英語文體學(xué)教程

前言

　　在中國外語教學(xué)中，從初中到高中到大學(xué)，由于缺乏自然語境，沒有評判所用語言是否可行的標(biāo)準(zhǔn)，各種各樣的規(guī)則就成為評價的標(biāo)準(zhǔn)，如語法規(guī)則、發(fā)音規(guī)則、組詞規(guī)則。這些規(guī)則只是表現(xiàn)了語言運(yùn)用的一般規(guī)律，但沒有把語境和交際目的等考慮在內(nèi)，由此就出現(xiàn)了把各種規(guī)則泛化的現(xiàn)象：在任何語境中，只要所用的語言違反了語法規(guī)則，就被視為錯誤。這樣，語法規(guī)則、發(fā)音規(guī)則、組詞規(guī)則等就慢慢成為規(guī)定性的了。雖然在最近的20多年中，隨著情景教學(xué)法、交際教學(xué)法等的發(fā)展，以語法規(guī)則為標(biāo)準(zhǔn)的外語教學(xué)法受到了挑戰(zhàn)，但以語法規(guī)則、發(fā)音規(guī)則、組詞規(guī)則等為標(biāo)準(zhǔn)的外語教學(xué)仍然占主流地位?！　‰m然現(xiàn)在我國外語學(xué)習(xí)的條件發(fā)生了很大的變化，但沒有外語學(xué)習(xí)的環(huán)境的現(xiàn)象難以得到真正改變。用什么方法來解決外語學(xué)習(xí)中的這一難題呢?通過學(xué)習(xí)文體學(xué)的理論和方法，把文體學(xué)的基本出發(fā)點(diǎn)和研究范圍納入外語學(xué)習(xí)實(shí)踐，可以提高學(xué)生外語學(xué)習(xí)的效果?！　τ诖髮W(xué)生，特別是高年級大學(xué)生，文體學(xué)是必學(xué)課程。在這個階段，學(xué)生已經(jīng)掌握了大量的語料，有了許多感性認(rèn)識，但缺乏理論的指導(dǎo)、思路的開闊。文體學(xué)可以在一定程度上幫助學(xué)生改變這種現(xiàn)狀。那么，文體學(xué)為什么會有這種功效呢?　　首先，從文體學(xué)和語言學(xué)的關(guān)系上講，文體學(xué)有其自己的特點(diǎn)。從語言學(xué)的角度講，文體學(xué)是語言學(xué)的一個分支，研究語言的某個方面，即它所表現(xiàn)出來的某些特點(diǎn)，而語言學(xué)是對語言整體的研究。但從文體學(xué)的角度講，它是一個特殊的、跨學(xué)科的學(xué)科。它不僅把文學(xué)和語言學(xué)聯(lián)系起來，還可以把語言學(xué)和許多與語言相關(guān)的學(xué)科聯(lián)系起來，如社會語言學(xué)、心理語言學(xué)、話語分析、會話分析、批評話語分析、體裁研究、符號學(xué)等。這也顯示了文體學(xué)研究的獨(dú)特特點(diǎn)。同時，文體學(xué)和語言學(xué)在研究重點(diǎn)上是有區(qū)別的。語言學(xué)以語法作為研究的中心，把組詞造句作為研究的主要對象，同時它也以聚合關(guān)系作為研究的重點(diǎn)，無論形式主義還是功能主義都是如此。索緒爾就把研究的重點(diǎn)放在“語言”上，認(rèn)為話語不是語言學(xué)家應(yīng)該研究的，喬姆斯基也把語言能力作為研究的中心，不考慮語言行為，而功能主義的主要流派——系統(tǒng)功能語言學(xué)也把研究的重點(diǎn)放在系統(tǒng)上，認(rèn)為語言的系統(tǒng)是第一性的，而結(jié)構(gòu)是第二性的，所以它常被稱為系統(tǒng)語法，或系統(tǒng)語言學(xué)。而文體學(xué)則更注重語言的組合關(guān)系、在實(shí)際語境中應(yīng)用的話語，包括索緒爾的言語、喬姆斯基的語言行為和韓禮德的語言實(shí)際，或者語言功能。只有這些語言特征才能表現(xiàn)出不同的文體特色，才能在文體分析中進(jìn)行研究。由此，就引出第二個問題：文體學(xué)研究的重點(diǎn)和出發(fā)點(diǎn)與普通語言學(xué)是不同的?！　〉诙?，從文體學(xué)研究的重點(diǎn)和出發(fā)點(diǎn)上講，文體學(xué)研究的出發(fā)點(diǎn)是已經(jīng)產(chǎn)出的語言，已經(jīng)在語境當(dāng)中使用的語言。這樣，從語料上講，它是活的語言，不是根據(jù)語法規(guī)則推導(dǎo)出來的語言。與它相伴隨的還有情景語境、文化語境、交際目的、交際對象等。文體學(xué)研究的重點(diǎn)是發(fā)現(xiàn)語言的文體，以及為了發(fā)現(xiàn)語言的文體而建立起來的一系列理論模式、研究方法、問題分析程序、語料的選擇方法等。

