英语文体学论文
理论文体学Term paper
Contents1. Stylistic analysis on a poem by William Carlos Williams (3)2. Analysis on passage 4---from a novel of Hemingway Ernest (7)3. Analysis on Pity this busy monster, manunkind by E. E. Cummings..104. Stylistic Analysis on Passage 20---a speech by Winston Churchill (14)Appendix (20)Stylistic analysis on a poem by William Carlos WilliamsThis is just to sayI have eatenthe plumsthat were inthe iceboxand whichyou were probablysavingfor breakfastForgive methey were deliciousso sweetand so cold——William Carlos Williams Firstly , we all know that william is a very famous American poet and meanwhile, a well-known doctor who graduated from university of Pennsylvania. he was engaged in writing poem, novels and commentary in his amateur life. On literary creation, Williams was influenced by EzraPound and other imagists when he was in university, at the same time he inherited Whitman's romantic tradition. He objected to the sentimentalismof Victorian style, in contrast, he insisted the writing with "American style "and strived to the local language, he rarely used unfamiliar words for the common readers.Williams consciously wrote poetry that provided a counterpoint to that of Frost, Pound and Eliot. In his work, he wished to speak like an American within an American context of small cities, immigrants, and workers. He wanted his poetic line to reflect the rhythm of everyday speech and drew his subject matter from ordinary surroundings.Initially enthralled by Pound's "imagism" manifesto, which proposed direct treatment of the subject matter and the use of the "exact" word, Williams soon became suspicious of its limitations, and forged a new path within Modernism that was entirely his own.In this poem This is just to say, William Carlos Williams's short narrative writing about a theft of fruit says something far from earth-shaking about simple pleasures, it tells us their importance, how hard it is to resist them sometimes, and (more deeply layered in the poem ) the value of a relationship that had found ways to honor such understandable weakness. It renders a judgement, but one that is delicately nuanced.On apparent meaning, this poem is a note left on a refrigerator, it relates that a person eating the plums in the refrigerator without the plums' owner's permission and writes a note to explain how delicious the plums are and asks for forgiveness.This poem only has three stanzas, the first stanza states what has happened, the second stanza explains why the narrator might feel guilty to leave a note, and the final part gives an apology and the narrator's justification of his behavior. In the first stanza, the plums refers to something is tempted with beautiful colors, juicy pulp, sweet and ice-cold taste. The delicious plums arises the speaker's desire and makes him can not help to "steal" such delicious fruit. This conduct makes the speaker feel guilty. In the third stanza, the phrase asking for forgiveness reveals the keynote of this poem.The poem has two main aspects of appreciation, the first one is the sexual meaning, according to the definition of Concise Oxford English Dictionary, plum can be used to refer to something highly desirable, so the plums might well represent the girl's virginity which she was saving or keeping in the icebox. From the whole version, the narrator also enjoys what he has done, as he describes it as being delicious and good. The second comprehension is of the religious meaning. The "plum" is the forbidden fruit, the "icebox" means the plum is forbidden by God, the word "saving" implys the plum is under protected. From this point ofview, the poem indicates some religious opinions, humans cannot resist temptation, they even may enjoy when they sin, in this poem, the narrator is saying sorry, yet he is describing how delicious they were to eat, stealing them from icebox made them taste even better, this is human nature. The narrator could not resist the temptation to taste the plums because they looked so good, this is just as Eve could not resist the temptation to eat the apple.Analysis on passage 4--from a novel of Hemingway ErnestIntroductionThis is a passage from "A Farewell to Arms", a novel of Hemingway Ernest. In this novel, the hero is also the narrator. The whole version is written in the hero's angle of view. The phrases in the text are very simple, the style of these sentences are very similar, for instance, they are all past tense sentences, but they also have their particular features.On Syntactic LevelFrom the very first sentence, "Now in the fall the trees were all bare and the roads were muddy", the background information of time and main themes is emerged. The brief form is "X were Y ", in the following,there are also this kind of form, like "The mulberry trees were