-英语文体学
英语文体学Chapter1Introduction
❖Aristotle: Rhetoric is "the faculty of discovering in any particular case all of the available means of persuasion."
(Qian Yuan)
第十三页，共43页。
1.2 Emergence of Stylistics as an Interdisciplinary Field of Study
❖English Stylistics is often regarded as a discipline that is “both old and young”.
第十五页，共43页。
1.2 Emergence of Stylistics as an Interdisciplinary Field of Study
❖Dating back to 5 B.C., Greek orators and sophists regarded rhetoric as oratory.
❖The second revolution is the one in literary criticism.
❖Ivor Armstrong Richards ❖Practical Criticism ❖He called for a more objective
approach to literary texts, and established an approach to poetry which depended on close reading of the text.
“英语文体学”课程教学大纲
“英语文体学”课程教学大纲一、课程基本信息开课单位：翻译学院课程名称：英语文体学课程编号：224118英文名称：English Stylistics课程类型：专业拓展课总学时：36 理论学时：34 实验学时：2学分：2开设专业：翻译专业；商务英语专业先修课程：英语语言学；英美文学二、课程任务目标（一）课程任务本课程是面向英语专业、翻译专业和商务英语专业开设的一门专业任选课，属于专业理论与及其应用类课程，一般在四年级开设。
本课程的任务是使学生在了解文体学的相关理论以及文体分析的方法和步骤的基础上，学会在语言学理论的指导下分析文学和非文学语篇的文体特征及其文体功能，从而提高其分析、欣赏和批评文学和非文学语篇的能力。
（二）课程目标在学完本课程之后，学生能够：1.掌握文体学的基本原理与文体分析的方法和步骤；2.从文学和非文学语篇中识别相关文体特征，并分析其文体功能；3.了解语言学理论与文体分析之间的关系，提高研究意识，学习研究性学习方法；4.提高借助语言学理论分析问题和解决问题的能力，尤其是分析、欣赏和批评文学和非文学语篇的能力。
三、教学内容和要求Chapter 1 Introduction本章是整个课程的导入部分，目的是让学生了解文体学的定义及其产生背景和过程、理论假设以及文体学研究的目标和文体分析的基本步骤，并了解文体学的基本特征。
具体内容如下：Defining stylistics；Naissance of stylistics as an interdisciplinary field of study；Two important assumptions of stylistics；Goals, components and procedure of stylistic inquiry；Nature of stylistic analysis。
Chapter 2 On style本章在介绍文体学界的三种典型文体观的基础上，列举文体的分类特征，讨论多种英语变体的基本特征，并分析文体的正式程度及其语言表现形式。
英语文体学知识在大学英语教学中的应用
英语文体学知识在大学英语教学中的应用【摘要】英语文体学是一门研究不同文体特点和风格的学科，在大学英语教学中发挥着重要作用。
本文首先介绍了英语文体学的基本概念，包括其分类和特点，然后探讨了在语言教学中应用英语文体学的方法。
接着介绍了英语文体学在写作教学中的实践，并讨论了其对口语表达的影响。
文章最后总结了英语文体学在大学英语教学中的重要性，并展望了其未来的发展。
同时提出了关于英语文体学教学的改进建议，以期更好地推动大学英语教学的发展和提高学生的语言表达能力。
通过本文的内容，读者可以更全面地了解英语文体学在大学英语教学中的应用价值，以及未来的发展方向和应该改进的地方。
【关键词】英语文体学、大学英语教学、应用、基本概念、分类、特点、语言教学、写作教学、口语表达、重要性、未来发展、改进建议。
1. 引言1.1 英语文体学知识在大学英语教学中的应用English genre studies is a significant aspect of language education as it provides valuable insights into the different styles and structures of written and spoken communication. In the context of university English teaching, the application of genreknowledge can greatly enhance students' language skills and understanding of various text types.2. 正文2.1 了解英语文体学的基本概念英语文体学是研究英文各种文体的学科，通过对不同文体的特点、结构和语言运用规律的分析，帮助学习者更好地理解和运用英语。
