Chapter 9 Language and literature
语言学教程 第三版 第九章 文体学

9.3.3 Stress and Metrical Patterning 9.3.4 Conventional Forms of Metre and Sound
9.3.5 The Poetic Functions of Sound and Metre 9.3.6 How to Analyse Poetry? 9.4 The Language in Fiction 9.4.1 Fictional prose and point of view 9.4.2 Speech and thought presentation 9.4.3 Prose style 9.4.4 How to Analyse the Language of Fiction? 9.5 The Language in Drama 9.5.1 How should we analyse drama?
9.5.2 Analysing dramatic language
9.5.3 How to analyse dramatic texts? 9.6 The cognitive approach to literature 9.6.1 Theoretical background 9.6.2 An example of cognitive analysis
language of literary texts can enhance our appreciation of the different systems of language, because the
literary texts often reveal the nature of the language in which they are written.
中华英语 As a branch of linguistics, stylistics also develops with and is influenced by the other schools and trends of linguistic study. The 1960s was a decade of formalism, the 1970s a decade of functionalism, the 1980s a decade of discourse stylistics, and the 1990s a decade in which socio-historical and socio-cultural stylistic studies are a main preoccupation. (Carter and Simpson, 1989) In addition to this, there is a trend of "pluralheads development‖ (Shen, 2000), i.e. different schools of stylistics compete for development and new schools emerge every now and then. The cognitive approach to literature is a case in point.
英语文体学知识重点

Chapter 1 Introduction· What is the English StylisticsIt is a science that deals with the research for a wide variety of the styles of written and oral English in English language.· What are language functionsa To deliver some infor to other peopleb To communicate with each other in society·How do we express ourselves in a proper waySeveral factors do work.a)Phoneticsb)Vocabularyc)Grammard)Some knowledge concerningEnglish stylistics·The correctness in using the language can not replace the appropriateness in language communication. WhyFour examples:a “ Hello ” and “ Hi ”b “ Assist me Assist me ” and “ Aid Aid ”c “That’s all right.” “That’s to say.” “It’s ..”d See next paged “ I am terribly sorry to hear that your husband has just died, but don’t let it upset you too much. You’re an attractive, young lady. I’m pretty sure it is very easy for you to find someone else soon. ” ·The effects of language expressions are sometimes related to somenon-linguistic factors.b Age ------ “ Cheers ” and “ Bye for now. ”c Vocation ------ “ Watch the birdie. ”d Received education ------ “ goto . ”e Social station ------ “ What prompted you to apply for this job ” ·Why should we learn and study English stylisticsa It will help us to express ourselves in English properly.b It will help us to know something about language features of a variety of English written styles.c It will help us to select a proper way for getting the best language effects and attaining our communicative purposes.d It will help us to go at literary criticism.e It will help us to do the translation work well.Chapter 2 Language Description & Stylistic Analysis·There are 4 phonetic means in English:1 stress2 Intonation3 pause4 voice quality.·Stress has several apparent stylistic and grammatical functions.1 The first function is for emphasis.2 The second function is to change the meaning or the part of speech of some words, or both.3 The third function is to differ some English words4 The fourth function is to show someone’s surprise, anger, fear, doubt, pleasure, etc..·Intonation can be employed to express people’s happiness, sadness, certainty, hesitation, depression, etc. There are 5 pitches in phonetics:1 The falling pitch is used to show the meaning of definiteness, certainty and completeness.2 The rising pitch is employed to show the meaning of indefiniteness, uncertainty and incompleteness.3 The fall-rise pitch is used to give people some encouragement or give people a warning.4 The rise-fall pitch is employed to give people a sincere praise or to show the feeling of shock.5 The level pitch is used to give account on something happened in the past.·Pause can be divided into two.a voiced pauseb silent pause ·Some useful rhetorical devices1. Period and inversion2. Parallelism and antithesis3. Climax and anti-climax4. RepetitionChapter 3 Oral Style and Written Style·Several occasions for using oral style:1. In literary masterpieces2. In everyday conversation3. In informal speeches·The differences between oral communication and written communication1. Use some gestures body language in oral communication2. Use a statement as a question in oral communication3. Use some pure oral words in oral communication· The comparison of language styles in oral style and in written style ·What can be used with oral style1 slangs2 vogue words3 abbreviations4 phrasal verbs5 idioms·What can be used with written style 1 Scientific English 2 Legal English 3 Religious English 4 Formal speech 5 Official documentsChapter 4 Formal Style & Informal Style·Five styles were advanced by Martin Joos in the book “ The Five Clocks ”1 Frozen Style: legal items, historic literature, the documents for international conferences, etc.2 Formal Style: This style is usually used to deliver some infor on formal occasions.3 Consultative Style: With this style people usually offer some background information. It is usually employed in business activities.4 Casual Style: People usually use it between friends, acquaintances, or insiders. Its main feature is that people usually employ ellipsis, slangs or cants with it.5 Intimate Style: It is usually used between husband and wife. Moreover it is employed in jargons sometimes. Chapter6 Societal Deviation in English· What is societal deviation in EnglishSocietal deviation is something about societal dialects.·Black English Vernacular: 土语urban black English·What are the reasons for you to know Black English Vernacular1It will help us to know thestatus que of AE.2 It will helpto read some novels in Americanliterature.Chapter 7 Time Deviation in English· Three stages of the development of English language1 The 1st stage is from 449 to 1100The verbs in Old English can be divided into two categories ------ one is strong verbs and another is weak verbs. The past tense forms of most of weak verbs are with the ending -cec, -ode, or -de after the original weak verbs.2 The 2nd stage is from 1100 to 1500 Middle English.At that time “ hw ” in Old English became “ wh ” and “ cw ” became “ qu ”.3 The 3rd stage is from 1500 to present time Modern English.There are two remarkable features in Modern English.1There are many loans in Modern English. from Japanese/fromFrench/from Latin/ from Chinese.2 There are some neologisms新词 in Modern English.·The application of English archaic words过时的词in modern times1 In legal English2 In religious English3 In English poetry4 In newspapers·Why use archaic words in modern times formal/rhyme/show-off Chapter 8 Common Practical Styles ·Three functions of English advertisements1 to attract readers’ attention2 to arose customer interest3 to erge customer to take actions as soon as possible.·Some features of English advertisements1 More simple sentences2 Less negative sentences ------ If people really want to express the negative meaning in advertisements, they may use “ nothing ” or “ no ” instead of “ not ”.3 Frequent use of present tense4 More and more imperative sentences5 Far more elliptical sentences 7 Some special adjectives8 Some newly-created words ·Journalistic English: Newsreport/news story·two categories of newspapers1 quality paper大报2 tabloid小报·Three requirements for news reports:Swift / objective / true·Some features of journalistic English1 Some journalistic jargons2 Some acronyms3 Some apocopation4 Some aphoeresis5 Some words with front and back clipping6 Some syncopations7 Some neologisms8 Some blends9 Some nouns are used as verbs to make the headlines vivid. Scientific English·What can be written with scientific English1 Scientific works and literature2 Academic theses3 Laboratory reports4 Product instructions·Some important features of scientific English1 Passive voice is high-frequently used in sentences.2 Present tense is quite often employed in sentences because scientific concepts and principles are usually described as truths.3 Long and complete sentences are often used to express meanings, ideas and concepts.4 There are some words which are from Latin.5 There is a simplicity in meaning for some words in scientific English.6 There are some useful prefixes and suffixes in scientific English. Chapter 9 Literary Style·The language features of English poetry1. The rhythm and the meter of English poetryRhythm is a regular succession of weak and strong stresses, accents, sounds, or movements in speech, music, poems, dancing, etc. ·How is the rhythm formed in English poemsStressed syllables and unstressed syllables which alternately appear in a stanza may produce rhythm in English poems. ·What is meter Meter is the measur. The English poetic rhythm is based on meter.构成英诗节奏的基础是韵律,即“格律”; ·How many meters are there in English poetic compositionThere are seven 1 iambus 抑扬格 2 trochee 扬抑格3 dactyl 扬抑抑格 4 anapaest 抑抑扬格 5 amphibrach 双行诗 6 spondee 7 purrhic ·What is stanzaIt consists of lines or verses. Simply speaking it is a poetic paragraph.·Some common forms of stanzas: 1 couplet 双行诗2 triplet 三行诗3 quatrain 4 cinquain 5sestet 6 septet 7 octet 8 Spenserian stanza 9 abba abba cde cde2 Shakespeare sonnet abab cdcd efef gg3 Spenserian sonnet abab bcbc cdcd ee·What is verse verse is the poetic sentence,line It is made up of one foot or more than one. Briefly speaking it is called a poetic sentence.·How to keep a rhyme in a poem 1 Keep an end rhyme It can be divided into four forms.1 The first form is to keep a single rhyme Sometimes it is called a masculine rhyme or a male rhyme.2 The second form is to keep a double rhyme Sometimes it is called afeminine rhyme or a female rhyme. . 3 The third form is to keep a triple rhyme.4 The fourth form is to keep an eye rhyme.2 Keep a head rhyme3 Keep an internal rhyme·Blank verse :Unrhymed verse ·Three features of blank verses 1 They do not keep any rhymes, but they are the poems with some meter. 2 They can be long or short.3 Their feet in each line are not uniform.·Common Figures of Speech Used in English Poetry Use of simile andrepetition/head-rhymed alliteration /metapher/ parallelism/personification / speaking silence, dumb confession / paradox 矛盾修饰法/hyperbole,overstatement exaggeration/ metonymy 借代转喻 · Stylistic Features in Fiction Two points of viewTwo perspectives 1 Use singular or plural number of the third person ------ as a narrator or a story-teller to narrate some plots in a novel.Notes: a. Most of writers or novelists like to use this perspective.b. The effect of using this perspective is “ objective ”. 2 Use singular or plural number of the first person ------ as one of the characters to narrate some plots in a novel.Note:In this way it will make readers think that it is really a true story and there is no trace of make-up.·The dialogs in novels1 Some useful informal words2 Some common slangs·Direct and indirect speeches in novels1 Sometimes some novelists like to use direct speech in order to make a psychological description in narrating plots in a novel.2 Sometimes some novelists like to use indirect speech in order to make a thought presentation in narrating plots in a novel.·How to analyze a literary masterpiece1 Use a way of rhetorical analysis.2 Use a way of syntactical analysis. Chapter 10 Common Expressing Styles in English Passages· What is the ornate styleIn the ornate style, people like to use some modifiers, such as adjectives, adverbs, etc, and use some rhetorical devices, such as simile, metaphor, personification, hyperbole, etc. In syntax, people like to use long sentences and some sentences with a complex structure or a parallel structure.·What is the plain styleIn the plain style, people prefer to use short sentences. People rarely use big words. People don’t like to use many modifiers. As for syntax, people prefer to use compound sentences.·Which style is better Simply speaking, it depends. It depends on different occasions.·What is the involved style In this style, people usually employ some detailed descriptive device to express something. They often use some specific words for their descriptions.·What is the terse styleIn this style, people usually use brief words and simple-structured sentences which have some profound implied meanings.·Relationship between Irony and humor:Irony is a language means while humor is an effect.。
Language and Literature

