社會(huì)語(yǔ)言學(xué)與英語(yǔ)學(xué)習(xí)

前言

　　社會(huì)語(yǔ)言學(xué)是語(yǔ)言學(xué)中的重要研究成果領(lǐng)域或分支之一，雖然確立至今只有不到40年的歷史，卻因其獨(dú)特的學(xué)科性質(zhì)和極強(qiáng)的發(fā)展能力而備受關(guān)注。目前，社會(huì)語(yǔ)言學(xué)已經(jīng)和句法學(xué)、音系學(xué)、語(yǔ)義學(xué)等一起，成為許多大學(xué)語(yǔ)言學(xué)專業(yè)的核心課程。國(guó)外學(xué)者編著出版的社會(huì)語(yǔ)言學(xué)教程雖各具特色，然與我國(guó)的英語(yǔ)教育教學(xué)關(guān)系不夠緊密；由國(guó)內(nèi)學(xué)者編著出版的社會(huì)語(yǔ)言學(xué)教程／著作大都用中文編寫，并不十分適用于英語(yǔ)專業(yè)研究生課程教科書而只能作為課程參考書?！　∩鐣?huì)語(yǔ)言學(xué)主要研究的是語(yǔ)言的變異、變體、語(yǔ)言使用習(xí)慣上的差異，以及造成這些變異、變體及差異的社會(huì)文化因素。因此我認(rèn)為，開設(shè)社會(huì)語(yǔ)言學(xué)這門課程的目的是：（1）向?qū)W生介紹作為世界通用語(yǔ)在不同的社會(huì)交際中、在跨文化交際中頻繁使用的英語(yǔ)與社會(huì)、文化、交際、語(yǔ)境等方面的關(guān)系；（2）強(qiáng)調(diào)語(yǔ)言使用者必須掌握語(yǔ)言的社會(huì)功能、語(yǔ)言的變體、語(yǔ)言的變遷、語(yǔ)言的層次、語(yǔ)言的風(fēng)格、語(yǔ)言使用的不同方式；（3）從社會(huì)語(yǔ)言學(xué)角度，觀察英語(yǔ)、強(qiáng)化英語(yǔ)實(shí)踐的能力，提高英語(yǔ)掌握的層次，指導(dǎo)英語(yǔ)實(shí)踐。這三點(diǎn)也構(gòu)成我擬編本教材的主導(dǎo)思想?！　”緯闹饕x者是英語(yǔ)語(yǔ)言學(xué)專業(yè)的學(xué)生、語(yǔ)言研究者和語(yǔ)言教師，所以除了介紹一些社會(huì)語(yǔ)言學(xué)的基本概念以外，本書還運(yùn)用社會(huì)語(yǔ)言學(xué)理論深入地討論英語(yǔ)學(xué)習(xí)中的實(shí)際問題。本書共分10個(gè)章節(jié)。第l章緒論：從社會(huì)語(yǔ)言學(xué)的興起與現(xiàn)狀，社會(huì)語(yǔ)言學(xué)的研究對(duì)象、研究范圍和目標(biāo)，語(yǔ)言與社會(huì)的關(guān)系以及社會(huì)語(yǔ)言學(xué)與英語(yǔ)學(xué)習(xí)的關(guān)系等方面去概述什么是社會(huì)語(yǔ)言學(xué)，并對(duì)全書框架作簡(jiǎn)要介紹。第2章語(yǔ)言的變化：介紹了社會(huì)語(yǔ)言學(xué)中的一些基本概念，如“語(yǔ)項(xiàng)”、“變異”、“變體”、“變項(xiàng)”、“變式”、“語(yǔ)言社團(tuán)”、“語(yǔ)言網(wǎng)絡(luò)”。通過語(yǔ)音、詞匯、語(yǔ)法、語(yǔ)義上種種變異，分析了語(yǔ)言變化的實(shí)質(zhì)與產(chǎn)生變化的原因。第3章語(yǔ)言變化空間與范圍：介紹了方言、土語(yǔ)、共通語(yǔ)、口音、同言線、方言連續(xù)統(tǒng)等概述，討論了語(yǔ)言與方言的區(qū)別與聯(lián)系以及標(biāo)準(zhǔn)語(yǔ)、洋涇浜語(yǔ)、克里奧語(yǔ)、語(yǔ)言的消失與復(fù)蘇等問題。第4章語(yǔ)言與性別：分析了語(yǔ)言中的性別語(yǔ)言、性別歧視現(xiàn)象與因素，并推而廣之指出英語(yǔ)中存在語(yǔ)言偏見現(xiàn)象。第5章英語(yǔ)世界里的英語(yǔ)變體：分析并討論了各種社會(huì)因素影響人們選擇和使用特定的語(yǔ)言形式以及黑人英語(yǔ)的形成與特點(diǎn)、形成好英語(yǔ)和壞英語(yǔ)的標(biāo)準(zhǔn)，譬如，不同的區(qū)域和社會(huì)階層方面的相關(guān)因素影響人們使用語(yǔ)言時(shí)的發(fā)音、句法和詞語(yǔ)特征，以及社會(huì)規(guī)范影響不同性別的話語(yǔ)模式和交際風(fēng)格等等。

