評估語言

前言

　　The impetus for this book grew out of work on narrative genres，principally undertaken by Guenter Plum and Joan Rothery at theUniversity of Sydney through the 1980s. Their point was that interper-sonal meaning was critical both to the point of these genres

內(nèi)容概要

本書共設(shè)五章。第一章“緒論”介紹本書的基本思想、評價系統(tǒng)在系統(tǒng)功能語法里的位置以及評價系統(tǒng)的概貌。    Martin和White在簡要說明評價系統(tǒng)涉及人際功能，以及人際功能研究的重要性之后，分析了兩封讀者來信，初步點明了表達(dá)評價意義的語言資源。    本章的重點是第二節(jié)“語言功能模式中的評價系統(tǒng)”。文中首先概括介紹系統(tǒng)功能語言學(xué)的有關(guān)概念以及與評價系統(tǒng)的關(guān)系，如：概念、人際、篇章三大元功能，音系學(xué)/文字學(xué)、詞匯語法、語篇語義學(xué)三層次，系統(tǒng)概念以及情態(tài)系統(tǒng)的幾種不同表述方式，語言的粒子狀結(jié)構(gòu)、韻律狀結(jié)構(gòu)、周期性結(jié)構(gòu)，大單位由小單位示例（instantiation）的思想，詞語發(fā)生學(xué)、個體發(fā)生學(xué)、種系發(fā)生學(xué)，以及語境、語域和語類等。    接著，兩位作者指出，評價系統(tǒng)（appraisal）是在語篇語義學(xué)層面表達(dá)人際意義的三個系統(tǒng)之一，其他兩個系統(tǒng)是協(xié)商系統(tǒng)（negotiation）和參與系統(tǒng)（involvement）。評價系統(tǒng)本身又分成介入（engagement）、態(tài)度（attitude）、級差（graduation）三個子系統(tǒng)。這三個子系統(tǒng)又進(jìn)一步分別分成單聲、多聲，情感、判斷、鑒賞，語勢、聚焦等。    第二章“態(tài)度——表達(dá)感情的方法”，集中討論態(tài)度子系統(tǒng)。如上文所述，態(tài)度子系統(tǒng)又分成情感（affect）、判斷（judgement）、鑒賞（appreciation）三個小系統(tǒng)。這三者是什么關(guān)系呢？Martin和White在第一節(jié)先討論這個問題。他們指出，情感涉及人們正面或反面的感情，如高興/痛苦，自信/擔(dān)憂，感興趣/厭煩等。判斷涉及人們對行為的態(tài)度，如贊美/批評，表揚(yáng)/譴責(zé)等。鑒賞則是對一些現(xiàn)象是否有價值的評估，如是否完善、美麗等。換言之，情感是情緒性的，是對行為的反應(yīng)；判斷是倫理性的，是對行為的評估；鑒賞則是美學(xué)性的，是對現(xiàn)象的評估。

作者簡介

　　本書由James R．Martin和Peter R．R．White師生合著。Martin 1950年出生在加拿大新不倫瑞克省圣斯蒂芬市，1968年考取多倫多的約克大學(xué)格倫頓學(xué)院。他從英語系主任Michael Gregory那里第一次接受了Halliday的語言學(xué)思想，同時，又從Henry Allen Gleason，的學(xué)生Waldemar Gutwinski那里接受了關(guān)于語篇結(jié)構(gòu)的理論。大學(xué)畢業(yè)以后，他到多倫多大學(xué)師從Gleason進(jìn)一步學(xué)習(xí)語篇分析。1975年，他獲得碩士學(xué)位后，前往英國艾塞克斯跟隨Halliday攻讀博士學(xué)位。這期間他有一年半時間在加拿大跟Gleason做研究，然后隨．Halliday到悉尼，在那里完成了學(xué)業(yè)。此后，他一直在悉尼大學(xué)語言學(xué)系任教。2000年晉升教授，并當(dāng)選澳大利亞人文科學(xué)院院士。2003年因為在語言學(xué)和哲學(xué)領(lǐng)域的貢獻(xiàn)榮獲澳大利亞聯(lián)邦建國百年特殊貢獻(xiàn)獎。　　White 1956年出生，曾在澳大利亞的報紙和電臺擔(dān)任過記者、編輯，并在澳大利亞特別節(jié)目廣播事業(yè)局（SpeciM Broadcasting Service，SBS）擔(dān)任過培訓(xùn)新聞工作者的教官。1998年他以論文（（講述媒體故事——作為修辭的新聞故事》（’Telling media tales：the news story as rhetoric）在悉尼大學(xué)獲博士學(xué)位。此后，他在英國伯明翰大學(xué)講授了7年語言學(xué)和英語課程，現(xiàn)在澳大利亞阿德萊德大學(xué)語言學(xué)系擔(dān)任講師?！　扇说膶W(xué)術(shù)背景決定了他們的學(xué)術(shù)興趣。他們對系統(tǒng)功能語法和語篇分析都有精辟、獨到的研究，因此特別關(guān)注如何把這兩者進(jìn)行有機(jī)的結(jié)合。Martin從1979年開始在悉尼大學(xué)講授自己對這個問題的認(rèn)識，把這門課稱為“語篇語義學(xué)”（discourse semantics）。1992年他把這門課程的講稿整理出版，定名為《英語篇章——系統(tǒng)與結(jié)構(gòu)》（English Text?System and跏ucture）。

