英语文体学_The_English_of_Conversation_张明伟
英语文体学Chapter7TheEnglishofConversation
Clearly, conversing is the most basic of spoken varieties.
7.3 Object of Study
In terms of field, conversation covers a wide range.
In terms of mode, conversation can be spontaneous or non-spontaneous
end, and realized I’d left my coat in my ↘locker. 15
And I just couldn’t
A:
↘M.
B: ↗face going all the way ↘back again with this
great… you know my ↘arms were aching.
Saussure emphasized speech over writing
Language is a system of arbitrary vocal symbols used for human communication
People talk and they communicate their thoughts and feelings by means of oral sounds.
英语文体学 第六章 Conversations and Speeches
The Quoted Elements
Using a mixed type of quotations, both direct and indirect
In a conversation: no fixed topic
Factors that distract the topic in a conversation: one of the participants suddenly remembers something interesting or relevant and interrupts the other’s speech; the physical environment requires to change the topic; the sudden intrusion of someone else who is interested in another topic. e.g. in [6.1], the topic shifted to Christmas.
Field : varied, but at the time of commentary
Mode: spoken and no vision contact,one-way communication
Tenor: great social distance (the speaker and the listener don't know each other)
英语文体学教学PPT课件
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8
Introduction
Questions 1. How do you define stylistics? 2. What factors contribute to the shaping of
stylistics? 3. What are the purposes or goals of stylistics?
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2
Course Plan
Lecture 9: Three views on style
Lecture 10: Stylistic analysis of varieties of English (news report)
Lecture 11: Stylistic analysis of varieties of English (advertisement)
学习网址：
▪ Language and Style 课件 by Short
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7
▪ /fass/projects/stylistics/star.htm
Lecture 1: Introduction
▪ 1. Definition of stylistics ▪ 2. Definition of style ▪ 3. Types of Stylistics ▪ 4. Purposes of Stylistics
Lecture 15: Stylistic analysis of varieties of
English (poem. )
3
▪ Course grades: ▪ Attendance and class performance: 50% ▪ Final paper: 50%
▪ Teaching mode: ▪ Lecture+presentation+discussion
从目的论看戏剧《理想丈夫》的三个译本
妥徽文学ANHUIWENXUE从目的论看戏剧《理想丈夫》的三个译本陈文燕张凤鸣杭州电子科技大学外国语学院摘要：本文以翻译目的论为理论框架，从词汇、句法和修辞层面分析戏剧《理想丈夫》的翻译，分别选取余光 中、张南峰和文心的中译本，旨在补充该作品已有的研究成果，更加全面客观地审视其翻译现象。
目的论与三个译本相结合，从一个新的角度丰富了中国王尔德的喜剧研究，也拓展了目的论的应用范围。
关键词院《理想丈夫》戏剧翻译翻译目的论-、引言《理想丈夫》(AnIdealHusband )是奥斯卡•王尔德的代表作之一。
本文拟从目的论角度对张南峰先生 1990年的译本，余光中先生1998年的译本和文心先 生2001年的译本做对比赏析。
目的论起源于20世纪70年代，主要有四大翻译 理论和一个评价标准院首要原则是目的原则(skopos rule )曰二是连贯性原贝ij (coherencerule )，指译文具有可 读性和可接受性;三是忠实性原则(fidelityrule )，相当 于其他翻译理论的忠实原文；四是忠诚原则(loyalty principle )，即译者对原文作者忠诚。
评价标准是充分 性(adequacy )而非等值(equivalence )。
功能目的论并不 强调译文和原文之间的对等，恰恰相反，常常为了使 得译文达到在目的语语境中的功能，而牺牲掉这些等 值或者对等。
二、目的论视角下《理想丈夫》三译本文体分析这部分将分析王尔德《理想丈夫》三译本的文体 特点，从词汇、句法和修辞三个层面做对比，在目的论 视角下，分析各个译本是否忠实源语言，是否符合目 的语，是否具有可表演性。
(一)词汇层面Lord Goring : Doesn ,t that sound rather like tempt ing Providence ?Mrs . Cheveley : •噎 Surely Providence can resist temptation by this time . (Wilde , 2000:337)余光中分别将“tempting ”, “temptation ”译成“招惹天谴”和“不受招惹”，张南峰“作对”和“做不了一对 儿”，文心“冒犯老天爷”和“没法阻止诱惑”。
英语文体学Chapter8TheEnglishofPublicSpeech
8.4.1.3 More complex-looking group structures
Nominal groups can be complexlooking with postmodification to be accurate and easy to process
of phrase, relative clause (relative pronoun not omitted) (p.126)
8.3 General Features of Public Speech
Public speaking shows the characteristics of the written mode
Its highly logical organization of thoughts, closely-knit structure and formal language.
