语言学教程课件12-Schools-of-linguistics

Chapter12SchoolsofLinguisticsSaussure:fatherofmodernlinguisticsModernlinguisticsbeganfromF.deSaussure(1857-1913):CourseofGeneralLinguistics,1916:collectionofhislecturenotesbyhisstudentsThreelinescomingintoSaussure:linguistics,sociology,andpsychology1)W.D.WhitneyfromNeogrammariantradition:biginfluencerofSaussureLanguageisaninstitutionofarbitrarysigns2)E.Durkheim,Frenchsociologist:languageisoneofthesocialfacts,whichareideasinthecollectivemindofasocietyandradicallydistinctfromindividualpsychologicalacts.3)S.Freud,theAustrianpsychiatristhypothesizedthecontinuityofacollectivepsyche:asingleactmaycontinuetoexerciseprofoundeffectsonhumanityHighlightsofhisideasHumanlanguageisanextremelycomplexandheterogeneousphenomenon.LanguageisasystemofsignsThissignistheunionofaformandanidea:signifierandsignifiedLanguevsparoleSyntagmaticvsparadigmaticSychronicvsdiachronicHisserialdichotomiesandpreferencesononeovertheotherindevelopingtheoriesoflanguagebroughtlinguisticsontoascientificroad.Saussure’stwokindsofinfluenceonmodernlinguisticsHeprovidedageneralorientation,asenseofthetaskoflinguisticsHeinfluencedmodernlinguisticsinthespecificconcepts.FunctionalismFormalismLinguistics:(1)Formallinguistics(e.g.generativelinguistics)(2)Functionallinguistics(includingSystemicFunctionalLinguistics,Pragmatics,CognitiveLinguistics,DiscourseAnalysis,Sociolinguistics,etc.)FunctionalLinguisticsFunctionalisminlinguistics(1)PragueSchoolLinguistics(V.Mathesius,R.Jakobson,J.Firbas,N.Trubetzkoy)(2)LondonSchoolLinguistics(J.Firth)(3)CopenhagenSchool(L.Hjelmslev)(4)Frenchfunctionalism(A.Martinet)(5)SystemicFunctionalLinguistics(M.Halliday)(6)Autonomistfunctionalismorgenerativefunctionalism(S.Kuno,E.Prince)(7)Functionalgrammar(S.Dik)(8)Text/Discoursegrammar(vanDijk)(9)Mixedfunctionalism(S.Levinson)(10)Typologicalfunctionalism(W.Croft)(11)RoleandReferenceGrammar(R.D.vanValin,W.A.Foley)(12)WestCoastFunctionalism(T.Givón,P.Hopper,S.Thompson)(13)Cognitivelinguistics(R.W.Langacker)1.ThefunctionalperspectiveThePragueSchoolTheLondonSchoolPragueLinguisticCircle:StartedbyV.Mathesius(1882-1946)in1926,withsuchactivistsasR.Jacobson(1896-1982),N.Trubetzkoy(1890-1938)andlaterJ.Firbas(1921-2000).TheCirclestoodattheheartofimportantdevelopmentsinstructurallinguisticsandsemioticsinthe1930's.Themaincontributionisthatitseeslanguageintermsoffunction.1.1ThePragueSchoolThreeimportantpoints:Stressedsynchroniclinguistics,butnotrigidlyseparatedfromdiachronicstudies.LissystemicinthatnoelementofLcanbesatisfactorilyanalysedorevaluatedinisolationandassessmentcanonlybemadeifitsrelationshipisestablishedwiththecoexistingelementsinthesamelanguagesystem.Lisfunctionalinthatitisatoolforperforminganumberofessentialfunctionsortasksforthecommunityusingit.OnebigcontributionofthePragueSchool:ContributiontophonologyDistinctionbetweenphoneticsandphonologyPragueSchoolPhonologyN.Trubetzkoy:PrincipleofPhonology(1939).Arguedthatphoneticsbelongedtoparole,whereasphonologybelongedtolangue.Developedthenotionofphoneme:anabstractunitofthesoundsystem,thesumofthedifferentialfunctions.Distinctivefeatures:phonologicaloppositions.VariousoppositionsBilateral:withuniquelysharedfeature(s)Multilateral:withwidelysharedfeature(s)Proportional:withcontrastiveanddifferentiatingfeature(s)Isolated:withcontrastiveanduniquefeaturesPrivative:withafeatureeitherabsenceandpresenceGradual:withafeatureofdifferentdegreeEquipollent:neithergradualnorprivativeNeutralisable:withafeatureonlycontrastinsomepositionConstant:withafeatureoccurringinallpositionsTrubetzkoy’scontributionsShoweddistinctivefunctionsofspeechsoundsandgaveanaccuratedefinitionofthephoneme.Definedthesphereofphonologicalstudies.Revealedinterdependentsyntagmaticandparadigmaticrelationsbetweenphonemes.Asetofmethodologiesforphonologicalstudies.FunctionalSentencePerspectiveFSPisthetheoryoflinguisticanalysiswhichreferstoananalysisofutterances(ortexts)intermsoftheinformationtheycontain.Theroleofeachutterancepartisevaluatedforitssemanticcontributiontothewhole.TheviewofsomeCzechlinguists:afunctionalpointofviewAsentencecontainsapointofdepartureandagoalofdiscourse.Thepointofdeparture,calledtheTHEME,isthegroundonwhichthespeakerandthehearermeet.Thegoalofdiscourse,calledtheRHEME,presentstheveryinformationthatistobeimpartedtothehearer.MovementfromThemetoRhemerevealsthemovementoftheminditself.Therefore,thefunctionalsentenceperspective(FSP)aimstodescribehowinformationisdistributedinsentences.Itdealsparticularlywiththeeffectofthedistributionofknown(given)informationandnewinformationindiscourse.Newinfo:tobetransmittedtothereaderorhearer.Sallystandsonthetable.ThemeRhemeOnthetablestandsSally.ThemeRhemeThreelevelsofasentenceGrammaticalSentencePattern(GSP)Subject,predicate,object,etc.SemanticSentencePattern(SSP)Agent,Action,Patient,Theme,Experiencer,etc.CommunicativeSentencePattern(CSP)Johnhaswrittenanovel.SubjectVerbObject(GSP)AgentActionGoal(SSP)ThemeTransitionRheme(CSP)Communicativedynamism(CD)J.FirbasLinguistic