英语文体学Chapter 6 Syntactic Overregularity

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6-7 chapter syntax

6-7 chapter syntax


So, in the perspective of the behavioural psychologists ,language learning is simply the “stimulus and response” . The language is somewhat like a “habit structure”.

(3) a. 张三送李四一本书。 b. 张三送一本书给李四。 c. 张三送给李四一本书。 d. * 张三送一本书李四。

(4)问. 你认识老李吗? 答. 我认识他。 __ 认识___。 (5) a.可是除了他,我谁也不认识。 b. *可是除了,我谁也不认识。

(1)a. John is easy to please. b. John is eager to please. (2)a. I wonder who the man expected to see them. b. The man expected to see them.
(3) a. John knows that Tom hates himself. b. 张三知道李四恨自己。 (4)a.Everyone likes someone. b. 每个人都喜欢一个人。

"Suppose Jack and Jill are walking down a lane. Jill is hungry. She sees an apple in a tree. She makes a noise with her larynx, tongue, and lips. Jack vaults the fence, climbs the tree, takes the apple, brings it to Jill, and places it in her hand. Jill eats the apple.

Chapter 6 语言学Language Processing in Mind-T

Chapter 6 语言学Language Processing in Mind-T

Chapter VI Language Processing in MindIntroductionWhy study language? LANGUAGE is a mirror of the mind in a deep and significant sense. It is a product of human intelligence, created anew in each individual by operations that lie far beyond the reach of will or consciousness. (Chomsky, Reflections on Language, 1975)Psycholinguistics is the study of “language and mind” , or to be more exact, can perhaps be glossed as the storage, comprehension, production and acquisition of language in any medium (spoken or written). PSYCHOLINGUISTICS is concerned primarily with investigating the psychological reality of linguistic structures. Less modestly, it sometimes also produces findings, which make their own mark on linguistic research, leading to the modification of theoretical ideas.PSYCHOLOGY OF LANGUAG语言心理学deals with more general topics such as the extent to which language shapes thought,PSYCHOLOGY OF COMMUNICATION 交际心理学includes non-verbal communication such as gestures and facial expressions.A possible divide within psycholinguistics is of those who style themselves COGNITIVE PSYCHOLINGUISTS are concerned above all with making inferences about the content of the human mindEXPERIMENTAL PSYCHOLINGUISTS are somewhat more concerned with empirical matters, such as speed of response to a particular word.In practice the two schools of thought often overlap, but extreme supporters of each way of thinking sometimes perceive the gap as being a large one.Major strands of psycholinguistic research:and acquisition language.Section one: Language ComprehensionQ1: What is language comprehension?Q2: What is mind? brain/thinking processQ3: How do you understand language?Language comprehension: How do people use their knowledge of language and how do they understand what they hear or read?(includes both text comprehension and speech comprehension, either of which involves several processes. It is important for the reader or listener to take account of the grammatical structure and the meaning of what is being presented. Meaning is extracted from text or speech by reliant what is presented to information stored in long-term memory. )1. Word recognition is the first step in understanding any message, which includes not only the recognition of meanings of the words, but also the information that determines the syntactic structure of the rest of the sentence.How do we recognize words?Cohort theory集群理论: hypothesizes that auditory word recognition begins with the formation of a group of words at the perception of the initial sound and proceeds sound by sound with the cohort of words decreasing as more sounds are perceived.Factors affect word recognition:Frequency effect频率效应:Recency effect 近期效应:Context 语境: semantic association network: which represents the relationships between various semantically related words.2. Lexical ambiguityTwo theories used to distinguish ambiguous words:a)All the meanings associated with the word are accessedAll meanings of ambiguous words are accessed and time has to be taken to decide among them.b)Only one meaning is accessed initiallyFrequency and context effects are important here.3. Syntactic processingPsycholinguists generally assume that the syntactic structure is built as soon as possible rather than waiting to see what the whole string of word is before deciding what structure it has.Sentence ambiguity may occur due toa)The ambifuity of individual words and the different possible ways that words canbe fit into phrasesb)The ambiguous catefory of some of the words in the sentenceGarden path花园小径:a phenomenon concerning certain ambiguous sentences. Garden path sentences are sentences that are initially interpreted with a different structure than they actually have.How do people decide which structure an ambiguous sentence has in sentence processing?Minimal attachment theory最小接触理论: an idea that people initially construct the simplest (or least complex) syntactic structure when interpreting the structure of sentences.Other analysis: such as the one based on pragmatic plausibility.4. Semantic and sentence memoryMemory representations are not syntactic under certain conditions (see the experiment P202, which indicate that the syntactic details of linguistic material are not usually stored for very long and that it is a representation of a sentence’s meaning which a subject has available in his memory under normal circumstances.) Assimilation theory: emphasis on the importance of background knowledge in “normal”situations where we might memorize linguistic material.5. Basic process in readinga)Eye movement: information is obtained from the text only during fixationsand not at all during saccades.(P204)b)The perceptual span感知时距:the range of letters from which usefulinformation is extracted.c)The immediacy assumption即时假定:A reader is supposed to carry out theprocesses required to understand each word and its relationship to previouswords in the sentence as soon as that word is encountered.Section Two Discourse话语/text语篇InterpretationQ1. What is schemata and reference drawing?Q2. What is text interpretation?Introduction:Discourse serves as a context, affecting sentence and word-level interpretation, tipping the interpretation of what would otherwise be ambiguous words or phrases in a certain direction.a)General context effects: occur all the time when our generalknowledge about the world influences language comprehension.b)Specific context effects: involve information obtained from earlierparts of a discourse.1.Schemata 图式and inference drawing推论Schemata: packets of stored knowledge, whicha)can vary considerably in the information they contain. from the verysimple to the very complexb)are frequently organized hierarchically; for example, in addition toa rather general restaurant schema or script, we probably also havemore specific restaurant schemata for different kinds ofrestaurant(e.g. fat-food places, up-market French restaurants, andson on).c)operate in a top-down or conceptually driven way to facilitateinterpretation of environmental stimuli.Inference drawing: Language comprehension frequently requires us to go far beyond the literal meanings of the sentences we read or her. Essential information is often only implied. So that it is necessary to draw inferences in order to understand fully what is intended.The inferences which people draw are stored in long-term memory along with information about the sentences actually presented (Bransford, Barclay. And Franks,1972)2.Story structure:Our comprehension of and memory for stories are highly “ selective”, inthe sense that we focus on the central theme of the story rather than onthe relatively unimportant details. According to Van Dijik and Kintsch(1983), a story is first of all processed so that the individual propositionsare extracted (theory of story processing). The propositions of a storyenter into a short-term working buffer of limited capacity. When thebuffer contains a number propositions, the reader or listener tries torelate them to each other in a coherent fashion . In general terms,subsequent ability to remember the propositions depends on the length oftime they spend in the working buffer. Those propositions which arehighly relevant to the main theme of a story tend to be stored for arelatively long time in the working buffer. Therefore, thematicinformation should be better remembered than non-thematic information.Section Three Language ProductionQ1. What is Language production?Q2. What are the means of Language production?Language production: is very definitely a goal-driven activity, in the sense that people speak and write in order to make friends, influence people, convey information, and so on, which include two forms of production, namely, speech production and writing.1.speech productionAccording to Garrett (1976; 1984), there are altogether 5 different levels ofrepresentation involved in speaking a sentence, and they occur in the following sequence:1)The message-level representation2)The functional-level representation3)The positional-level representation4)The phonetic-level representation5)The articulatory-level representationErrors which may support that notion that speakers engage in reasonableelaborate planning before beginning to speak:Spoonererism首音互换/slip of the tongue舌头打滑): the initial letter orletters of two words are transposedAnticipation error预期错误: occur when a word is spoken earlier in thesentence than it should be: (the school is at school)Exchange error交换错误:two items within a sentence are swapped. (this isthe happiest life of my day).The following error prove the sequence of 2nd and 3rd proposed byGarrett:(speakers decide on the grammatical structure of a proposedutterance in the functional-level representation, and then select theappropriate words to fit into that structure in the subsequent position-levelrepresentation)Morpheme-exchange errors: in which roots or basic forms of two words areswitched leaving the grammatical structure unchanged. (He has alreadytrunked two packs)2.Written languageAccording to Hayes and Flower (1986), writing essentially consists of threeinter-related processes:1)The planning process2)The sentence generation process3)The revision processQ: What are the factors that influence or determine the quality of the writingplan? (relevant knowledge about the topic to be written about, strategicknowledge: knowledge of the methods used in construction a writing plan inorder to make it coherent and well-organized)Q: Who use the following writing strategies respectively, knowledge-tellingstrategy and knowledge-transforming strategy?knowledge-telling strategy: simply write down everything children can thinkof tht is relevant to a topic without organizing the information in any way(Scardamalia and Bereiter, 1987)knowledge-transforming strategy: involves focusing on potential problemswithin the planning process ( Are the main points arranged in the mostlogical order”)Here are some more examples of garden path sentences. Can you figure out what the structure of these sentences is?1.The boat floated downstream sank.2.While Mary was mending the sock fell off her lap.3.The daughter of the King’s son admires himself.。

