style of the former is wordy and obscure and that of the latter brief and implicit.

However, it’s necessary to realize that the word “style” means differently to literary writing and practical writing.

For a literary writer, he has a style which can be deemed as distinctive of or unique to himself or his school of literature.

For a practical writer, he can’t claim a style of his own. Actually, each type of practical writing, like legal text, political text, business text, etc., usually has its own style, which can distinguish one type from another. What a practical writer should do is to honor the agreed style rather than develop his own style.

In this sense, the stylistic analysis of literary writing in translation process will mean a more complex and arduous task when compared to that of practical writing.

3. Different styles (Martin Joos)

1) Frozen style (庄严体): used in formal occasion like ceremonies.

2) Formal style (正式体): public address

3) Consultative style(商谈体): used in daily lives.

4) Casual style(随意体): among friends

5) Intimate style(亲密体): between family members or bosom friends

Sample:

1) Visitors would make their way at once to the upper floor by way of the staircase. (庄严体)

2) Visitors should go upstairs at once. (正式体)

3) Would you mind going upstairs please? (商谈体)

4) Time you all went upstairs now! (随意体)

5) Up you go, chaps! (亲密体)

4. Stylistics:

4.1 Definition

Stylistics is a branch of linguistics which applies the theory and methodology of modern linguistics to the study of Style. (Qian Yuan)

It studies the use of language in specific contexts and attempts to account for the characteristics that mark the language use of individuals and social groups.

4.2 Classification

General stylistics: General features of various types of language use. It studies the stylistic features of the main varieties of language, covering the functional varieties (different social activities), formal vs informal varieties (different addresser-addressee relationships), and the spoken vs written varieties (different media).

Literary stylistics: Unique features of various literary works (fiction, drama, poetry)

4.3 Major concerns

Halliday (1983: x) identifies two possible goals of stylistic inquiry.

The first is “to show why and how the text means what it does.”

The second goal is that of “showing why the text is valued as it is”.

文体学是一门研究文体的学问。……文体学的任务不在列举若干文体的名目,而在观察和描述若干主要文体的语言特点,亦即它们各自的语音、句法、词汇与篇

章的特点,其目的在于使学者能够更好地了解它们所表达的内容和在恰当的场合分别使用它们。(王佐良, 丁往道)

4.4 Stylistic analysis

4.4.1 Analysis procedure

Description ---- Interpretation ---- Evaluation (Short)

Description is logically prior to interpretation because a reasonably convincing interpretation of a literary text is only derived from a careful and systematic examination of its language.

Interpretation is logically prior to evaluation. As Short most humorously puts it, “it makes no sense to say ‘I think X is good because I don’t understand it’” (1984: 15). 4.4.2 Analysis development stages:

Stylistic analysis have seen four stages of development, namely,

1) register analysis (语域分析);

2) rhetorical and discourse analysis (修辞及篇章分析);

3) functional and stylistic analysis (功能文体分析);

4) genre analysis (体裁分析).

Part 2: Relevant Concepts of Stylistics

A comprehensive understanding of stylistics would be impossible without our clear awareness of several basic concepts involved in the study of style. These concepts, such as text (discourse), genre, register, variety, typology, etc., not merely serve as the theoretical basis of stylistics, but as the research dimension of stylistics.

1. Text (文本、语篇、篇章)

“A text is any passage, spoken or written, of whatever length, that forms a unified whole. It may be the product of a single speaker/writer (e.g. a letter, a news report, a statute, a novel), or that of several speakers (e.g. a piece of conve rsation, a debate).”(Qian Yuan)

A text is realized by a sequence of language units, whether they are sentences or not. The connection among parts of a text is achieved by various cohesive devices (衔接机制), and by semantic and pragmatic implication.”

2. Genre(体裁)

Genre is a staged, goal-oriented, purposeful activity in which speakers engage as members of our culture. (Martin)

He gives examples of genres such as poems, narratives, expositions, lectures, recipes, manuals, and news broadcasts, etc.

