Chapter-12语言学-Theories+and+schools

Chapter12TheoriesandSchoolsofModernLinguistics2TeachingFocus1.Introduction2.TheFunctionalPerspective2.1ThePragueSchool2.2TheLondonSchool3.TheFormalPerspective3.1AmericanStructuralism3.2Transformational-GenerativeGrammar4.RevisionistsorRebels3FunctionalismFormalism41.IntroductionSaussure:fatherofmodernlinguisticsHisgreatwork:CourseinGeneralLinguistics(1916)markedthebeginningofmodernlinguisticsHewasthefirsttonoticethecomplexitiesoflanguage.Hisfundamentalperceptionisofrevolutionarysignificance.5AlllinguisticsinthetwentiethcenturyareSaussureanlinguistics.62.TheFunctionalPerspective2.1ThePragueSchool2.2TheLondonSchool7ThePragueSchoolTheLondonSchool82.1.1Introduction2.1.2PhonologyandPhonologicalOppositions2.1.3FunctionalSentencePerspective2.1ThePragueSchool92.1.1IntroductionPragueLinguisticCircle:StartedbyV.Mathesius(1882-1946)in1926,withsuchactivistsasR.Jacobson(1896-1982),N.Trubetzkoy(1890-1938)andlaterJ.Firbas(1921-2000).AspecialstyleofsynchroniclinguisticsMostimportantcontribution:Seeslanguageintermsoffunction.10Threeimportantpoints:Stressedsynchroniclinguistics,butnotrigidlyseparatedfromdiachronicstudies.Emphasizedonthesystemiccharacteroflanguage.Viewedlanguageasfunctional,atoolperforminganumberofessentialfunctionsortasksforthecommunityusingit.Detailsonpage296.112.1.2PhonologyandPhonologicalOppositionsThePragueSchoolisbestknownandrememberedforitscontributiontophonologyandthedistinctionbetweenphoneticsandphonology.12N.Trubetzkoy:PrincipleofPhonology(1939).Phonetics&phonology:differentforparole&langue.Phoneme:anabstractunitofthesoundsystem.Distinctivefeatures:phonologicaloppositions.13Trubetzkoy’scontributions:Showeddistinctivefunctionsofspeechsoundsandgaveanaccuratedefinitionofthephoneme.Definedthesphereofphonologicalstudies.Revealedinterdependentsyntagmaticandparadigmaticrelationsbetweenphonemes.Putforwardasetofmethodologiesforphonologicalstudies.142.1.3FunctionalSentencePerspectiveFSPreferstoananalysisofutterances(ortexts)intermsoftheinformationtheycontain.Theroleofeachutterancepartisevaluatedforitssemanticcontributiontothewhole.15Asentencecontainsapointofdepartureandagoalofdiscourse.Thepointofdeparture,calledthetheme,isthegroundonwhichthespeakerandthehearermeet.Thegoalofdiscourse,calledtherheme,presentstheveryinformationthatistobeimpartedtothehearer.Movementfromthemetorhemerevealsthemovementoftheminditself.16Therefore,thefunctionalsentenceperspective(FSP)aimstodescribehowinformationisdistributedinsentences.Itdealsparticularlywiththeeffectofthedistributionofknown(given)infoandnewinfoindiscourse.Newinfo:tobetransmittedtothereaderorhearer.17Sallystandsonthetable.ThemeRhemeOnthetablestandsSally.ThemeRheme18J.FirbasdevelopedthenotionofCommunicativeDynamism(CD)tostudytherelationbetweenstructureandfunction.Linguisticcommunicationisdynamic,notstatic.CDmeasurestheamountofinfoanelementcarriesinasentence.ThedegreeofCDistheeffectcontributedbyalinguisticelement.19Accordingtohim,FSPisthedistributionofvariousdegreesofCD.TheinitialelementsofasequencecarrythelowestdegreeofCD.ThedegreeofCDbecomesincrementaltilltheelementcarryingthehighest.Forexample:Amanbrokeintothehouseandstoleallthemoney.Theultimatepurposeofthecommunicationistostatetheactionand/oritsgoal,nottheagent.20However,therearealwaysexceptionsofthedegreeofCD.WhichpartofthefollowingtwosentencescarriesthehighestCD.Anoldmanappearedinthewaitingroomatfiveo’clock.Theoldmanwassittinginthewaitingroom.212.2TheLondonSchool2.2.1Introduction2.2.2Malinowski’sTheories2.2.3Firth’sTheories2.2.4HallidayandSystemic-FunctionalGrammar222.2.1IntroductionInfluentialfigures:B.Malinowski(1884-1942),professorofanthropology(1927).J.R.Firth(1890-1960),thefirstprofessorofgenerallinguisticsintheUK(1944).M.A.K.Halliday(1925-),studentofFirth.23Allthethreestressedtheimportanceofcontextofsituationandthesystemaspectoflanguage.Thus,LondonSchoolisknownassystemiclinguisticsandfunctionallinguistics.242.2.2Malinowski’sTheoriesLanguage“istoberegardedasamodeofaction,ratherthanasacounterpartofthought”.Themeaningofanutterancecomesfromitsrelationtothesituationalcontextinwhichitoccurs.25Thecontextofsituationisindispensablefortheunderstandingfthewords.Threetypesofsituationalcontext:situationsinwhichspeechinterrelateswithbodilyactivity;narrativesituations;situationsinwhichspeechisusedtofillaspeechvacuum—phaticcommunion.262.2.3Firth’sTheoriesRegardedlanguageasasocialprocess,ameansofsociallife.Inordertolive,humanbeingshavetolearnandlearningLisameansofparticipationinsocialactivities.Lisameansofdoingthingsandofmakingothersdothings,ameansofactingandliving.27Lisbothinbornandacquired.TheobjectoflinguisticstudyisLinuse.Firthattemptedtointegratelinguisticstudieswithsociologicalstudies:becausehumanbeingsareinseparablefromculturalvalues,andLisanimportantpartofculturalvalues.linguisticscanhelprevealthesocialnatureofhumanbeings.28Meaningisuse,thusdefiningmeaningastherelationshipbetweenanelementatanylevelanditscontextonthatlevel.Th