功能語法教程

前言

　　This workbook is the culmination of a project initiated in the early 1980s by JimMartin and Clare Painter， who were joined in the endeavour by Christian Matthiessenin 1988. We three were all concerned to provide support materials for students andcolleagues who were learning the analyses proposed in Halliday's Introduction toFunctional Grammar. In particular we shared the experience of guiding studentsthrough familiar kinds of difficulties year after year - and wanted to prepare materialswhich would help learners through and around these experiences. We also wanted toprovide some support for people learning the grammar on their own， or without thedialogue provided by a critical mass of systemic linguists such as we enjoy in theSydney metropolitan region.　　Since the publication of the first workbook titled Working with FunctionalGrammar in 1997， we have had the opportunity to use it with students， and to receivefeedback from many colleagues around the world. It became clear to us that weneeded to make a number of corrections and in some cases provide less confusingexamples. We were also keen to include a chapter on group and phrase analysis， whichfor reasons of space was excluded from the first edition; and we also wanted tointerface the grammar analyses considered here with discourse semantic systems， sothat their complementary roles in text analysis could be exemplified.　　When negotiations with the original publisher along these lines broke down， wesecured the rights for the volume， and began exploring publication elsewhere. The Commercial Press has generously allowed us the additional scope we needed toamend the first edition with two additional chapters. We are delighted to bepublishing this second edition in China， where so much interest in functional grammarhas grown. Since IFG2 is still in print in China， we have accordingly cross-referencedthis edition to both the second and third editions of IFG.　　We are of course much indebted to the many colleagues who have discussedaspects of these materials with us， to the many tutors who have dealt first-hand withproblems， and to the now thousands of students who have committed at least ahundred hours of their lives each to learning functional grammar in ourundergraduate linguistics and MA applied linguistics programs at the University ofSydney， Macquarie University， the University of Technology Sydney and the Universityof New South Wales.

內(nèi)容概要

本書旨在講授及實踐國際知名語言學(xué)家韓禮德所設(shè)計的多種語法分析方法，是一部適用于教學(xué)和應(yīng)用方面的工具書。本書與韓禮德所著的《功能語法入門》（Introduction to Functiona1 Grammar）第二版和第三版相互參照。本書總結(jié)介紹了韓禮德關(guān)于小句復(fù)合體、分句、語義組和短句語法的主要觀點，闡明了普遍被視為艱深的課題，并附有一系列分級練習(xí)，供學(xué)生演練學(xué)習(xí)語法分析技巧用。此外，本書另有一章將上述語法分析同韓禮德富有創(chuàng)意的話語分析、語域及文體方面的研究工作相結(jié)合?！　∪魏螌δ苷Z言學(xué)篇章分析有興趣的人士以及希望把韓禮德對語法的真知灼見加以實踐的人士，都會發(fā)現(xiàn)本書是一本理想讀物。本書可單獨用作教科書講授功能語法的課程，亦可配合韓禮德所著的《功能語法入門》（Introduction to Functional Grammar）或其他相關(guān)入門書籍使用。閱讀本書無需先熟悉功能語法方面的知識，其讀者對象不僅是初學(xué)者，也包括對語言學(xué)專門知識及對韓禮德的著作熟悉程度各異的其他讀者。