Genre is a class of communicative events, the members of which share some set of communicative purposes which are recognized by the expert members of the parent discourse community. (Swales)

3. Register(语域)

Register, as a functional language variation, is a “contextual category correlating groupings of linguistic features with recurrent situational features”.

The concept of register involves three parameters: field, tenor and mode, which correspond respectively to communicative purpose, target and manner.

Field of Discourse(语场) is the linguistic reflection of the purposive role of the language user.

Mode of Discourse (语式) is the linguistic reflection of the relationship that the language user has to the medium of communication.

Tenor of Discourse (语旨)is the linguistic reflection of the personal relationships between speaker/ writer and hearer/reader.

4. Variety(变体)

Variety (language variety) is a generic term for a particular coherent form of language in which specific extra linguistic criteria can be used to define it.

Part 3: Historical Development of Stylistics

The study of style in western countries has been undertaken for more than two thousand years. The doctrine about fittingness of style has passed from the rhetoricians of Ancient Greece and Rome, who applied it first to oratory and then to written language. The first ever book on stylistics is On Style by Demetrius (德米特里

厄斯) in 100 A.D.

Up till the late 19th century, style studies had always been closely integrated with the art of writing and the evaluation of literary works. In fact, traditional approaches to language laid such heavy store by the quality of written l anguage that ‘good style’ or sometimes simply ‘style’ was used as a description of writing that was praiseworthy,

skillful or elegant.

At the turn of the century, Ferdinand de Saussure, the founder of modern linguistics, attacked the 19th century linguists for their ‘diachronic’ or historical study of language (i.e. looking at language as it changes through time), and for their interest in prescribing normal or ‘correct’ usage modeled on ‘classic’ literary writings. His influence was so strong that the professional study of language soon veered away from the historical concern of philology towards heavily descriptive concern to describe a given language ‘synchronically’ (i.e. synchronic study: looking at language as it exists at a given time). Saussure, with his insistence on the primacy of everyday speech, was little interested in the written language and even less in the literary. Saussure’s pupil, Charles Bally, who began the systematic study of what we now call ‘stylistics’, again gave scant attention t o literature. As the founder of modern stylistics, Bally used his teacher’s structural linguistics to reconsider the traditional rhetoric and tried to establish stylistics as a branch of linguistics so that stylistics study could become more scientific and systematic. He focused research on everyday speech, and believed that people talk not just to convey objective ideas, but to imply colored emotions. In this sense, stylistics aims to explore those linguistic approaches used to express the speaker’s emotio ns and the relationship among such approaches, and then to develop an overall picture of linguistic expression system.

German stylistician L. Spitz was honored as the father of stylistics. His research interest was placed in the literary works. He thought it’s of great importance to examine the effects of linguistic details in the literary works. Besides, he suggested the research method called “philological circle”(语文圈), in which the frequent

deviations from linguistic norm should be analyzed and then the corresponding interpretations should be made from the perspective of the writer’s mental state.

Part 4: Current Research on Stylistics

1. Foreign research:

After the century-long development, the modern stylistics in the western countries has demonstrated three development trends.

First, functional stylistics and discourse stylistics, as two influential research fields in the 1970s and 1980s, still boast considerable popularity among the researchers.

Second, the socio-historical / cultural stylistics is playing a significant role in the research arena. British stylistician Burton, as the founder of this branch discipline, believes that stylistic analysis is an effective tool of social reconstruction through the powerful linguistic construction.

Third, different schools of stylistics compete for academic position and new schools of stylistics have never ceased to emerge.

2. Domestic research:

Within a period of half a century since the founding of New China, the stylistic research has undergone a noticeable progress in China. This is especially true of the stylistic research after the 1980s.

As the domestic pioneer in stylistic research, Professor Wang Zhuoliang published the Collection of Theses on English Stylistics in 1980, the first attempt to review and summarize the domestic research on stylistics.

In June, 1996, the first stylistics symposium was held in Nanjing, which received 50 essays from 35 universities and research institutes.