Verbal groups
lack of contractions, passive structures
8.4.2 Lexical Features
8.4.2.1 Using accurate and clear word In order to be accurate and clear in
So far as the personal tenor is concerned, the 1) kind of speeches can be formal or less formal or informal; the 2) kind is mostly formal, and the 3) kind varies in degree of formality.
8.4.2 Lexical Features
英语文体学 Implications of Stylistics for Teaching English Literature
Chapter 9 Implications of Stylistics for Teaching English Literature Our task in this chapter is to explore the implications of stylistics for teaching English literature to advanced Chinese EFL students. Stylisticians abroad, especially in Britain, have enthusiastically started to apply stylistics to the teaching of English literature to both home and foreign students. The works based on their teaching experience of such scholars as H. G. Widdowson, A. Rodger and R. Carter are indeed invaluable and insightful. Much of what is said in this chapter results from the inspiration received from reading these works.To examine the implications of a particular theory for teaching, it makes sense to first find out as much as possible about the target students.9.1 Brief Description of StudentsAccording to the most recent "National Syllabus for University English Majors" (National Advisory Board on University Foreign Language Teaching, 2000), there are two required English literature courses: "British Literature" and "American Literature". These are one-year courses and designed to be taught to the third-year and fourth-year students. The students are mostly over twenty years of age, and are therefore physically and emotionally mature. When they graduate, most of them will work as "Foreign Language Workers" - an umbrella term for foreign language teachers, translators, interpreters and researchers. Some may go on to postgraduate studies. As we know, most of these professions ask for a basic literary competence.Our students are usually highly motivated to study, though a small number of them are less motivated for one reason or another. Nevertheless, even the less motivated students are often interested in English literature for the pleasure it provides and out of love and respect for great literature in general. The English literature that the students have encountered by the third year of their study consists mostly of simplified or abridged short stories, novels and some short poems. Their reading is oriented to language study, not to thematic message. Students may have, however, read a fair amount of Chinese literature and the translated versions of some English literary works. As far as the students' English language proficiency is concerned, it is assumed that they have moved into the advanced stage of learning. In the first two years of their college work, according to the new national syllabus, they should have acquired a good mastery of basic English pronunciation and intonation and the essentials of English grammar. They should have covered 5,500 ～6,500 English words and be able to fluently and appropriately use 3,000 ～4,000 of them and their collocations. In short, they should have acquired a good grammatical competence and even a fairly good communicative competence.With the above-mentioned characteristics of the target students in mind, we are now in a better position to start to explore the implications of stylistics which affect all aspects of literature teaching. In this chapter, we will be able to discuss only two aspects, namely, defining the aims of teaching literature and devising classroom literary exercises.9.2 Implications of Stylistics for Defining the Aims of Teaching LiteratureIt is of paramount importance for the teacher to have a clear idea of the aims of the course he or she is teaching. It is even more important, however, for the aims to be defined appropriately on the basis of theory and practice. The failure to do so will necessarily lead to the failure of the course.How might we define the aims of teaching English literature in the light of the theory and methods of stylistics? As discussed in Chapter One, an important assumption of a stylistic approach is that literature is made of language. The medium of the literary writer is