语言学讲义 考研 9 Stylistics
Therefore, stylistics looks at what is ‗going on‘ within the language; what the linguistic associations are that the style of language reveals.
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Literary Stylistics: Crystal (1987) deal with the complex and ‗valued‘ language within literature
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• In addition, stylistics is a distinctive term that may be used to determine the connections between the form and effects within a particular variety of language.
• It covers a much wider area in terms of seriation, apposition, modification, clause types , sentence complexity and so on. 1.Some books are to be tasted ,others to be swallowed, and some few to be chewed and digested. 2.A man so various, that he seemed to be Not one, but all mankind′s epitome Who in the course of one revolving moon Was lawyer, statesman, fiddler, and buffon.(Dryden)
Literary style: ways of writing employed in literature and by individual writers; the way the mind of the author expresses itself in words
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• Stylistics ―studies the features of situationally distinctive uses (varieties) of language, and tries to establish principles capable of accounting for the particular choices made by individual and social groups in their use of language.‖ (Crystal 1980)
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⑤ Implicature
• To live a life half-dead, a living death. (Milton) • Cowards die many times before their deaths. (Shakespeare) • He was like a cock who thought the sun had risen to hear him crow. (George Eliot) • Belinda smiled, and all the world was gay. (Pope) • We are lucky. It′s the other side on the 13th of December. That makes us feel good. (David Parks)
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• Stylistics is the study of varieties of language whose properties position that language in context. • Eg: the lg of advertising, politics, religion, individual authors, etc., or • the lg of a period in time, all belong in a particular situation. In other words, they all have ‗place‘.
考研九 Stylistics
Chapter 9 Language and Literature
1. Style and Stylistics
• Style: variatin individual, such as formal/informal style
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Levels of Analysis
① ② ③ ④ ⑤ Sound effects Vocabulary Phraseology Grammar Implicature
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① 题一 Onomatopoeic effect
• My souls, how the wind did scream along! And every caps or two there‘d come a glare that lit up the white-caps for a mile around，and you‘d see the islands looking dusty through the rain，and the trees thrashing around in the wind ；then comes a h-whack——bum！bum！bumble-bumbleumbum-bum-bum-bum——and the thunder would go rumbling and grumbling away，and quit——and then rip comes another flash and another sockdolager. (Mark Twain ，The Adventures of Huckleberry Finn) • Key: These sounds in the underlined words imitate lightning and peals of thunder.
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• Other features of stylistics include the use of dialogue, including regional accents and people‘s dialects, descriptive language, the use of grammar, such as the active voice or passive voice, the distribution of sentence lengths, the use of particular language registers语域, etc.
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• Many linguists do not like the term ‗stylistics‘. The word ‗style‘, itself, has several connotations that make it difficult for the term to be defined accurately.
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题二Onomatopoeic effect
• Thou watchest the last oozings hours by hours .(Keat) • Key :The consonance of /st/ and /z/ are felt to imitate the sound of apples being squeezed in the cider-press.
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③ Phraseology
• Keat Ode to a Nightingale • Coinages such as Lethe-wards, light-winged, deep-delved, purple-stained, spectre-thin, leaden-eyed…
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④ Grammar
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题三：Chiming 谐音
• So foul and fair a day I have not seen. (Shakespeare) • Key:the alliteration of ―foul and fair‖ shows that the two words act in accordance and implies that ―fair is foul and foul is fair.‖
– The scope is sometimes narrowed to concentrate on the more striking features of literary language, for instance, its ‗deviant‘偏离 and abnormal features, rather than the broader structures that are found in whole texts or discourses. – For example, the compact language of poetry is more likely to reveal the secrets of its construction to the stylistician than is the language of plays and novels.
However, in Linguistic Criticism, Roger Fowler makes the point that, in non-theoretical usage, the word stylistics makes sense and is useful in referring to an enormous range of literary contexts, such as John Milton‘s ‗grand style‘, the ‗prose style‘ of Henry James, the ‗epic‘ and ‗ballad style‘ of classical Greek literature, etc. (Fowler, 1996: 185).
语言学C9-1
2002.12.1
Chapter 9 Stylistics
13Βιβλιοθήκη YAR CAUC9.2.3 The analysis of literary language
• Literary texts can be analyzed in various ways. • Some of the following procedures may be of help in analyzing the grammatical structure and meaning of the text. • 1) Foregrounding on the level of lexis (word) • 2) Foregrounding on the level of word order and syntax • 3) On the grammatical level, analyze the structure of sentences • 4) In all cases, be aware of the systems of the language, identify the more "deviant”，“marked" or literary structures.