A chipped sill buttresses mother and daughter who are the last mistresses of that black block which is condemned to stand, not crash. Furthermore, the main verb in this sentence is buttresses.
Ex.9-3 The red-haired woman, smiling, waving to the disappearing shore. She left the maharajah other lights o’passing love in towns and cities and theatres and railway station all over the world. But Melchior she did not leave.
Example: Hands in They were short of hands at harvest time means workers, labourers or helpers.
Refer to the book page(200-201)
EX.9-6 O, my luve is like a red, red, red rose That’s newly sprung in June; O, my luve is like the melodie That’s sweetly play’d in tune.
Metaphor The above process of transferring qualities from one thing to another also works in metaphor. In that the words like or as do not appear.
语言学教程Chapter 9. Language and Literature

9.2.1 foregrounding and the grammatical form
In literary texts, the grammatical system of the language is often exploited, experimented with, or in Mukarosky’s words, made to “deviate from other, more everyday, forms of language, and as a result creates interesting new patterns in form and in meaning”.
Some forms of trope
Simile Metaphor Metonymy Synecdoche
Why people use language in a figurative way?
The figurative use of language has the effect of making the concepts under discussion more domestic and acceptable. Readers can……
1. phonology 2. grammar 3. semantics Literay language differs from non-literary
language in that the former is foregrounded in the above three aspects.
9.2.3 the analysis of literay
language
Procedures we should follow when we analyze the grammatical structure and meaning of a literary text.
胡壮麟《语言学教程》笔记第8-9章

胡壮麟《语言学教程》笔记第8-9章Chapter 8 Language in Use1. 语义学与语用学的区别1.1 语用学(Pragmatics)Pragmatics is the study of the use of language in communication, particularly the relationships between sentences and the contexts and situations in which they are used.(语用学是研究语言实际运用的学科,集中研究说话人意义、话语意义或语境意义。
)1.2 区别Pragmatics is sometimes contrasted with semantics, which deals with meaning without reference to the users and communicative functions of sentences.(语用学主要研究在特定的语境中说话人所想要表达的意义,语义学研究的句子的字面意义,通常不考虑语境。
)2. 合作原则及其准则(Herbert Paul Grice)2.1. 合作原则(Cooperative Principle)说话人经常在话语中传达着比话语表层更多的信息,听话人也能够明白说话人所要表达的意思。
格莱斯认为一定存在一些管理这些话语产生和理解的机制。
他把这种机制称作合作原则。
2.2. 准则(maxims)数量准则(quantity)①使你的话语如(交谈的当前目的)所要求的那样信息充分。
②不要使你的话语比要求的信息更充分。
质量准则(quality)设法使你的话语真实①不要讲明知是虚假的话②不要说没证据的话关系准则(relation)所谈内容要密切相关方式准则(manner)要清晰。
①避免含糊不清②避免歧义③要简练(避免冗长)④要有序3. 言语行为理论(Speech Act Theory)---John Austin3.1. 施为句&叙事句(Performatives & Constatives)施为句是用来做事的,既不陈述事实,也不描述情况,且不能验证真假;叙事句要么用于陈述,要么用于验证,可以验证真假。
美国文学chapter 9

Chapter 9 local colorism/ regionalism1)Definition: regionalism manifests a quality in literature, stressing fidelity to a particular geographical section and a faithfulrepresentation of its habits, speech, manners, history, folklore, or beliefs. Being a subordinate order of realism, regionalism indicates that an author writes about what is unique in his or her living section.2)Basic featuresA : a locale distinguished from the outside worldB: glorifying the pastC: showing things as they areD: the influence of setting on characterMark Twain: Samuel Langhorne Clemens, “the Lincoln of our literature’; “ All modern American literature comes from one book by Mark Twain called Hucckleberry Finn and it’s the best book we’ve had. There was nothing before. Ther e has been nothing so good since.”1)Life:2)Literary Achievements: ci, siThe Notorious Jumping Frog of the Calaveras County, The Gilded Age, The Prince and the Pauper, Life on the Mississippi, The Adventures of Tom Sawyer, and The Adventures of Huckleberry Finn3)The Adventures of Huckleberry Finn:A.Anti-slavery, racial discriminationB.Run, escapeC.satire on southern culture before the Civil War;D.style: vernacular language, local color;E.significance: the carefully controlled point of view, the masterful use of dialects, the felicitous balancing of nostalgicromanticism and realism, humor and pathos, innocence and evil4. Harriet Beecher Stowe (1811-1896): the little woman who wrote the book that made this great war.1)LIFE: family of clergyman, Connecticut, to Ohio, Kentuchy: slavey2) Major works:A Key to Uncle Tpm’s Cabin, Dred: A Tale of the Great Dismal Swamp, The Pearl of Orr’s Island,Oldtown FolksUncle Tom's Cabin: first well-known sociological novel in American literature, “God wrote the book, and I took His dictation”Tom: faithful, obedient, good-natured, Simon Legree: villainTheme: slavery and Christianity cannot exist together。
英国文学史期末复习重点