very different from the medium of the sculptor or painter. It is already meaningfully structured and systematized. As the most complex mode of human communication, language already has its own built-in rules and conventions. This the literary writer may exploit and arrange in unusual ways to create a fictional world independent of any concrete situation. But the meaning of a piece of work unquestionably depends on the norms of that language even where it most deviates from them. Thus, the facts of a literary text are linguistic facts. Everything else in a work is only inference from these facts. In conventional discourse, concrete situations are given; we understand the text or conversation partly because we know what to expect in those situations. In Widdowson's (1983) words, we "count on schematic knowledge". For example, if we listen to the weatherman on a summer's day in Beijing, we will not be surprised to hear that there will be rain or a storm. But we will be surprised to hear of a heavy snow coming up. In literature, however, there are no established conventional schemata of this sort. Literature is contextually dislocated. The context of situation in literature is only created from the clues supplied by the language of the text. Therefore, our understanding of a piece of literary work relies heavily on a highly developed awareness of the workings of language in everyday communicative situations as well as in literary discourse.Based on this analysis, we may now suggest that what is of primary concern for a literary course is the development of a keen awareness in the student of how language works in literary discourse. Widdowson has made the point explicitly, "literature as a subject has as its principal aim the development of the capacity for individual response to language use" (1975: 76).The adoption of the above aim as the primary goal of a literary course would mean that the teacher should focus the students' attention mainly on the intrinsic facts of a text as opposed to extrinsic facts such as those about the lives and opinions of authors, about sources and influence, about genres, fashions, schools and movements. The teacher must realize that these extrinsic facts are only secondary to the intrinsic facts.The adoption of such a primary aim would also mean that the chief criterion for selecting the teaching content should be different from that of a knowledge-oriented course. It should not be the classic status of the texts, "but has to do with whether the work can be used to develop sensitivity to language in the most effective way" (Widdowson, 1975: 85). A selection made chiefly according to this criterion may not contain as many classics as was usually the case, but is nevertheless suitable for preparing the way for a meaningful and enjoyable reading of them at a future date.The adoption of such an aim does not mean the rejection of other teaching aimssuch as 'the acquisition of literary knowledge', 'the learning of cultural facts' and 'the cultivation of morality'. But it should be realized that these aims cannot be achieved if the student is unable to understand the language of the texts. Putting it in another way, the realization of the primary aim can facilitate the attainment of other aims.9.3 Implications of Stylistics for Devising Classroom Literary ExercisesWe briefly discussed the implications of stylistics for defining aims of teaching literature in the preceding section. In this section we will explore the implications of stylistics for devising literary exercises for classroom use.We made the point in Section 1.5 that to ascertain the style or uniqueness of a text naturally involves comparisons of language of the text with that used in conventional types of discourse and concluded that stylistic analysis is an activity which is highly comparative in nature. In Section 1.3, we examined the assumption that literature is made of language. In the preceding section, we further pointed out that the facts of a literary text are linguistic facts and everything else in it is only inference from these. The understanding of a literary text thus relies heavily on a highly developed awareness of the workings of language in everyday communicative