•
2002.12.1 Chapter 9 Stylistics 9
YAR CAUC
1) Simile (明喻)
• A SIMILE is a way of comparing one thing with another.
2002.12.1
Chapter 9 Stylistics
10
YAR CAUC
2) Metaphor (隐喻)
• A METAPHOR also makes a comparison between two unlike elements; but unlike a simile, this comparison is implied rather than stated.
Stylistics中文文体学课件
3. I ‘m finding out that a lot of what I thought had been bonfired, Oxfam-ed, used for land-fill, has in fact been tidied away in sound archives, stills libraries, image banks, memorabilia mausoleums, tat troves, mug morgues.
Cf. A. The police are investigating the case of
murder. B. The police are looking into the case of
murder. (Lexically, Latin, French, Greek words are generally used in formal style; Words from old English are mostly used in informal style.)
F: He left early in order not to miss the train.
F: He left early in order that he would not miss the train.
6. 问句：
F: When are you going to do it?
IF: When
place all the same.
F: He endeavoured to prevent the marriage ; however, they married notwithstanding. 3. 非正式文体常用副词做状语；而正式文体常 用由介词和与该副词同根的词够成的介词短 语：
Rhetoric and Stylistics (9)
6) Stress 重音 Word stress & sentence stress --Word stress. In a word or expression, difference in stress may create difference in words or meaning. See p. 12. --Sentence stress. John bought that new car yesterday. (In a falling tone) (1) John stressed means not anybody else; bought it instead of stealing it.
2. Pun It is a figure depending on a similarity of sound and a disparity of meaning. It is play on words, the form and meaning of words, for a witty or humorous effect.
(4) Car stressed means not other vehicles; (5) Yesterday stressed may mean: …but it does not work properly today /…not the day before/…but he acts as if he had had it for a long time.
8)Tempo 语速 Speed of utterance. Speed of utterance conveys meanings. A slow tempo is related to special care and seriousness whereas a fast tempo suggests dismissal or cheerfulness. When a speaker is excited or impatient, he/she tends to speak at a quicker tempo. When hesitant, doubtful, or low-spirited, he/she tends to slow down. e.g.
stylistics
World-builders: t soon after they had left Ramandu’s country. l near the edge of the world c Edmund, Lucy, Drinian, Caspian and the crew o ship ,sun, birds, Aslan’s Table. Function- advancers they began to feel
Example of analysis by text world theory
A simple text: Very soon after they had left Ramandu’s country they began to feel that they had already sailed beyond the world. All was different. For one thing they all found that they were needing less sleep. One did not want to go to bed nor to eat much, nor even to talk except in low voices. Another thing was the light. There was too much of it. The sun when it came up each morning looked twice, if not three times, its usual size. And every morning (which gave Lucy the strangest feeling of all) the huge white birds, singing their song with human voices in a language no one knew, streamed overhead and vanished astern on their way to their breakfast at Aslan’s Table. A little later they came flying back and vanished into the east. (The Voyage of the Dawn Treader, C.S. Lewis)
英语语言学胡壮麟09Chapter 9_literature
Syntactical Level 1 Sentence Types According to different criteria, the English sentences can be classified into different types, and they each manifest distinctive stylistic features and are suitable for different ideas expressed.
Chapter 9 Language and Literature
9.1 three definitions of style
Style: Style as deviation, style is regarded as deviation or deviance, i.e. departure from what is normal. E.g. a grief ago, generally we use a noun indicating time in the expression “ a ago”, such as a month ago and the word to fill the slot is normally a countable noun. In this phrase, grief doesn’t meet the conventional requirement. It express an idea in a beautifully succinct way. Since grief means a feeling of great sadness and any feeling will last for some time, it is not difficult to figure out the message. That is , sth terribly sad has happened, and the speaker may have experienced grief repeatedly so that he can measure time in terms of it.
Stylistics 中文
些）等。
IF: A wolf, after all, is a wolf though it has artful disguises. F: A wolf, after all, is a wolf in spite of (despite) it has artful disguises.
3. IF: He tried to prevent the marriage but it took place all the same. F: He endeavoured to prevent the marriage ; however, they married notwithstanding. 3. 非正式文体常用副词做状语；而正式文体常 用由介词和与该副词同根的词够成的介词短 语： IF: He spoke confidently. F: He spoke in a confident manner. F: He spoke with confidence.