Currently, the domestic stylistic research focuses on the introduction of foreign stylistic development and research trend, the application of stylistic theories to teaching and translation activities, the comparison between Chinese and western stylistic thoughts, the stylistic analysis of certain writers or works, and the relationship between stylistics and other academic disciplines, etc.

Looking ahead, some stylistic scholars point out four development directions: 1)Formal stylistics (形式文体学): Structural linguistics and transformational- generative grammar are used to examine the stylistic issues;

2) Functional stylistics (功能文体学): Functional linguistics is used to examine stylistic issues.

3) Discourse stylistics (语篇文体学): Discourse analysis is the basis for stylistic research.

4) Socio-historical/cultural stylistics (社会历史-文化文体学): Human knowledge and belief carry some characteristics of social semiotics.

Party 5:Stylistics and Other Spheres of Study

A formerly very much borderline discipline, stylistics takes roots in the soil of modern linguistics, using models and methods of linguistic description in the stylistic analysis of texts. Stylistics also absorbs nourishment from literary theories, and so is closely related to them.

1. Stylistics Vs Linguistics:

Similar to modern linguistics, stylistics lays stress on the study of language functions and the different structures dictated by these functions.

But linguistics stresses the description of linguistic structures while stylistics on the stylistic effects of different language structures.

2. Stylistics Vs Rhetoric:

Stylistics is the continuation and development of rhetoric. However, discarding the traditional practices of rhetoric to establish norms for people to model on,

stylistics turns to the presentation of the functional features of language, -- it is descriptive, not prescriptive. It does not aim at a so-called ‘refined’ style of writing, but at a manner ‘appropriate’ to the situation.

3. Stylistics Vs Literary Criticism:

Stylistics supplies literary criticism with a brand-new approach. Since the beginning of the 20th century, the linguistic turn in literary criticism has enabled the scientific school of literary theorists to place language in the central position of their theories. With a whole set of meta-language (元语言)renewed by modern

linguistics and modern literary theory – deviation, prominence, function, situational factors, narrative points of view, modes of presenting speech, etc, and with the multi-level structural approach, stylistics has pushed the linguistic turn to its extreme. Making literary research still more scientific and more accurate, it broadens the vision of literary criticism.

4. Stylistics Vs Semiotics:

Stylistics can’t achieve the sufficient interpretation if some factors beyond linguistic level, such as social, historical and cultural factors, are not taken into consideration. In this sense, semiotics, which explores both the linguistic symbols and the non-linguistic symbols, will help further stylistic research, especially of literary works.

5. Stylistics Vs Translation:

Stylistics provides translation with a special perspective. In a traditional sense, translation is the conversion of linguistic information from source language text to target language text. Yet, the stylistic awareness and knowledge sharpen a translator’s sensitivity to the style-related characteristics of source language text. For instance, legal and academic writings prove more solemn, but colloquialism prevails in drama. In this sense, a translator can guarantee the “stylistic equivalence” between source language text and target language text if stylistics is used as a guide.

---End---

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。

人教部编版三年级语文下册17文体阅读一专项训练卷(含答案)

17 文体阅读(一) 班级__________ 姓名__________ 得分__________ 时间:40分钟满分:100分 一、古诗阅读。(39分) 元日 爆竹声中一岁除,____________入屠苏。 千门万户曈曈日,总把______________。 1.补充诗句。(8分) 2.《元日》的作者是______代诗人________,诗中描写的节日是__________,即农历____________,俗称“_______ _”。 (10分) 3.诗中写了__________、__________、____________、___ _________等一系列的仪式,加之太阳灿烂,春风送暖, 渲染了一种____________的节日气氛。(10分) 4.给诗句中加点的字词选择正确的解释。(填字母,6分) (1)爆竹声中一岁除.( ) A.去掉。 B.过去。 C.表示不计算在内。 (2)千门万户曈曈日 ( ) A.形容太阳出来后天色渐亮的样子。 B.形容太阳落山后天色渐暗的样子。