bare and the fields were brown", this form is the most common method of description and here is used in delivering the sights the hero saw on the way homecoming. A scene of trees in the fall coming into the reader's mind and conveying the purport of the context.The second and the third sentences "I rode to Gorizian from Udine on a camion. We passed other camions on the road and I looked at the country." employs a pattern of "X did Y". There are many other sentences in this model, for example, sentences "We saw the town....and walked toour villa" without "It had been raining in the mountains." are all in the layout of "X did Y", more specifically, "I did ...", "we did ..." and "he did...", the characters in the whole text are involved, that is "we"---"I" and "the driver". This "X did Y" is a typical model to represent events, and it's the simplest one which is often used in people's daily life especially in oral dialogue.There is only one long sentence --- "There were wet dead leaves on the road from the rows of bare trees and men were working on the road, tampering stone in the ruts from piles of crushed stones along the side of the road between the trees." two parts are connected by the conjunction "and", from the appearance, the entire description is narrated factually and unimaginatively, but the weary feelings of the narrator or the hero stands vividly revealed on the paper.There are two extra short sentences, "It had been raining in the mountains." "It did not feel like a homecoming." the first sentence is a depiction of the background weather, and the second looks like a comment of the narrator, but use of "it" makes the comment full of insouciance.In this passage, the objects are described directly to readers, within almost no comments and psychic feelings, the narrator and hero is just like a camera recording all he has seen or done, the narrator, also as a hero, put himself out of the development of the story, deliver the story assomebody else, this superior cold and detached writing skill is called Principal of The Iceberg, which is proposed by Hemingway himself, that skill makes allowance for readers to think and dig the deep message implied in the context.Analysis on Pity this busy monster, manunkind byE. E. Cummingspity this busy monster, manunkind,not. Progress is a comfortable disease:your victim (death and life safely beyond)plays with the bigness of his littleness-- electrons deify one razorbladeinto a mountainrange; lenses extendunwish through curving wherewhen till unwishreturns on its unself.A world of madeis not a world of born – pity poor fleshand trees, poor stars and stones, but never thisfine specimen of hypermagicalultraomnipotence. We doctors knowa hopeless case if – listen: there’s a hellof a good universe next door; let’s goE. E. CummingsOn the level of layoutFrom the words or written style, we can see many specialitiesin this poem, from the very first sight, we can see the difference from the common poems, for example, "not. Progress is a comfortable disease"; "A world of made"; "ultraomnipotence.We doctors know" this unique style shows the discordance of the whole version, the disobedience of the general rule implies the poet's revolt to the society.On syntactic and semantic levelCummings begins his poem, Pity this busy monster, manunkind with a definite statement against mankind. He defines mankind as a monster, and twists the name mankind to manunkind. He goes on to tell his reader to pity them not, the reason being that mankind only cares for its own progress. This progress, Cummings likens to a comfortable disease which does not care if its victims live or die. He states in the next paragraph that humanity is small in relation to the universe, but acts as if it is the all-controlling force that defies anything that attempts to cut it down.Cummings next uses a camera metaphor to describe how something given in evil is often returned. He uses the way a camera lens twists an image and returns it upside down. The metaphor of a camera lens if also be examined in a secondary way; in that mankind does not see itself as it is, but as it distorts itself to appear.In the next stanza, Cummings makes a statement that man-madethings are unnatural, and therefore are not good. He asks that nature not be blamed; the blame lies with humanity.Humanity is referred to as a fine specimen of hypermagical ultraomnipotence. This brings to mind the question, how can one be all-all knowing? This reiteration "ultra"--all "omnipotence"--all knowing exaggerates the height man has placed him self at. Combined with the word, "hypermagical" you get a picture of humanity as a God figure.The last three lines seem to break the continuity of the poem, transferring from third persons to first. One can see, however, the continuance