話語文體學(xué)導(dǎo)論

前言

　　Stylistics since its birth has been beleagured with questions and challenges，most of which can hardly be claimed to have been resolved．This uncomfortable situation． I suppose，will never be changed granted that stylistics targets the elusive style as its object for study and adopt some modem linguistic theories as its analytical instru- ments．There is，perhaps，a fundamental dilemma for a discipline which lands itself in the paradigms of modem linguistics that require the object of study to be a certain． ty．Style，unfortunately，is not something whose certainty can be easily pinned down．　Stylistics，in a sense，can be likened to anatomy，a comparison not many people feel pleased about，because of all the things we expect anatomy to find about the hu- man body，the last will be beauty and charm．Yet，anticipation from stylistics gener- ally is just to the contrary．The first and the foremost we want stylistics to contribute is to render up the beauty and charm of a text．For most people，the discussion of the style of a poem or a story is expected to reap a bumper harvest of beauty and mean． ing．This popular association of style with beauty may have been the saddest misfor- tune for stylistics．People feel betrayed when they find by tearing a text to pieces and tagging each bit of it with an occult linguistic label，the stylistic analyses only end up with some trivial interpretations．　　The present book is written not to discredit those challenges nor to contend that stylistic analyses are superior to or more scientific than other modes of textual analysis．Instead，we will present to the readers the challenges and problems as legiti- mate research questions through the introduction of the basic stylistiC issues and meth- ods．

內(nèi)容概要

試圖突破傳統(tǒng)文體學(xué)教材的思路和框架，在闡述分析文體學(xué)的基本理念和方法時(shí)做一些批判性的思考，將文體分析和文本闡釋過程有機(jī)結(jié)合，使讀者在具體、系統(tǒng)分析文體特征的同時(shí)，了解制約文本解讀的認(rèn)知因素,從而幫助他們掌握文本分析和解讀的基本方法。本書還引入了最新的話語分析成果，對一般文體學(xué)教科書鮮有涉及的讀者定位、互文性、多模態(tài)話語等問題進(jìn)行了深入探討。就方法論而言，本書強(qiáng)調(diào)文體學(xué)分析的程序性和可操作性。   書可作為高校英語專業(yè)研究生的文體學(xué)教材，也可供相關(guān)英語工作者參考。

作者簡介

曲衛(wèi)國：復(fù)旦大學(xué)外文學(xué)院教授、博導(dǎo)、副院長。1982年華東師范大學(xué)外語系學(xué)士、1986年華東師范大學(xué)外語系美國文學(xué)碩士、1991年英國strathclyde大學(xué)獲文學(xué)語言學(xué)碩士、2004—2005哈佛大學(xué)富布賴特訪問學(xué)者。曾被評為上海市優(yōu)秀青年教師（1996）、復(fù)旦大學(xué)本科教學(xué)名師（2003）、復(fù)旦大學(xué)研究生優(yōu)秀導(dǎo)師（2006）、上海市本科教學(xué)名師（2007）；入選“上海市浦江人才計(jì)劃”（2007）；榮獲國家級教學(xué)成果獎二等獎（1997）；所著《英語高級寫作》獲上海市本科生優(yōu)秀教材一等獎（2007）。
    主要研究方向話語分析、社會語言學(xué)、修辭學(xué)等。主要出版著作有《實(shí)用英語語法手冊》、《實(shí)用描寫詞典》、《論說文入門》等十幾部。論文包括“也評關(guān)聯(lián)理論” 、“也談please，也談?wù)垺薄ⅰ罢搨鹘y(tǒng)中國的禮貌原則”、“禮貌稱呼的語用學(xué)解釋”、“漢語招呼的分析”、“Politeness and Civility”、“微觀層面的批判性思維和寫作程序訓(xùn)練”、“Please的再研究”、“人文學(xué)科的修辭轉(zhuǎn)向和修辭學(xué)的批判性轉(zhuǎn)向”、“英語招呼語的歷時(shí)語用研究”等近三十篇。

書籍目錄

Contents Preface 1 Part I Basics  Chapter One Introduction:Defining the Basics     1.1 Style    1.2 D istinctiveness and foregrounding     1.3 Literariness     1.4 Dualism vs monism     1.5 Style and ideology     1.6 Stylistics     Tasks   Chapter Two Analytical Procedures     2.1 Replicability     2.2 Basic levels of analysis     2.3 Patterning or regularity     2.4 The use of theories     Tasks Part II Poetic Discourse  Chapter Three Sound Patterning     3.1 Poetic textual convention     3.2 Sound patterning in the traditional poetic convention     3.3 Analyzing sound patterns:metrics     3.4 Analyzing sound patterns:rhyme scheme     3.5 An alternative approach to the analysis of sound patterning     Tasks   Chapter Four Sound Symbolism     4.1 Sound and meaning     4.2 Genre-signaling function     4.3 Sound symbolism     Tasks   Chapter Five Grammar in Poetry     5.1 Grammar and poetry     5.2 Grammatical theories and stylistic analysis of poetry     5.3 Poetic use of grammar     Tasks   Chapter Six Meaning in Poetry     6.1 Meaning in poetry     6.2 Figurative language     6.3 Analyzing common figures of speech     6.4 Linguistic analysis of the meaning of a poem     Tasks Part III Prose Discourse  Chapter Seven Point of View     7.1 Point of view:perspectual or conceptual     7.2 Point of view and perceptual salience    7.3 Point of view and conceptual salience     Tasks   Chapter Eight Point of View in Narrative Discourse     8.1 Point of view and narration     8.2 First person point of view     8.3 Third person point of view     8.4 Shifting points of view     8.5 Friedman's classification     Tasks   Chapter Nine Reader Positioning and Reading Positions     9.1 Hypotheses on reading positions and positioning the reader     9.2 Hall's theory on reading positions     9.3 Reader positioning     Tasks   Chapter Ten Reader Positioning Strategies:Lexical and Syntactic Signaling     10.1 Lexical signaling:semantic fields and collocation     10.2 Analyzing lexical signalling    10.3 Syntactic signaling:transitivity analysis     10.4 Analyzing syntactic signaling     Tasks   Chapter Eleven Intertextuality     11.1 Hypotheses on intertextuality     11.2 Insertion:speech presentation    11.3 Assimilation     Tasks   Chapter Twelve Multi-modality and Reader Positioning     12.1 Text and multi-modality     12.2 Theories on multi-modality     12.3 Analyzing multi-modal texts     Tasks References

章節(jié)摘錄

　　The title of the report points to Muslim fury as the central message but the status of that centrality is subtly challenged by the photo that accompanies the text．Instead of having one photo demonstrating the Muslim fury，it places Sarkozy in the photo， with one finger pointing up showing no sign of regret or backing down．It is in this way that the report signals a stance while appearing to be neutral or without commi。 ting itself．　　Thanks to Barthes．Kress and Leeuwen，we now have some basic understanding of how the two modes interact with each other．But while research on the role of the visual literacy or the visual rhetoric has been gaining ground as witnessed by the pub- lications in the field．the research on interaction between the visual and the linguistc has been somewhat underdeveloped．The shift，in the field，is a move towards a new literacy that gives centrality to the visual．We believe with the multimodal texts，we not only need to cultivate the visual literacy in addition to the linguistic literacy but al- so knowledge of how the two modes operate in coordination for some stylistic effects． What we have described here is just some preliminary explorations of the interaction． Much work needs to be done in this respect．

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