situations as well as in literary discourse. The points we made in these sections have many implications for devising classroom literary exercises. What we said chiefly implies that the exercises we devise for our students should be in some way comparative and should help the students make sense of literary discourse through utilizing the clues supplied by the language of the text.One type of literary exercise that Widdowson advocates is the setting of examples of literary discourse alongside examples of conventional discourse in order to demonstrate the differences in the way the language system is realized for communicative purposes (1975). For example, for teaching Tennyson's poem The Eagle, we may select from an encyclopaedia the description of the eagle and then present it to the students together with the poem.The EagleHe clasps the crags with crooked hands,Close to the sun in lonely lands,Ring'd with the azure world, he stands.The wrinkled sea beneath him crawls;He watches from his mountain walls,And like a thunderbolt he falls.eagle (e'gel), the popular name for any of several large birds of prey that belong to the hawk family. Eagles are found throughout much of the world. Some live in open mountainous areas, others inhabit forests, and still others live near the sea.Most eagles range in length from 2 to 3 feet (0.6 to 0.9 meters), and their broad wings may span more than 6 feet (1.8 meters). Like most of the hawks, the female eagle is slightly larger than the male. All eagles have a heavy, sharply hooked bill and strong sharp claws, called talons, which they use to seize and kill prey. The eagle'splumage is usually brown, gray, or black, and it is sometimes marked with white.Eagles hunt in the daytime. They have very sharp sight, and some eagles can spot a running rabbit at a distance of 3 miles (4.8 km). Several species of eagles prey on small game birds or animals, others eat fish, and some eat reptiles. One species, the monkey-eating eagle (Pithecophaga jefferyi), feeds almost exclusively on monkeys. The monkey-eating eagle is a native of the Philippines.The eagle's nest, called an aerie, is usually built in an inaccessible place, such as a high treetop or rocky cliff ledge. The nest is a large, bulky structure, made of sticks and often lined with ferns and grass. Many eagles return to the same nest every year, repairing it and adding sticks before they lay their eggs. One of the largest known aeries was 20 feet (6 meters) deep and 9.5 feet (2.9 meters) across the top. It consisted of 2 tons of sticks and had been used for 36 years.Eagles lay one to four white eggs, which may be speckled with brown. The male rarely incubates the eggs, but both parents care for the young until they are able to fly, usually about 11 weeks after hatching.(Merit Student Encyclopedia, Vol. 6, p. 146, Macmillan, 1979)Using the above-listed type of exercise implies that we should not ask students questions of a factual kind such as, 'Where does the eagle stand?' or 'How does the eagle fall?'. Instead, we should ask the kind of questions that direct students' attention to how the language of the text being discussed functions to produce its unique literary message. Thus, for the set of texts on the eagle the following questions might be asked.1) In Tennyson's poem, eagle is modified by the definite article the, whereas in the encyclopedic version it is either in its plural form they or modified by the. How do you account for this? Can you perceive the multiple meanings in the title of the poem?2) In Tennyson's poem, the masculine third-person pronoun he stands for the eagle, while in the encyclopedic version, the pronouns used are it and they. What special effect does Tennyson's use of he for the eagle create in the poem?3) In line one of Tennyson's poem, there is a recurrence of plosives, e.g. /t/, /k/ and /g/. What effects do they produce?4) The closing line of the first stanza and that of the last stanza structurally run parallel to each other. How do we interpret this?This type of exercise is both interesting and helpful, and may be used as the major type of exercise in the classroom. It is also relatively easy to devise for there is a great variety of non-literary texts to choose from. However, there are other types of exercises which are useful and can be employed by the classroom teacher. In what follows, we will briefly introduce four of them.1) Original text - Translation texte.g.Original text:Four OrdersI am a trembling leafI am a withered armI am a sunken reefI am a trampled worm.Leaf, be the caterpillar's joyArm, enfold the new-born boyReef, flower into a coral isleWorm, fertilize the soil.(Ronald Bottral)Translation text:四条法规我是一片瑟瑟发抖的树叶我是一只枯干衰老的胳膊我是一块沉入大海的礁石我是一条被践踏过的虫子。