普通语言学 6-Syntax解析

普通语言学 6-Syntax解析

?
Syntax
pedago gy
• Syntax 来自古希腊语:sý ntaxis • 布局、陈列(“arrangement” or “setting out together”)
符号学中的 Syntax
• Morris (1938):符号学(semiotics)的三个分支
1. Syntactics: 符号之间的关系
NP
N’ 是介于名词 N 和名 词短语NP的中间层次
X-语杠
• X-语杠是大于中心语,小于短语(XP)的中间成分。 • X-语杠理论意味着每个短语都有中心语,即每个短语 都是一个向心结构(endocentric structure)。 • 这有别于传统结构语言学区分向心结构和离心结构( exocentric structure)的做法。
• 句子是理论/抽象单位,由语法界定。 正确/不正确 • 语段是物理单位,属于言语表达或运用的范畴。 合适/不合适
如何解决???
• 句子功能的区分:
1. 2. 3. 4. 陈述句(statement) 疑问句(question) 命令句(command) 感叹句(exclamation)
如何解决???
???
• 现代句法学的句子定义不再使用“思想” 这一抽象的概念。 • 例如:an apple 表达思想,但不是句子; He came late, because he overslept. 一个句子,两个思想。
Bloomfield
• 现代语言学的句子定义深受美国结构主义语言学影响。 • 语法中最大的语言单位 / 适用于句法规则的最大结构单 位。 • 一个独立的语言形式,不被任何语法结构包含在更大的 语言形式中(Bloomfield, 1933)。 • An independent linguistic form, not included by virtue of any grammatical construction in any larger linguistic form.

文体学整理

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 6 语用学

英语语言学 6 语用学
----H: Okay. (3) ▪ This seemingly incoherent conversation goes on successfully
because the speakers understand each other’s illocutionary acts: ▪ (1) Making a request of his wife to go and answer the phone. ▪ (2) A refusal to comply with the request; issuing a request of her husband to answer the phone instead. ▪ (3) Accepting the wife’s refusal and accepting her request, meaning “all right, I’ll answer it.”
▪ 言语行为一词源于哲学家J. L. Austin(1962)的著作,现
在用来指一种理论,该理论分析话语在人际交往中与说 话者和听话人的行为之间的关系。它旨在回答 “我们在 使用语言时究竟在做什么?”这个问题。
Two types of utterances
▪ Constatives (叙述话语) ---- statements that either state or describe, and are thus verifiable;
Some basic notions in Pragmatics
▪ Pragmatics vs. Semantics 语用学与语义学
▪ Context 语境
▪ Sentence meaning vs. utterance meaning 句子意义和话语意义

现代英语语言学理论 CHAPTER 6[精]