with the God metaphor. The person speaking is a self-proclaimed doctor. Doctors are often warned against developing a God complex, thus the continuation of a God-like man. The doctor claims that he sees humanity is a hopeless case, so he wants to go explore / exploit the universe next door, an allusion to the way humanity exploits people during colonization.This poem is an important look at humanity because of its central theme; man set himself above all others, no matter the cost. When man does this, he is opening the path of indifference to ignoring the "little people" who then become expendable- thus a monster is born. A secondary theme to the poem can also be that some men think they are better than others. There is a ruing class that decide who will eat, and who will starve. Cummings offers one dire warning, however, with his camerametaphor mentioned above. Cummings warns the ruling man that what is given is often received, but comes back twisted and distorted, like the image on the lens of a camera.Indifference can lead to a misanthropic nature because it allows dictators to act. Those that see this indifference and realize there is little one man can do to change the course of humanity become the disenchanted. They see human nature as it is, rather than as it would be seen through Cummings prophetic lens.Stylistic Analysis on Passage 20---a speech by Winston ChurchillIntroductionWinston Churchill was a well known and influential Prime Minister of the UK during World War II. At the same time, he was also endowed with the reputation as one of the greatest orators of the twentieth century, for he possessed such impressive oratorical skills that he wartime speeches were absolutely essential to the Allied victory during the darkest of the war. Once John Kennedy commented that Churchill "mobilized the English language and sent it into battle." the dominant feature of his style lies in his favor of plain words, the rhythmic sound effect of his language, forceful sentence patterns, and his skillful uses of rhetorical devices. In the following passage, I tends to analyse the stylistic features of Churchill's political from three aspects in detail.Analysis of the phonological featuresAs we know, the filed and tenor the public speech involves determines that it takes the feature of oral style. Different from written language which is intended for the eye, public speech is basically for the ear. Thus, speakers, like poets, sometimes seek to exploit the rhythm of language.By catching up their listeners in an arresting string of sounds, speakers can enhance the impact of their words, and therefore their ideas. Winston Churchill was a master of this technique. "We have before us an ordeal of the most grievous kind. We have before us many, many long months of struggle and of suffering." In this sentence, the poetic rhythm and flow of the language can easily claim the audiences' attention, as a result, Churchill's strong determination to fight against Nazi army can be conveyed and reinforced.Churchill in his speech adopts the device of alliteration. This is a kind of rhetorical technique in which the initial sounds in words or in stressed syllables within within the words are repeated in a pleasing and memorable manner, thus adds rhythm to a speech. In the sentence "We have before us many, many long months of struggle and of suffering." Due to the rhythm effect, the alliteration of word s"struggle" and "suffering" makes the speech more impressive, and make the ideas much easier to remember. The sound of the two words can not only make deep impressions, but also increases vividness of his speech, arouse among the audience great hatred to the enemy.Analysis of lexical featureThe lexical of features of Winston Churchill' speeches can be can be presented as the following aspects.There are many short, homely words in this speech, like in the sentence "You ask, what is our policy? I can say: It is to wage war, by sea, land and air, with all our might and with all the strength that God can give us;" as our common sense, language in public speech should be immediately accessible to the audience's comprehension, therefore, simplicity is one of the major factors that contribute to oratorical success. Winston was the very one who favors short, homely words of common usage. we can appreciate the simplicity and brevity of Churchill's language from the above example. Most words in this sentence are monosyllables or composed of two syllables. However, it's forceful and stirring enough.Winston Churchill uses many first- and second-person pronouns in this speech. Involving listeners is one of the features of public speech. Most speaker are much more direct than writers in addressing the receiver of the message. Churchill makes extensive use of first- and