英国文学史Part one: Early and Medieval English LiteratureChapter 1 The Making of England1. The early inhabitants in the island now we call England were Britons, a tribe of Gelts.2. In 55 B.C., Britain was invaded by Julius Caesar.The Roman occupation lasted for about 400 years.It was also during the Roman role that Christianity was introduced to Britain.And in 410 A.D., all the Roman troops went back to the continent and never returned.3. The English ConquestAt the same time Britain was invaded by swarms of pirates(海盗). They were three tribes from Northern Europe: the Angles, Saxons and Jutes.And by the 7th century these small kingdoms were combined into a United Kingdom called England, or, the land of Angles.And the three dialects spoken by them naturally grew into a single language calledAnglo-Saxon, or Old English.4. The Social Condition of the Anglo-SaxonTherefore, the Anglo-Saxon period witnessed a transition from tribal society to feudalism. 5. Anglo-Saxon Religious Belief and Its InfluenceThe Anglo-Saxons were Christianized in the seventh century.Chapter 2 Beowulf1. Anglo-Saxon PoetryBut there is one long poem of over 3,000 lines. It is Beowulf, the national epic of the English people. Grendel is a monster described in Beowulf.3. Analysis of Its ContentBeowulf is a folk lengend brought to England by Anglo-Saxons from their continental homes. It had been passed from mouth to mouth for hundreds of years before it was written down in the tenth century.4. Features of BeowulfThe most striking feature in its poetical form is the use of alliteration, metaphors and understatements.Chapter 3 Feudal England1) The Norman Conquest2. The Norman ConquestThe French-speaking Normans under Duke William came in 1066. After defeating the English at Hastings, William was crowned as King of England.The Norman Conquest marks the establishment of feudalism in England.3. The Influence of the Norman Conquest on the English LanguageBy the end of the fourteenth century, when Normans and English intermingled, English was once more the dominant speech in the country.3) The Romance1. The Content of the RomanceThe most prevailing kind of literature in feudal England was the romance.4. Malory’s Le Morte D’ArthurThe adventures of the Knights of the Round Table at Arthur’s courtChapter 5 The English Ballads2. The BalladsThe most important department of English folk literature is the ballad. A ballad is a story told in song, usually in 4-line stanzas, with the second and fourth lines rhymed.Of paramount importance are the ballads of Robin Hood.3. The Robin Hood BalladsChapter 6 Chaucer1. LifeGeoffrey Chaucer, the founder/father of English poetry.3. Troilus and CriseydeTroilus and Criseyde is Chaucer’s longest complete poem and his greatest artistic achievement.But the poet shows some sympathy for her, hitting that her fault springs from weakness rather than baseness of character.4. The Canterbury TalesThe Canterbury Tales is Chaucer’s masterpiece and one of the monumental works in English literature.6. His LanguageChaucer’s language, now called Middle English, is vivid and exact.Chaucer’s contribution to English poetry lies chiefly in the fact that he introduced from France the rhymed stanza of various types, especially the rhymed couplet of 5 accents in iambic meter (the “the heroic couplet”) to English poetry, instead of the old Anglo-Saxon alliterative verse.The spoken English of the time consisted of several dialects, and Chaucer did much in making dialect of London the standard for the modern English speech.Part Two: The English RenaissanceChapter 1 Old England in Transition1. The New MonarchyThe century and a half following the death of Chaucer was full of great changes.And Henry 7, taking advantage of this situation, founded the Tudor dynasty, a centralized monarchy of a totally new type, which met the needs of the rising bourgeoisie and so won its support.2. The ReformationProtestantismThe bloody religious persecution came to a stop after the church settlement of Queen Elizabeth.3. The English BibleWilliam TyndallThen appeared the Authorized Version, which was made in 1611 under the auspices of James I and so was sometimes called the King James Bible.The result is a monument of English language and English literature.The standard modern English has been fixed and confirmed.4. The Enclosure Movement5. The Commercial ExpansionChapter 2 More1. LifeThomas More2. UtopiaUtopia is More’s masterpiece, written in the form of a conversation between More and Hythlody, a returned voyager.The name “Utopia” comes from two Greek words meaning “no place”.3. Utopia, Book OneBook One of Utopia is a picture of contemporary England with forcible exposure of the poverty among the laboring classes.4. Utopia, Book TwoIn Book Two we have a sketch of an ideal commonwealth in some unknown ocean, where property is held in common and there is no poverty.Chapter 3 The Flowering of English Literature3. Edmund Spenser1) LifeThe Poet’s Poet of the period was Edmund Spenser.In 1579 he wrote The Shepher’s Calendar, a pastoral poem in twelve books, one for each month of the year.2) The Faerie Queene (masterpiece)Spenser’s greatest work, The Faerie Queene (published in 1589-1596), is a long poem planned in 12 books, of which he finished only 6.iambic feet Spenserian Stanza4. Francis Bacon (father/founder of English essay)the founder of English English materialist philosophyBacon is also famous for his Essays. When it included 58 essays.Bacon is the first English essayist.Chapter 4 Drama7. The PlaywrightsThere was a group of so-called “university wits” (Lyly, Peele, Marlowe, Greene, Lodge and Nash).Chapter 5 Marlowe1. LifeThe most gifted of the “university wits” was Christopher Marlowe.2. WorkMarlowe’s best includes three of his plays, Tamburlaine, The Jew of Malta and Doctor Faustus.3. Doctor FaustusMarl owe’s masterpiece is The Tragical History of Doctor Faustus.5. Marlowe’s Literary AchievementMarlowe was the greatest of the pioneers of English drama.It is Marlowe who first made blank verse (rhymeless iambic pentameter) the principal instrument of English drama.Chapter 6 Shakespeare1. LifeWilliam Shakespeare was born on April 23, 1564, in Stratford-on-Avon.After his death, two of his above-mentioned fellow-actors, Herminge and Condell, collected and published Shakespeare’s plays in 1623. To this edition, which has been known as the First Folio.4. The Great ComediesA Midsummer Night’s Dream, The Merchant of Venice, As You Like It and Twelfth Night have been called Shakespeare’s “great comedies”.6. The Great TragediesShakespeare created his great tragedies, Hamlet, Othello, King Lear and Macbeth.7. Hamletthe son of the Renaissance9. The Poems1) Venus and Adonis2) The Rape of Lucrece3) Shakespeare’s Sonnets10. Features of Shakespeare’s DramaShakespeare and the Authorized Version of the English Bible are the two greatest treasuries of the English language.Shakespeare has been universally acknowledged to be the summit of the English Renaissance.Part Three: The Period of the English Bourgeois RevolutionChapter 1 The English Revolution and the Restoration5. The Bourgeois Dictatorship and the Restorationin 1688 Glorious Revolution6. The Religious Cloak of the English RevolutionPuritanism was the religious doctrine of the revolutionary bourgeoisie during the English Revolution. It preached thrift, sobriety, hard work and unceasing labour in whatever calling one happened to be, but with no extravagant enjoyment of the fruits of labour.Chapter 2 Milton1. Life and WorkParadise Lost, Paradise Regained and Samson Agonistes.2. Paradise Lost1) Paradise LostParadise Lost is Milton’s masterpiece.blank verse.Chapter 3 Bunyan1. LifeThe Pilgrim’s Progress was published in 1678.2. The Pilgrim’s Progress1)The Pilgrim’s Progress is a religious allegory.Chapter 4 Metaphysical Poets and Cavalier Poetsa school of poets called “Metaphysical” by Samuel Johnson.by mysticism in content and fantasticality in formJohn Donne, the founder of the Metaphysical school of poetry.Chapter 6 Restoration Literature2. John DrydenThe most distinguished literary figure of the Restoration Period was John Dryden.Dryden was the forerunner of the English classical school of literature in the next century.Part Four: The Eighteenth CenturyChapter 1 The Enlightenment and Classicism in English Literature1. The Enlightenment and 18th Century England2) The Enlightenment in EuropeThe 18th century marked the beginning of an intellectual movement in Europe, known as the Enlightenment, which was, on the whole, an expression of struggle of the bourgeoisie against feudalism. The enlighteners fought against class inequality, stagnation, prejudices and other survivals of feudalism.3) The English EnlighternersThe representatives of the Enlightenment in English literature were Joseph Addison and Richard Steele, the essayists, and Alexander Pope, the poet.Chapter 2 Addison and Steele1. Steele and The TatlerRichard SreeleIn 1709, he started a paper, The Tatler, to enlighten, as well as to entertain, his fellow coffeehouse-goers.His appeal was made to “coffeehouses,” that is to say, to the middle classes, for whose enlightenment he stood up.“Issac Bickerstaff”2. Addison and The SpectatorThe general purpose is “to enliven morality with wit, and to temper wit with morality.”They ushered in the dawn of modern English novel.Chapter 3 Pope1. LifeAlexander Pope, the most important English poet in the first half of the 18th century.3. Workmanship and LimitationPope was an outstanding enlightener and the greatest English poet of the classical school in the first half of the 18th century.Pope is the most important representative of the English classical poery.But he lacker the lyrical gift.Chapter 4 Swift3. Bickersta f f Almanac (1708)Swift wrote his greatest work Gulliver’s Travels in Ireland.Chapter 5 Defoe and the Rise of the English Novel1. The Rise of the English Novelthe realistic novel: Defoe, Swift, Richardson and FieldingSwift’s world-famous novel Gulliver’s Travel sDefoe’s Robinson Crusoe (the forerunner of the English realistic novel)Richardson: Pamela, Clarissa and Sir Charles GrandisonFielding was the real founder of the realistic novel in England.The novel of this period … spoke the truth about life with an uncompromising courage.”The novelists of this period understood that “the job of a novelist was to tell the truth about life as he saw it.” (Ibid.) This explains the achievement of the English novel in the 18th century. 