內(nèi)容概要

　　《英語文體學(xué)教程》編寫的基本思路是歸納性的。因?yàn)閷W(xué)生在大學(xué)階段重點(diǎn)仍然是學(xué)習(xí)最基本的語言知識和技能，語言學(xué)和文體學(xué)的基本理論知識不足，如果一開始就要學(xué)生學(xué)習(xí)深奧的語言學(xué)和文體學(xué)的理論，難度很大，也容易使學(xué)生失去興趣。所以，《英語文體學(xué)教程》采用從感性到理性，從實(shí)際語料和手段到理論的方法，一開始就給學(xué)生提供大量的真實(shí)語料，并對其中的文體特征進(jìn)行歸納和總結(jié)，然后，根據(jù)語言的層次，探討各種語言手段如何使用以取得文體效應(yīng)，然后談不同的實(shí)用文體和文學(xué)文體，最后講文體和文體學(xué)的理論。 《英語文體學(xué)教程》適合作大學(xué)本科生的專業(yè)教材和參考書，以及從事英語語言或文學(xué)教學(xué)的教師和從事英語文體學(xué)或文學(xué)的研究人員的參考書。

書籍目錄

PART ONE THE POTENTIAL STYLISTIC FEATURESChapter One Introducing Style1.1 A Taste of Style1.2 Style as Saying Different Things in Different Contexts1.3 Style as Speakers from Different Backgrounds1.4 Style as Functions of Texts1.5 The Stylistic FeaturesExercisesChapter Two Lexicology2.1 Morphemic Devices2.2 Lexical DevicesExercisesChapter Three Grammar3.1 Syntactic Deflection3.2 Syntactic IncongruityExercisesChapter Four Phonology and Graphology4.1 Phonology4.2 GraphologyExercisesChapter Five Semantics5.1 Cohesion and Style5.2 Sentence Groups, Passages and Paragraphs5.3 Patterns of Text StructureExercisesPART TWO PRACTICAL STYLEChapter Six Conversations and Speeches6.1 Daily Conversation6.2 Spontaneous Commentary6.3 Public SpeechExercisesChapter Seven News Report7.1 Semantic Features7.2 Text Structures7.3 Grammatical Features7.4 Lexical Features7.5 Graphological FeaturesExercisesChapter Eight International Business8.1 Semantic Features8.2 Grammatical Features8.3 Lexical Features8.4 Graphological FeaturesExercisesChapter Nine legal Documents9.1 Function and Style9.2 Grammatical Features9.3 Lexical Features9.4 Graphological FeaturesExercisesChapter Ten Science and Technology10.1 Semantic Features10.2 Grammatical Features10.3 Lexical FeaturesExercisesChapter Eleven Computer and Internet11.1 Computer Language11.2 Internet LanguageExercisesPART THREE LITERARY STYLEChapter Twelve The Style of Fiction12.1 The Characteristics of Fictional Language12.2 The Basic Techniques in Fictional Writings12.3 The Basic Elements of Fiction12.4 Lexical and Grammatical FeaturesExercisesChapter Thirteen The Style of Poetry13.1 The Poetic Genre13.2 The Social Functions and Characteristics of Poetry13.3 The Phonological Techniques and Lexis and Grammar in Poetic WritingsExercisesPART FOUR THE THEORY OF STYLISTICSChapter Fourteen The Concept of Style14.1 Defining Style14.2 The Characteristics of Style14.3 The Factors That Determine Style14.4 The Unit of Analysis in Studying StylisticsExercisesChapter Fifteen The Study of Stylistics15.1 The Definition of Stylistics15.2 The Necessity of Stylistics15.3 The Theories of Stylistics15.4 The Modes or Methods of Linguistic Prominence15.5 The Criteria of Relevance15.6 The Purpose and Procedure of Stylistic Analysis15.7 Choice of Aspects for Stylistic AnalysisExercisesChapter Sixteen Stylistics and Other Linguistic Disciplines16.1 Text Linguistics and Discourse Analysis16.2 Genre16.3 Conversational Analysis16.4 Critical Discourse Analysis16.5 Pragmatics16.6 Sociolinguistics16.7 Semiotics16.8 PsycholinguisticsExercisesReferencesGlossary

章節(jié)摘錄

　　Few Yosemite visitors ever see snow avalanches and fewer still know theexhilaration of riding on them. In all my mountaineering I have enjoyed only oneavalanche ride, and the start was so sudden and the end came so soon I had but littletime to think of the danger that attends this sort of travel, though at such times onethinks fast. One fine Yosemite morning after a heavy snowfall, being eager to see asmany avalanches as possible and wide views of the forest and summit peaks in theirnew white robes before the sunshine had time to change them, I set out early toclimbby a side canyon to the top of a commanding ridge a little over three thousandfeet above the Valley. On account of the looseness of the snow that blocked thecanyon I knew the climb would require a long time, some three or four hours as Iestimated; but it proved far more difficult than I had anticipated. Most of the way Isank waist deep, almost out of sight in some places. After spending the whole dayto within half an hour or so of sundown, I was still several hundred feet below thesummit. Then my hopes were reduced to getting up in time to see the sunset. But Iwas not to get summit views of any sort that day, for deep trampling near the canyonhead, where the snow was strained, started an avalanche, and I was swished down tothe foot of the canyon as if by enchantment. The wallowing ascent had taken nearlyall day, the descent only about a minute. When the avalanche started I threw myselfon my back and spread my arms to try to keep from sinking. Fortunately, though thegrade of the canyon is very steep, it is not interrupted by precipices large enough tocause outbounding or free plunging. On no part of the rush was I buried. I was onlymoderately imbedded on the surface or at times a little below it, and covered witha veil of backstreaming dust particles; and as the whole mass beneath and about mejoined in the flight there was no friction, though I was tossed here and there andlurched from side to side. When the avalanche wedged and came to rest I foundmyself on top of the crumpled pile without a bruise or scar. This was fine experience.

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