second-person pronoun, such as "I", "we", "you", "us"in the sentence"You ask, what is our aim? I can answer in one word: It is victory, victory at all costs, " and "We have before us an ordeal of the most grievous kind. We have before us many, many long months of struggle and of suffering." There are also other first- and second-person pronouns like "my", "our"in "I hope that any of my friends and colleagues, or former colleagues,..." "come then, let us go forward together with our united strength." this usage is acommon phenomenon in Churchill's speech. And the frequent first- and second-person pronouns can not only achieve the directness but also shorten the distance between Churchill and the audience.Compared with abstract language, concrete words used in public speech are more readily to grasped and understood. It is also found that Churchill takes advantage of concrete words to achieve the vividness and impressiveness. For instence, "I would say to the House, as I said to those who have joined this government: "I have nothing to offer but blood, toil, tears and sweat." Simple as they are, the four concrete words "blood", "toil", "tears" and "sweat" in this statement sound exceptionally impressive. If the four concrete words are replaced with some other abstract flat synonyms like "death", "hard work", "sadness"and other words of this kind, the result may be another case. Although the conceptual meaning might still be intact, the overwhelming impact must be diminished.Analysis of syntactic featureThe features of this speech are also reflected at syntactic level. The appropriately arranged sentence length and structures not only help to avoid dullness of the speech, but also do good to the expression of the meaning.As far as the sentence length is concerned, we know that series of short and long sentences can both be effective in individual situations. Instead of using uniform length of sentence in his speech, Churchill prefers alternative use of short ,simple sentences and long, complex sentences. Usually, after one or more long sentences that express complex ideas or images, the pitch of a short sentence can be refreshing and arresting. Similarly, a long sentence that follows a series short sentences can serve as a climax or summation that relaxes the tension of fulfills the expectation created by the series. take "blood, toil, tears and sweat" for example, there are altogether 30 sentences in this famous speech. The shortest sentence "that is our policy" only contains four words, while the longest sentence includes 44 words with several compound sentences embedded in it "I can say: It is to wage war, by sea, land and air, with all our might and with all the strength that God can give us; to wage war against a monstrous tyranny, never surpassed in the dark, lamentable catalogue of human crime." Churchill fully expresses the seriousness and emergency of the situation by making the most use of the complex sentence here.If a speech is only is only composed of narrative sentences, it might be boring. Sometimes, rhetorical questions or imperative sentences can help to add variety to the sentence structure. Churchill, in his speech,shows a special fascination with retorical questions. The following examples well illustrate the artistic effect of this device, ""Appendix11This is just to sayI have eatenthe plumsthat were inthe iceboxand whichyou were probablysavingfor breakfastForgive methey were deliciousso sweetand so cold——William Carlos Williams4Now in the fall the trees were all bare and the roads were muddy. I rode to Gorizian from Udine on a camion. We passed other camions on the road and I looked at the country. The mulberry trees were bare and the fields were brown. There were wet dead leaves on the road from the rows of bare trees and men were working on the road, tampering stone in the ruts from piles of crushed stones along the side of the road between the trees. We saw the town with a mist over it that cut off the mountains. We crossed the river and I saw that it was running high. It had been raining in the mountains. We came into the town past the factories and then the houses and villas and I saw that many more houses had been hit. On a narrow street we passed a British Red Cross ambulance.The driver wore a cap and his face was thin and very tanned. I did not know him. I got down from the camion in the big square in front of the Town Mayor’s house, the driver handed down my rucksack and I put it on and swung on the two musettes and walked to our villa.It did not feel like a homecoming.9Pity this busy monster, manunkindpity this busy monster, manunkind,not. Progress is a comfortable disease:your victim (death and life safely beyond)plays with the bigness of his littleness-- electrons deify one razorbladeinto a