4. Robinson Crusoe1) Today Defoe is chiefly remembered as the author of Robinson Crusoe, his masterpiece. Chapter 6 RichardsonSamuel RichardsonPamela was, in fact, the first English psycho-analytical novel.After Pamela, Richardson wrote two other novels: Clarissa Harlowe and Sir Charles Grandison.Clarissa is the best of Richardson’s novel.Chapter 7 Fielding (the father of English novel)1. LifeHis first novel Joseph Andrews was published in 1742.His Jonathan Wild appeared in 1743. It is a powerful political satire.In 1749, he finished his great novel Tom Jones.Amelia was his last novel. It is inferior to Tom Jones, but has merits of its own.3. Joseph Andrews4. Tom Jones1) The StoryFielding’s greatest work is The History of Tom Jones, a Foundling.6. Summary2) Fielding as the Founder of the English Realistic NovelAs a novelist, Fielding is very great. He is the founder of the English realistic novel and sets up the theory of realism in literary creation.He has been rightly called the “father of t he English novel.”Chapter 10 Johnson1. LifeSamuel Johnson, lexicographer, critic and poet.2. Johnson’s DictionaryIn 1755 his Dictionary was published.His Dictionary also marked the end of English writers’ reliance on the patronage of noblemen for support.Chapter 13 Sentimentalism and Pre-Romanticism in Poetry1. LifeThomas Gray2. Pre-RomanticismIn the latter half of the 18th century, a new literary movement arose in Europe, called the Romantic Revival.Pre-Romanticism was ushered in by Percy, Macpherson and Chatterton, and represented by Blake and Burns.Chapter 14 Blake1. LifeWilliam Blake2. Songs of Innocence and Songs of Experience4. Blake’s Position in English LiteratureFor these reasons, Blake is called a Pre-Romantic or a forerunner of the Romantic poetry of the 19th century.Chapter 15 Burns1. LifeHis Poems Chiefly in the Scottish Dialect were printed. (masterpiece)The Scots Musical Museum and Select Collection of Original Scottish Airs2. The Poetry of Burns1) Burns is remembered mainly for his songs written in the Scottish dialect on a variety of subjects.3. Features of Burns’ PoetryBurns is the national poet of Scotland.Part Five: Romanticism in EnglandChapter 1 The Romantic Periodthe Industrial Revolution the French RevolutionAmid these social conflicts romanticism arose as a new literary trend. It prevailed in England during the period 1798-1832.These were the elder generation of romanticists, sometimes called escapist romanticists, including Wordsworth, Coleridge and Southey, who have also been called the Lake Poets. Active romanticists represented by Byron, Shelley and Keats.The general feature of the works of the romanticists is a dissatisfaction with the bourgeois society, which finds expression in a revolt against or an escape from the prosaic, sordid daily life, the “prison of the actual” under capitalism.Poetry, of course, is the best medium to express all these sentiments.The only great novelist in this period was Walter Scott.Scott marked the transition from romanticism to the period of realism which followed it. Chapter 2 WordsworthColeridgeIn 1798 they jointly published the Lyrical Ballads.The publication of the Lyrical Ballads marked the break with the conventional poetical tradition of the 18th century, i.e., with classicism, and the beginning of Romantic revival in England.The Preface of the Lyrical Ballads served as the manifesto of the English Romantic Movement in poetry.Wordsworth, Colerid ge and Southey have often been mentioned as the “Lake Poets” because they lived in the Lake District in the northwestern part of England.His deep love for nature runs through such short lyrics as Lines Written in Early Spring, To the Cuckoo, I Wandered Lonely as a Cloud, My Heart Leaps Up, Intimations of Immortality and Lines Composed a Few Miles Above Tintern Abbey. The last is called his “lyrical hymn of thanks to nature”.Wordsworth’s poetry is distinguished by the simplicity and purity of his language. Chapter 3 Coleridge and Southey1. ColeridgeColeridge’s best poems, The Rime of the Ancient Mariner.Chapter 4 Byron1. LifeChilde Harold’s PilgrimageHe finished Childe Harold, wrote his masterpiece Don Juan.2. Childe Harold’s PilgrimageThis long poem contains four cantos. It is written in the Soenserian stanza.3. Don JuanByron remains one of the most popular English poets both at home and abroad.Chapter 5 Shelley4. Promethus UnboundShelley’s masterpiece is Promethus Unbound, a lyrical drama in 4 acts.6. Lyrics on Nature and LoveOde to the West WindChapter 6 Keats2. Long PoemsKeats wrote five long poems: Endymion, Isabella, The Eve of St. Agnes, Lamia and Hyperion.5) The unfinished long epic Hyperion has been regarded as Keat’s greatest achievement in poetry.3. Short Poems1) His leading principle is: “Beauty in truth, truth in beauty.”3) Ode to Autumn, Ode on Melancholy, Ode on a Grecian Urn and Ode to a Nightingale Chapter 10 Scott2. His Historical NovelsScott has been universally regarded as the founder and great master of the historical novel. According to the subjet-matter, the group on the history of Scotland, the group on English history and the group on the history of European countries.In fact, Scott’s literary career marks the transition from romanticism to realism in English literature of the 19th century.Part Six: English Critical RealismChapter 2 DickensCharles Dickens critical realismDickens: Pickwick Papers, American Notes, Martin Chuzzlewit and Oliver Twist4) Dickens has often been compared Shakespeare for creative force and range of invention. “He and Shakespeare are the two unique popular classics that England has given to the world, and they are alike in being remembered not for one masterpiece but for creative world.”David CopperfieldChapter 3 Thackeray2. Vanity Fair: A Novel Without a HeroVanity Fair is Thackeray’s masterpiece. characters: Amelia Sedley and Rebecca (Becky) SharpThackeray can be placed on the same level as Dickens, as one of the greatest critical realists of 19th-century Europe.Chapter 4 Some Women Novelists1. Jane Austen (1775-1817)She herself compared her work to a fine engraving made upon a little piece of ivory only two inches square.Jane Austen wrote 6 novels: Northanger Abbey, Sense and Sensibility, Pride and Prejudice, Mansfield Park, Emma and Persuasion.2. The Bronte SistersCharlotte’s maiden attempt at prose writing, the novel Professor, was rejected by the publisher, but her next novel Jane Eyre, appearing in 1847, brought her fame and placed her in the ranks of the foremost English realistic writers. Emily’s novel Wuthering Heights appeared in 1847.Anne: Agnes Grey4. George EliotMary Ann Evansthree remarkable novels: Adam Bede, The Mill on the Floss and Silas Marner3) Silas Marner:Critical realism was the main current of English literature in the middle of the 19th century.Part Seven: Prose-Writers and Poets of the Mid and Late 19th Century Chapter 1 Carlylethe Victorian AgeChapter 3 Tennysonthe Victorian Age prose especially the novel1. Tennyson’s Life and CareerAlfred Tennyson, the most important poet of the Victorian Age.In the same year (1850) he was appointed poet laureate in succession to Wordsworth. Chapter 7 Literary Trends at the End of the Century1. NaturalismNaturalism is a literary trend prevailing in Europe, especially in France and Germany, in the second half of the 19th century.2. Neo-RomanticismStevenson was a representative of neo-romanticism in English literature.Treasure Island (masterpiece)3. AestheticismAestheticism began to prevail in Europe at the middle of the 19th century. The theory of “art for art’s sake” was first put forward by the French poet Theophile Gautier.The two most important representatives of aestheticists in English literature are Walter Pater and Oscar Wilde.2) Oscar Wilde dramatistLady Windermere’s Fan, 1893; A Woman of No Importance, 1894; An Ideal Husband and The Importance of Being Earnest, 1895The Importance of Being Earnest is his masterpiece in drama.Part Eight: Twentieth Century English Literature(Modernism)Chapter 2 English Novel of Early 20th Century3. Henry JamesHe is regarded as the forerunner of the “stream of consciousness” literature in the 20th century.Chapter 3 Hardy1. Life and WorkAmong his famous novels, Tess of the D’Urbervillies and Jude the Obscure.2. Tess of the D’Urbervilliescharacters: Tess, Alec D’Urbervillies and Angel ClareChapter 6 Bernard ShawChapter 8 Modernism in Poetry1. ImagismEzra PoundThe two most important English poets of the first half of 20th century are W. B. Yeats and T. S. Eliot.2. W. B. YeatsThe Wild Swans at Coole, Michael Robartes and the Dancer, The Tower and The Winding StairT. S. E liot has referred to Yeats as “the greatest poet of our age-certainly the greatest in this(i.e. English) language.”3. T. S. EliotThe Waste Land (1922) is dignifying the emergence of Modernism.T. S. Eliot was a leader of the modernist movement in English poetry and a great innovator of verse technique. He profoundly influenced 20th-century English poetry between World Wars 1 and 2.Chapter 9 The Psychological Fiction1. D. H. LawrenceSons and Lovers (1913), the first of Lawrence’s important novel s, is largely autobiographical.This shows the influence of Freud’s theory of psychoanalysis, especially that of the “Oedipus complex.”The Rainbow, Women in Love and Lady Chatterley’s Lover3. James JoyceUlysses (1922)June 16, 1904character: Leopold BloomJames Joyce was one of the most original novelists of the 20th century.His masterpiece Ulysses has been called “a modern prose epic”.His admirers have praised him as “second only to Shakespeare in his mastery of the English language.”4. Virginia Woolf“high-brows”the Bloomsbury GroupVirginia Wolf’s first two novels, The Voyage Out and Night and Day.Jacob’s Room, Mrs. Dalloway, To the Lighthouse and OrlandoPart Nine: Poets and Novelists Who Wrote both before and after the Second World War Chapter 5 E. M. ForsterEdward Morgan Forster the Bloomsbury Groupfour novels: Where Angels Fear to Tread, The Longest Journey, A Room with a View and Howards EndA Passage to India, published in 1924, is Forster’s masterpiece.In 1927, Forster published a book on the theory of fiction, Aspects of the Novel.Chapter 10 William GoldingWilliam Gerald GoldingHis first novel Lord of the FliesChapter 11 Doris LessingGolden Notebook。
简明英语语言学chapter9languageandculture

