最新文体学复习文档格式.docx
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最新文体学复习文档格式.docx
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Stylegivesusadditionalinformationaboutthespeaker’s/writer’sregionalandsocialorigin,education,hisrelationshipwiththehearer/reader,hisfeelings,emotionsorattitudes.
“Style”inthisbookreferstothecharacteristicvariationinlanguageuse.Thetermcanbeappliedtobothspokenandwritten,bothliteraryandnon-literaryvarietiesofalanguage.
ProcedureofAnalysis
Theconceptoftext
Atextisanypassage,spokenorwritten,ofwhateverlength,thatformsaunifiedwhole.Theconnectionamongpartsofatextisachievedbyvariouscohesivedevices,andbysemanticandpragmaticimplication.
Afullunderstandingofatextisoftenimpossiblewithoutreferencetothecontextinwhichitoccurs.
TheconceptofContext
Thediscussionof“text”naturallyleadstothediscussionof“context”,becauseanunderstandingofthemeaningofalinguisticunitoratextdependsuponaknowledgeofthecontextinwhichtheunitortextoccurs.
Contextmaybelinguisticorextra-linguistic.LinguisticcontextisalternativelytermedasCO_TEXT,whichreferstothelinguisticunitinatext.Extra-linguisticcontextreferstotherelevantfeaturesofthesituationinwhichatexthasmeaning.
CharacteristicoftheUSERoflanguage
Age
Sex
Socio-regionalorethnicbackground
Education
CharacteristicsoftheUSEoflanguageinsituation
Mediumofcommunication:
speechorwriting
Setting:
privateorpublic
Role-relationshipbetweenaddresserandaddressee:
thedegreeofintimacy:
thedegreeofsocialdistance.
Linguistshaveemphasizedtheroleofcontextsofsituationasdeterminantsofstyle.Thereisanobservablematchbetweenlinguisticfeaturesandcontextualfactors.
Levelsoflinguisticdescription
Inordertocapturethestylisticcharacteristicsofatext,wehavetodescribethetext’sverbalpropertiesinarigorousway.
PHONOLOGYisdefinedasthesystemofspeechsoundsinalanguage.GRAPHOLOGYreferstothewritingsystemofalanguage.Thelexicogrammaticalsystemconsistsofvocabularyandsyntacticstructures
ThematchingofatextwithitscontextistermedasthePLACINGOFATEXTorCONTEXTUALIZATION.
Inthefirstplace,linguisticfeaturesofagiventextshouldbecomparedwithasetofrelativenormsoflanguageinuse.By“relativenorms”wemeantherangesoflinguisticappropriatenesstovariouscontextsofsituation.
Atextshouldbefurtherbecontextualizedintermsofitsgenre,itshistoricalperiodorculturalbackground.
Potentialstylemarkers:
markersinphonologyandgraphology
Languagesfeaturesareclassifiedintofourcategories:
phonology,graphology,lexisandgrammar.
Potentialstylemarkersinphonology.
Ellision:
referstotheomissionofasoundorsoundsinspeech.
Soundpatterning:
referstothematchingofidenticalorsimilarsoundsbetweentwoormorewords.
CVC:
Alliteration
Assonance
Consonance
ReverseRhyme
Pararhyme
Rhyme
Soundpatterningisnotonlyasourceofaestheticsatisfaction,butalsoaphonologicalmeansofemphasis,establishingrelationshipbetweenthepatternedwords.
Onomatopoeia:
usedtoproducesoundimages.
Potentialstylemarkersingraphology
Punctuation:
anessentialpartoftheproperlyconstructedEnglishsentence,reflectionpauses,intonation,patternsofthespokenlanguage.
Theuseofexclamationmarks:
a.torepresenturgentwarningorcommand.e.g.”Nicholas!
”saidhisunclesharply.
b.Endinganimperativesentenceaddstotheperemptoryorurgentforceofacommand.E.g.,shutthedoor!
c.Thecombinationofquestionandexclamationmarksspecifiesthewriter’sdoubtorsurpriseaboutcertainlanguageitems.e.g.HesaidthatIwashisbest(?
!
)friend.
d.Excessiveuseofexclamationmarksisoftenconsideredasasignoffrivolousorimmaturewriting;
theuseofmorethanoneexclamationmarkisafeatureofveryinformalwriting.E.g.Number7standsempty!