了解英语文体学的基本概念需要明确文体的定义和范畴。
英语文体学 2
Chapter 2 The Need for Stylistic StudyReview●STYLE是使用语言的一种方式，它属于言语(parole)，而不属于语言(langue)。
●STYLE体现在语言运用的各个层面，体现在语音、书写、词汇、句法结构乃至语篇类型的选择上。
●任何类型的语篇都具有特定的文体特征；任何一个语篇也都具有特定的文体特征。
●STYLE的涵义颇多，既可指“文体”，“语体”，也可指“风格”或“文风”。
广义的文体学成为普通文体学或语体学，狭义的文体研究称作文学文体学。
●不论是从事广义的文体研究，还是进行狭义的文体研究，我们都需要借助于相关学科的理论和知识、尤其是修辞学、语用学、余篇分析和文学批评领域的知识。
What is context?Definition:Context refers to the conditions in which something exists or occurs. Linguistically, this is the part of a discourse surrounding a word or passage that helps make its meaning clear.语境是人们运用语言进行言语交际的言语环境。
言语交际有成效的进行（即说话人恰当地表达话语的意义和听话人准确地理解话语意义）必须依赖言语环境。
Classifications:Classification 1:1)内部语境(lingual/ linguistic context)Rules concerning the language itself such as grammar2)外部语境(extra-lingual/non-linguistic context)The speaker‟s and the audience‟s mood, age, position, occupation, cultural background, etc.Classification 2:1) 指语篇内部的上下文(co-text; linguistic context)2) 指言语事件发生时的社会情境特征(socio-situational features)以及交际双方的社会历史文化和风俗习惯，乃至价值观念等。
51-英语文体学
中国海洋大学本科生课程大纲课程属性：公共基础/通识教育/学科基础/专业知识/工作技能，课程性质：必修、选修一、课程介绍1.课程描述：英语文体学是运用文体学理论对现实中各种英语语篇进行描述、分析、进而发现并形成关于某一语篇文体特征、进而提高学生的鉴别和赏析能力的科学。
本课程针对高年级英语专业学生开设，课程包括文体学的若干基本内容：文体、文体学、常规、偏离、选择、前景化、普通文体学、文学文体学等。
通过课程学习，要求学生掌握文体学的若干基本理论和方法，能够利用这些理论方法并借助语料库技术对英语语篇进行分析和求解，进而提升对英语文体的理解。
2.设计思路：本课程引导高年级英语专业学生通过文体学来探讨和理解由英语语篇所驱动的英语学习、进一步提高学生在英语文体学理论和应用两方面的发展途径。
课程内容的选取基于掌握较高的英语水平，基本具备英语语法能力，在听、说、读、写等方面达到了中高等水平，能够不借助工具书阅读英语报刊、期刊、网络中文学、文化、日常生活、科普等文章并理解其主旨、大意，能够听懂VOA 和BBC的一般话题的新闻报道、社论或特写等，基本能够看懂原版影视作品，已经了解英语常用修辞手法等。
课程内容包括三个模块：术语解析、片段文本分析和语篇层面的赏析，涉及文体学的基本概- 1 -念、皇家英语、小说英语、新闻英语、法律英语等，能够体现文体学的基本特征。
术语解析部分主要分析讨论文体学中的基本概念，包括不同学者的定义、分类、例证等。
片段文本分析主要涉及高校英语专业硕士研究生入学试题中的文体学试题的分析，包括解题思路、参考答案、得分要点等。
语篇层面的赏析包括不同语篇文体风格的研究、专家学者针对某一文体特征进行的学术研究以及对文体学的应用的观点等。
在讲解过程中，以《实用英语文体学》（钱瑗著）为蓝本，但不拘泥于一种教材，并根据文体学研究的发展和成果，博采众长，适量取舍和补充。
3. 课程与其他课程的关系：先修课程：与英语听、说、读、写等水平有关的听力、会话、精读、泛读、写作等基础课程。
1-英语文体学
Today we have naming of parts. Yesterday, We had daily cleaning. And tomorrow morning, We shall have what to do after firing. But today, Today we have naming of parts. Japonica Glistens like coral in all of the neighboring gardens, And today we have naming of parts. This is the lower sling swivel. And this Is the upper sling swivel, whose use you will see, When you are given your slings. And this is the piling swivel, Which in your case you have not got. The branches Hold in the gardens their silent, eloquent gestures, Which in our case we have not got.