4. Language plays a major role in socializing the people and in perpetuating of a culture, espically in print form, written form or in digital form.
• 5. Culture aslo affets a discourse community’s imagination, or common dreams which are mediated through the language and reflected in behavior and life.
• 'He gave man speech, and speech created thought, Which is the measure of the universe'
Prometheus Unbound,
Shelley
• In Hopi, there is something very special about its grammar. • One of the features that separate it from other languages is that it does not use the same means to express time, and hence is called as a “timeless language”(没有时间的 语言). • Do not recognize time as a linear dimension. • Hopi verbs do not have tenses of time and no concept of speed.
语言学--unit9语言与文学Language and Literature

Dictionary definition
The world is like a stage.
The name of a
part of a
objective
to
synecdoche refer to the
whole thing.
simile Figurative language metapher
(4)
To demonstrate technical skill, and for intellectual pleasure
(5)
For emphasis or contrast
(6)
Onomatopoeia
9.3 The Language in Poety 9.3.6 How to Analyse Poetry
Ex.9-15
Trochee and palm to palm is holy palmer's kiss
Ex.9-16
Anapest Willows whiten, aspens quiver
Ex.9-17
Dactyl Without cause be he pleased, without cause be he cross
(1)
Information about the poem
(2)
The way the poem is structured
lingustics chapter 9.4 The Language
in Fiction
9.4.1 Fictional Prose and Point of View
(1) I-narrators (2)Third-person narrators (3)Schema-oriented language (4)Given vs New information (5)Deixis
语言学教程Chapter 9. Language and Literature

The term “foregrounding”
Definition Deviation of language involves all levels of language: vocabulary, sound, syntax, meaning, graphology,etc. Repetition is also a kind of deviation. Alliteration, parallism, and many figures of speech are the examples of foregrounding in literary language.
9.2 some general features of the literary language
Features of literary language are displayed in the following three aspects: 1. phonology 2. grammar 3. semantics Literay language differs from non-literary language in that the former is foregrounded in the above three aspects.
9.2.3 the analysis of literay language
Procedures we should follow when we analyze the grammatical structure and meaning of a literary text. 1. 2. 3. 4. 5. 6. 7. 8.
胡壮麟《语言学教程》第九章Language_and_Literature

Thus the term covers a wide area of meaning. This may have its advantages, but may also be problematic: which of the above meanings is intended must often be deduced from the context in which the term is used.
2.1 What is ‘foregrounding’? foregrounding’
In a purely linguistic sense, the term ‘foregrounding’ is used to foregrounding’ refer to new information, in contrast to elements in the sentence which form the background against which the new elements are to be understood by the listener / reader.
12
The red-haired woman, redsmiling, waving to the disappearing shore. She left the maharajah; she left maharajah; innumerable other lights o’ o’ passing love in towns and cities and theatres and railway stations all over the world. But Melchior she did not leave.
英语语言学课件-演示文稿 (34)

2.4.4 Synecdoche • Ex. 9-6 • Ladies and gentlemen, lend me your ears. • During the harvest time they need more
hands on the farm. • lend me your ears --- listen to me • Hands--- helpers, laborers and workers
3.2.4 Dactyl:
One for the master, and one for the dame.
3.2.5 Spondee:
and a black-/Back gull bent like an iron bar slowly.
3.2.6 Pyrrhic:
and a black-/back gull bent like an iron bar slowly.
3.3.2 Quatrains --- stanzas of four lines, quite common in English poetry. Ex. 9-10 When lovely woman stoops to folly, And finds too late that men betray, What charm can soothe her melancholy, What art can wash her guilt away?
3.3.5 Limericks --- poems with five lines. One line
is a couplet and one is a triplet. They are written to
be funny with the last line meant to deliver a punch
(完整word版)英国文学复习填空题全

Chapter 1 The Anglo—Saxon Period1 The earliest settlers of the British Isles were the Celts, who originally lived in the upper Rhineland and migrated to the British Isles about 600 B。
C。
2. About 400 to 300 B。
C. ,the Brythons,a branch of the Celts,came to the British Isles and from them came the name Britain。
The culture of the Celts belonged to an early stage of the iron age.3 From 55 B。
C。
to 407 A。
D. , the British Isles were under the rule of the Roman Empire。
At that time the Roman Empire was a slave society。
4 It ruled over Europe and had a high level of the civilization. The Romans defeated the Celts and became the master of the British Isles. It was during the Roman occupation that London was founded。
5 The first Roman general who came to British was the famous Julius Caesar who crossed the Dover Strait in 55 B. C。
语言学教程Chapter 9. Language and Literature..

Trope
It is another word for the figurative use of language, which refers to language used in a figurative way for a rhetorical purpose.
Some forms of trope
The function of the figurative use of language
It might be to make the abstract seem concrete; to make the mysterious or frightening seem safe, ordinary and domestic, or to make the everyday usage seem wonderful and unusual.
9.3 the language in poetry
9.3.1 sound patterning
Rhyme is salient feature of poetry. End rhyme occurs at the end of a line in a poem, the pattern is cVC. The last word of a line has the same final sounds as the last word of another line, sometimes immediately above or below, sometimes one or more lines away. End rhyme is very common in some poetic styles, and particularly in children’s poetry. It is also a feature in plays and songs.
现代英语语言学理论 CHAPTER 9

Cui Jianbin, Department of Foreign Studies, WTU
Chapter Nine
A Study on Modern English Linguistics: Language and Culture
现代英语语言学理论
Chapter Introduction Language in Poetry Further Reading
Discussion topics(10mins.)
1. What is literature? 2. What are possible literature forms? 3. What is the possible relationship between language
and literature? 4. What is the difference between literature language
and general language?
现代英语语言学理论
CLASS PRESENTATION
我们要美丽的生命不断繁殖, 能这样,美丽的玫瑰才不会消亡……
关关雎鸠,在河之州; 窈窕淑女,君子好逑。
现代英语语言学理论
CLASS PRESENTATION
Stoning
Cui Jianbin
April 10th—May 1st Friday 98
Advanced 50mins X2
现代英语语言学理论
现代英语语言学理论
现代英语语言学理论
Section One: : Features of Literary Language
Outline of Procedures
现代英语语言学理论
语言学提纲笔记

Chapter 1 Invitation to LinguisticsLanguage The Definition(语言的定义)The Design Features Arbitrariness(本质特征)DualityCreativityDisplacement语言先天反射理论The Origin Of Language The bow-bow theory(语言的起源) The pooh-pooh theoryThe “yo-he-yo”theoryJacobos(与The Prague School一致)Referential Functions Of Language Ideational PoeticEmotiveHalliday Interpersonal ConativePhaticTextual MetalingualThe Basic Functions InformativeInterpersonalPerformativeEmotive functionPhatic communion(B.Malinowski 提出)Recreation functionMetalingual function Linguistics The DefinitionThe Main Branches of Linguistics Phonetics(微观语言学) PhonologyMorphologySyntaxSemanticsPragmaticsMacrolinguistics Psycholinguistics(宏观语言学)SociolinguisticsAnthropological LinguisticsComputaioanl LinguisticsDescriptive &PrescriptiveSynchronic&DiachronicImportant Distinctions Langue&ParoleCompetence&PerformanceChapter 2 Speech SoundsPhonetics Acoustic Phonetics (声学语音学)语音学Auditory Phonetics(听觉语言学)Articulatory Phonetics(发声语音学)Speech Organs/Vocal organs(lungs ,trachea,throat,nose.mouth)IPA/Diacritics(变音符)Consonants The definitionThe manner of articulationArticulatory Phonetics The place of articulation(发声语音学)Vowels The definitionThe sound of English:RP/GACardinal vowelsThe requirements of descriptionCoarticulation Anticipatory CoarticulationPerseverative CoarticulationPhonetics transcription Narrow transcriptionBroad transcriptionPhonology 音位理论Minimal Pairs(c ut&p ut)Phone&Phonemes&Allophone(音素&音位&音位变体)音系学C omplementary DistributionFree variants(自由变体)/variation(自由变体现象)Phonological contrasts or opposition(音位对立)Distinctive Features(First developed by Jacobson as a meansof working out a set of phonological contrasts or opposition toCapture particular aspect of language sounds)progressive assimilationPhonological Process音系过程Assimilation Progressive assimilation音素是语音学研究的单位。
Chapter 9-11-S语言学