mountainrange; lenses extendunwish through curving wherewhen till unwishreturns on its unself.A world of madeis not a world of born – pity poor fleshand trees, poor stars and stones, but never thisfine specimen of hypermagicalultraomnipotence. We doctors knowa hopeless case if – listen: there’s a hellof a good universe next door; let’s goE. E. Cummings20In this crisis I hope I may be pardoned if I do not address the House at any length today. I hope that any of my friends and colleagues, or former colleagues, who are affected by the political reconstruction, will make allowance, all allowance, for any lack of ceremony with which it has been necessary to act.I would say to the House, as I said to those who have joined this government: "I have nothing to offer but blood, toil, tears and sweat."We have before us an ordeal of the most grievous kind. We have before us many, many long months of struggle and of suffering.You ask, what is our policy? I can say: It is to wage war, by sea, land and air, with all our might and with all the strength that God can give us; to wage war against a monstrous tyranny, never surpassed in the dark, lamentable catalogue of human crime. That is our policy.You ask, what is our aim? I can answer in one word: It is victory, victory at all costs, victory in spite of all terror, victory, however long and hard the road may be; for without victory, there is no survival. Let that be realised; no survival for the British Empire, no survival for all that the British Empire has stood for, no survival for the urge and impulse of the ages, that mankind will move forward towards its goal. But I take up my task with buoyancy and hope. I feel sure that our cause will not be suffered to fail among men. At this time I feel entitled to claim the aid of all, and I say, “come then, let us go forward together with our united strength.”——By Winston Churchill。
英语专业毕业论文初稿
英语专业毕业论文初稿第一篇：英语专业毕业论文初稿Comparison of Family Education between China and theUSATable of ContentsAbstract in English-----------------1 Key words in English-------------1 Abstract in Chinese---------------1 Key words in Chinese-------------1 Ⅰ.Introduction---------------------2 Ⅱ.Differences of Family education in China and the USA--21.Family Education in China------22.Family Education in the USA-33.Our attitudes---------------------3 Ⅲ.Conclusion----------------------8 Bibliography------------------------9共6页，1000字AbstractBecause of the historical background, cultural and other differences, so the United States education in the family there is a great difference.Americans pay attention to cultivating the ability of the child's independence and awareness, and the parents of the Chinese habit of planning everything for their children, their children to act in accordance with the plans and do things behave.We should correctly understand and learn from foreign advanced educational methods, to learn the benefits of family education in the West, combined with family education in China in the past, as soon as possible to find a new, more suitable for a good Chinese education.Keywords:family education, independence , differences摘要由于历史背景，文化等的差异，所以中美在家庭教育方面存在着很大差异。
文体学整理
StylisticsIntroduction to stylistics: Necessity of the course1) the ultimate aim: cultivation of creative thinking2) general education3) an interdisciplinary field of study—involves the combining of the two or more academic field into one single discipline4) the study and interpretation of texts from a linguistic perspectiveChapter 1 Style and Stylistics1.1 A T aste of StyleStyle is considered an important factor in writing, and is an important part of a writing course. But often people payFrom the perspective of the users of the language, style is speakers addressing different people in different ways.From the perspective of the function of the text, style is the functions of texts for different purposes.The definition of style used in this book is a general, linguistic-oriented one: Manners indicating prominent liguistic features,features of different varieties of language at different levels. Stylistics is an inter ‗disciplinary(跨学科的，学科间的) field of2.Spelling. → Graphology3.Words. → Lexicon4.Grammar. → Syntax5.Meaning. → SemanticsSound features:Pun双关: Using the same sound to express different meanings in the same context.1. Seven days without water makes one weak. 七天不进水，人就会虚弱。
英语语言学论文六篇
英语语言学论文六篇英语语言学论文范文2［关键词］英美文学语言教学高校英语教学模式随着我国改革开放的深化和现代化进程的飞速进展，英语作为一门国际性语言，在社会的政治、文化、经济等各个领域对于人才的需求量与日俱增，高校的高校英语教育也正面临新的机遇和挑战。
众多高校英语老师都在不断地摸索，总结新的有效的教学策略和方法。
目前，许多老师在高校英语教学中，尝试使用多媒体教学，用丰富的视听材料给同学创设富有意义的课堂教学环境。
作为一种补充，在课堂教学中融入经典英美文学作品也不失为一种提高同学爱好，促进英语学习的有效途径。
英美文学教育，作为高校英语教育的一种重要手段，可以培育同学的思维力量、想象力以及制造力。
其功能和应用价值的体现不仅仅适用于英语专业高班级的同学，同时也适用于高校外语教学，而文学语言也可以作为英语语言学习的重要范本，在提高高校生人文素养情操及文学鉴赏力量的同时，提高同学的文学语言感悟力。
一、文学语言与英语语言技能的进展众所周知，语言是思想的直接实现，人靠语言来表达思想。
