北科大语言学内部教学教案11考研必备.docx
- 文档编号:12141855
- 上传时间:2023-06-04
- 格式:DOCX
- 页数:12
- 大小:22.93KB
北科大语言学内部教学教案11考研必备.docx
《北科大语言学内部教学教案11考研必备.docx》由会员分享,可在线阅读,更多相关《北科大语言学内部教学教案11考研必备.docx(12页珍藏版)》请在冰点文库上搜索。
北科大语言学内部教学教案11考研必备
Lecture11TheoriesandSchoolsofModernLinguistics
11.1Saussure
ModernlinguisticsbeganfromtheSwisslinguistFerdinanddeSaussure(1857-1913),whoisoftendescribedas“fatherofmodernlinguistics”and“amasterofadisciplinewhichhemademodern”(Culler,1976:
7).His1916book,CourseinGeneralLinguistics,whichwasacollectionofhislecturenotes,markedthebeginningofmodernlinguistics.
Saussure’sideasweredevelopedalongthreelines:
linguistics,sociology,andpsychology.Inlinguistics,hewasgreatlyinfluencedbytheAmericanlinguistW.D.Whitney(1827-94),whoinsistedontheconceptofarbitrarinessofthesign.Insociology,hefollowedtheFrenchsociologistDurkheim.Inpsychology,SaussurewasinfluencedbyFreud.
Saussurebelievedthatlanguageisasystemofsigns.Tocommunicateideas,theymustbepartofasystemofconventions,partofasystemofsigns.Thissignistheunionofaformandanidea,whichSaussurecalledthesignifierandthesignified.SomeimportantdistinctionsSaussuremadeinlinguisticsincludelanguevs.parole,syntagmaticvs.paradigmatic,andsynchronicvs.diachronic.
Saussureexertedtwokindsofinfluenceonmodernlinguistics.First,heprovidedageneralorientation,asenseofthetaskoflinguisticswhichhasseldombeenquestioned.Second,heinfluencedmodernlinguisticsinthespecificconcepts.Manyofthedevelopmentsofmodernlinguisticscanbedescribedashisconcept,i.e.hisideaofthearbitrarynatureofthesign,languevs.parole,synchronyvs.diachrony,syntagmaticandparadigmaticrelations,etc.Saussure’sfundamentalperceptionisofrevolutionarysignificance,anditishethatpushedlinguisticsintoabrandnewstageandalllinguisticsinthetwentiethcenturyareSaussureanlinguistics.
11.2ThePragueSchool
ThePragueSchoolcanbetracedbacktoitsfirstmeetingundertheleadershipofV.Mathesius(1882–1946)in1926.Itsmostimportantcontributiontolinguisticsisthatitseeslanguageintermsoffunction.
ThreeimportantpointsconcerningtheideasofthePragueSchool:
First,itwasstressedthatthesynchronicstudyoflanguageisfullyjustified.Second,therewasanemphasisonthesystemiccharacteroflanguage.Elementsareheldtobeinfunctionalcontrastoropposition.Third,languagewaslookedonasfunctionalinanothersense,thatis,asatoolperforminganumberofessentialfunctionsortasksforthecommunityusingit.
11.2.1Phonologyandphonologicaloppositions
ThePragueSchoolisbestknownandrememberedforitscontributiontophonologyandthedistinctionbetweenphoneticsandphonology.ThemostinfluentialscholarinthisconnectionisTrubetzkoy,whosemostcompleteandauthoritativestatementsofprincipleareformulatedinhisPrinciplesofPhonology(1939).FollowingSaussure’sdistinctionbetweenlangueandparole,Trubetzkoyarguedthatphoneticsbelongedtoparolewhereasphonologybelongedtolangue.Onthisbasishedevelopedthenotionof“phoneme”asanabstractunitofthesoundsystemasdistinctfromthesoundsactuallyproduced.APHONEMEmaybedefinedasthesumofthedifferentialfunctions.Soundsmaybephonemesinsofarastheycanservetodistinguishmeaning.
Inclassifyingdistinctivefeatures,Trubetzkoyproposedthreecriteria:
(1)theirrelationtothewholecontrastivesystem;
(2)relationsbetweentheopposingelements;and(3)theirpowerofdiscrimination.Trubetzkoy’scontributionstophonologicaltheoryconcernfouraspects.First,heshoweddistinctivefunctionsofspeechsoundsandgaveanaccuratedefinitionforthephoneme.Second,bymakingdistinctionsbetweenphoneticsandphonology,andbetweenstylisticphonologyandphonology,hedefinedthesphereofphonologicalstudies.Third,bystudyingthesyntagmaticandparadigmaticrelationsbetweenphonemes,herevealedtheinterdependentrelationsbetweenphonemes.Finally,heputforwardasetofmethodologiesforphonologicalstudies,suchasthemethodofextractingphonemesandthemethodofstudyingphonologicalcombinations.
11.2.2FunctionalSentencePerspective(FSP)功能句子观
FunctionalSentencePerspective(FSP)isatheoryoflinguisticanalysiswhichreferstoananalysisofutterances(ortexts)intermsoftheinformationtheycontain.Theprincipleisthattheroleofeachutterancepartisevaluatedforitssemanticcontributiontothewhole.