现代英语语言学理论 CHAPTER 6[精]
• PSYCHOLINGUISTICS is concerned primarily with investigating the psychological reality of linguistic structures.
• Less modestly, it sometimes also produces findings, which make their own mark on linguistic research, leading to the modification of theoretical ideas.
• A possible divide within psycholinguistics is of those who style themselves COGNITIVE PSYCHOLINGUISTS as opposed to EXPERIMENTAL PSYCHOLINGUIstics
• Questions: • 1. Why do we study Language? • 2. What is language? • 3. What is mind? • 4. What are the relationship between Language and mind?
6.2 Psycholinguistics
6.3 Language comprehension
• Language comprehension • word recognition, lexical ambiguity,
syntactic processing, semantic and sentence memory, basic processing in reading
• PSYCHOLINGUISTICS “proper” can perhaps be glossed as the storage, comprehension, production and acquisition of Language in any medium (spoken or written)

Chapter 6语言学

Chapter 6 Language Processing in Mind[I got the note of this chapter mostly from this blog of hjbbs, special thanks will go to this writer: /cxchun/archive/2006/07/27/391312.html– icywarmtea]6.1 Introduction1. Language is a mirror of the mind in a deep and significant sense.2. Language is a product of human intelligence, created a new in each individual byoperation that lie far beyond the reach of will or consciousness.3. Psycholinguistics “proper” can perhaps be glossed as the storage, comprehension,production and acquisition of language in any medium (spoken or written).4. Psycholinguistics is concerned primarily with investigating the psychological reality oflinguistic structures.5. The differences between psycholinguistics and psychology of language.Psycholinguistics can be defined as the storage, comprehension, production and acquisition of language in any medium (spoken or written). It is concerned primarily with investigating the psychological reality of linguistic structures.On the other hand, the psychology of language deals with more general topics such as the extent to which language shapes thought, and from the psychology of communication, includes non-verbal communication such as gestures and facial expressions.6. Cognitive psycholinguistics: Cognitive psycholinguistics is concerned above all withmaking inferences about the content of the human mind.7. Experimental psycholinguistics: Experimental psycholinguistics is mainly concernedwith empirical matters, such as speed of response to a particular word.6.1.1 Evidence1. Linguists tend to favor descriptions of spontaneous speech as their mainsource of evidence, whereas psychologists mostly prefer experimental studies.2. The subjects of psycholinguistic investigation are normal adults and childrenon the one hand, and aphasics----people with speech disorders-----on the other.The primary assumption with regard to aphasic patient that a breakdown insome part of language could lead to an understanding of which componentsmight be independent of others.6.1.2 Current issues1. Modular theory: Modular theory assumes that the mind is structured intoseparate modules or components, each governed by its own principles andoperating independently of others.2. Cohort theory: The cohort theory hypothesizes that auditory word recognitionbegins with the formation of a group of words at the perception of the initialsound and proceeds sound by sound with the cohort of words decreasing asmore sounds are perceived. This theory can be expanded to deal with writtenmaterials as well. Several experiments have supported this view of wordrecognition. One obvious prediction of this model is that if the beginningsound or letter is missing, recognition will be much more difficult, perhapseven impossible. For example: Gray tie------ great eye; a name-----an aim;an ice man-----a nice man; I scream-----ice cream; See Mable----seem able;well fare----welfare; lookout------look out ; decade-----Deck Eight;Layman------laymen; persistent turn------persist and turn3. Psychological reality: The reality of grammar, etc. as a purported account ofstructures represented in the mind of a speaker. Often opposed, in discussionof the merits of alternative grammars, to criteria of simplicity, elegance, andinternal consistency.4. The three major strands of psycholinguistic research:(1) Comprehension: How do people use their knowledge of language, andhow do they understand what they hear or read?(2) Production: How do they produce messages that others can understand inturn?(3) Acquisition: How language is represented in the mind and how languageis acquired?6.2 Language comprehension6.2.1 Word recognition1. An initial step in understanding any message is the recognition of words.2. One of the most important factors that effects word recognition is howfrequently the word is used in a given context.3. Frequency effect: describes the additional ease with which a word is accesseddue to its more frequent usage in the language.4. Recency effect: describe the additional ease with which a word is accesseddue to its repeated occurrence in the discourse or context.5. Another factor that is involved in word recognition is Context.6. Semantic association network represents the relationships between varioussemantically related words. Word recognition is thought to be faster whenother members of the association network are provided in the discourse.6.2.2 Lexical ambiguity1. lexical ambiguity: ambiguity explained by reference to lexical meanings: e.g.that of I saw a bat, where a bat might refer to an animal or, among others,stable tennis bat.2. There are two main theories:(1) All the meanings associated with the word are accessed, and(2) only one meaning is accessed initially. e.g.a. After taking the right turn at the intersection….“right” is ambiguous: correct vs. rightwardb. After taking the left turn at the intersection…“left” is unambiguous6.2.3 Syntactic processing1. Once a word has been dentified , it is used to construct a syntactic structure.2. As always, there are cinokucatuibs due to the ambiguity of individual wordsand to the different possible ways that words can be fit into phrases.Sometimes there is no way to determine which structure and meaning asentence has.e.g. The cop saw the spy with the binoculars. “with the binoculars” isambiguity(1) the cop employed binoculars in order to see the spy.(2) it specifies “the spy has binoculars.”3. Some ambiguities are due to the ambiguous category of some of the words inthe sentence.e.g. the desert trains, trains (培训;列车)the desert trains man to be hardly. 沙漠使人坚韧。

胡壮麟语言学课件Chapter 6_cognition


2.3 Language production
A: Would you like a coffee?
B: Yes, please.
… B: No and no. A: Right.
Ambiguity
More than one interpretation.
1. 2. 3.
Lexical / semantic ambiguity Grammatical / syntactic ambiguity Pragmatic ambiguity
Three-word-utterance stage


Give doggie paper.
Put truck window. Tractor go floor.
Fluent grammatical conversation stage

Embed one constituent inside another

John painted the car in the garage.
Reasons for ambiguity
expected patterns of things.
[RESTAURANT] Schema:
Entering, ordering, eating and exiting.
Entering Scene:
The customer enters a restaurant,
looks for a table, decides where to sit, walks to the table…
Chapter Six Language and Cognition
1. What is Cognition?