Theuseofdashes
a.Dashisconsideredamarkofinformalwriting.Itmayindicateasuddenbreakorinterruptioninspeech.E.g.”Nohedidn’t,AuntMollie.Itwasn’tMrEdmond.MrEdmonddidn’t--”
b.Dashescanbeusedtomarkoffaparenthesis.E.g.”…whenhehadbenthishead-Isawhim!
–overmymother’slittleglove.”
Theuseofquotationmarks
a.Toindicatetheauthenticityofthequotedwords.E.g.TomLincolnusedtosayAbewasgoingtohave“arealeddication,”explaining,”Youaira-goin’tolarnreadin’writin’,andcipherin’”
b.Todirectthereader’sattentiontothequotedwords.E.g.AfourthofUSAschoolsare“shoddy”
c.Toenclosewordsusedinspecialsensesorborrowedfromothercontexts.E.g.Idonotknowthatitistoseeintotheheartofafriendthroughthat“windowofthesoul”,theeye.
d.Toenclosewordsthatthewriterconsidersinappropriateoruntrue.E.g.
Theuseofcapitalsanditalics
a.Capitalsareusedtodignifyorpersonifyalexicalitem.Initialcapitalsforkeywordaretypicalfeaturesoflegallanguage.
b.Italicsinprint,smallcapitals,orcapitalsareoftenusedforemphasis,indicatingsometimesphonologicalprominence.E.g.YouaremyFRIEND/friend.
Paragraphing
Paragraphingreferstothewayinwhichatextisdividedintoparagraphs(consistingofoneormoresentences).Itisadeviceofrevealingtherelationalstructureinatext,theorganizationofthecontent.
Potentialstylemarkersinlexciogrammarticallevel
Potentialstylemarkersinsyntax
Thebasicclausestructureandtheclassificationofclausetypes:
Basicclausestructure:
SV(A)SVO(A)SVCSVOOSVOC
Classificationofclausetypes:
1.Intermsofclauseconstituents:
2.Intermsofthestructureoftheverbphraseinaclause:
finiteclauses,non-finiteclauseandverblessclauses.
e.g.MrsMarlow’shealthhasbeenimprovingeversinceshequitsmoking.(finiteclause)
e.g.Inhalingthesmokeofothersisthoughttobeharmful(Non-finite:
-ingnominalclause)
e.g.Aborn-againChristian,shehasmarried.(verblessclause)
Verblessclausesareclauseswhichcontainnoverbelement.Theyareregardedasclausesbecausetheyfunctioninthesimilarwayasfiniteornon-finiteclauses.
3.Intermsoffunctioninasentence,clausescanbeclassifiedintodependentandindependentclauses.
Subordinateclausesarethosewhichconstitutepartofanotherclauseandfunctionasitsclauseelementsorasconstituentsofaphrasewithinaclause.
Subordinateclausescanbefurtherdividedinto:
a.Nominalclauses:
that-clauses.wh-clauses,to-infinitiveclausesand–ingclauses
b.Relativeclauses,functioningaspostmodifiersofanounphrase.
c.Comparativeclauses,resemblingadjectivesandadverbsintheirmodifyingfunctions.
d.Adverbialclauses,denotingtime,place,reason,purpose,conditions,etc.
Potentialstylemarkersinlexicalchoice
Theexaminationoflexicalchoiceismainlyananalysisofcontentwords,involvingthefollowingaspects:
Arethewordssimpleorcomplex?
Formalorinformal?
Generalorspecific?
Anglo-SaxonorLatinatewords
Generallyspeaking,wordsofLatin,Frenchorigin(Latinate)arewordsofscience,religionandofficialcommunication;
theyhelptocreatetheeffectofcoolness,dignityandintellectualdistance.ThepercentageofLatinatewordsinatextisonlyoneamongmanymarkersindicatingthedegreeofformalityofatext.Inmostcases,itbecomessignificantonlywhencombinedwithothermarkers.Besides,quiteanumberofLatinatewordshavepassedintothebasicvocabularyofanativespeakerofEnglish
WordsofAnglo-SaxonoriginconstituteEnglish-speakingpeople’sbasicvocabulary.ThepercentageofAnglo-Saxonwordsrunsveryhigh-usuallybetween70and90percent.ThereforeahighpercentageofAnglo-Saxonwordsisquiteusualandinformalstyle.
Generalorspecificwords
Generaltermsareoftentoovaguetoconveyanyprecisemeaning.Theuseofspecificwordsismoreinformativeindetailandcanevokevividimages.
ConceptualorAssociativemeaning
Thelexicalmeaningofawordorphraseissaidtobeacomplexofvariousinterrelatedcomponents.
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