內(nèi)容概要

語(yǔ)言是社會(huì)組合的工具。社會(huì)語(yǔ)言學(xué)對(duì)語(yǔ)言現(xiàn)象的一個(gè)基本認(rèn)識(shí)是語(yǔ)言的變異性。本書著重研究語(yǔ)言與社會(huì)、語(yǔ)言與文化、語(yǔ)言與風(fēng)格、語(yǔ)言與交際、語(yǔ)言與語(yǔ)境的關(guān)系；從社會(huì)語(yǔ)言學(xué)角度觀察英語(yǔ)特點(diǎn)；幫助英語(yǔ)學(xué)習(xí)者了解在跨文化交際方面的知識(shí)，掌握英語(yǔ)技能，指導(dǎo)英語(yǔ)實(shí)踐。    本書可作為英語(yǔ)專業(yè)本科生和研究生的教材，亦適用于英語(yǔ)學(xué)習(xí)者和英語(yǔ)愛好者，對(duì)英語(yǔ)教師和英語(yǔ)工作者也有較高的參考價(jià)值。

作者簡(jiǎn)介

謝徐萍：教授，碩士生導(dǎo)師，1983年畢業(yè)于南京師范大學(xué)外國(guó)語(yǔ)學(xué)院?，F(xiàn)任南通大學(xué)外國(guó)語(yǔ)學(xué)院英語(yǔ)應(yīng)用語(yǔ)言學(xué)研究所所長(zhǎng)、研究生教研室主任：2003年赴澳大利亞昆士蘭大學(xué)教育研究生院做高級(jí)訪問學(xué)者。研究方向?yàn)檎Z(yǔ)言學(xué)、教育心理學(xué)。主持江蘇省教育廳課題及其他項(xiàng)目10余項(xiàng)。出版專著《英語(yǔ)讀寫文化(Literacy)研究》，獲江蘇省第二屆教育科學(xué)優(yōu)秀成果三等獎(jiǎng)，迄今在省級(jí)以上學(xué)術(shù)期刊發(fā)表學(xué)術(shù)論文50多篇，其中在國(guó)外MELTA、《外語(yǔ)界》、《學(xué)術(shù)論壇》等CSSCI核心期刊發(fā)表論文約20篇，論文多次被中國(guó)人民大學(xué)書報(bào)資料中心全文轉(zhuǎn)載，并獲得江蘇省各類優(yōu)秀教育教學(xué)論文和科學(xué)研究成果獎(jiǎng)勵(lì)多項(xiàng)。