英语文体学Chapter-3-Surface-Structure-Deviation

meaning.
3.2 Graphological Deviation
Example 6
L(a le af fa ll s) one l iness
The visual effect of this poem is obvious. The lines of poetry imitate the falling of a leaf in late autumn, which is suggestive of the meaning of ‘loneliness’.
3.1 Phonological Deviation
❖3.1.2 Mispronunciation & Sub-Standard Pronunciation
❖E.g. T. Dreiser, Sister Carrie An old Irish woman ye → you murthering → murdering divil → devil thafe → thief
❖The use of mispronunciation and substandard pronunciation may help to vividly describe a character. And substandard language is perceived as more forceful, more direct in expression for standard language is perceived as more civilized, more educated than the substandard one, and sometimes more indirect.
the
Apocope

(完整word版)语言学第六章之后

Chapter 6 Language and Cognition1. 语言与认知6.1.What is Cognition认知?a.Mental processes, information processingb.Mental process or faculty of knowing,including awareness,perception, reasoning, and judgment.2.The formal approach:形式法structural patterns, including the study of morphological, syntactic, and lexical structure.The psychological approach心理法: language from the view of general systems ranging from perception, memory, attention, and reasoning.The conceptual approach:认知法:how language structures (processes & patterns) conceptual content.6.2.Psycholinguistics心理语言学The study of the relationships between linguistic behavior and mental activity.6.2.1 Language acquirement 语言习得①Holophrastic stage独词句阶段Two word stage双词句阶段Stage of three-word utterances三词句阶段④Fluent grammatical conversation stage6.2.2 Language comprehension理解Mental lexicon(心智词库):information about the properties of words, retrievable when understanding language For example, we may use morphological rules to decompose a complex word like rewritable the first few times we encounter it and after several exposures we may store and access it as a unit or word. It means that frequency of exposure determines our ability to recall stored instances Connectionism(连结主义): readers use the same system of links between spelling units and sound units to generate the pronunciations of written words like tove and to access the pronunciations of familiar words like stove, or words that are exceptions to these patterns, like love.Similarity and frequency play important roles in processing and comprehending language, with the novel items being processed based on their similarity to the known onesWord recognition单词识别: recognition of spoken words and printed ones.Cohort theory:集群模型Marslen-Wilson & Welsh (1978)The first few phonemes of a spoken word activate a set of word candidates that are consistent with the input. Eg. To an instruction” pick up the candle”, listeners sometimes glances first at a picture of a candy.Interactive model:交互模型Higher processing levels have a direct, “top-down” influence on lower levels. Lexical knowledge can affect the perception of phonemes. eg.In certain cases, listeners’ knowledge of words can lead to the inhibition of certain phonemes; in other cases, list eners continue to “hear” phonemes that have been removed from the speech signal and replaced by noise.Race model:竞争模型Pre-lexical route: computes phonological information from the acoustic signal Lexical route: the phonological information associated with a word becomes available when the word itself is accessed eg.listeners use phonotactic information such asthe fact that initial /tl/ is illegal in English to help identify phonemes and word boundaries.Factors involved in word recognition: ?Frequency effect: the ease with which a word is accessed due to its more frequent usage in the L.Recency effects: the ease with which a word is accessed due to its repeated occurrence in the discourse or context.Cotext: We recognize a word more readily when the preceding words provide an appropriate context for it.Lexical ambiguity词法多义性eg.My friend drove me to the bank. Comprehension of sentences句子的理解Serial models串行模型: the sentence comprehension system continually and sequentially follows constraints of a langu age’s grammar. Describe how the processor quickly constructs one or more representations of a sentence based on a restricted range of information that is guaranteed to be relevant to its interpretation, primarily grammatical information.Parallel models:并行模型emphasize that the comprehension system is sensitive to a vast range of information, including grammatical, lexical, and contextual, as well as knowledge of the speaker/writer and of the world in general. Describe how the processor uses all relevant information to quickly evaluate the full range of possible interpretations of a sentence.Structural factors in comprehension理解中的结构因素Comprehension of written and spoken language can be difficult because it is not always easy to identify the constituents (phrases) of a sentence and the ways in which they relate to one another. Minimal attachment最小配属: the “structurally simpler”--structural simplicity guides all initial analyses in sentence comprehension. Eg. The second wife will claim the inheritance belongs to her.Garden path sentences花园小径eg The horse raced past the barn fell. Fat people eat accumulates.Lexical factors in comprehension词汇因素The human sentence processor is primarily guided by information about specific words that is stored in the lexicon. eg.The salesman glanced at a/the customer with suspicion/ripped jeans.Syntactic ambiguity句法歧义Different possible ways in which words can be fit into phrases.Ambiguous category of some of the words in the sentence. Eg. John painted the car in the garage.Comprehension of text语篇理解Resonance model:共振模型information in long-term memory is automatically activated by the presence of material that apparently bears a rough semantic relation to it.Discourse interpretation 语篇理解Schemata and drawing inferencesSchema:图式a pre-existing knowledge structure in memory typically involving the normal expected patterns of things. eg.The customer enters a restaurant, looks for atable, decides where to sit, walks to the table…nguage production语言的生成(1)Access to words语言提取:步骤1.Conceptualization: what to express Word selection: a competitive process 2.:select a word that corresponds to the chosen concept. 3.: Morpho-phonological encoding: begins with the retrieval of all competitors.(2)Generation of sentences句子的生成1.Conceptual preparation概念准备: deciding what to say – a global plan is needed2.Word retrieval and application of syntactic knowledge3.Processes of sentence generation4.Functional planning: assigning grammatical functions Positional encoding: getting into positions for each unit(3) Written language production:similar to those in the production of spoken language. A major different is that, once a syntactic lexicon unit and its morphological representation have been accessed, it is the orthographic rather than the phonological form that must be retrieved and produced.6.3 Cognitive Linguistics认知语言学Cognition is the way we think. Cognitive linguistics is the scientific study of the relation between the way we communicate and the way we think.6.3.1 Construal and construal operations识解及操作Construal识解: the ability to conceive and portray the same situation in different ways(1) Attention / salience 注意力,突显: the operations grouped under salience have to do with our direction of attention towards something that is salient to us. eg. We drove along the road.(2)Judgment / Comparison 判断,对比: the construal operations of it have to do with judging something by comparing it to something else. eg.There’s a cat[figure] on the mat[ground](3). Perspective/ situatedness 视点,观察者位置: we view a scene in terms of our situatedness. It depends on two things : 1. Where we are situated in relation to the scene we’re viewing. 2. How the scene is arranged in relation to our situatedness. Eg. My bike is in front of the car.6.3.2 Categorization范畴化The process of classifying our experiences into different categories based on commonalities and differences.Three levels: basic level superordinate level subordinate level.6.3.3 Image Schema意象图式Johnson, Mark.An image-schema is a “skeletal” mental representation of a recurrent pattern of embodied (especially spatial or kinesthetic) experience.1.A center-periphery schema 中心-边缘图式The structure of an apple2.A containment schema 容器图示human bodies as containers3.A Cycle schema 循环图示Days Weeks4.A Force schema 力图示Physical: Wind, Gravity5. A link schema 连接图式6. A part-whole schema 部分-整体图式7. A path schema 路径图式8. A scale schema 标量图式9. A verticality schema 垂直图式6.3.4 Metaphor隐喻George Lakoff and Mark JohnsonMetaphors are actually cognitive tools that help us structure our thoughts and experiences in the world around us. Metaphor is a conceptual mapping, not a linguistic one, from one domain to another, not from a word to another.Target domain 目标域- what is actually being talked about.Source domain 源域- the domain used as a basis for understanding targetEg Time is money. The target domain,time,is conceptualized in terms of the source domain of money.1. Ontological metaphors实体隐喻means that human experiences with physical objects provide the basis for ways of viewing events,activities, emotions, ideas, etc., as entities and substances. Eg. Inflation is lowering our standard of living2. Structural Metaphor 结构隐喻Provides rich highly structured, clearly delineated source domain to structure target domain. eg.He attacked every weak point in my argument.3. Orientational Metaphor方位隐喻Gives a concept a spatial orientation eg MORE IS UPadding more of a substance, and perceiving the level of the substance rise.6.3.5 Metonymy转喻is defined as a cognitive process in which the vehicle provides mental access to the target within the same domain. idealized cognitive models (ICMs) by LakoffOn the basis of the ontological realms, we may distinguish three categories:the w orld of “concept” the world of “form” the world of “things” and “events”(1)Whole ICM and its part(s) 整体与部分间的转喻:(i) Thing-and-Part ICM事物及部分转喻eg. America for “United States” (ii) Scale ICM标量转喻eg, How old are you? for “what is your age? (iii) Constitution ICM. 