英语文体学 1
English Stylistics英语文体学Course IntroductionCourse title: English StylisticsCourse hours: 2 per week, 34 in totalAssessment:1. Attendance2. After-class preparation for related topics3. In-class performance and involvement4. Quiz5. Final examTeaching Objectives:Have a systematic knowledge of the features of different varieties of languageMake appropriate use of language in our communicationFamiliarize ourselves with the stylistic features of the different genres of literatureDeepen our understanding and appreciation of literary worksOffer useful ideas on translation and language teachingTextbook: English Stylistics(英语文体学)Other reference books:Introduction to English Stylistics《英语文体学引论》（丁往道王佐良）Essentials of English Stylistics 《英语文体学要略》（王守元）Practical English Rhetoric《实用英语修辞》（吕煦）English Stylistics: A New Course book 《新编英语文体学教程》（董启明）Course content:本课程从英语学习的实际要求出发介绍有关英语文体和语体的基础知识，属于普通文体学的范畴。
经贸英语的文体特征与翻译技巧
经贸英语的文体特征与翻译技巧第一篇：经贸英语的文体特征与翻译技巧Stylistic Characteristics of Business English and Its Translation 一．实用文体翻译是当前翻译市场的实际需求当前本市翻译市场的实际需求主要是实用文体的三个方面:1.科技、生产类；2.经济贸易类;3.出国文件类。
其中以科技生产类与经济贸易类需求量为最大。
以英语为主, 以笔译为主。
二、英语实用文体的特征1.什么是英语实用文体？所有语类的语篇可以归结为两大类：①实用文体，（2）文学文体。
文学语篇的职能是利用语言给人以乐趣和美的享受。
而实用文体是“直接以传递信息或服务的语篇类型”（张德禄，1998：297）。
2.英语语体的分类美国语言学家马丁·朱斯(Martin Joos)，提出了以下著名的五种语体:庄重体(frozen style)、正式体（formal style）、商洽体（consultative style）、随意体（casual style）、亲密体（intimate style）的理论。
3、英语实用文体的正式性表现①频繁使用术语（技术词）、半术语（半技术词）;②普遍使用正式程度高的普通词;③大量使用名词与名词化结构;④大量使用长句与扩展的简单句;⑤使用被动语态;(6)靠结构进行语篇的谋篇布局与衔接等。
1)．术语与半术语的严肃性与翻译(1).术语的重要性例：“方箱机”，英文是platen press。
“泡罩包装机”,英文采用 blister packingmachine，如果用foam来代替其中的blister就不妥。
(2).术语的权威性与严肃性中国国务院有“全国科学技术名词审定委员会”，负责审定有关术语。
国外由相关专业协会审定。
国内外均以标准文件的形式公布审定的术语。
正规出版社出版的英-汉或汉-英词典是对术语标准文件的补充。
不是来自纸张型正规词典的电子版与网络词典质量不如纸张型,其中部分可靠性存疑。
英语文体学The English of Public Speaking
13. make no mistake
7. land of liberty
14. favors freedom
15. the pain of poverty
Lexical Features
The employment of big words The employment of noun phrases where verb phrases
may be used in other variety First person pronouns Avoidance of non-standard words and expression
Hard words
Items I Have a Dream The Inaugural Address Total
97 / 62.6%
139 / 77.2%
Simple past
10 / 6.5%
10 / 5.6%
Future indefinite
30 / 19.4%
23 / 12.8%
Present perfect
13 / 8.4%
6 / 3.3%
Present continuous Past continuous
They are impromptu[ɪm'prɒmptju:] speeches, extemporaneous[eks'tempə'reɪnɪəs] speeches, speeches from reciting, speeches from manuscript, but many of the speeches are written to be spoken before an audience.
英语文体学英语文体学_The_English_of_Conversation_张明伟
英教一班 The EnglishConversationofCONTENTSIntroduction of Conversation1Necessity of StudyingConversation23Summary4Stylistic Features in Terms of ConversationThe English of Conversation1Introduction of ConversationLOGOThe English of8.2 of Studying ConversationIntroduction definition The common featuresof daily conversationsincluded contentsConversation refers to the act or an instance of talking together. IntroductionInformality InexplicitnessNormal non-fluency Lexical banality Syntactic loosenessRandomness of subject matter2Necessity of StudyingConversationConversation is the most fundamental of spoken language.3Stylistic Features in Terms of Levels of Language8.3 Stylistic Features in Terms of Levels of LanguageStylistic FeaturesPhonological FeaturesLexical FeaturesGrammatical FeaturesSemantic FeaturesThe English ofFrequent useof differentPhonological devices Frequent use ofcontractionsFreeoccurrence ofpara-linguistic devicesOverlapping of words or phrases of participantsPhonologic al FeaturesThe use of thesedevice such as pitch,short or long pauses,stress and differentkinds of intonation.Such as smiles, laughters,sobs, crys, gestures etc.to help convey ourmeaning and