書籍目錄

List of FiguresList of TablesAcknowledgementsPreface1  Introduction　1.1  Modelling appraisal resources  1.2  Appraisal in a functional model of language　1.3  Situating appraisal in SFL　1.4  Appraisal-an overview　1.5  Appraisal and other traditions of evaluative language analysis   1.6  Outline of this book2  Attitude: Ways of Feeling   2.1  Kinds of feeling   2.2 Affect   2.3 Judgement   2.4  Appreciation   2.5  Borders   2.6  Indirect realisations   2.7  Beyond attitude   2.8  Analysing attitude3  Engagement and Graduation: Alignment, Solidarity and the Construed Reader   3.1  Introduction: a dialogic perspective   3.2  Value position, alignment and the putative reader   3.3  The resources of intersubjective stance: an overview of engagement   3.4  Engagement and the dialogistic status of bare assertions   3.5  Heteroglossia: dialogic contraction and expansion   3.6  Entertain: the dialogistic expansiveness of modality and evidentiality  3.7  Dialogistic expansion through the externalised proposition-attribution  3.8  The resources of dialogic contraction -overview: disclaim and proclaim  3.9   Disclaim: deny (negation)  3.10  Disclaim: counter  3.11  Proclaim: concur, pronounce and endorse  3.12  Proclaim: concur  3.13  Proclaim: endorsement  3.14  Proclaim: pronounce  3.15  Engagement, intertextuality and the grammar of reported speech  3.16  Graduation: an overview  3.17  Graduation: focus  3.18  Graduation: force - intensification and quantification  3.19  Force: intensification  3.20  Force: quantification  3.21  Force (intensification and quantification),attitude and writer-reader relationships  3.22  Analysing intersubjective positioning4  Evaluative Key: Taking a Stance  4.1   Introduction  4.2   Evaluative key in journalistic discourse-the 'voices' of news, analysis and commentary  4.3   Evaluative key and the discourses of secondary-school history  4.4   Stance  4.5   Signature  4.6   Evaluation and reaction  4.7   Coda ...5  Enacting Appraisal: Text Analysis  5.1   Appraising discourse  5.2   War or Peace: a rhetoric of grief and hatred  5.3   Mourning: an unfortunate case of keystone cops  5.4   EnvoiReferencesIndex

章節(jié)摘錄

　　Poynton 1985 outlines important realisation principles for both powerand solidarity, principles which unfortunately to date have not beenproperly explored. For power, she considers reciprocity of choice to be thecritical variable. Thus social subjects of equal status construe equality byhaving access to and taking up the same kinds of choices, whereas subjectsof unequal status take up choices of different kinds. Terms of address areone obvious exemplar in this area. It is easy to imagine an English-speaking academic addressing an Asian student by their first name, andthey in turn addressing the academic as Professor, just as it is easy to imagecolleagues addressing one another by their first names (as Peter and Jim).But for an Asian student to address their Professor as Jim would come as asurprise, whatever the expressed naming preferences of the academic inquestion. Ethnicity, generation and the student-teacher relationship allfacilitate non-reciprocal address. From this example we can see that it isnot just a question of reciprocity, but also of the different kinds of choicesthat might be available for interlocutors in dominant and deferential posi-tions. As far as appraisal is concerned, this principle affects who canexpress feelings and who cant, what kinds of feelings are expressed, howstrongly they are expressed, and how directly they are sourced. For solidarity Poynton suggests the realisation principles of prolifera-tion and contraction. Proliferation refers to the idea that the closeryou are to someone the more meanings you have available to exchange.One way of thinking about this is to imagine the process of getting toknow someone and what you can talk about when you dont knowthem (very few things) and what you can talk about when you knowthem very well (almost anything). In appraisal terms this might involveappreciation of the weather to begin, judgements of politicians, sportingheroes and media personalities as the relationship develops, moving onto emotional reactions to family, friends and lovers as intimacy develops.Social subjects differ about how much proliferation is appropriate when.Sitting with a group of British and Australian colleagues at a seafoodrestaurant in Seattle, Peter and Jim were once surprised to have theirwaiter sit down and describe his reactions to various items on the menuwithout being asked for his opinion about a specific item. His attempt toconstrue good friendly service was read as intrusive by the outsiders,and allowances had to be made on the part of the visiting social semi-oticians for cultural differences (happily furnished as they were with yetanother travel story from America which they would use to bond withfamily, friends and colleagues back home).

編輯推薦

　　《評估語言：英語評價系統(tǒng)》(英文版)是第一部全面系統(tǒng)介紹語言評價系統(tǒng)框架的語言學(xué)專著，堪稱語篇語義學(xué)的扛鼎之作。

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