Syntactically, more verb phrases are used in
informal style while single verbs of equivalent meaning are used in formal style. IF : The criminals finally turned themselves in. F: The criminals finally surrendered. IF: I can’t put up with your bad manners. F: I cannot tolerate your bad manners. IF: He tried to make good use of his abilities in the new job. F: He endeavoured to utilize his abilities in the new position.
Stylistics 9
Theme 主位and Rheme述位▪Theme is a clause-initial element. Theme is always that which comes first in the clause (in English).▪Theme provides the "local context" for the development of the clausal message. The rest of the message is called Rheme.▪Theme is the point of departure. What this means is that the Theme is the point beyond which the message in the clause properly takes off.The thematic portion can have as many as three elements:Textual Theme （structural）ConjunctionsConjunctive adjunctsWh-relatives [½ text., ½ top.]Interpersonal Theme VocativesModal adjunctsFinite elementsWh-question words [½ int., ½ top.] Topical Theme ParticipantCircumstanceProcessWhere Theme stops and Rheme starts. Here is the golden rule:In the clause, you start at the beginning and keep on searching until you find the Topical Theme. Once you've done that, you have your Thematic portion.Everything else after the topical Theme is the Rheme. The Thematic portion, therefore, is everything from the start of the clause up to and including the Topical Theme (unmarked).However, you'll need to make an exception where marked Themes are concerned.It is possible for the thematic portion to contain more than one topical Theme, provided all the topical Themes in the thematic portion are marked. More on this later.Let's start at the beginning of the clause. If you encounter any of the following: ▪Continuatives (eg, umm, yeah, ...)▪Conjunctions (eg, and, or, but)▪Conjunctive adjuncts (eg, however, therefore, because, ...)▪Wh-relative (eg, that, which, who, ...)label them as Textual Themes.As indicated in the table above, make a slight exception for wh-relatives. They are both textual and topical Theme rolled into one. Going by the golden rule, if you have a clause initiated by a wh-relative (which is both a textual and topical Theme), everything else after the wh-relative would be Rheme. For example:The official, « whoTxt/Top Theme slept on a meeting, »Rhemelost his job.If you encounter the following:▪Vocatives (eg, Henry!, Sir!, ...)▪Modal adjuncts, including mood and comment adjuncts (eg, probably, usually, frankly, ...)▪Finite operators (eg, modal auxiliaries, 'be' auxiliary, ...)▪Wh-question word (eg, who, what, where, how, why)label them as Interpersonal Themes.Again, make an exception for wh-question words. These are both interpersonal and topical Themes squeezed into one. Example:WhyInt/Top Theme did the official sleep? RhemeFinally, label the first participant (usually NG), circumstance (usually PP or AdvG), or process (VG) as Topical Theme. Once you've done that, you have your thematic portion of the clause. Here's a simple example with all three types of Themes:Well, Txt Sir,IntwhyInt/Topdo you sleep on my meeting?RhemePlease note that topical Themes are obligatory for all clauses. The other Theme types (textual and interpersonal) are optional. This means that, sometimes, you may even need to recover ellipsed elements in analysis. For example, in:Superman bit Mr Bean, and was sorry about it.We have two clauses, the topical Theme of the first clause is "Superman". The second clause’s topical Theme is ellipsed “he”:andTxt (Top) was sorry about it RhemeUnmarked非标记的& marked 标记的ThemesBy markedness is meant that the occurrence of some phenomenon is less typical or frequent. Hence, when we say that a Theme is marked, we are saying that it is less typical or frequent for it to be realised that way. And the opposite for unmarked Themes. And, whenever we talk about marked or unmarked Themes, we are referring only to the topical Theme, not the textual or interpersonal Theme.Let's now see what the unmarked Themes are like for different clausal moods:Declaratives:The unmarked Theme is the subject, as in: "Snow White picked her nose everyday." All other realisations of topical Themes are marked, for example: "Her nose, she loves to pick" (here, the complement, rather than the subject, is the topical Theme).Interrogatives:For interrogatives, we need to separate polar from content interrogatives:▪▪Content:The unmarked Theme is the wh-question word, as in: "Why did Snow White pick her nose?" All other realisations are marked. Imperatives:Like interrogatives, we also need to make a distinction between two types of imperatives -- inclusive and exclusive imperatives.▪Inclusive:The unmarked Theme is us, which is actually thewayward form of the subject (= we): pick our noses!" All other realisations are marked.