feelings.Preference forinformal, monosyllabic, Anglo-Saxon Frequent use of colloquial words, expressions andidiomsUse of slang and jargon wordsLexical FeaturesFrequent use ofgeneral wordsSuch as do, eat, have, goetc. these words are easy to pronounce and understand. So thesewords blurt out from their mouths automatically.Preference for short andloose sentencesHigh incidence of elliptical and incomplete sentences Simplenominal and verbal group structureFrequency ofinterrogative sentencesGrammatical FeaturesLOGO 8.4 Stylistic Features in Terms of Levels of Language High incidence of elliptical and incomplete sentencesA: (Have) You got a cold?B: No (,I haven’t. I’m) Just a bit sniffy cos I’m-------I AM COLD and I’ll be all right once I’ve warmed up------ Do I look as though I’ve got a cold?A: No (,you don’t). I thought you sounded as if you were(cold). (From: Crystal & Davy)8.3 Stylistic Features in Terms of Levels of LanguageThe randomness of subjectmatterGlamourThe use of vague wordsSemantic Features Lexical hyperbole The use of vague wordscan make theconversation seemflexible, general andeffective. This is because conversation is casual innature. No one could have made a plan for what to talk before the conversation.LOGO 8.3 Stylistic Features in Terms of Levels of Language Frequency of Interrogative sentences and randomness of subject matterEdward: So are you enjoying the rain?Bella: you’re asking me about the weather?Edward: Yeah, I…I guess I am.Bella: well, you know, I don’t really like the rain. Any cold, wet thing, I don’t really…what?Edward: ….why ‘d you move to the wettest place in the continental US? Bella: it’s complicated…Bella: …mom remarried, and …Edward: so you don’t like the guy, or…Bella: no. that’s not…Edward: why didn’t you move with your mother and Phil?——Stephenie Meyer, TwilightThe English of Conversation4SummaryLOGO 8.4 SummaryStriking Features of CasualConversationassimilation and elision in articulationsimple and colloquial words invocabularyloose and elliptical sentences ingrammarThank You。
《英语文体学》1-7总结
第一章文体学相关研究内容文体学分为普通文体学和文学文体学，二者有重叠部分，但在此我们所研究的是普通文体学，文体学研究的是语言风格，对语言，人们的理解有很多种，但不管哪种说法，无可否认，语言都是人类表达思想、互相交流的手段，并且有很多具不同意旨的言语事件；风格是与说话人的语言习惯、时代背景相关的，是人门特有的表达方式，因人而异，对语言起到一定修饰作用并且关系到语言表达的有效性。
因此，文体学研究会涉及各种语言变体及相关特征、功用。
文体学对提高理解力和鉴赏水平有很大帮助。
此外，文体学还与语言学、修辞学及文学评论等相关联。
接下来的章节中将具体阐述相关内容。
第二章文体学研究的必要性学习文体学可以提高我们语言使用的精确性，犹如不能在婚礼上穿牛仔装一样，语言使用要合乎当时、当地的具体环境，这就涉及文体学中的言语事件；学习文体学有利于提高我们对文学作品的理解与鉴赏水平，因为文学创作中，作者不可避免会对作品的语言、风格做选择，在文学评论三部曲（描述、解读、评估）中会涉及相关内容；文体学对满足翻译适应性有很大帮助，翻译很难做到完全对应，但基本原则一致是必须的，如作品基调、作品体裁等一致。
以上文体学内容中都有涉及。
第三章语言变体在不同的社交场合，有不同的约定俗成的语体。
根据特定场合的语言习惯及其中特定说话人的语言使用，语言变体可以分为两种：方言变体和语域变体。
方言变体与不同的语言使用者相关，分为个人方言、时间方言、地域方言、社会方言和标准方言；语域变体与不同社交场合相关，其构成要素是语场、语式和语旨。
两种变体并非独立存在而是有一定的相关性，比如，在同一种族、同一领域或同一社会地位，为了增进了解，说话人可能会选择这一具某种共同特征人群的行内语言。
此外，从语言变体中，我们还可以获知说话人的某些相关信息，如职业、国家和说话意旨等。
第四章语言描述了解了语言变体，本章节探讨各种语言变体的具体表述问题，即具体语言表述。
在这个层面上，文体学提供了一种系统的分析方法，使我们对付各种文章轻而易举。
英语专业文体学1
Some Senses of style
9) Style is the relation among
linguistic entities that are stable in terms of wider spans of text than the sentence. (Nils Erik Enkvist) 10) Style is the linguistic features that communicate emotion or thought. (John Middleton Murry)
General stylistics
Genres: news reports, advertisements, public speeches, scientific treatises, leagal documents and other practical styles… Attitudes: formal and informal language Media of communication: spoken English, written English, e-discourse Regions: British English, American English and other regional dialects Social groups: standard and non-standard language
Some Senses of style
11) Style is personal idiosyncrasy(习
性，癖好). (John Middleton Murry)
12) Style is technique of expression. (John
英语文体学-Chapter-7-The-English-of-Conversation
A: No, it’s for ↘me. But it’s very ↘plain.
30
7.5 A Sample Text of Casual Conversation
B: It’s a lovely ↗colour- - -
A: It’s ↗nice.
B: ↘Yeah. I never di- I could never ↘take to ↗knitting
The two speakers may provide an ending simultaneously.
3) Frequency of interrogative sentences
As a verbal transaction between two people conversing, questions and answers are the basic form. Hence the higher incidence of interrogative sentences. Vocatives are used to call the attention of the addressee (to get him or her involved).