An Introduction to Stylistics for Students of Language and Literature
英语文体学
What is style? What is stylistics?
Is the writing distinctive,and how?
华夏河山，可以是尸横遍野的疆场，也可以是 车来船往的乐土；可以一任封建权势者们把生命 之火燃亮和熄灭，也可以庇佑诗人们的生命伟力 纵横驰骋。可怜的白帝城多么劳累，清晨，刚刚 送走了李白们的轻舟，夜晚，还得迎接刘备们的 马蹄。只是，时间一长，这片山河对诗人们的庇 佑力日渐减弱，他们的船楫时时搁浅，他们的衣 带经常熏焦，他们由高迈走向苦吟，由苦吟走向 无声。中国，还留下几个诗人？
英语文体学基础(语篇结构)
• 3）问题回答型，也称问题解决型。 这里的问题可以是直接提问的问题， 也可以是某种情况下发生的问题。 回答可以是对所提问题的应答，也 可以是对存在问题的解决办法。其 语篇图式特征为： • Question→ answer/ problem →solution;
• 4) 原因结果型：其常用语篇指示 词有：as a result, consequently, thus, because, according to, therefore, since, for, so, hence等。
主张—反应模式也叫做主张—反 Situation 主张模式（claim— response/counterclaim pattern)。 I have in my possession a copy of a press release from 其宏观结构包括“情景”，“主 Sir Aaron Klug, the president of the张”, “反应”三部分。 Royal Society dated Claim
问题—解决模式是英语中极为常见的语篇模式，经常用于 说明文、广告、科技文章、实验报告、新闻报道以及故事、 小说等文学作品中。 positive
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一般—特殊模式又可称作概括—具体模式，其宏观结构由三个成分组成： 概括陈述、具体陈述和总结陈述。其表现形式有两种：先概括再举例； 先整体后细节。 Knowledge often results only after persistent investigation. Albert Einstein, after a lengthy examinationGeneralcharacteristics of the statement General statement of matter and energy, formulated his famous Theory of Relativity, which now acts as a basis for further research in nuclear physics. Using plaster casts of1footprints, fingerprints, and stray stands of hair, Specific statement Specific statement a detective pertinaciously pursues the criminal. After years of work, Annie Jump Cannon perfected the classification of the spectra 0f some 350,000 stars. Investigations into the causes of polio Specific statement 2 Even and cure of have provided us with the means for preventionmore specific this dreaded disease only after many years of research. As students, we too are determined in our investigation to find, retain, and Even more specific contribute to the store of human knowledge. Specific statement 3 这一模式在宣传材料、自然科学、社会科学的论说文 General statement 中，在文学作品、百科全书中很常见。 General statement
英语文体学1
Concepts of Style
2. Some or all of the language habits shared by a group of people at one time, or over a period of time. e.g. Elizabethan style the style of legal document the style of news reporting
I. Style and Stylistics
“When I was a gal, they made a hole in each end and sucked.”
I. Style and Stylistics
1) When his dad died, Peter had to get
another job. 2) After his father’s death, Peter had to change his job. 3) On the decease of his father, Mr Brown was obliged to seek alternative employment.
(2) Stylistics study helps cultivate a sense
of appropriateness. (grammar: correctness; stylistics: appropriateness);
• Who speaks what language to whom and when
General stylistics
Genres: news reports, advertisements, public speeches, scientific treatises, legal documents and other practical styles… Attitudes: formal and informal language Media of communication: spoken English, written English, e-discourse Regions: British English, American English and other regional dialects Social groups: standard and non-standard language ( varieties of language)
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Assonance
Rhyming of vowels in a line
How sad and bad and mad it was – But then, how it was sweet!
