英语文体学第2章语音与文体
Chapter 2文体学
2.4 rhythm (节奏）
rhythm: the pattern formed by the stresses perceived as peaks of prominence or beats
优美的散文之所以能给人的听觉带来美的 享受，在很大程度上应归功于其优美的节 奏。散文的节奏主要通过以下途径来实现 的：
• stress : the prominence (i.e. the force and intensity of air coming from the lung – loudness) given to one part of a word or longer utterance
• stress: word stress; sentence stress
• 2.2 onomatopoeia • 2.3 paronomasia • 2.4 rhythm
• Words have weight, sound and appearance; it is only by considering these that you can write a sentence that is good to look at and good to listen to.
• 2.4.1 巧妙安排重读音节和非重读音节
• Jack is a crack track athlete.
• A nation reveals itself not only by the men it produces but also by the men it honors, the men it remembers.
老舍出口成章语音的文体功能就在与它能帮助我们合理的调配和运用各种语言表现手段挖掘语言的音乐美增强语言的艺术魅力
文体学
英语文体学期中考试姓名：张燕箐班级：08级英语四班学号：P081011960文体学1-7章概述第一章有关文体学什么文体学？简单来说，文体学是一门研究语言运用的方法的学科；它是用来研究运用语言的风格。
现代文体学有两个分支：普通文体学与文学文体学。
普通文体学研究的是各种语言运用的普遍特征，而文学文体学则是对各种文学作品所特有的特征的研究。
但是，这两种文体学所研究的对象还存在一些共同之处。
见下表：在《英语文体学教程》这一书中，对文体学的研究，主要是指普通文体学。
而要解释什么是普通文体学就得知道什么是语言，语言的变体有哪些？什么是文体？文体学的特征是什么？有学者认为语言是一种标志，是工具。
语言经常会与编码作比，是一种标志或信号系统用来传递信息。
人们完成一件事情不仅要通过肢体语言来表达而且还有口头语言表达，这样就有了语言行为与语言事件。
说到文体学当然要提“文体”二字，文体（或文风）可以被认为是个人或群体在各种社会社交环境中运用语言的多样化。
简而言之，就是文学风格。
比如：“莎士比亚风格”、“米尔顿风格”等。
文体学的重点就在于研究语言的功能。
第二章学习文体学的必要性学习文体学有有助于更好的运用英语。
因此，对于外语学习者，有必要了解学习文体学的必要性：1．文体学帮你在交谈中建立一种恰如其分的感觉。
也就是说，懂得在适当的场合说适当的话。
比如你是一位总经理，在和一个很好的朋友喝酒时，你会说：“来，干了”！但是如果在比较正式的场合，那就得说：“我代表公司向全体员工表示感谢，感谢大家……为了公司今后的发展，干杯！”2．学习文体学能提高对文学作品的理解能力和欣赏水平。
对文学作品的评价有三个步骤：描述→口译→评估。
描述占第一位，由此看来，在文学创作中，最关键的是描述。
3．学习文体学能帮你更好的进行翻译工作。
文体学告诉我们英语的各种变体以及其功能、特点，因此，了解文体学能使我们的翻译更加贴合实际，符合原文思想。
比如“油漆未干”翻译成对应的英语应该是“Wet Paint”而不是“The paint is not dry”. 在翻译过程中，应当注意所翻译作品的时代以及其语言风格，是古语还是现代语言，要符合语境，比如翻译一篇老旧文学作品，要尽量达到其“古”的意味，才能让读者更大限度的领会其思想。
对比文体学作业纸(1)-语音层文体特征分析-11翻译w-学号-王雪组
对比文体学作业纸（1）：语音层文体特征对比分析也具有意义连觉的作用，体现了悲伤地情感。
My aspens dear, whose airy cages quelled,Quelled or quenched in leaves the leaping sun.All felled, felled, are all felled:[G. M. Hopkins. Binsey Poplars] 我亲爱的白杨树，在通风的笼子里，平息或淬火般的叶子，在跳跃的阳光下。
所有砍伐，砍伐，全部砍伐反韵反韵出现在quelled与quenched，leaves与leaping之间，从而形成音节上的语音平行结构模式，同时加强了quelled与quenched之间的关系，使得读者联想到阳光被遮住的意象。
Thou mastering meGod! giver of breath and bread;World’s strand, sway of the sea,Lord of living and dead;Thou hast bound bones and veins in me,Fastened me flesh.And after it almost unmade, what with dread.Thy doing: and dost thou touch me afresh? Over again I feel thy finger and find thee.[G. M. Hopkins. The Wreck of the Deutschland] 你掌控着我，上帝！给予我生命和面包；世界的链，摇摆的海，是活着和死亡的造物主，你融进我的血肉中，即使毁灭又有什么恐惧呢？试着这样做：触摸我好吗？再一次，我就会感到你的存在，并找到你们。
押韵此行中每行行尾押韵音节都是重读单音节，从而使诗句铿锵有力，与诗歌所表达的上帝居高临下、主宰一切的主题相一致。