▪Exclusive: The unmarked Theme is the process: "Pick your nose!" All other realisations are marked.Topical Themes realised by circumstantial elements are marked.Not all marked Themes, however, are the same. They differ in terms of the extent of markedness. Compare: which one is more marked?Noses, she loves to pick.In the evenings, she loves to pick noses.Multiple marked ThemesRemember the golden rule above? Now, consider the sentence below:Yesterday, with the computer, late into midnight, I prepared my presentation.If we go strictly by the golden rule, then only Yesterday would be analysed as the topical Theme. The rest of the clause, from with the computer onwards, would be the Rheme. But this doesn't seem quite correct. Some linguists, such as Martin (1995), have proposed a more intuitively appealing approach, by regarding all marked Themes in such instances as topical Themes. If so, the thematic portion in this sentence wouldn’t simply be Yesterday, but Yesterday, with the computer, late into midnight. Such an approach makes sense in terms of the broader characterization of Theme as the point of departure, since the additional marked Themes function to lay the ground and prepare for the message within the clause to properly take off. This is the only exception to the golden rule.One last thingTopical Themes are obligatory only for finite clauses and imperatives. NF clauses can be without topical Themes due entirely to their structural compactness. Look out, though, for the subject in NF clauses. If it's there, you have a topical Theme, but not otherwise. So in the first clause of "//after hearing how loudly//he sang//", we have only a textual Theme (after), but no topical Theme. On the other hand, the NF clause "his singing having hurt their eardrums ..." has a topical Theme (his singing).Given+New and Theme+RhemeThe information structure and the thematic structure are closely related. Normally, a speaker will locate the Given information in Theme and the climax of New information in Rheme. If not, we have a marked information structure.Unmarked:A: I slept on the meeting yesterday.B: You will be fired.Marked:A: Sleeping on a meeting will cause a dismissal.B: Then I will be fired.In the textIn looking at the thematic progression of the text, it is usual to look at the topical Themes of the main clauses only. [Why? That's because subordinate clauses are always dependent on the main clause and add little to the main idea(s) of structure the text.]How do the Themes of clauses progressed through the text? There are various patterns of thematic progression (TP). The first two are more common:Theme Iteration:I am a student.I attend school everyday.I like study.I prefer physics especially.Theme Development:Yesterday I went to the bookshop.I bought a novel.It is about WWII.Rheme Iteration:John respects Margaret.I also admire her enormously.Everyone, in fact, wants to emulate her.Rheme Regression:John got a full mark in exam.But Rose accused him of cheating.No one, fortunately, takes Rose seriously.Theme Iteration:I am a student.I attend school everyday.I like study.I prefer physics especially.Theme Development:Yesterday I went to the bookshop.I bought a novel.It is about WWII.Rheme Iteration:John respects Margaret.I also admire her enormously.Everyone, in fact, wants to emulate her. Rheme Regression:John got a full mark in exam.But Rose accused him of cheating.No one, fortunately, takes Rose seriously.Group work: Do a T-P analysis on the following text and improve its cohesion by revising Theme-Rheme organization:Should Private Schools be Encouraged in China?First of all, let’s have a clear picture of the general condition of China’s education. Now, China still has very low level of education. Compared with a large population of students, schools are very insufficient in China. Students can be provided with more chances to receive education by private schools. Secondly, the country’s heav y burden can be relieved by private schools. Different from public schools, private schools are supported by individuals. Therefore the country does not take the responsibility of giving the financial support to these private schools. Furthermore the taxes paid by the private schools can benefit the country. Money gained from these private schools can be put in developing our country’s education.Should Private Schools be Encouraged in China (original)First of all, let’s have a clear picture of the general condition of China’s education. Now, China still has very low level of education. Compared with a large population of students, schools are very insufficient in China. Students can be provided with more chances to receive education by private schools. Secondly, the country’s heav y burden can be relieved by private schools. Different from public schools, private schools are supported by individuals. Therefore the country does not take the responsibility of giving the financial support to these private schools. Furthermore the taxes paid by the private schools can benefit the country. Money gained from these private schools can be put in developing our country’s educ ation.Should Private Schools be Encouraged in China (revised)①First of all, let’s have a clear picture of the general condition of China’s education.