Chapter Nine Language and LiteratureSection One Features of Literary LanguageThere is a very close relationship between language and literature. The part of linguistics that studies the language of literature is termed LITERARY STYLISTICS. It focuses on the study of linguistic features related to literary style.9.1 Theoretical backgroundOur pursuit of style, the most elusive and fascinating phenomenon, has been enhanced by the constant studies of generations of scholars. “Style”, the phenomenon, has been recognized since the days of ancient rhetoric; “stylistic”, the adjective, has been with us since 1860; “stylistics”, the field, is perhaps the creation of bibliographers. (Dolores Burton, 1990)Earlier stage: Helmut Hatzfeld was the first biographer of stylistics and his work in A Critical Bibliography of the New Stylistics (1953) was continued by Louis Milic”s andStylistics (1967), Richard Bailey and Dolores Burton’s English Stylistics (1968)and James Bennett’s A Bibliography of Stylistics and related Criticism (1986).Until Helmut Hatzfeld brought out his bibliography the word “stylistics” had notappeared in the title of any English book about style although “stylistique”hadappeared in French titles, beginning in 1905with Charles Bally’s Traite destylistique francaise. The distinction between the French “sylistique”(withimplications of a system of thought) and the English “stylistics”(with theconnotation of science) reflects the trends manifested in the grouping ofbibliographies from the more narrowly focused view of stylistics in the 1960s,when computer science and generative grammar led many to hope for more preciseways of describing their impressions of describing their impressions of style, toBennett’s bibliography which covers books published from 1967 to 1983. Establishment:1960s witnessed the firm establishment of modern stylistics and ever since then the discipline has been developing at an enormous speed. As Carter and Simpson(1989) observed, at “the risk of overgeneralization and oversimplification, wemight say that ifthe 1960s was a decade of formalism in stylistics,the 1970s a decade of functionalism andthe 1980s a decade of discourse stylistics, thenthe 1990s could well become the decade in which socio-historical and socio-cultural stylistic studies are a main preoccupation.”Present trends:the socio-historical and socio-culture studies are gaining momentum“plural-heads development”/ different schools of stylistics compete for development and new schools emerge every now and then (Shen 2000)9.2 Some general features of the literary languageWhat seems to distinguish literary from non-literary usage may be the extent to which the phonological, grammatical and semantic features of the language are salient, or foregrounded in some way. The phonological aspect will be outlined in the next section. In this section, we shall briefly discuss the grammatical and semantic aspects.9.2.1 Foregrounding and grammatical formIn literary texts, the grammatical system of the language is often made to “deviate from other, more everyday, forms of language, and as a result creates interesting new patterns in form and in meaning” (Mularovsky) by means of the use of non-conventional structures that seem to break the rules of grammar.Ex. 9—1 The 1960 dream of high rise living soon turned into a nightmare.In this sentence, there is nothing grammatically unusual or “deviant” in the way the words of the sentence are put together. However, in the following verse from a poem, the grammatical structure seems to be much more challenging, and makes more demands on our interpretative processing of these lines:Ex. 9—2 Four storeys have no windows left to smashBut in the fifth a chipped sill buttressesMother and daughter the last mistressesOf that black block condemned to stand, not crash.Ex. 9-3The red-haired woman, smiling, waving to the disappearing shore. She left the maharajah; she left innumerable other lights o’passing love in towns and cities andtheatres and railway stations all over the world. But Melchior she did not leave.9.2.2 Literal language and figurative languageLITERAL meaning: The first meaning for a word that a dictionary definition gives.E.g. tree: “a large plant”, an organism which has bark, branches and leaves.FIGURATIVE meaning: the metaphorical meaning rather than the ordinary one.E.g. a family tree, (ancestry)Different forms of tropes (figurative use of language):SIMILE is a way of comparing one thing with another, of explaining what one thing is like by showing how it is similar to another thing, and it explicitly signals itself in a text,with the words as or like.METAPHOR, like a simile, also makes a comparison between two unlike elements; but unlike a simile, this comparison is implied rather than stated. Compare the followingtwo examples.Ex. 9—6 The world is like a stage. (simile). Ex. 9—7 All the world’s astage,Metonymy: like metaphor(the transport of ideas), means a change of name.Synecdoche: refers to using the name of part of an object to talk about the whole thing, and vice versa.9.2.3 The analysis of literary languageVarious ways can be used to literary texts, depending on:the kind of text we are dealing withthe aim of analysis (cf. P288-289 for detailed procedures)Section Two The Language in Poetry9.3 The language in poetry9.3.1 Sound patterningMost people are familiar with the idea of RHYME in poetry, in deed for some, this is what defines poetry. END RHYME(i.e. rhyme at the end of lines, cVC) is very common in some poetic styles, and particularly in children’s poetry:9.3.2 Different forms of sound patterningRhyme me-be love-prove/mi:/-/bi:/ /l v/-/pruv/Alliteration: the initial consonants are identical (Cvc)me-my pleasures-prove/mi:/-/mai/ /’ple z/ / pruv/Assonance(准押韵) describes syllables with a common vowel (cVc)live-with-will come-love/liv/-/wi /-/wil/ /k m/-l v/Consonance(辅音韵): Syllables ending with the same consonants (cvC)will-all/wil/- :l/Reverse rhyme(反韵)describes syllables sharing the vowel and initial consonant, CVc, rather than the vowel and the final consonant as is the case in rhyme.with-will/wi /-wil/Pararhyme(侧押韵)two syllables have the same initial and final consonants, but different vowels (CvC)live-love/l v/-l v/Repetition CVC, for example “the sea, the sea”. This is called REPETITION.9.3.3 Stress and metrical patterningIn English words of two syllables, one is usually uttered slightly louder, higher, held for slightly longer, or otherwise uttered slightly more forcefully than the other syllable in the same word, when the word is said in normal circumstances. This syllable is called the STRESSED syllable. For example, in the word kitten, kit is the stressed syllable, while ten is the UNSTRESSED syllable. In addition to stress within an individual word, when we put words together in utterances we stress some more strongly than others. Where someone puts the stress depends partly on what they think is the most important information in their utterance, and partly on the inherent stresses in the words.Metrical pattern : (韵律模式)1.Iamb(抑扬格): the pattern of unstressed and stressed syllables2.Trochee (扬抑格): the stressed followed by an unstressed syllables3.Anapest : two unstressed syllables followed by a stressed one4.Dactyl: a stressed syllable followed by two unstressed ones.5.Spondee: two stressed ( lines of poetry rarely consist only of spondees)6.Pyrrhic: two unstressed syllable9.3.4 Conventional forms of metre and soundAt different times, different patterns of metre and sound have developed and become accepted as ways of structuring poems. These conventional structures often have names, and if you are analyzing poems, it is advisable to be familiar with the more frequent conventions that poets use. Some conventional forms of metre and sound are as follows. (see P294-295)CoupletsQuatrainsBlank verseOthers: sonnet, free verse, limericks.9.3.5 The poetic functions of sound and metre9.3.6 How to analyse poetry?The following checklist provided by Thornborrow and Wareing (1998) may help to cover the areas of discussion when analyzing poetry.(1)Information about the poemIf this information is available to you, somewhere in your analysis give the title of the poem, the name of the poet, the period in which the poem was written, the genre to which the poem belongs, e.g. lyric, dramatic, epic sonnet, or satire, etc. You might also mention the topic, e.g. whether it is a love poem, a war poem or a nature poem.(2)The way the poem is structuredThese are structural features that you should check for; there may well be others we have omitted. Don’t worry if you don’t find any examples of reverse rhyme, or a regular metrical pattern in your poem. What matters is that you looked, so if they had been there, you wouldn’t have missed them.Section Three Language in Fiction9.4. The language in fiction9.4.1 Fictional prose and point of viewAccording to Mick short (1996), we need at least three levels of discourse to account for the language of fictional process (i.e. a novel or short story), because there is a narrator-narratee level intervening between the character-character level and the author-reader level (see P298): ViewpointsI-narrators:3rd-person narratorsschema-oriented languagegiven vs new informationDeixis9.4.2 Speech and thought presentationSpeech presentation: (see P301-303)1)Direct speech (DS)2)Indirect Speech (IS)3)Narrator’s representation of speech acts (NRSA)4)Narrator’s representation of speech (NRS)The speech contribution of the character is arranged in a decreased orderThough presentation (see P301-304)1)Direct thought2)Free indirect thought3)Stream of consciousness writing9.4.3 Prose style (P306-307)1)authorical style:2)text style.Section Four Language in Drama9.5 The language in dramaA play exists in two ways—on the page, and on the stage. Our interest in this book, nevertheless, is in the language of the play on the page.9.5.1 How should we analyse drama?a)Drama as poetryb)Drama as fictionc)Drama as conversation9.5.2 Analysing dramatic language1)Turn quanjtity and length2)Exchange sequence3)Production errors4)The cooperative principle5)Status marked through language6)Register7)Speech and silence-female characters in plays9.5.3 How to analyse dramatic texts?1)Paraphrase the text—i.e. put it into your own words2)Write a commentary on the text3)Select a theoretical approach, perhaps from those discussed above.Chapter 11 Language and Foreign Language TeachingSection One Linguistic Views in Language1. The relation of linguistics to TEFL语言学和外语教学的关系Language is viewed as a system of forms in linguistics, but it is regarded as a set of skills in the field of language teaching. Linguistic research is concerned with the establishment of theories, which explains the phenomena of language, whereas language teaching aims at th e learner’s mastery of language.To bride the gap between the theories of linguistics and the practice of foreign language teaching, APPLIED LIGUISTICS serves as a mediating area that interprets the results of linguistic theories and makes them user-friendly to the language teacher and learner.Applied linguistics is conducive to foreign language teaching in two major aspects:1)Firstly, applied linguistics extends theoretical linguistics in the directionof language learning and teaching, so that the teacher is enabled to make better decisions on the goal and content of the teaching.2)Secondly, applied linguistics states the insights and implications thatlinguistic theories have on the language teaching methodology.2. Various linguistic views and their significance in language learning and teaching语言学观点及其在语言教学中的价值2.1 Traditional grammar传统语法A TRADITIONAL GRAMMAR is a pre-20th century language description, which is based on earlier grammars of Greek or Latin. As a product of the pre-linguistic era, it lays emphasis on correctness, literary excellence, the use of Latin models, and the priority of the written language.In language teaching textbooks based on traditional grammars take prominent writers of the previous centuries as language models. They favor the pasty “purest” language form rather than the present “degenerated” from; they prefer the written language to spoken language; they concentrate on detailed points instead of the construction of the whole text. Under traditional language teaching, students learn to know many taboos. For example, in English one cannot use “Split infinitives” or end sentences with prepositions,because these are not allowed in Latin grammar. The traditional approach to language teaching involves the presentation of numerous definitions, rules and explanations, and it adopts a teacher-centered grammar-translation method, i.e. the main teaching and learning activities are grammar and translation study. In the view of many modern linguists, such an approach is damaging to language learning. They argue that one should teach the language, not teach about the language. In communication, one should learn first to “speak” the language, not to “read” the language.2.2 Struicturalist linguistics结构主义语言学Structuralist linguistics describes linguistic features in terms of systems or structures. Dissatisfied with traditional grammars, structuralist grammar sets out to describe the current spoken language which people use in communication. For the first time, structuralist grammar provides description of phonological systems, which aids the systematic teaching of pronunciation. However, like traditional grammars, the focus of structuralist grammar is still on the grammatical structures of a language. Structuralist teaching materials are arranged on a basis of underlying grammatical patterns and structures, and ordered in a way supposed to be suitable for teaching. Structuralist linguists are influenced by the behaviouristic view that one learns a language by building up habits on the basis of stimulus-response chains. In teaching method this implies a pattern drill technique which aims at the learner’s automatism’s for language forms.2.3 Transformational-Generative linguistics转换生成语言学Proposed by Chomsky, Transformation-Generative grammar (or TG grammar) sees language as a system of innate rules. In Chomsky’s view, a native speaker possesses a kind of linguistic competence. The child is born with knowledge of some linguistic universals. While acquiring his mother tongue, he compares his innate language system with that of his native language and modifies his