构成转喻eg.: wood for “forest” (iv) Event ICM. 事件转喻Eg.Bill smoked marijuana. (v) Category-and-Member ICM. 范畴及范畴成员转喻Eg .the pill for “birth control pill”(vi)Cateory-and-Property ICM.范畴及属性转喻Eg. blacks for “black people”(vii) Reduction ICM 压缩转喻eg.crude for “crude oil”(2) Parts of an ICM 部分与部分间的转喻(i) Action ICM. 行为转喻eg.o author a new book (ii) Perception ICM.知觉转喻eg.sight for “thing seen (iii) Causation ICM. 因果转喻eg.slow road for “slow traffic resulting from the poor state of the road (iv)Production ICM.生产转喻eg.I’ve got a Ford for “car” (v) Control ICM控制转喻eg.The Mercedes has arrived. (vi) Possession ICM 领属转喻eg.He married money for “person with money”(vii) containment ICM容器转喻(viii)Location ICMs 地点转喻(ix)Sign and Reference ICMs符号和指代转喻6.3.6 Blending Theory整合理论 1.Cross-Space Mapping跨空间映射 2.Generic Space 类属空间3.Blend整合 4.Emergent Structure层创结构Chapter 7 Language, Culture, and Society7.1 Language and culture语言和文化7.1.1 How does language relate to cultureIn 20th century, "culture" emerged as a concept central to anthropology (the study of humanity ), encompassing all human phenomena that are not purely results of human geneticsLondon School伦敦学派:Malinowski马林诺夫斯基: The meaning of a word greatly depends upon its occurrence in a given contextEthnography of communication交际民族学:1.speech community言语社团2.situation, event and act 场景,事件,行为3.SPEAKING(situation,participants,ends,act,sequence,key,instrumentalities,norms,ge nres)Speech community言语社团: a group of people who form a community, and share the same language or a particular variety of languageTheory of the context of situation(情景语境理论)J. R. Firth (1890-1960):A.The relevant features of the participants, persons, personalities.1.The verbal言语action of the participants2.The non-verbal action of the participantsB.The relevant objects.C.The effects of the verbal action.“who speaks what to whom and when and to what end”Halliday: Study language from a social semiotic or interactional perspective Functional interpretation of grammar as a resource for meaning potential Linguistic model in the study of literature7.1.2 Sapir-Whorf Hypothesis萨丕尔-沃尔夫假设: Our language helps mould our way of thinking and, consequently, different languages may probably express speakers’ unique ways of understanding the world.Linguistic determinism(语言决定论) Linguistic relativity (语言相对论)The strong version(强式说): The weak version (弱式说):7.1.3.Case studies个案研究Kaplan(1966): The structural organization of a text tends to be culturally specific. Nida(1998): Words are sometimes “idiomatically-governed” and “culturally-specific”.7.1.4 To which extent Do we need culture in our linguistic studyA study of linguistic issues in a cultural setting can greatly promote our understanding of motivation and directionality in language change.7.1.5 Culture in Language Teaching Classroom文化在语言学习中的重要作用:A. To get the students familiar with cultural difference.B. To help the students transcend their own culture and see things as the members of the target culture will.C. To emphasize the inseparability of understanding language and understanding culture through various classroom practices.7.2. Language and Society7.2.1 How does language relate to society? Linguistics as a MONISTIC or AUTONOMOUS PURSUIT of an independent science 一元性或自治性Linguistics as a DUALISTIC inquiry 二元性A situationally and socially variationist perspectiveA maxim in sociolinguistics: “You are what you say.” (尔即尔所言)WOMEN REGISTER 女性语域LINGUISTIC SEXISM 语言性别歧视现象7.2.3 What should we know more about sociolinguistics?社会语言学的重要作用Sociolinguistics:社会语言学an interdisciplinary study of language use, attempts to show the relationship between language and society.7.2.4 What implications can we get from sociolinguistics?社会语言学的重要启示:sociolinguistics’ contributions: 1. It has contributed to a change of emphasis in the content of language teaching. 2. …innovations in materials and activities for the classroom. 3.…a fresh look at the nature of language development and use. 4.…a more fruitful research in this field.applied sociolinguistics 应用社会语言学In language classrooms In law courts In clinic settings7.3 Cross-cultural Communication 跨文化交际What should we know all about cross-cultural communication? 1.Try to look at things from other persons’ point of view 2.Try to sense their feeling to a given issue 3.Try to understand their way of knowing the world7.3.2 Case studies 个案研究When in Rome do as the Romans do Put yourself in other’s shoesOne culture’s meat is another culture’s poison Honesty and sincerity are key points to mutual understanding.Chapter 8 Language in Use语言的使用What is pragmatics语用学? What’s the difference between pragmatics and semantics 语义学?Pragmatics is the study of the use of language in communication, particularly the relationships between sentences and the contexts and situations in which they are used. Pragmatics includes the study of :(1) H ow the interpretation and use of utterances depends on knowledge of the real world;(2)How speakers use and understand speech acts;(3) How the structure of sentences is influenced by the relationship between the speaker and the hearer.Pragmatics is sometimes contrasted with semantics, which deals with meaning without reference to the users and communicative functions of sentences.8.1 Speech act theory言语行为理论8.1.1 Performatives and constatives施为句和叙事句1. Performative: In speech act theory an utterance which performs an act, such as Watch out (= a warning).2. Constative: An utterance which asserts something that is either true or force. E.g. Chicago is in the United States.3. Felicity conditions of performatives施为句的条件:(1) There must be a relevant conventional procedure, and the relevant participants and circumstances must be appropriate.(2) The procedure must be executed correctly and completely.(3) Very often, the relevant people must have the requisite thoughts, feelings and intentions, and must follow it up with actions as specified.8.1.2 A theory of the illocutionary act会话含义理论1. What is a speech act言语行为?A speech act is an utterance as a functional unit in communication. In speech act theory, utterances have two kinds of meaning.Propositional meaning (locutionary meaning)命题意义: This is the basic literal meaning of the utterance which is conveyed by the particular words and structures which the utterance contains.Illocutionary meaning (illocutionary force)言外之意: This is the effect the utterance or written text has on the reader or listener.A speech act which is performed indirectly is sometimes known as an indirect speech act, such as the speech act of the requesting above. Indirect speech acts are often felt to be more polite ways of performing certain kinds of speech act, such as requests and refusals.2. Locutionary act言内行为: A distinction is made by Austin in the theory of speech acts between three different types of acts involved in or caused by the utterance of a sentence. A locutionary act is the saying of something which is meaningful and can be understood.3. Illocutionary act言外行为: An illocutionary act is using a sentence to perform a function.4. Perlocutionary act言后行为: A perlocutionary act is the results or effects that are produced by means of saying something.8.2 The theory of conversational implicature会话含义理论8.2.1 The cooperative principle合作原则1.Cooperative principle refers to the “co-operation” between speakers in using the maxims during the conversation. There are four conversational maxims会话准则:(1) The maxim of quantity数量:a. Make your contribution as informative as required.b. Don’t make your contribution more informative than is required.(2) The maxim of quality质量: Try to make your contribution one that is true.a. Don’t say what you believe to be false.b. Don’t say that for which you lack adequate evidence.(3) The maxim of relation关系: Say things that are relevant.