About Metre (Rhythm)
Six basic metrical feet: iamb x / trochee / x anapest x x / dactyle / x x spondee / / pyrrhic x x
My Heart's In The Highlands
Robert Burns （1759 -1796）
My heart's in the Highlands, my heart is not here, My heart's in the Highlands a-chasing the deer – A-chasing the wild deer, and following the roe; My heart's in the Highlands, wherever I go.
Exposure
Wilfred Owen (1893 -1918)
关于一战，我们了解多少？
Our brains ache, in the merciless iced east winds that knive us... Wearied we keep awake because the night is silent... Low, drooping flares confuse our memory of the salient... Worried by silence, sentries whisper, curious, nervous, But nothing happens.
I must down to the seas again, for the call of the running tide Is a wild call and a clear call that may not be denied; And all I ask is a windy day with the white clouds flying, And the flung spray and the blown spume, and the seagulls crying.
My heart‘s in the Highlands, my heart is not here, My heart’s in the Highlands a-chasing the deer Chasing the wild deer, and following the roe; My heart‘s in the Highlands, wherever I go.
I must down to the seas again to the vagrant gypsy life. To the gull's way and the whale's way where the wind's like a whetted knife; And all I ask is a merry yarn from a laughing fellow-rover, And quiet sleep and a sweet dream when the long trick's over.
I breathed a song into the air, It fell to earth, I knew not where; For who has sight so keen and strong, That it can follow the flight of song?
Long, long afterward, in an oak I found the arrow, still unbroke; And the song, from begining to end, I found again in the heart of a friend.
About Rhymes
End rhymes: masculine, feminine, consonance, pararhyme Internal rhymes: alliteration, assonance
Masculine rhyme
Also called full rhyme: rhyming one stressed syllable Thy voice is on the rolling air; I hear thee where the waters run; Thou standest in the rising sun And in the setting thou art fair.
Internal rhymes
• Alliteration 头韵 • Assonance 元音韵
SEA-FEVER
John Masefield (1878-1967)
I must down to the seas again, to the lonely sea and the sky, And all I ask is a tall ship and a star to steer her by, And the wheel's kick and the wind's song and the white sail's shaking, And a grey mist on the sea's face and a grey dawn breaking.
Pyrrhic / Pyrrhic
x / x x / x the top / of the / morning
Eight kinds of metrical patterns
monometer:
Thus I Pass by And die As one, Unknown And gone. Robert Herrick’s “Upon his Departure Hence”
I shot an arrow into the air
Henry Wadsworth Longfellow, 1807-1882
I shot an arrow into the air, It fell to earth, I knew not where; For, so swiftly it flew, the sight Could not follow it in its flight.
Dimeter
Most good, most fair, Or things as rare, To call you’s lost; For all the cost Words can bestow So poorly show, …
Dactyle / Dactylic
/ x x / x x / x x / x Just for a / handful of / silver he / left us / x x / x x / x x / Just for a / riband to / stick to his / coat – / x x / x x / x x / x Found the one / gift of which / fortune be/reft us, / x x / x x / x x / Lost all the / others she / lets us de/vote.
Anapest / Anapestic
x x / x / x x / x x / Not a drum / was heard /, not a fu/neral note, x x / x x / x x / x As his corpse / to the ram/part we hur/ried;
Farewell to the Highlands, farewell to the North The birth place of Valour, the country of Worth; Wherever I wander, wherever I rove, The hills of the Highlands for ever I love.
Farewell to the mountains high cover'd with snow; Farewell to the straths and green valleys below; Farewell to the forests and wild-hanging woods; Farwell to the torrents and loud-pouring floods.
Iamb / Iambic
x / x / x / x / If all /the world/ and love/ were young, x / x / x / x / And truth/ in ev/’ry she/pherd’s tongue.
Trochee / Trochaic
/ x / x / x / Swinging / slow with / sullen / roar
Sound and metre in poetry
What is rhyme? What is metre (rhythm)?
Mrs. White Had a fright In the middle of the night Saw a ghost Eating toast Half way up a lamppost More children’s songs at /~srcpc/songs/ /ec/ParentingIdeas/So ngbook.pdf
Spondee / Spondaic