grammar. Therefore, language learning is not a matter of habit formation, but an activity of building and testing hypothesis. As for the construct of a sentence, TG grammar describes it as composed of a deep structure, a surface structure and some transformational rules. Although Chomsky does intend to make his model a representation of performance, that is, the way language is actually used in communication, some applied linguists find that TG grammar offers useful ideas for language teaching. In designing teaching materials, for example, sentence patterns withthe same deep structure can be closely related, such as the active and the passive. Transformational rules may assist the teacher in the teaching of complex sentence construction. In the teaching of literature, TG grammar provides a new instrument for stylistic analysis. For instance, a writer’s style can be identified according to certain kinds of transformation which frequently appear in his writing, say, nonimalization, verbalization, adjectivization, adverbialization, passivization, etc. (Ohmann, 1964). Nevertheless, despite the various attempts to apply TG grammar to language teaching, the influence of such a formal and abstract grammar remains limited in the field of language education as Chomsky himself openly claimed that language teaching and learning is not his concern.2.4 Functional linguistics功能语言学Taking a semantic-sociolinguistic approach, Halliday’s systemic functional linguistics sees language as an instrument used to perform various functions in social interaction. Halliday writes a number of works in which he examines the development of language functions in the child and the function language has in society.For Halliday, learning language is learning to mean. In other to be able to mean, one has to master a set of language functions, which have direct relation to sentence forms. In the child language, there are seven initial forms. In the adult language, however, these discrete functions are replaced by three META-FUNCTIONS: the ideational function, the interpersonal function, the ideational function, and the textual function.Since systemic-functional linguistics sees the formal system of language as a realization of functions of language in use, its scope is broader than that of formal linguistic theories. In the field of language teaching, it leads to the development of notion / function-based syllabuses, which have attracted increasing attention. In the section of “syllabus design,” we will come back to this kind of syllabus in detail.2.5 The theory of communicative competence交际能力理论The concept COMPETENCE originally comes from Chomsky. It refers to the grammatical knowledge of the ideal language user and has nothing to do with the actual use of language in concrete situations. This concept of linguistic competence has been criticized for being too narrow and resenting a “Garden of Eden View”. To expand the concept of competence, D.H. Hymes (1971) proposes COMMUNICATIVE COMPETENCE, which has fourcomponents: POSSIBILITY –the ability to produce grammatical sentences; FEASIBILITY—the ability to produce sentences which can be decoded by the human brain; APPROPRIATENESS—the ability to use correct forms of language in a specific socio-cultural context; PERFORMANCE—the fact that the utterance is completed.In Hymes’ view, the learner acquires knowledge of sentences not only as grammatical but also as appropriate. The aim of language learning is the ability to perform a repertoire of speech acts so as to take part in speech events. This is another way of saying that learning language is learning to perform certain functions. Like Halliday’s functional grammar, Hymes’ theory also leads to notion / function-based syllabuses, and a step further, communicative syllabuses.The theory of communicative competence stresses the context in which an utterance occurs. In its application, the teacher may teach how in different situations the same sentence can perform the function of statement, command, or request. On the other hand, while introducing different linguistic forms with the same semantic structure, for example the two forms of “you” in Chinese, he may draw special attention to different contexts in which they are used. The conceptual approach also leads to a concentration on discourse, in Hymes’ term linguistic routines—the sequential organization beyond sentences. Thus in the teaching of literature, the teacher can focus on features of different generes. In the teaching of conversation, he can introduce such strategies as opening, continuing, turn taking and closing. To present teaching contents of this kind, a learner-centered teaching methodology is necessary.Section Two Syllabus Design3. Syllabus Design教学大纲的设计3.1 What is syllabus?什么是教学大纲SYLLABUS is the planning of a course of instruction. It is a description of the course content, teaching procedures and learning experiences. The concept “syllabus” is often used interchangeably with “curriculum”, but CURRICULUM is also used in a broader sense, referring to all the learning goals, objectives, contents, processes, resources and means of evaluation planned for students both in and out of the school.3.2 Major factors in syllabus design大纲设计的主要因素1)Selecting participants选择参与者2)Process过程3)Evaluation评估3. Types of Syllabus教学大纲的类型Structural syllabus结构教学大纲Influenced by structuralist linguistics, the STRUCTURAL SYLLABUS is a grammar oriented syllabus based on a selection of language items and structures. The vocabulary and grammatical rules included in the teaching materials are carefully ordered according to factors such as frequency, complexity and usefulness. The linguistic units in a sentence may appear in slots:Situational syllabus情景教学大纲The SITUATONAL SYLLABUS does not have a strong linguistic basis, yet it can be assumed that the situationnalists accept the view that language is used for communication. The aim of the situational syllabus is specifying the situations in which the target language is used. The selection and organization of language items are based on situations. Grammatical forms and sentence partner are introduced and practiced, but they are knitted in dialogues entitled “At the Air-port”, “At the Supermarket”, “At the Bank”, and so on. In class an AURAL-ORAL TEACHING METHOD is adopted, i.e., new materials are heard and spoken before they are read and written by the learners. This method may still be teacher-centred, but compared with the grammar-translation method there is more particip ation on the learner’s part. The teacher can make use of picture, real objects, and the postures of the participants to involve students in dialogues and role-playing.Notional-functional syllabus意念-功能教学大纲First proposed by D. Wilkins and J.A. van Ek, the NOTIONAL-FUNCTIONAL SYLLABUS has received considerable attention since the 70s. Compared to the situational syllabus, the notional-functional syllabus has a much stronger theoretical basis—it is directly influenced by Halliday’s functional grammar and Hymes’ theory of communicative competence. The concept of NOTION refers to the meaning one wants to convey, while that of FUNCTION refers to what one can do with the language. For example, while sayi ng “Would you please tell me how to get to the library?” the speaker expresses the notion of inquiry and performs the function of asking the way. The notional-functional syllabus is initiallyconcerned with what the learner communicates through the language—not with what the grammatical structure is, or when or where he uses the language. It is proposed that one should analyze the needs of the learner to express meanings before deciding the lexico-grammatical options required. What the notional-functional syllabus wants the learner to acquire is, first, the knowledge of language structures, and second, the ability of using them in different situations to express ideas. The notional-functional approach to language teaching views all course components as a systematic whole, and classroom activities should be learner-centred.Communicative syllabus交际教学大纲A COMMUNICATIVE SYLLABUS aims at the learner’s communicative competence. Based on as notional-functional syllabus, it teaches the language needed to express and understand different kinds of functions, and emphasizes the process of communication.Summarizing the previous theories on communicative approach to syllabus design, Janice Yalden (1983) lists ten components of a communicative syllabus:1. as detailed a consideration as possible of the purposes for which the learners wish to acquire the target language;2. some idea of the setting in which t hey will want to use the target language (physical aspects need to be considered, as well as social setting);3. the socially defined role the learners will assume in the target language, as well as the roles of their interlocutors;4. The communicative events in which the learners will participate: everyday situations, vocational or professional situations, academic situations, and so on;5. the language functions involved in these events, or what the learner will need to be able to do with or through the language;6. the notions involved, or that the learner will need to be able to talk about;7. the skills involved in the “knitting together” of discourse: discourse and rhetorical skills;8. the variety or varieties of the target language that will be needed, and the levels in the spoken and written language which the learners will need to reach;9. the grammatical content that will be needed;10. the lexical content that will be needed.Fully Communicative Syllabus完全交际教学大纲The FULLY COMMUNICATIVE SYLLABUS stresses that linguistic competence is only a part of communicative competence. If we focus on communicative skills, most areas of linguistic competence will be developed naturally. Therefore, what we should teach is communication through language rather than language for communication. It is suggested that fully communicative teaching should do away with well planned syllabuses. What should be decided is the problem of communication to be solved, and the teacher should involve his students into activities in which they imitate his use of language consciously or unconsciously. If the teacher can well direct this process, language learning will take care of itself.Section Three Language Learning and Error Analysis4. Language learning语言学习The previous sections summarized various linguistic views and their significance in language teaching and learning. The discussions centred around how the practice of language teaching and learning has been influenced by different schools of linguistic studies, e.g. traditional grammars, structuralist linguistics, transformational generative lingui9stics, functional linguistics, etc. Although “learning” has frequently mentioned, most of the discussions are actually about how “teaching” has been influenced by linguistic theories. It is true that language teachers’ knowledge in linguistics (or their linguistic views) plays an important role when they make decisions about what to teach and how to teach. However, in whatever circumstances, in order for language teaching to be effective, no decision should be made if due attention is not paid to what and how the learners actually learn. In fact, in the past three or four decades, the research focus in language education has shifted from “how teachers teach” to “how learners learn”.4.1 Grammar and language learning语法和语言学习One of the major issues raised by second language acquisition researchers is the controversial question of whether and how to include grammar in second language instruction. The discrete-point grammar instruction conducted by more traditional language teachers has been widely criticized for focusing on forms and ignoring meanings. However, findings from immersion and naturalistic language acquisition studies suggest that when classroom second language learning is entirely experiential and meaning-focused, some linguistic features do not ultimately develop to target like levels (Doughtyand Williams, 1998:2). As a compromise between the “purely form focused” approaches and the “purely meaning focused” approaches, a recent movement of FOCUS ON FORM seems to take a more balanced view on the role of grammar in language learning.4.2 Input and language learning输入和语言学习It is self-evident that language learning can take place when the learner has enough access to input in the target language. This input may come in written or spoken form. In the case of spoken input, it may occur in the context of interaction (i.e. the learner’s attempts to converse with a native speaker, a teacher, or another learner) or in the context of non-reciprocal discourse (for example, listening to the radio or watching a film).4.3 Interlanguage in language learning语言学习中的中介语Besides input, output has also been reported to promote language acquisition (Swain, 1985; Skehan, 1998). Correct production requires learners to construct language for the their messages. When learners construct language for expression, they are not merely reproducing what they have learned. Rather they are processing and constructing things. For example, they process syntax read or heard and construct syntax that can be used to express what they wish to convey.The conception of language output as a way to promote language acquisition is to some extent in line with the so called CONSTRUCTIVISM. A constructivist view of language argues that language (or any knowledge) is socially constructed (Nunan, 1999:304) . Learners learn language by cooperating, negotiating and performing all kinds of tasks. In other words, they construct language in certain social and cultural contexts.5. Error Analysis错误分析5.1 Errors, mistakes, and error analysis语法错误,语用错误和错误分析When a linguistic item is used as the result of faulty or incomplete learning, the learner is considered to have committed an error. A distinction is sometimes made between an error and a mistake. ERROR is the grammatically incorrect form; MISTAKE appears when the language is correct grammatically but improper in a communicational context. While errors always go with language learners, mistakes may also occur to native speakers. There is another type of fault, namely LAPSE, which refers to slips of the tongue or pen made by either foreign language learners or native speakers. ERROR ANALYSIS, as the term suggest, is the study and analysis of。
Chapter Nine(William Faulkner )