与其他艺术形式相比较，语言艺术有着极为丰富的思想容量。
作家可以直接将自己对生活的感受、体验、理解、评价及心情、情感渗透在作品中，从而以情达理，以理融情，情、理相生。
真正的文学大师笔下的语言是具有生命灵性的，它有声，有色，有味，有情感，有厚度、力度与质感，是应当细心去体会，沉吟，把玩，并从中感受到一种语言的趣味性。
因此语言的背后是人的心灵世界。
对文学语言美的敏感与驾驭力量，是提高人的精神境界，使人变得更加美妙的不行或缺的方面。
文学阅读的魅力与意义也就在于此。
目前的高校英语教学，仍旧停留在传统的单纯课文教学，语言点讲解等层面上，课本内容相对陈旧，老师的教学手段也并无创新之处。
其弊端是忽视英语的基本功能即表达功能，也忽视了同学在教学活动中的主体作用，另外还忽视了对同学英语学习爱好的培育，将生硬的课本内容强行“灌输”;至同学脑海中，使整个课堂教学环节缺乏生气，长此以往，高校英语教学将陷入僵局。
英文论文7篇
英文论文7篇Acknoy heartfelt thanks go to Profs. Deng Haiyan, Shao _iang, and Liu Yan and other teachers e in one antic feature of affi_ 12.1 Common prefi_ table 12.2 Common suffi_es table 2Chapter 3 The implementation of several principles of affi_ation memory method 23.1 From familiar specific to general, lead the students to sum up . 23.3 emory and forgetting the contradiction, the author tried to use the affi_ ation analysis, study the structure of the English vocabulary, find out the marizes the form laprehension, vocabulary, and fle_ible use of the affi_ ation of deconstruction learned emory of English vocabulary, to seek the scientific method to solve the memory and forgetting the contradiction effectively and conveniently memory vocabulary, deepen vocabulary learning. There are tation, add on or before the root e prefi_, and in subsequent affi_ name suffi_. Prefi_, in general, only change the meaning, rarely change the part of speech, meaning and suffi_ changes not only also change the parts of speech.Key emory method, affi_ ation摘要词汇是构筑语言的基本材料,词汇在语言交际中起着非常重要的作用。
英语专业毕业论文
英语专业毕业论⽂英语专业毕业论⽂（精选8篇） ⼤学⽣活要接近尾声了，毕业⽣要通过最后的毕业论⽂，毕业论⽂是⼀种有准备的检验学⽣学习成果的形式，那么应当如何写毕业论⽂呢？以下是⼩编收集整理的英语专业毕业论⽂，供⼤家参考借鉴，希望可以帮助到有需要的朋友。
英语专业毕业论⽂篇1 论⽂摘要：如何提⾼⼤学法语⼆外教学，⼀直是⾼校法语教学研究的重要问题。
本⽂试从⼤学法语⼆外教学存在的问题⼊⼿，从教学内容上分析，进⽽提出解决的⽅法。
关键词：教学⽅法;精讲多练;多媒体;法英对⽐ 21世纪是⼀个以知识经济和经济信息全球化为主要特征的时代，世界经济的⽇益全球化和⼀体化与中国对外开放进程的加速，现代社会科技、通讯、经济、⽂化的进步，使世界交往更加密切。
语⾔⼈才不再单单只是能熟练运⽤⼀门外语的专才，⽽是能同时运⽤两三门语⾔的通才。
全世界有1亿七千多万讲法语的⼈⼝，法语是联合国、国际奥委会、万国邮政等多个国际组织的唯⼀官⽅语⾔或者官⽅语⾔之⼀，能说法语将在国际交往占有优势地位，因此越来越多的⾼校开设了法语⼆外课程，研究法语作为第⼆外语教学的⼯作，也就迫在眉睫了。
⼤学法语教学针对学习对象的不同，分为法语专业教学，英语专业本科⽣与研究⽣法语⼆外必修课教学和⾮英语专业学⽣公共选修课教学。
在此⽂中仅对英语专业本科⽣法语⼆外的教学进⾏分析。
⼀、⼤学法语⼆外教学⾯临的问题 2002年《⼤学法语⼤纲》明确规定：“⼤学法语教学的⽬的是培养⼀定的阅读能⼒，初步的听、说、读、写、译的能⼒，使学⽣能以法语为⼯具，获取专业所需，为进⼀步提⾼法语⽔平打下较好的基础。
”盖房⼦最重要的是搭地基，对于法语⼆外教学，打基础就是最重要的。
学过法语的⼈都知道，法语确实是⼀门很难的语⾔。
如果给学⽣打好了扎实的基础，那么⼀切都将迎刃⽽解。
(⼀) 法语⼆外课时和内容相⽐显得过少。
每周四课时，开设四个学期，总共256课时，听、说、读、写、译各⽅⾯的内容都要涉及到，打好基础，在这么少的课时下，要达到教学⽬标⾯临不少困难。
功能文体学在大学英语议论文写作中的应用
二 功 能 文 体 学 理 论
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２１ ０ ０年 ｌ 月 （ 】
文 章 编 号 ：６ ２— ７ ８ ２ １ ） ５— ０ １— １７ ６ ５ （０ ０ ０ ０ ９ ３
功 能 文 体 学 在 大 学 英 语 议 论 文 写 作 中 的应 用
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摘 要 ： 国传 统 的 英 文 写 作 教 学存 在 很 多有 待 改进 的地 方 ， 学 方 法 比 较 陈 旧。 教 学 中常 常 以 句子 结 我 教
构 为 中心 ， 留在 以句子而不是 以篇章作 为教 学的 中心 ， 停 从而导致 学生写作组 织性 及连贯 性差 。针 对 目前教 学方法的弊 端 ， 用功 能文体学理论指 导大学英语议论 文的写作 ， 出大学英语议论 文 的某些文体特 征和 写 试 找 作特 点， 来提 高 大 学 生议 论 文的 写作 能 力 。 关键词 ： 写作 ； 能 文 体 学 ； 论 文 ； 点 功 议 特
与 语 言 的 三 个元 功 能 相 对 应 ， 礼 德 抽 象 出 情 景 语 境 的 韩
，
仅 国 内 就 有 徐 盛 恒 （ ９ ２ 四 种 模 式 、 衍 （ ９ ５ 七 １８ ） 黄 １８ ）
英语语言学毕业论文（精选多篇）
英语语⾔学毕业论⽂（精选多篇）英语语⾔学毕业论⽂(精选多篇)第⼀篇：英语专业毕业论⽂：社会语⾔学the definition of sociolinguistics and its characteristic外语系06接本6班尹珊珊24号[abstract]sociolinguistics is a term including the aspects of linguistics applied toward the connections between language and society, and the way we use it in different social situations. it ranges from the study of the wide variety of dialects across a given region down to the analysis between the way men and women speak to one another. sociolinguistics often shows us the humorous realities of human speech and how a dialect of a given language can often describe the age, sex, and social class of the speaker; it codes the social function of a language.[key words] sociolinguisticssociolinguistics variationsocial function [content]sociolinguistics is the study of the effect of any and all aspects of society, including cultural norms, expectations, and context, on the way language is used. it also studies how lects differ between groups separated by certain social variables, e.g., ethnicity, religion, status, gender, level of education, etc., and how creation and adherence to these rules is used to categorize individual socio-economic classes. as the usage of a language varies from place to place, and language usage varies among social classes. it is socialists that sociolinguistics studies.the study of language variation is concerned with social constraints determine language in its contextual environment. code-switching is the term given to the use of different varieties of language in different social situations. sociolinguistic differs from sociology of language in that the focus of sociolinguistics is the effect of the society on the language, while the latter’s focus is on the language’s effect on the society. while the study of sociolinguistics is