(4) The maxim of manner方式: Be perspicuous.a. Avoid obscurity of expression.b. Avoid ambiguity.c. Be brief.d. Be orderly.2. Conversational implicature言外之意: The use of conversational maxims to imply meaning during conversation is called conversational implicature.8.2.2 Violation of the maxims准则的违反1. Conversational implicature言外之意In real communication, the intention of the speaker is often not the literalmeaning of what he or she says. The real intention implied in the words is called conversational implicature.r the speakers’ intention through the words.8.2.3 Characteristics of implicature含义的特征:1. Calculability可推导性2.Cancellability / defeasibility可取消性3. Non-detachability不可分离性4.Non-conventionality非常规性8.3 Post-Gricean developments后格莱斯时期的发展8.3.1 Relevance theory关联理论Every act of ostensive communication communicates the presumption of its own optimal relevance.8.3.2 The Q- and R-principles Q原则和R原则The Q-principle is intended to invoke t he first maxim of Grice’s Quantity, and the R-principle the relation maxim, but the new principles are more extensive than the Gricean maxims.The definition of the Q-principle (hearer-based基于听话人) is:(1) Make your contribution sufficient 你的话要充分(cf. quantity);(2) Say as much as you can (given R在符合R原则的前提下).The definition of the R-principle (speaker-based) is:(1) Make your contribution necessary (cf. Relation, Quantity-2, Manner);(2) Say no more than you must (given Q)8.3.3 The Q-, I- and M-principles数量原则,信息量原则和方式原则Q-principle:Speaker’s maxim准则: Do not provide a statement that is informationally weaker than your knowledge of the world allows, unless providing a stronger statement would contravene the I-principle.I-principleSpeaker’s maxim: the maxim o f minimization最小化原则Say as little as necessary, i.e. produce the minimal linguistic information sufficient to achieve your communicational ends.Recipient’s corollary: the enrichment ruleAmplify the informational content of the speaker’s utterance, by fin ding the most specific interpretation, up to what you judge to be the speaker’s m-intended point.M-principleSpeaker’s maxim: Do not use a prolix冗长的, obscure模糊的or marked显著的expression without reason.Recipient’s corollary: If the speaker used a prolix or marked expression M, he did not mean the same as he would have, had he used the unmarked expression U –specifically he was trying to avoid the stereotypical associations and I-implicatures of U.Chapter 9 Language and Literature9.1 Theoretical background概述1. Style: Style refers to variation in a person’s speech or writing or a particular person’s use of speech or writing at all times or to a way of speaking or writing at a particular period of time.2. Stylistics文体学: According to H. G. Widdowson, stylistics is the study of literary discourse from a linguistic orientation. He treated literature as discourse, thus adopting a linguistic approach. This brings literature and linguistics closer.9.2 Some general features of the literary language文学语言的一些普遍特征9.2.1Foregrounding and grammatical form前景化和语法格式1. Foregrounding前景化: Foreground refers to the part of a scene nearest to the viewer, or figuratively the most noticeable position. Foregrounding means to put something or someone in the most essential part of the description or narration, other than in a background position.2. In literary texts, the grammatical system of the language is often exploited, experimented with, or made to “deviate from other, more everyday, forms of language, and as a result creates interesting new patterns in form and in meaning.9.2.2 Literal language and figurative language字面语言和比喻语言1. Literal language: The first meaning for a word that a dictionary definition gives is usually called literal meaning.2. Figurative language: A. k. a. trope, which refers to language used in a figurative way for a rhetorical purpose.We can use some figures of speech such as simile, metaphor, metonymy, synecdoche, etc.Simile明喻:a way of comparing one thing with another, of explaining what one thing is like by showing how it is similar to another thing, and it explicitly signals itself in a text, with the words as or like.Metaphor暗喻:like a simile, also makes a comparison between two unlike elements; but unlike a simile, this comparison is implied rather than stated.Metonymy转喻:means a change of nameSynecdoche提喻:is usually classed as a type of metonymy. It refers to using the name of part of an object to talk about the whole thing, and vice versa.9.2.3 The analysis of literary language文学语言的分析9.3 The language in poetry诗歌语言9.3.1 Sound patterning语音模式9.3.2 Different forms of sound patterning不同形式的语音模式1. Rhyme押韵(end rhyme): The last word of a line has the same final sounds as the last word of another line, sometimes immediately above or below, sometimes one or more lines away (cVC).2. Alliteration头韵: The initial consonants are identical in alliteration (Cvc).3. Assonance准押韵: Assonance describes syllables with a common vowel (cVc).4. Consonance辅押韵: Syllables ending with the same consonants are described as having consonance (cvC).5. Reverse rhyme反韵: Reverse rhyme describes syllables sharing the vowel and initial consonant (CVc).6. Pararhyme压副韵: Where two syllables have the same initial and final consonants, but different vowels, they pararhyme (CvC).7. Repetition反复: A complete match of the syllable (CVC).9.3.3 Stress and metrical patterning重音和韵律模式1. Iamb抑扬格: An iambic foot contains two syllables, an unstressed syllable followed by a stressed one.2. Trochee扬抑格: A trochaic foot contains two syllables as well, but in this case, the stressed syllable comes first, followed by an unstressed syllable.3. Anapest抑抑扬格: An anapestic foot consists of three syllables; two unstressed syllables are followed by a stressed one.4. Dactyl扬抑抑格: A dactylic foot is similar to anapest, except reversed –a stressed syllable is followed by two unstressed ones.5. Spondee扬扬格: A spondaic foot consists of two stressed syllables; lines of poetry rarely consist only of spondees.6. Pyrrhic抑抑格: A pyrrhic foot consists of two unstressed syllables.7. Metrical patterning韵律模式(2) Dimeter (3)Trimeter (4)Tetrameter (5)Pentameter (6) Hexameter(7)Heptameter (8)Octameter9.3.4 Conventional forms of meter and sound传统的韵律模式和语音模式1.Couplets对句: Couplets are two lines of verse, usually connected by a rhyme.2.Quatrains四行诗: Stanzas of four lines, known as quatrains, are very common in English poetry.3.Blank verse无韵诗: Blank verse consists of lines in iambic pentameter which do not rhyme.9.3.5The poetic functions of sound and meter语音和韵律在诗歌中的功能:1. For aesthetic pleasure2. To conform to a convention / style / form3. To express or innovate with a form4. To demonstrate technical skill, and for intellectual pleasure5. For emphasis or contrast6. Onomatopoeia拟声现象9.3.6 How to analyze poetry?如何分析诗1. Read a poem more than once.2. Keep a dictionary and use it. Other reference books will also be invaluable. A good book on mythology and a Bible.3. Read so as to hear the sounds of the words in your mind. Poetry is written to be heard: its meanings are conveyed through sound as well as through print. One should read a poem as slowly as he can. Lip reading is a good habit.4. Always pay careful attention to what the poem is saying. One should make an effort to follow the thought continuously and to grasp the full implications and suggestions.5. As aids to the understanding of a poem, we may ask some questions about.(1) Who is the speaker and what kind of person is he?(2) To whom is he speaking? What kind of person is he?(3) What is the occasion?(4) What is the setting in time (time of day, season, century)?(5) What is the setting in place (in doors or out, city or country, nation)?(6) What is the central purpose of the poem?9.4 The language in fiction小说中的语言9.4.1 Fictional prose and point of view小说与视角1.First-person narrator (I-narrator)叙述者: The person who tells the story may also bea character in the fictional world of the story, relating the story after the event. In this case, the critics call the narrator a first-person narrator or an I-narrator because when the narrator refers to himself or herself in the story the first person pronoun “I” is used.2.Third-person narrator第三人称叙述者: If the narrator is not a character in the fictional world, he or she is usually called a third-person narrator, because reference to all the characters in the fictional world of the story will involve the use of the third-person pronouns, he, she, it or they.3.schema-oriented language图式语言4.Deixis指示功能: A term for a word or phrase which directly relates an utterance toa time, place, or a person.9.4.2 Speech and thought presentation言语和思维的表达1. Speech presentation言语的表达:(1) Direct speech (DS)直接引语: A kind of speech presentation in which the character said in its fullest form.(2) Indirect speech (IS)间接引语: A kind of speech presentation in which the speaker’s words are not reported as they were actually said.(3) Free indirect speech (FIS)自由间接引语: A further category which is an amalgam of direct and indirect speech features.(4) Narrator’s representation of speech acts (NRSA)叙述者对言语行为的表达: A minimalist kind of presentation in which a part of passage can be seen as a summary of a longer piece of discourse, and therefore even more back-grounded than indirect representation would be.(5) Narrator’s representation of spee ch (NRS)叙述者对言语的表达: A possibility of speech presentation which is more minimalist than narrator’s representation of speech acts, namely a sentence which merely tells us the speech occurred, and which does not even specify the speech acts involved.2.Thought presentation思维的表达(1) Direct thought (DT)直接思维: Direct thought tends to be used for presenting conscious, deliberative thought. E.g. “He will be late,” she thought.(2) Indirect thought (IT)间接思维: A kind of categories used by novelists to represent the thoughts of their characters are exactly as that used to present indirect speech. E.g. She thought that he would be late.(3) Free indirect thought (FIT)自由间接思维: A kind of mixture of direct and indirect features. E.g. He was bound to be late!(4) Narrator’s rep resentation of thought acts (NRTA): A kind of categories used by novelists to represent the thoughts of their characters is exactly as that used to present speech acts. E.g. She considered his unpunctuality.(5) Narrator’s representation of speech (NRS): A possibility of speech presentation which is more minimalist than narrator’s representation of speech acts, namely a sentence which merely tells us the speech occurred, and which does not even specify。