时间分配
90mins
教学内容
板书或课件版面设计
5mins
20mins
30mins
30mins
3mins
2mins
Step 1: Preview Questions
Aim of quality: discuss the ways to disclose feelings in inner time
教学方法
Lecture, discussion, PPT presentation
重点、难点
Key Points:Features of William Faulkner’sthe Sound and the Fury
1950, Nobel Prize for Lit.
(以上为补充资料)
Ⅰ. Evaluation
1950Nobel Prize Winner;
The most influential and critical figure in the Southern Renaissance;
Aues of short stories;
Step3William Faulkner
Life and Career
New Albany,Mississippi(1897) (with a prominent great-grandfather, Colonel William Faklner)
Oxford,LafayetteCounty(1902)
The owner of a literary kingdom Yoknapatawpha county
语文书英文

语文书英文的语文书,可以涵盖很多内容,包括文学、语法、写作等方面。
以下是一篇假设性的语文书样本,供参考。
Title: Exploring the Wonders of Chinese Language and LiteratureIntroduction:Language is a tool for communication that connects people from different cultures and backgrounds. For Chinese people, language has always been an essential part of our identity, and it has played a critical role in shaping our culture and traditions. In this book, we will explore the wonders of Chinese language and literature, ranging from classical poems to modern novels, from grammar rules to writing techniques. Whether you are a student, a scholar, or a language enthusiast, there is always something to learn and appreciate in the world of Chinese language and literature.Chapter 1: The Beauty of Chinese PoetryChinese poetry has a long and rich history, dating back to ancient times. In this chapter, we will examine the characteristics and features of Chinese poetry, such as rhythm, rhyme, and imagery. We will also introduce some of the most famous poets and their works, including Li Bai, Du Fu, and Bai Juyi. By studying these masterpieces and analyzing their language and style, we can gain a deeper understanding of Chinese culture and values.Chapter 2: The Power of Chinese ProseProse is another important genre in Chinese literature, which includes essays, memoirs, and novels. Unlike poetry, prose is more flexible and allowsfor more variation in tone, style, and content. In this chapter, we will explore some of the most influential prose writers in Chinese history, such as Lu Xun, Hu Shih, and Eileen Chang. We will also discuss the techniques that they used to create their unique voices and convey their messages.Chapter 3: The Rules of Chinese GrammarGrammar is the foundation of any language, and Chinese is no exception. In this chapter, we will review the basic rules of Chinese grammar, such as word order, sentence structure, and particle usage. We will also delve into more advanced topics, such as idioms, wordplay, and classical Chinese. By mastering these rules, we can improve our Chinese proficiency and express our ideas in a more precise and elegant way.Chapter 4: The Art of Chinese WritingWriting is both a skill and an art, and Chinese writing is no less so. In this chapter, we will discuss the techniques and strategies that we can use to improve our writing, such as organization, coherence, and style. We will also explore some of the common mistakes that Chinese learners make and how to avoid them. By practicing these techniques and receiving feedback from others, we can become more confident and effective writers in Chinese.Conclusion:Chinese language and literature are fascinating subjects that offer endless opportunities for exploration and discovery. By studying Chinese, we can not only learn a new language but also gain a new perspective on the world and ourselves. Whether we are reading a classic poem, discussing a contemporary novel or writing a personal essay, we are engaging in a conversation that has been ongoing for thousands of years. So let us embrace the wonders of Chinese language and literature and enjoy the beauty that they bring.。
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Devices of parallelism are characterized by repetitive structures: (part of) a verbal configuration is repeated (or contrasted), thereby being promoted into the foreground of the reader's perception.
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The English term ‘foregrounding’ has come to mean several things at once:
the (psycholinguistic) processes by which during the reading act - something may be given special prominence; specific devices (as produced by the author) located in the text itself. It is also employed to indicate the specific poetic effect on the reader; an analytic category in order to evaluate literary texts, or to situate them historically, or to explain their importance and cultural significance, or to differentiate literature from other varieties of language use, such as 13 everyday conversations or scientific reports.
The red-haired woman, smiling, waving to the disappearing shore. She left the mahareajah; she left innumerable other lights o’passing love in towns and cities and theatres and railway stations all over the world. But Melchior she did not leave.
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Literary Stylistics: Crystal (1987) observes that, in practice, most stylistic analysis has attempted to deal with the complex and ‘valued’ language within literature, i.e. ‘literary stylistics’.
Thus the term covers a wide area of meaning. This may have its advantages, but may also be problematic: which of the above meanings is intended must often be deduced from the context in which the term is used.egrounding’? 2.2 Devices of Foregrounding
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2.1 What is ‘foregrounding’?
In a purely linguistic sense, the term ‘foregrounding’ is used to refer to new information, in contrast to elements in the sentence which form the background against which the new elements are to be understood by the listener / reader.
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Stylistics “studies the features of situationally distinctive uses (varieties) of language, and tries to establish principles capable of accounting for the particular choices made by individual and social groups in their use of language.” (Crystal,1980)
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2. Foregrounding
Please compare the following two pieces of language:
Four storeys have no windows left to smash But in the fifth a chipped sill buttresses Mother and daughter the last mistresses Of that black block condemned to stand, not crash.
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Deviation corresponds to the traditional idea of poetic license: the writer of literature is allowed - in contrast to the everyday speaker - to deviate from rules, maxims, or conventions.
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These may involve the language, as well as literary traditions or expectations set up by the text itself. The result is some degree of surprise in the reader, and his / her attention is thereby drawn to the form of the text itself (rather than to its content). Cases of neologism, live metaphor, or ungrammatical sentences, as well as archaisms, paradox, and oxymoron (the traditional tropes) are clear examples of deviation.
Chapter 9 Language and Literature
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Teaching Focus
1. Style and Stylistics 2. Foregrounding 3. Literal language and figurative language 4. Analysis of literary language 5. The language in poetry
ΔA chipped sill buttresses mother and daughter who are
the last mistresses of that black block which is condemned to stand, not crash.
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Find out the unusual use of language in the following paragraph:
It deals with the close relationship between language and literature. It focuses on the study of linguistic features related to literary style.
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The scope is sometimes narrowed to concentrate on the more striking features of literary language, for instance, its ‘deviant’ and abnormal features, rather than the broader structures that are found in whole texts or discourses. For example, the compact language of poetry is more likely to reveal the secrets of its construction to the stylistician than is the language of plays and novels.
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1. Style and Stylistics
Style: variation in the language use of an individual, such as formal/informal style
Literary style: ways of writing employed in literature and by individual writers; the way the mind of the author expresses itself in words
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In the wider sense of stylistics, text linguistics, and literary studies, it is a translation of the Czech aktualisace (actualization), a term common with the Prague Structuralists.