英语文体学导论课程教学大纲(精品).doc
英语文体学导论课程教学大纲（适用对象：英语专业本科三年级）一、说明（一）课程简介：本课程首先介绍英语文体学的研究对象、范围、方法和现实意义，其中包括对于文体广义上和窄义上的理解，与修辞学和文学的关系，接着从语音学、词汇学、句法学等层次，从英语的常规和异常的表现形式和语义学的角度，着重对文学文体进行讨论，从美学的角度探讨文学必须形式与被表现主题之间的微妙关系。
（二）编写依据：根据2000年教育部批准实施的《高等学校英语专业英语教学大纲》，英语专业的学生需要了解人类语言研究的丰富成果，提高对语言的社会、人文、经济、科技以及个人修养等方面重要性的认识，培养语言意识，发展理性思维。
本课程有助于拓宽学生的思路与视野，前面提高他们的素质。
（三）目的任务：本课程为英语专业选修课程，旨在比较系统地阐述英语语言的各种表达方式和相应的表现效果。
通过学习，学生应掌握英语语言运用的普遍原则和特殊的表达技巧，也应具备一定的运用文体学理论来分析语言现象及文学作品的能力。
（四）课程类别：专业选修课二、教学安排与学时分配表授课讨论习题实践小计寸^教学安排教学基本内容第一章The noun phrase 6 6第二章The verb phrase 6 6第三章The clause 8 8第四章Text structure 6 6第五章Vocabulary 6 6合计（学时数）3232三、教学内容与知识点第一章第一节知识点：I.the structure of the noun phrase:1 .determiner and or enumerator2.pre-head modification3.head noun4.post-head modification5.pronounsII.Pre-modification:III.Post-modification:第二节知识点：I.Articles:II.Pronouns: denoting the first-person singularIII.Pronouns: denoting the first-person plural第三节知识点：I.Pronouns: the second person (1):II.Practical work on the use of you'.III.Pronouns: the second person (2):第二章第一节知识点：I.Introduction: the structure of the verb phrase:1.main verb2.auxiliary3.negative particles4.tense5.finite verb phrases6.non-finite verb phrasesII.Narrative time, story time and tense:III.Simple and compound verb phrases:第二节知识点：es of the present tense:II.The passive:III.The imperative:第三节知识点I.Non-finite verb forms: 6to+ base' form (the infinitive) II.Non-finite verb forms: i-ing, forms:III.Non-finite verb forms: time and tense:第三章AA- -£+■ 第一Ti知识点：I.Introduction to syntax:1 .information: given and new2.simple sentence3.coordination4.subordinationII.Analyzing clause structure:第二节知识点：I.The relationship between S and V:II.Relative size of syntactic elements: light X elements: III.Obligatory X elements (transitivity)第三节知识点I.Expansion of X elements:II.Heavy S and X elements before the verb:III.Placement of adverbials in the clause:第四节知识点：I.Main clausesII.Coordination:III.Subordination and the sentence:第五节知识点：I.Ambiguity in syntax:II.Prepositions:III.Interrogatives:第四章第一节知识点I.Introduction to text structure: cohesion and coherence rmation structure: given to newIII.Ellipsis:第二节知识点：I.Coherent models: thoughtII.Coherent models: other languagesIII.Coherent models: speech第五章第一Ti知识点：I.Introduction to vocabulary:1 .Contributing factors to the formation of current English2.Sources of current EnglishII.Register: use of romance vocabularyIII.Register: use of 'long' words企―> -++■第一Ti知识点：I.Word-formation: bound morphemesII.Romance:III.Semantic fields:第二Ti知识点I.Collocation:II.Synonyms:1.the distinction of synonyms on the basis of their reference2.the distinction of synonyms on the basis of their register:四、考核方法与要求（一）考核形式：课堂提问和讨论、期末论文（二）成绩计算方法：课堂考核占30%；课程论文占70%五、教材与参考教材（一）Laura Wright & Jonathan Hope: Stylistics: A Practical Course Book （二）G. N. Leech: Style in Fiction（三）Carter & Simpson: Language, Discourse and Literature:An Introductory Reader in Discourse Stylistics。