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Chapter 6 Syntactic Overregularity Syntactic overregularity in literature is revealed mainly in the repetition ofcertain linguistic units of a text and in parallelism, where some features varywhile others are kept constant. Let us examine each of these phenomena. 6.1 Repetition All the overregular features in literature are, in some sense, repetitious.The term repetition, therefore, is restricted to mean the case of exact copyingof a certain previous unit in a text, such as a word, phrase or even a sentence(Leech, 1969). 6.1.1 Immediate Repetition Repetition may be immediate, i. e. the repeated unit immediately followsthe initial unit. Take this stanza in a Dylan Thomas' poem for example. (1) Do not go gentle into that good night, Old age should burn and rave at close of day, Rage, rage against the dying of light. (Do not Go Gentle into that Good Night) The lexical item rage in the last line of the stanza is repeated immediately.If we read the whole poem through, we may actually find that the last line ofthis stanza is the second refrain of the poem, and rage appears eight times inthis poem. This fact shows that great emphasis is laid on the item, and also onthe whole line which expresses the central theme of the poem: one shouldstruggle violently against death. It should also be noted that the vowel sound/ei/ is in assonance with the /ei/ sound in the preceding line. Hence, therepetition serves to combine the lines together and to give unity to the ideaexpressed. Another example of immediate repetition is found in a beautifully writtenpoem partly quoted below. (2) Gold! Gold! Gold! Gold! Bright and yellow, hard and cold, Molten, graven, hammer'd and roll'd, Heavy to get and light to hold. (Thomas Hood) What is most striking about these lines is that the word Gold is repeatedfour times. Reinforced by the capitalization of the first letter of the word andthe exclamation mark "!", the word attracts much attention to itself. Instead ofbeing monotonous and redundant, the repetition here shows the poet's greatintensity of feeling when talking about gold. Now let us consider a poem where a whole line is immediately repeated. (3) The woods are lovely, dark, and deep, But I have promises to keep, And miles to go before I sleep, And miles to go before I sleep. (R. Frost, Stopping by Woods on a Snowy Evening) The repetition of the line makes the reader think hard about what itactually means. When he does so, he may realize that the line is probablymetaphorical in nature. One possible interpretation he might arrive at is that'there is a long way to go before I die'. The repetition also shows that thespeaker is rather weary of the journey he takes. 6.1.2 Intermittent Repetition Another type of repetition is intermittent repetition, known as ploce intraditional rhetoric. The following is a good example of this kind. (4) O, how that name befits my composition, Old Gaunt indeed, and gaunt in being old. (Shakespeare, Richard Ⅱ) What is interesting about this case is that the second occurrence of thelexical item gaunt is used ambiguously. Here the speaker, John of Gaunt, ispunning on his own name. The repetition here vividly captures the emotionalstate of the speaker: his utter despair at his old age and at his healthcondition. Now, let us consider another example of intermittent repetition. (5) Not many lives, but only one have we; One, only one. (Anonymous, Only One Life) The word one is repeated intermittently three times and the word onlytwice. This greatly emphasizes the fact that there is only one life for a personand suggests that one should really treasure it.