書籍目錄

PrefaceiChapter 1 Introduction　1. What is functional grammar？　2. Why this functional grammar？　3. Using the workbook 　4. Getting started with text analysis　5. Constituency: functional and class units　6. Reasoning in a functional grammar　7. Paradigms as system networks　8. Choice and constituency　9. Learning to use IFGChapter 2 Theme —— clause as message 　1. Orientation 　　1.1 Reading guide to IFG　　1.2 Characterisation of Theme　　1.3 Thematic devebpment within a text　2. Survey of options　　2.1 Ideational （topical） Theme　　2.2 Interpersonal Theme　　2.3 Textual Theme　　2.4 Summary of types of Theme　　2.5 Extending the thematic principle beyond the clause　3. Troubleshooting 　　3.1 Picking out the unit of analysis　　3.2 Identifying the Theme　　3.3 Identifying the metafunction　　3.4 Subject it as unmarked topical Theme　　3.5 There's a...: 'Existential' clauses　　3.6 Recognising longer Theme units　　3.7 'Hypotactic' clause as Theme　4. Analysis practice　　4.1 Phase I　　4.2 Phase II　　4.3 Phase III　5. Review and contextualisation　　5.1 Defining Theme　　5.2 The location of THEME within the grammatical resources of English 　　5.3 Theme and Metafunction　　5.4 Theme and Mood　　Further readingChapter 3 Mood —— clause as exchange　1. Orientation　　1.1 Reading guide to IFG　　1.2 Characterisation of Mood　2. Survey of options　　2.1 Basic MOOD types　　2.2 Overall interpersonal organisation of the clause　　2.3 Interpersonal grammatical metaphor　3. Troubleshooting　　3.1 The unit ofanalysis　　3.2 Identifying structural elements　　3.3 Ambiguous mood type　　3.4 Ambiguous polarity　4. Analysis practice　　4.1 PhaseI　　4.2 Phase II　　4.3 Phase III　5. Review and contextualisation　　5.1 Locating MOOD　　5.2 Interpersonal structure　　5.3 Interpersonal structure and textual structure　　Further readingChapter 4 Transitivity—— clause as representation　1. Orientation98　　1.1 Reading guide to IFG　　1.2 Characterisation of TRANSITIVITY　2. Survey of options　　2.1 Material clauses　　2.2 Mental clauses　　2.3 Relational clauses　　2.4 Verbal clauses　　2.5 Behavioural clauses: between material and mental/verbal　　2.6 Existential clauses　　2.7 Additional Agents　　2.8 Ergative interpretation　3. Troubleshooting　　3.1 A topology of processes　　3.2 General probes helpful in analysing for TRANSITIVITY　　3.3 One process or two？　　3.4 Material clauses　　3.5 Mental clauses　　3.6 Relational clauses　　3.7 Verbal clauses　　3.8 Behavioural clauses　　3.9 Discriminating circumstance type　　3.10 Distinguishing between circumstances and other elements　4. Analysis practice　　4.1 Phase I　　4.2 Phase II　　4.3 Phase IIl　5. Review and contextualisation　　5.1 The clause as experiential construct　　5.2 Ergative perspective　　5.3 Relation to other metafunctions　　Further readingChapter 5 Group and phrase —— below the clauseChapter 6 The clause complex —— above the clauseChapter 7 Text analysis ReferencesIndex

章節(jié)摘錄

　　'The bath！' he said， 'the bath！ Why the relaxing and expensive Turkish rather than the invigorating home-made article？'　　'Because for the last few days I have been feeling rheumatic and old. A Turkish bath iswhat we 'call an alternative in medicine - a fresh starting-point， a cleanser of the system.　　'By the way， Holmes，' I added， 'I have no doubt the connection between my boots and a Turkish bath is a perfectly self-evident one to a logical mind， and yet I should be obliged to you if you would indicate it.'　　'The train of reasoning is not very obscure， Watson，' said Holmes with a mischievous twinkle. 'It belongs to the same elementary class of deduction which I should illustrate if I were to ask you who shared your cab in your drive this morning.'　　'I don't admit that a fresh illustration is an explanation，' said I with some asperity.　　'Bravo， Watson！ A very dignified and logical remonstrance. Let me see， what were the points？ Take the last one first - the cab. You observe that you have some splashes on the left sleeve and shoulder of your coat. Had you sat in the centre of a hansom you would probably have had no splashes， and if you had they would certainly have been symmetrical. Therefore it is clear that you sat at the side. Therefore it is equally clear that you had a companion.'　　'That is very evident.'Absurdly commonplace， is it not？''But the boots and the bath.'

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　　《功能語法教程》是悉尼大學(xué)馬丁教授等合著的現(xiàn)代語言學(xué)教材，為世界著名語言學(xué)家韓禮德教授的《功能語法導(dǎo)論》的配套教學(xué)用書，詳細(xì)解釋了功能語法的嬋論體系和基本概念，提供了大量語言實例分析示范，并且配有大量練習(xí)題，特別適合教學(xué)應(yīng)用。

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