SomeCzechlinguistsdevotedconsiderableattentiontoproblemsofanalysingsentencesfromafunctionalpointofview.Someimportantconceptsinthisviewinclude:
Theme–thepointofdepartureofasentence,whichisequallypresenttothespeakerandhearer;
Rheme--thegoalofdiscoursewhichpresentstheveryinformationthatistobeimpartedtothehearer;
Known/giveninformation--informationthatisnotnewtothereaderorhearer;
Newinformation--whatistobetransmittedtothereaderorhearer.
Thereforethesubject-predicatedistinctionisnotalwaysthesameastheme-rhemedistinction.
(a)
Sally
Subject
Theme
standsonthetable
Predicate
Rheme
(b)
Onthetablestands
Predicate
Theme
Sally
Subject
Rheme
Inresearchintotherelationbetweenstructureandfunction,J.Firbasdevelopedthenotionofcommunicativedynamism(CD),whichismeanttomeasuretheamountofinformationanelementcarriesinasentence.ThedegreeofCDistheeffectcontributedbyalinguisticelement,forit“pushesthecommunicationforward”.Usuallyacontext-dependentelementcarriesalowerCDthanacontext-independentelement.Forexample,in“Ihavereadanicebook”,“anicebook”carriesahigherCDthan“I”andthefiniteverb.
FirbasdefinedFSPas“thedistributionofvariousdegreesofCD”.Thiscanbeexplainedas:
theinitialelementsofasequencecarrythelowestdegreeofCD,andwitheachstepforward,thedegreeofCDbecomesincrementaltilltheelementthatcarriesthehighest.
12.3TheLondonSchool
ThemanwhoturnedlinguisticsproperintoarecogniseddistinctacademicsubjectinBritainwasJ.R.Firth(1890–1960),thefirstProfessorofGeneralLinguisticsinGreatBritainin1944.ThemajorityofuniversityteachersoflinguisticsinBritainweretrainedunderFirthandtheirworkreflectedFirth’sideas.
FirthwasinfluencedbytheanthropologistB.Malinowski(1884–1942).Inturn,heinfluencedhisstudent,thewell-knownlinguistM.A.K.Halliday.Thethreemenallstressedtheimportanceofcontextofsituationandthesystemaspectoflanguage.Thus,LondonSchoolisalsoknownassystemiclinguisticsandfunctionallinguistics.
12.3.1Malinowski’stheories
Malinowskiregardslanguage“amodeofaction,ratherthanasacounterpartofthought”.Accordingtohim,themeaningofanutterancedoesnotcomefromtheideasofthewordscomprisingitbutfromitsrelationtothesituationalcontextinwhichtheutteranceoccurs.
Malinowskibelievedthatutterancesandsituationareboundupinextricablywitheachotherandthecontextofsituationisindispensablefortheunderstandingofthewords.Themeaningofspokenutterancescouldalwaysbedeterminedbythecontextofsituation.Hedistinguishedthreetypesofcontextofsituation:
(1)situationsinwhichspeechinterrelateswithbodilyactivity;
(2)narrativesituations;and(3)situationsinwhichspeechisusedtofillaspeechvacuum–phaticcommunion.
TwoimportantpointsonMalinowski’stheoryofmeaning:
First,heprescribedthedataforlinguisticstudies,holdingthatisolatedwordsareonlyimaginedlinguisticfacts,andtheyaretheproductsofadvancedanalyticalproceduresoflinguistics.Accordingtohim,thereallinguisticdataarethecompleteutterancesinactualusesoflanguage.Thesecondpointisthatwhenacertainsoundisusedintwodifferentsituations,itcannotbecalledoneword,buttwowordshavingthesamesound,orhomonyms.Hesaidthatinordertoassignmeaningtoasound,onehastostudythesituationsinwhichitisused.
12.3.2Firth’stheories
Herewe’lljusttalkaboutFirth’smajorcontributionstolinguistics.
Firthstartedthebranchcalledlinguisticsemantics.Heputforwardtheideathatinanalysingatypicalcontextofsituation,onehastotakeintoconsiderationboththesituationalcontextandthelinguisticcontextofatext:
(1)Theinternalrelationsofthetextitself
(a)thesyntagmaticrelationsbetweentheelementsinthestructure;
(b)theparadigmaticrelationsbetweenunitsinthesystem.
(2)Theinternalrelationsofthecontextofsituation
(a)therelationsbetweentextandnon-linguisticelements,andthegeneraleffects;
(b) theanalyticalrelationsbetweenwords,partsofwords,phrasesandthespecialelementsofthecontextofsituation
FirthalsolistedamodelinhisPapersinLinguistics(1957)thatcoversboththesituationalcontextandthelinguisticcontextofatext:
(1)therelevantfeaturesoftheparticipants:
persons,personalities
(a) theverbalactionoftheparticipants
(b) thenon-verbalactionoftheparticipants
(2)therelevanttopics,includingobjects,events,andnon-linguistic,non-humanevents
(3)theeffectsoftheverbalaction.
Firth’ssecondimportantcontributiontolinguisticsishismethodofprosodicanalysis(节律分析),calledprosodicphonology.Firthpointedoutthatinactualspeech,itisnotphonemesthatmakeuptheparadigmaticrelations,butphonematicunits.Therearefewerfeaturesinphonematicunitsthaninphonemes,becausesomefeaturesarecommontophonemesofasyllableoraphrase(evenasentence).Whenthesefeaturesareconsideredinsyntagmaticrelations,theyareallcalledprosodicunits.
Firthdidnotdefineprosodicunits.However,hisdiscussionindicatesthatprosodicunitsincludesuchfeaturesasst
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 北科大 语言学 内部 教学 教案 11 考研 必备