We just take casual conversation as our subject of study.
7.5 A Sample Text of Casual Conversation
Here is a sample text of a dialogue between two educated women in their thirties.
English Stylistics
Chapter 7 The English of Conversation
文体功能与英语音位的象似性
文体功能与英语音位的象似性来源：英语专业论文 /自古以来,人们就在诗歌中利用发音技巧,比如押韵脚、节奏、拟声等来传递一定的情感信息,给读者带来一定的意义暗示。
这些技巧的选择在使语言更为连贯的同时,更加有助于某一首诗的文体风格的形成,是诗人匠心独运的结果。
王佐良先生曾经指出“:诗是带有音乐的思想”,说明声音在诗歌中不仅带给读者音乐般的节奏美,又在向读者传递着作者的某种特殊情感。
然而,自从索绪尔提出语言符号的任意性原则之后,任意性观点支配语言学界几十年。
语言研究者们一直坚信语言符号的形式和意义之间的关系是约定俗成的,具有任意性特点。
声音和意义之间的关系是偶然的,不是必然的,属于某种“例外”。
但是,越来越多的实验证明用哪个语言符号(能指)去表示哪个事物(所指)并非完全处于偶然,尤其是在诗歌这一文学领域内。
在文体学研究范围内,学者们在探讨声音和意义之间的关系时常常用“语音的象征意义”,“语音的文体功能”“,语音的文体效果”,“语音的情感传递”或者“声音的表意功能”这样的标题。
在王守元和张德禄主编的《英语文体学辞典》中,这些现象被归纳为“语音象征”(soundsymbolism)。
“Symbolism”属于文学批评研究范围,所以文体学家更喜欢“语音象征”这一文学术语。
在该书中,语音象征被定义为“某些音或音连缀听起来体现了在某个方面合乎所表达的意思”。
语音象征可分为直接语音象征(directsound symbolism)和连觉语音象征(synaestheticsound symbolism)。
Ullmann将直接语音象征称为基本拟声(primary onomatopoeia()包括模拟人声、模拟动物声和模拟物体声)和次要拟声(sec-ondary onomatopoeia)。
联觉语音象征又被称为联觉通感,指的是某些音或这音连缀并不直接唤起某种听觉的经验,而是引起读者或听众一种思维的联想,这种联想就像一座桥将声音和象征意义连接起来,使其与作品产生共鸣,实现音位的情感传递。
英语文体学英语文体学5
clippings
net, op, site, bb
blendings webish, netish, netiquette
numbers
88=bye bye, 2=two/too, B4=before
Emotions
:) , =*
and smileys
Syntactically
E-English
Syntactically
2. Syntactic incompleteness: A: I quite like the way they done the Mile
though+It’s quite— B. yes-yes A: the bottom of it .
Syntactically
Review the old and preview the new
cyberlanguge, internet language,elecronic langauge, etc.
English used in blog, QQ, e-mail, web forum.
Lexically
Features
examples
abbreviation asap, np, ic, thx, jk,
Spoken English and Writen English
Differences
1. at the lexical level
2. at the syntactic/grammatical level 3. at the phonological/graphological level
4. at the semantic level
Syntactically
WeekOne_文体学
Introduction to English Stylistics 英语文体学
(5) 时间time：古，中古、现代； 变体分析有文字内容，涉指意义(referential meaning)，和社会意义(social meaning)。Such as mountain=山；river=河; but classmate=? Guanxi=?
Introduction to English Stylistics 英语文体学
1.7 The Concern of Stylistic Study The refined definition The concerns: 索绪尔（Saussure,1857-1913）distinction between langue and parole.
b. What’s the time? What time is it, please? c. d. How’s the enemy? 同伴。
e. Time?
f. How much longer have we got?
