Brief Introduction of the Prague School

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The Prague School
外国语学院
200811010307
郁海平
2011/3/29
Brief Introduction of the Prague School The Prague School can be traced back to its first meeting under the leadership of V. Mathesius in 1926. This school practiced a special style of synchronic linguistics, and its most important contribution to linguistics is that it sees language in terms of function. It has been stated that” No other European group has wielded quite as much influence as this one”, and the school” has influenced every important development in the United States”.
There are three special importance of the Prague School. First, it was stressed that the synchronic study of language is fully justified as it can draw on complete and controllable material for investigation but no rigid theoretical barrier is erected to separate diachronic study. Second, there was an emphasis on the systemic character of language. It was argued that no element of any language can be satisfactorily analysed or evaluated if viewed in isolation. In other words, elements are held to be in functional contrast or opposition. Third, language was looked on as functional in another sense, that is, as a tool performing a number of essential functions or tasks for the community using it.
The Prague School is best known and remembered for its contribution to phonology and distinction between phonetics and phonology. The most influential scholar in this connection is Trubetzkoy, whose most complete and authoritative statements of principle are formulated in his Principles
of Phonology. Trubetzkoy argued that phonetics belonged to parole whereas phonology belonged to langue. On this basis he developed the notion of “phoneme” as an abstract unit of the sound system as distinct from the sounds actually produced. A PHONEME may be defined as the sum of the differential functions. Sounds may be phonemes in so far as they can serve to distinguish meaning.
In classifying distinctive features, Trubetzkoy proposed three criteria: (1) their relation to the whole contrastive system; (2) relations between the opposing elements; and (3) their power of discrimination. These OPPOSITIONS can be summaries as follows:
(a)Bilateral opposition: If the features which two phonemes share
belong only to them, they are bilateral opposition.
(b)Multilateral opposition: a more loosely established relationship.
(c)Proportional opposition: two phonemes are proportional if the same
contrastive features also serve as the differentiating criterion for other pairs of phonemes.
(d)Isolated opposition: If the contrastive feature is unique to the pair,
that is, it is not a contrastive feature of any other pairs of phonemes in the language, then the phonemes are in isolated opposition. (e)Privative opposition: One member of a contrastive pair may be
characterized by the presence of a certain feature, the other by its absence
(f)Gradual opposition: If the pairs share different degrees of a feature,
their relation is gradual opposition.
(g)Equipollent opposition: If the pair is not in gradual opposition, nor in
privative opposition, they are logically equipollent.
(h)Neutralizable opposition: the opposition occurs when two sounds
contrast in some positions but not in others.
(i)Constant opposition: the pair of sounds occurs in all possible
positions without neutralizing effect.
Trubetzkoy’s chief contribution in phonology was taken in the sense of functional phonology. (So, for more information, see the functional (structuralist) phonology. Trubetzkiy’s notable contributions made to phonological theory are as follows:
a. Clarifying the distinction between phonetics and phonology by the criterion of function
b. Investigating insistently on phonic substance in terms of its various functions in individual languages
c. Emphasizing on the concept of phonological opposition (primary) over phoneme (secondary)
d. Classifying phonological oppositions typologically instead of binaristic。