②Now, China’ education level is still very low. Compared with a large population of students,③schools are very insufficient in China.④Private schools can provide students with more chances to receive education.⑤Secondly, private schools can relieve the country’s heave burden. Different from public schools,⑥private schools are supported by individuals.⑦Therefore the country does not take the responsibility of giving the financial support to these private schools.⑧Furthermore the country can benefit from the taxes paid by the private schools.⑨Money gained from these private schools can be put in developing our country’s education.①Yesterday I worked with my workmates in the school library.②We were writing down the number of magazines when another workmate came.③She brought drinks for us.④Later, we began to transfer the old-fashioned magazines to the warehouse.⑤It was really a hard project.⑥We kept doing it from 3PM to 5:30PM.⑦After completing the work, we all felt tired and hot.①In recent years, China has become increasingly active in the process of regional economic integration. ②While promoting globalization China is putting more emphasis on regional, economic cooperation. ③Lately, China and the Association of South East Asian Nations are actively pushing forward the building of a free trade area. ④This free trade area is to be established in 2010. ⑤The trade valume between China and ASEAN had reached 200 billion US dollars by 2007.白狐（歌词，词作者：玉镯儿）我是一只修行千年的狐千年修行,千年孤独夜深人静时可有人听见我在哭灯火阑珊处可有人看见我在跳舞我是一只等待千年的狐千年等待,千年孤独滚滚红尘里谁又种下了爱的蛊茫茫人海中谁又喝下了爱的毒我爱你时,你正一贫如洗、寒窗苦读离开你时,你正金榜题名、洞房花烛能不能为你再跳一支舞?我是你千百年前放生的白狐你看衣袂飘飘,衣袂飘飘海誓山盟都化作虚无能不能为你再跳一支舞?只为你临别时的那一次回顾你看衣袂飘飘,衣袂飘飘天长地久都化作虚无。
语言学--unit9语言与文学Language and Literature
Dictionary definition
The world is like a stage.
The name of a
part of a
objective
to
synecdoche refer to the
whole thing.
simile Figurative language metapher
(4)
To demonstrate technical skill, and for intellectual pleasure
(5)
For emphasis or contrast
(6)
Onomatopoeia
9.3 The Language in Poety 9.3.6 How to Analyse Poetry
Ex.9-15
Trochee and palm to palm is holy palmer's kiss
Ex.9-16
Anapest Willows whiten, aspens quiver
Ex.9-17
Dactyl Without cause be he pleased, without cause be he cross
(1)
Information about the poem
(2)
The way the poem is structured
lingustics chapter 9.4 The Language
in Fiction
9.4.1 Fictional Prose and Point of View
(1) I-narrators (2)Third-person narrators (3)Schema-oriented language (4)Given vs New information (5)Deixis
语言学讲义 考研 9 Stylistics
• In addition, stylistics is a distinctive term that may be used to determine the connections between the form and effects within a particular variety of language.
5
• Other features of stylistics include the use of dialogue, including regional accents and people‘s dialects, descriptive language, the use of grammar, such as the active voice or passive voice, the distribution of sentence lengths, the use of particular language registers语域, etc.
4
• Stylistics also attempts to establish principles capable of explaining the particular choices made by individuals and social groups in their use of language, such as socialisation, the production and reception of meaning, critical discourse analysis and literary criticism.
However, in Linguistic Criticism, Roger Fowler makes the point that, in non-theoretical usage, the word stylistics makes sense and is useful in referring to an enormous range of literary contexts, such as John Milton‘s ‗grand style‘, the ‗prose style‘ of Henry James, the ‗epic‘ and ‗ballad style‘ of classical Greek literature, etc. (Fowler, 1996: 185).12题三：Chiming 谐音
语言学Chapter 9
•
9· 1 Foregrounding and grammatical form前 2· 景化和语法形式
Events belong to the string of plot are usually foregrounded while those used to provide related information are backgrounded. Deviation（偏离）and parallelism（平行） are usually used to show foregrounding events. The study of foregrounding is called patterning（模式/干扰背景模式）.
Language & Literature 4
Chapter 9 Language & Literature • 9· Some general features of the literary 2 language
•
9· 1 Foregrounding and grammatical form前 2· 景化和语法形式
Language & Literature 2
Chapter 9 Language & Literature • 9· Theoretical background 1
• 研究表明: 自20世纪60年代，建立起来了现代文体学， 从此该学科就飞速发展起来。但20世纪60年代，文体 学是形式主义formalism的十年，70年代是功能主义 functionalism的十年，80年代是语篇文体学discourse stylistics的十年，那么在90年代，是社会历史sociohistorical和社会文化socio-cultural文体学。 • 2000年后，文体学的发展趋势有两个主要特征。首先， 向着社会历史和社会文化文体学的研究深入。其次， 正兴起一种多元发展plural-heads development的趋势， 不同文体学学派竞相发展，新的学派不时涌现出来。