g. My watch seems to have stopped…
Introduction to English Stylistics 英语文体学
Longman 1985)
Introduction to English Stylistics 英语文体学
(3) 文体学是研究文体的学问。广义：各类文体； 狭义：文学文体。共核语言（The common core） 构成常规(norm)，各类文体是变异(deviation)。加 强认识各体英语，了解功能，增强运用能力。(王佐
Introduction to English Stylistics 英语文体学
外研版(2019) 高中英语 第2讲 常考文体(1)
外研版(2019) 高中英语第2讲常考文体(1)1. 假定你是李华，你校将举办外国学生中文演讲比赛，请给你的英国朋友George写封邮件邀请他参加。
内容包括:1.比赛时间；2.演讲话题；3.报名方式。
注意:1.词数80左右；2.可适当增加细节，以使行文连贯。
________________________________________________________________________________ ________________________________________________________________________________ _____________________2. 假定你是李华，你们班准备在下周一重阳节那天去爬山，请你代表班级写一封邮件邀请外教Lisa参加。
内容包括：1. 登山的意义；2. 活动的安排。
注意：1. 写作词数应为80左右；2. 可适当增加细节，以使行文连贯。
Dear Lisa,I am Li Hua, monitor of Class 1, Senior 3.________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ _______________________________________________________Yours sincerely,Li Hua3. 假定你是李华，外教Ryan准备将学生随机分为两人一组，让大家课后练习口语，你认为这样分组存在问题。
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Such as smiles, laughters, sobs, crys, gestures etc. to help convey our meaning and feelings.
— *—
Stylistic Features in Terms of Levels of Language
Preference for informal, monosyllabic, Anglo-Saxon
— *—
The English of Conversation
4
Summary
— *—
Summary Striking Features of Casual Conversation
LOGO
assimilation and elision in articulation
simple and colloquial words in vocabulary loose and elliptical sentences in grammar
Frequent use of colloquial words, expressions and idioms
— *—
Stylistic Features in Terms of Levels of Language Preference for short and loose sentences Simple nominal and verbal group structure
— *—
The definition: Conversation refers to the act or an instance of talking together(会话是指一起 交谈的行为或实例)。 • For example
• • • • • • Informality Inexplicitness Normal non-fluency Lexical banality Syntactic looseness Randomness of subject matter
High incidence of Grammatic elliptical and al Features incomplete sentences
Frequency of interrogative sentences
— *—
Stylistic Features in Terms of Levels of Language High incidence of elliptical and incomplete sentences
LOGO
A: (Have) You got a cold? B: No (,I haven’t. I’m) Just a bit sniffy cos I’m-------I AM COLD and I’ll be all right once I’ve warmed up------ Do I look as though I’ve got a cold? A: No (,you don’t). I thought you sounded as if you were(cold). (From: Crystal & Davy)
The English of Conversation
2
Necessity of Studying Conversation
Conversation is the most fundamental of spoken language.
— *—
The English of Conversation
The use of vague words can make the conversation seem flexible, general and effective.
Semantic Features
Lexical hyperbole
plan for what to talk before the conversation.
— *—
Thank You
3
Stylistic Features in Terms of Levels of Language(语言体系下的文体特征)
— *—
Stylistic Features in Terms of Levels of Language
Stylistic Features Phonological Features
The English
of
Conversation
CONTENTS
1 2 3 4
Introduction of Conversation Necessity of Studying Conversation
Stylistic Features in Terms of Conversation
Summary
Frequent use of general words
Lexical Features
Use of slang and jargon words
Such as do, eat, have, go etc. these words are easy to pronounce and understand. So these words blurt out from their mouths automatically.
kinds of intonation.
Free occurrence of para-linguistic devices
Phonological Features
Overlapping of words or phrases of participants
Frequent use of contractions
Lexical Features Grammatical Features
Semantic Features
— *—
8.3 Stylistic Features in Terms of Levels of Language Frequent use The use of these of different device such as pitch, Phonological short or long pauses, devices stress and different
— *—
The English of Conversation
1
Introduction of Conversation
— *—
LOGO Introduction
Introduction
The common features of daily conversations
definition
included contents
Glamour
— *—
Stylistic Features in Terms of Levels of Language Frequency of Interrogative sentences and randomness of subject matter
LOGO
Edward: So are you enjoying the rain? Bella: you’re asking me about the weather? Edward: Yeah, I…I guess I am. Bella: well, you know, I don’t really like the rain. Any cold, wet thing, I don’t really…what? Edward: ….why ‘d you move to the wettest place in the continental US? Bella: it’s complicated… Bella: …mom remarried, and … Edward: so you don’t like the guy, or… Bella: no. that’s not… Edward: why didn’t you move with your mother and Phil? ——Stephenie Meyer, Twilight