5.“总把新桃换旧符”,在今天也就是更换春联。请你写一副对联,愿新的一年会给农民带来吉祥和好运。(5分) _______________________________________________ ____ _______________________________________________ ____ 二、说明类文章阅读。(27分) 动物的语言 动物也有自己的语言。有些动物是以动作作为联系信号的。 在某一个海滩上,有一种蟹,雄的只有一只大螯,在寻求配偶时,便高举这只大螯,频频挥动,一旦发觉雌蟹走来,就更加起劲地挥舞着大螯,直到雌蟹伴随着一同回到大海。 有一种鹿是靠尾巴报信的。平安无事时,它的尾巴就垂下不动;尾巴半抬起来,表示正处于警戒状态;如果发现有危险,尾巴便完全竖直。 蜜蜂的________可算是登峰造极的了,它能用独特的舞蹈动作向自己的伙伴报告食物(蜜源)的方向和距离。蜜源的距离不同,在一定时间内完成的舞蹈次数也不一样。有人在此提出了一个诱人的设想:派人造的电子蜂打入蜜蜂之中,指挥蜜蜂活动。这样,不但可以按人的需要收获不同的蜂蜜,还可以帮助植物传粉,真是一举两得。 1.填入文中横线上的词语最恰当的一项是( )(5分)

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。

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

一、Outline of this course: The name of this book is English Stylistics. Generally it is about the study of styles in language and variations in language, but in this course, we focus on modern stylistics, which has two branches, literary stylistics and general stylistics. The course introduced us an influential theoretical framework of stylistics and applied the theory in the concrete analysis of the main varieties of Modern English. 二、Terms definition. Stylistics: Stylistics is a b ranch of linguistics which applies the theory and methodology of modern linguistics to the study of the style. It studies the use of language in specific contexts and attempts to account for the characteristics that mark the language use of individuals and social groups. Style: 答案一:Style can be taken as the language habits of a person or group of persons in a given situation. (老师课堂讲授) 答案二:Style may be seen as the various characteristic uses of language that a person or group of persons make in various social contexts.(个人整理) Variety: Variety can be taken as the different types or styles of a language. Dialect: Dialect is the language variation that is associated with different users of the language. Register:答案一:Register is the language variation that is associated with different use to which they are put. (教材) 答案二:①Register can be taken as the varieties in which different situations with different situations with different occupational or social group.②Register can be taken as the distinctive varieties of a language used in different types of situation.(老师课堂讲授) 答案三:Registers are language varieties which are appropriate for use in particular speech situations, in contrast to language varieties that are associated with the social or regional grouping of their customary users. For that reason, registers are also known as situational dialects. (个人整理) 四、This term we covered Chapter1、2、3、4、5 and 9. In Chapter1(the aims and concerns of stylistics), we talked about the definitions of stylistics, modern stylistics, language, speech act, variety and style, 3 terms in language use, 4 influencing factors (regional variation, social variation, situational variation, topic variation), 5styles of formality. In Chapter 2(the necessity for stylistic study), we gave an introduction and analyzed the 3 need for stylistic study, i.e. stylistic study helps cultivate a sense of appropriateness; stylistic study sharpens the understanding and appreciation of literary works; stylistic study helps achieve adaptation in translation. In Chapter 3(the classification of varieties of English), we revealed two main kinds of situational varieties: dialectal varieties(dialects) and diatypic varieties(registers). We’ve 5 categories of the former, they are individual dialect(personal linguistic features); temporal dialect(dialect of time/ age/ epoch); regional dialect(origin of birth and grown-up) and social dialect(social groups and social background) and standard dialect. As to the latter, the field, mode and tenor of discourse and their relationships were covered. In Chapter 4(the levels of linguistic description & the content and procedure of stylistic analysis), we mentioned the aim of stylistics in linguistic description, which is to give an analytical tool. We also covered the 3 levels language, namely the level of phonology (to study the writing system);

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

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