英语文体学教程(第二版)
英语文体学教程(第二版)英语文体学是一门研究英语语言在不同语境中表达意义的语言学分支。
它探讨了英语在不同文体类型（如叙述、说明、议论文体等）中的结构、功能、演变和变异。
本教程作为第二版，对英语文体学的理论和实践进行了全面更新和深化，旨在帮助读者更好地理解和应用英语文体学知识。
一、英语文体学的定义和重要性英语文体学关注英语在各种文本中的使用，包括口头和书面表达。
它研究不同文体的特征、语言特点和交际目的，以及这些因素如何影响语篇的理解和解释。
通过了解各种文体的语言特征和规律，我们可以更好地理解和分析英语语篇，提高我们的语言运用能力。
二、本书的结构和内容本书分为十章，涵盖了英语文体学的各个方面。
第一章是导论，介绍了英语文体学的概念、研究范围和方法。
第二章至第九章分别对不同文体的特征、功能、演变和变异进行了深入探讨，包括叙述文体、说明文体、议论文体、描述文体、正式文体、非正式文体、口语文体和文学文体等。
第十章是应用和实践，通过案例分析，帮助读者将所学知识应用到实际语言运用中。
三、学习资源和方法建议本书不仅提供了丰富的理论知识和研究案例，还提供了许多实践机会，帮助读者更好地理解和应用英语文体学。
建议读者在阅读过程中，结合自己的语言运用实践，多思考、多分析、多比较，逐步提高自己的语言运用能力和理解水平。
四、结论《英语文体学教程(第二版)》是一本全面、深入、实用的英语文体学教程，适合英语专业学生、教师和研究人员阅读参考。
通过学习本书，读者可以更好地理解和应用英语文体学知识，提高自己的语言运用能力。
同时，本书也为英语学习者提供了一个系统地学习和掌握英语各种文体的机会，有助于提高他们的英语水平和跨文化交际能力。
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。
英语文体学文体学
b. Phrasal verbs, such as come on, get along, shut up
c. Idioms and colloquiums ,such as ins and outs, at a loose end
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contents
introduction
Spoken English and Written English
varieties differences
introduction
Medium refers to the graphic signs (visual medium ) or sound waves (auditory medium).
Spontaneous conversation
Written English
Letter News report Advertisement Poem Novel Legal document
Formal writings
differences
At the lexical level Spontaneous conversation
laughers
giggles
writing
People tend to use different types of formats, which give prominence to the information conveyed.
semantically
Writing
on
Formal
英语文体学教程Unit 2
3 processes of literary criticism
Description stylistic analysis Interpretation Evaluation — the eventual intention of literary criticism
2.2 Stylistic study sharpens the understanding and appreciation of literary works
To give various professional touches to the use of language To be able to speak and write in highly situation-tied varieties when necessary
2.2 Stylistic study sharpens the understanding and appreciation of literary works
2.2 Stylistic study sharpens the understanding and appreciation of literary works
Task of stylisticians
To suggest a checklist of features about a text in terms of phonological /graphological, lexico-grammatical, and semantic levels
To know only the common core will cause problem. For example, technical vocabulary
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Another example: Do it now .