very broad, there are a few fundamental concepts on which most sociolinguistic inquiries depend. sociolinguistics is different from many of the other branches of linguistics in that it studies external as opposed to internal language. internal language applies to the study of language on the abstract level, or in the head, put simply. external language applies to language in social contexts, or outside the head. this distinction is important, because internal language analyses, such as syntax and semantics, operate1on the assumption that all native speakers of a language are quite homogeneous in how they process and perceive language. external language fields, such as sociolinguistics, attempt to explain why this is in fact not the case. these two approaches, while distinct, complement each other in practice.understanding language in society means that one also has to understand the social networks in which language is embedded. this may apply to the macro level of a country or a city, but also to the inter-personal level ofneighborhoods or a single family.sociolinguistics as a field distinct from dialectology was pioneered through the study of language variation in urban areas. whereas dialectology studies the geographic distribution of language variation, sociolinguistics focuses on other sources of variation, among them class. class and occupation is one of the most important linguistic markers found in society.one of the fundamental findings of sociolinguistics, which has been hard to disprove, is that class and language variety are related. as can be implied from the example below, the working class tends to speak less standard language. the lower, middle, and upper middle class will in turn speak closer to the standard. however, the upper class, even members of the upper middle class, may often speak ‘less’ standard than the middle class. this is because not only class, but class aspirations, are important. men and women, on average, tend to use slightly different language styles. these differences tend to be quantitative rather than qualitative. that is, to say that women make more minimal responses than men is akin to saying that men are taller than women. the initial identification of a women’s register was by robin lakoff in 1975, who argued that the style of language served to maintain women’s role in society. a later refinement of this argument was that gender differences in language reflected a power difference. however, both these perspective have the language style ofmen as normat ive, implying that women’s style is inferior. more recently, deborah tannen has compared gender differences in language as more similar to ‘cultural’ differences. comparing conversational goals, she argued that men have a report style,aiming to communicate factual information, whereas women have a rapport style, more concerned with building and maintaining relationships. such differences are pervasive across mediums, including face-to-face conversation, written essays of primary school children, email, and even toilet graffiti. communication styles are always a product of context, and as such, gender differences tend to be most pronounced in single-gender groups. one explanation for this, is that people accommodate their language towards the style of the person they are interacting with. thus, in a mixed-gender group, gender differences tend to be less pronounced. a similarly important observation is that this accommodation is usually towards the language style, not the gender of the person. that is, a polite and empathic male will tend to be accommodated to on thebasis of their being polite and empathic, rather than their being male. sociolinguistics has drawn more and more attention since it became an independent discipline in mid 1960s. but scholars from various disciplines look at sociolinguistics from different perspectives, and carry out sociolinguistic study in different ways. this paper tries to understand sociolinguistics in terms of its definitions and the scope of sociolinguisticstudy to point o ut the lack of comprehensiveness in fishman’’s view on the definition of sociolinguistics.参考⽂献：《社会语⾔学概论》戴庆厦主编商务印书馆《社会语⾔学概论》祝畹瑾编著湖南教育出版社.《语⾔学概论》杨信彰⾼等教育出版社第⼆篇：英语语⾔学论⽂题⽬英语语⾔学论⽂题⽬13论国际商务谈判中的语⾔交际技巧33成⼈世界的童话——从⽂体学⾓度解析现今童话再度流⾏的现象49论⽂化差异与英汉商标互译55浅谈英汉句⼦结构差异59诗意的美和喜剧性幽默62试论⼴告英语的语⾔特点65统觉团对英语初学者词汇学习的影响67外语学习中应该重视中介语的作⽤69新闻报道中的转述动词研究73英汉禁忌语、委婉语的对⽐研究74英汉数字习语的对⽐研究76英译汉中词序的变动78英语⼴告的语⾔特征80英语双关语汉译的可译性限度101词义演变的原因与⽅式137从汉语中英语借词的翻译看⽂化交流138从价值观转换看斯佳丽的⾓⾊特征142从礼貌准则看中英⽂化的异同146从习语看英汉民族的⽂化差异149从英语⼈名中看性别歧视157动词过程类型的选择和话语隐性态度的表达161对母语在英语写作中词汇负迁移现象的思考162对严复译作中“信”的质疑167法律英语⽤词特征分析168法律语⾔翻译与法律⽂体177副词ever的句法环境和语义特征180功能语法视⾓下的英语报纸新闻标题的功能183⼴告⼝号语的语⾔特点189国际商务⽂化之对⽐研究204汉语中双关语的翻译213基于概念隐喻的诗歌解读228论⼴告英语中的幽默265论⼴告英语的语⾔特点268论汉英谚语的语⾔特征280论清教理念与美国西进运动282论莎⼠⽐亚⼗四⾏诗中的时间300论英语⼴告中⼏种常⽤修辞格及其汉译310论尤⾦?奥尼尔的表现主义⼿法324名词化的语篇功能330诺曼时期法语对英语词汇的影响339浅谈英语虚拟语⽓的语⽤功能340浅谈英语虚拟语⽓及其语⽤功能345浅析⼆⼗世纪计算机英语词汇的构成特点346浅析汉英动物谚语中的⽂化348浅析英汉语⾔中的性别歧视现象及其根源349浅析英语禁忌语及其发展352浅析英语⽆标志被动句356浅议译者能⼒359认知语⾔学⾓度下“within” 的空间隐喻意义365商标英语汉译的原则和⽅法384体育新闻英语⽂体研究375社会语⾔学视野中的⽹络语⾔418新闻英语中的语法特点研究423颜⾊词在英汉互译中的不对应性425移就的审美价值和⽣成基础426以认知为基础的颜⾊隐喻研究428隐喻认知功能研究的新视⾓429隐喻与⼀词多义的关系438英汉被动句对⽐研究439英汉宾语类型差异的认知原因。