書籍目錄

1  An Introduction to Sociolinguistics  1.1  What is Sociolinguistics?  1.2  History of Sociolinguistics in the West  1.3  Language and Society    1.3.1  Language as Social Behavior    1.3.2  Language as a Communicative Means    1.3.3  Language as an Information System  1.4  Sociolinguistics and English Learning  1.5  Summary2  Language Change  2.1  Introduction    2.1.1  Linguistic Item    2.1.2  Variety    2.1.3  Linguistic Variable    2.1.4  Speech Community    2.1.5  Networks and Repertoires  2.2  Forms of Language Change    2.2.1  Phonological Change    2.2.2  Morphological Changes    2.2.3  Lexical Semantic Change    2.2.4  Grammatical Change  2.3  Nature of Change    2.3.1  Internal and External Change    2.3.2  Family Tree    2.3.3  Wave Diffusion2.4  Factors of Change    2.4.1  Imitation of the Prestigious    2.4.2  Slang and Dialects    2.4.3  Simplification    2.4.4  Politeness    2.4.5  Stratum Terms  2.5  General Conclusions3  Language Variety Space  3.1  Language and Dialect    3.1.1  Dialecte and Patois    3.1.2  Size and Prestige    3.1.3  Social and Political Factors    3.1.4  Dialect and Intelligibility  3.2  Standard Languages    3.2.1  Standardization    3.2.2  Historicity and Vitality    3.2.3  Autonomy and Acceptance    3.2.4  Reduction and Mixture  3.3  Pidgin and Creole    3.3.1  Lingua Francas    3.3.2  Pidgins    3.3.3  Creoles    3.3.4  Theories of Origin  3.4  Language Loss and Revival  3.5  General Conclusions4  Language and Gender  4.1  Male/Female Language    4.1.1  Male/Female Lexical Forms    4.1.2  Male/Female Language Differences  4.2  Sexism in Languages    4.2.1  Marked and Unmarked Terms    4.2.2  Female Vocabulary    4.2.3  Sexist Language  4.3  Sex Differences and Possible Reasons    4.3.1  Social Division of Labour    4.3.2  Social Prejudice    4.3.3  Power and Control    4.3.4  Role Relations  4.4  Language Bias in English  4.5  General Conclusion5  Varieties in the English World  5.1  English and Social Class    5.1.1  Class and Status    5.1.2  Social Class and Language Variation    5.1.3  Social Status and ' Prestige' Norms  5.2  Black English in America    5.2.1  Characteristics of Black English    5.2.2  Three Views on Black English  5.3  American English    5.3.1  History of American English    5.3.2  Characteristics of American English    5.3.3  American English and British English  5.4  Good English and Bad English  5.5  Summary6  Language and Context  6.1  Context Views  6.2  Linguistic Context    6.2.1  Conceptual Meaning    6.2.2  Grammatical Meaning    6.2.3  Topic Meaning    6.2.4  Collocative Meaning6.3  Non-linguistic Context    6.3.1  Cultural Meaning    6.3.2  Stylistic Meaning    6.3.3  Status Meaning    6.3.4  Temporal and Spatial Meaning6.4  Style of English in Application    6.4.1  Style    6.4.2  English in Advertisements    6.4.3  Features in Political English  6.5  Register    6.5.1  Context and Register    6.5.2  Features of Register  6.6  Summary7  Cultural Variety of Language  7.1  Language and Culture  7.2  Linguistic and Cultural Relativity    7.2.1  The Sapir-Whorf Hypothesis    7.2.2  Reaction to Linguistic and Cultural Relativity  7.3  Address Forms and Culture    7.3.1  Kinship Term and Kinship System    7.3.2  Social Address  7.4  Jargon, Taboo & Euphemism    7.4.1  Jargon    7.4.2  Taboo    7.4.3  Euphemism8  Language Contact  8.1  Diglossia    8.1.1  Definitions of Diglossia    8.1.2  Features of Diglossia    8.1.3  Extended Meanings of Diglossia  8.2  Bilinguals & Bilingualism    8.2.1  Descriptive Analysis of Bilingualism    8.2.2  Bilingual Competence  8.3  Code Choosing and Code Switching    8.3.1  Code Switching    8.3.2  Code-Mixing    8.3.3  Attitudes to Code Switching and Code Mixing  8.4  Concluding Remarks9  Configurations of Language  9.1  Spoken and Written Language  9.2  Differences and Similarities Between the Two Modalities  9.3  Continua from Written to Spoken  9.4  Variation Across Speech and Writing  9.5  Literacy and Literacies  9.6  General Conclusions10  Communicative Use of Language  10.1  Ethnography of Speaking    10.1.1  Descriptive Analysis of Speaking    10.1.2  The Norms Governing Speech  10.2  Speech Acts and the Cooperative Principle    10.2.1  Properties of Speech Acts    10.2.2  Indirect Speech Acts    10.2.3  Conversational Maxims  10.3  Conversational Structure and Strategies    10.3.1  Adjacency Pairs    10.3.2  Turn-taking    10.3.3  Openings, Topics and Closings  10.4  Face and Politeness    10.4.1  The Face Theory    10.4.2  Politeness Principle  10.5  Concluding RemarksBibliography

章節(jié)摘錄

　　On most occasions， people imitate the speech of those who are in higher social positions. At the same time， many upper classes also borrow slang vocabulary from lower classes， especially the youth from the higher social groups who often imitate the pronunciation or informal discourse of the lower strata. For example， in Australia the lower class people are fond of using high-rise terminal in declarative sentences as they treat a question， which is thought as vulgar and full of vernacular features by the older generation. However， many youth from the higher strata would strive to be the first in imitating it.　　Different discourse styles of male and female form another important factor generating language variation. We will discuss the relationship between language and gender in chapter 4. Holmes （ 1998 ） points out that in general， women tend to introduce the prestige forms， whereas men tend to lead changes in the opposite direction， introducing new vernacular forms. Women use more standard but less vernacular forms than men. Holmes once made an investigation in a Spanish countryside and found that many women there tired of farming， went to city and began imitating standard language after they found jobs in the city （ even as baby-sitters， they could contact middle class employers）. In contrast， many city upper-working class men often adopted informal forms of middle or lower-working class men， including vulgar of swear words or taboo words.

編輯推薦

　　《社會(huì)語(yǔ)言學(xué)與英語(yǔ)學(xué)習(xí)》的主要讀者是英語(yǔ)語(yǔ)言學(xué)專業(yè)的學(xué)生、語(yǔ)言研究者和語(yǔ)言教師，所以除了介紹一些社會(huì)語(yǔ)言學(xué)的基本概念以外，《社會(huì)語(yǔ)言學(xué)與英語(yǔ)學(xué)習(xí)》還運(yùn)用社會(huì)語(yǔ)言學(xué)理論深入地討論英語(yǔ)學(xué)習(xí)中的實(shí)際問題。全書共分10個(gè)章節(jié)，主要包括：語(yǔ)言的變化；語(yǔ)言變化空間與范圍；語(yǔ)言與性別；英語(yǔ)世界里的英語(yǔ)變體；語(yǔ)言與語(yǔ)境；語(yǔ)言的文化變異；語(yǔ)言接觸；語(yǔ)言的多重構(gòu)型；語(yǔ)言與交際等。

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