6.2 Parallelism Parallelism means exact repetition in equivalent positions. It differs fromsimple repetition in that the identity does not extend to absolute duplication.It "requires some variable feature of the pattern - some contrasting elementswhich are 'parallel' with respect to their position in the pattern" (Leech, 1969:66). Various cases of parallelism have been traditionally classified according tothe position of the identical elements. For example, the type of parallelismwhose identical part is in the initial position has been given the label'anaphora'. However, we will not include this classification here for webelieve that it is not very helpful for interpreting literary works. What we willdo instead is classify parallelism into two major types according to its size -large-scale parallelism and small-scale parallelism - and discuss the rhetoricalfunctions of each of the types. 6.2.1 Large-scale Parallelism By large-scale parallelism we mean the kind which consists of more thantwo juxtaposed units. Look at the example in the following poem byWordsworth. (6) My Heart Leaps Up My heart leaps up when I behold A rainbow in the sky, So was it when my life began; So is it now I am a man; So be it when I shall grow old, Or let me die! The Child is father of the Man; And I could wish my days to be Bound each to each by natural piety. In this poem, the poet has successfully expressed his great reverence fornature which goes beyond the bounds of the past, present and future. Thetheme is brought out chiefly by the parallelism which exists in lines 3, 4 and5. Firstly, the sameness of structure implies the sameness in meaning. Thisshows that the speaker hopes that his response to seeing a rainbow remainsthe same throughout his life. Secondly and more importantly, the emotionalfeeling expressed gets stronger after each juxtaposed unit, reaching its climaxin the final parallel unit. Reinforced by the imperative mood and the meaningof the line following it, line 5 most effectively expresses the speaker's strongdetermination for continuing to hold a deep love and respect for nature. A point needs to be made at this juncture. That is, the climax is usuallymarked by a slight change in the pattern. This point can be furtherdemonstrated by an example from Shakespeare. (7) If you prick us, do we not bleed? If you tickle us, do we not laugh? If you poison us, do we not die?

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