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Text analysis for the Course of Stylistics Topic 1: Register Analysis and relevant features
This essay is due to analyze the text “What does it mean to be a digital native?”. (http://edition.cnn.com/2012/12/04/business/digital-native-prensky/index.html)
Firstly, author will analyze the register of the text, and then discuss three significant features of the text in different aspects which related to the register.
1. Register To analyze the register, it is necessary to know the definition of register. Here is the description from Wiki-pedia:
In linguistics, a register is a variety of a language used for a particular purpose or in a particular social setting. For example, when speaking in a formal setting, an English speaker may be more likely to adhere more closely to prescribed grammar, pronounce words ending in -ing with a velar nasal instead of analveolar nasal (e.g. "walking", not "walkin'"), choose more formal words (e.g. father vs. dad, child vs. kid, etc.), and refrain from using contractions such as ain't, than when speaking in an informal setting.
We can get the register’s definition clearly from above sentences. To say it popularly, it is different types of texts.
Back to the text “What does it mean to be a digital native?”, without stylistic feature, it is better to consider in three aspects: the text’s publication site, text’s content and its purpose. (1) Publication site This text is published at CNN’s website in December 8, 2012, by a journalist of CNN. Usually, there are three registers of essays will be put in a public website: News Report, Conversations and Speeches, Science and Technology. It is obvious that the register is not belong to Conversations and Speeches.
(2) Content Reading the whole text through, we could get the main idea of this text: It introduces the situation about people adapting to digital age in nowadays and gives the prospect in the future. The content does not have the timeliness, while it is a summarize of recent situation. What’s more, the text introduces situations of many places around the world. Therefore, the register of it must not be News Report. As a result, it belongs to Science and Technology part.
(3) Purpose The purpose of this text is simple: To let readers know the situation of people within digital age nowadays. To a large extent, it is like popular science readings. The purpose of it is conveying knowledge to its readers. So the register is Science and Technology without question.
From analysis of these three aspects, it is obvious that the register of this text is Science and Technology. Specifically, in terms of field of Science and Technology, it is a typical scientific reading concerned with social science and digital science. In terms of tenor, it is concerned with communication between specialist and layman. In terms of mode, it is a monograph.
2. Significant features The language of Science and Technology includes texts of a large variety of registers. And the texts of each register of Science and Technology have developed their own stylistic characteristics. Thus we should aim at the specific features, in order to precisely analysis the text and its register. According to the text book on English Stylistics>, it is better to analysis in three aspects: Semantic features, grammatical features and lexical features.
(1) Relationalization The development of Science and Technology mainly refers to the development of the semantic system of language. The most distinct semantic feature we could see from the text is relationalization.
As the major aim of scientific language is to convey information and tell the truth to the other experts or the masses, it will not focus on the actions and events concerned with the scientific investigation, but the relations between these actions and events. So the actions and events will be relationalized into things and concepts, while the relations become the verbal links between them. It is a prominent feature of the English of science and technology.
E.g. …any slowdown in the digital age is a "myth," as innovation will only press forward…
…as the globe's dominant demographic, while the "digital immigrant," becomes a relic…
Here “as” and “while” is used for precise modification and clear logical relations. They make the relationship explicit.
E.g. Prensky defines digital natives as those born into an innate "new culture" while