If “do” is stressed, it means: Don’ just talk, you should do something. If “it” is stressed, it means: Don’t do anything else, you should do this thing now. If “now” is stressed, it means: No loitering/ till later time.
According to the formation of intonation, it can be further divided into falling tone, rising tone and falling – rising tone. Falling tone can be divided into low fall and high fall, and rising tone can be divided into low rise and high rise. Generally speaking, falling tone denotes definiteness, certainty and completeness. Rising tone denotes lack of definiteness, certainty, subordination and incompleteness; falling-rising tone denotes contrast, reservation, concession, tentativeness, hesitation, warning and contradiction.
b. Length can also influence rhythm: long vowels and diphthongs can slow down rhythm while short vowels can accelerate or quicken rhythm.
E.g. 1)The rain whipped the window. 2)…, he sees the cobra emerge and make for the bowl of milk. Screams ring out as he jumps to slam the veranda doors safely shut.
If “that” is stressed, it means: rather than this one here
If “new” is stressed, it means: He didn’t buy a second – hand car.
If “car” is stressed, it means: What John bought was a car, not a truck or a cart or a bicycle.
2) Good afternoon everyone. On our way down river to the Tower of London, there are quite a few places of interest that we pass as we go along. I will point out some of them to you. First of all now over on the right –hand side there’s the Royal Festival Hall, opened in 1951 as part of the Festival of Britain celebrations. It’s one of the finest concert halls in Europe. Over here on the left the large white building with the clock is Shellmex House, owned by Shell and Britain Petroleum. The clock there is the second largest in the world. It’s three inches smaller than the Times Clock in Times Square in New York.
If “yesterday” is stressed, it means:
a.….., and see what a mess it is here today. b. …, but it doesn’t work properly today. c. …. , not the day before yesterday. d. …., but it seems to me that he had had it for a long time.
If “John” is stressed, it means: It was John (not anybody else ) who bought the new car yesterday.
If “ bought “ is stressed, it means: a. He had been wandering to buy that new car and he did buy it yesterday . b. You said that he wouldn’t buy that new car , but he bought it yesterday. c. He bought that new car yesterday; he didn’t steal it .
Chapter 2
I. Phonological stylistic functions/ style marker in phonology
1).Stress and intonation Words have weight, sound and appearance; it is only by considering these that you can write a sentence that is good to look at and good to listen to. ( W. Somerset Maugham ) “The sound must seem an echo to the sense.” (A. Pope)
3) The sea is rough.
4) The slow rolls of the surges on the sea.
5)The old man jumped back as if he had been stung and blood rushed into his wrinkled faced.
3. Pause a. Pause can be further divided into structural pause and emotive pause Pause can make a direct effect on the speed of delivery and style. In informal style, pause can add weight and thus the effect of rhythm can be achieved still further to achieve artistic effect. For example, in the sentence:
a. Stress: Word stress and sentence stress eg.: John bought that new car yesterday .
12 3 45 6
Question: What difference does it make if each of the words in the sentence is stressed?
2. Length a. Expressing a certain feeling. e.g.: Get out. / Do it now.
If read quickly and with a high pitch, the sentence means the speaker is angry. If read slowly and with a low pitch, the sentence means a kind of threat.
7).True ease in writing comes from art, not chance.
As those move easiest who have learn’d to dance,
‘ Tis not enough no harshness gives offense, The sound must seem an echo to the sense, Soft is the strain when zephyr gently blows, And the smooth stream in smoother numbers flows; But when loud surges lash the sounding shore, The hoarse, rough verse shou’d like the torrent roar.
4. Intonation . Intonation is accounted as soul of a language .
There exist three elements in intonation, namely, pitch height, pitch movement and pitch range.
6) ….Now it was being burned to a crisp. The water holes were dried up and we saw dead cattle lying here and there on the treeless, rolling range. Some farmers were hauling water out to their thirsty stock daily; others were trying to drill deep wells.”