英语文体学教学
英语文体学教案
英语文体学教案1.1 Definition of StylisticsStylistics has long been considered as a highly significant but very discussible branch of learning. It is concerned with various disciplines such as linguistics, semantics, pragmatics and literature. The word stylistics( ?styl‘ component relates stylistic to literary criticism, and the ?istics‘ component to linguistics). So stylistics is the bridge of linguistics and literature. Stylistics is the st udy of literary discourse from a linguistic orientation.‖ (文体学是从语言学的角度研究文学语篇)Stylistics is an interdisciplined branch of learning which studies various differences between formal and informal, between deviant and normal, between magnificent and plain, between professional and popular, between foreign and domestic, between this and that individual.1.2 The Development of StylisticsThe date when stylistics became a field of academic inquiry is difficult to determine. However stylistics is often considered as both an old and a young branch of learning. It is old, because it orig inated from the ancient ―rhetoric‖. The famous ancient Greek philosophers Socrates, Plato and Aristotle all contributed a lot to this branch of learning. It is young ,because the word ―stylistics‖ first appeared only in 1882, and the first book on stylistics was written by a French scholar Charles Bally in 1902 and was published in 1909: Traite de Stylistique Francaise. This book is often considered as a landmark of modern stylistics. Consequently, a number of more coherent and systematic works of both a theoretical and a practical nature were published in the field.The subject of study in Bally’s time was oral discourse. Bally considered that apart from the denotative meaning expressed by the speaker4, there was usually an “overtone” which indicated different “feelings”, and the task of stylistics was to find out the linguistic devices indicating these feelings.Later , the German scholar L.Spitzer(1887-1960), began to analyze literary works from a stylistic point of view, and therefore, Spitzer if often consider4ed as the “father of literary stylistics”.From the beginning of the 1930s to the end of the 1950s stylistics was developing slowly and was only confined to the European continent. From the end of the 1950s to the present time, modern stylistics has reached its prosperity.1.3 Definitions of StyleSo style is an integral part of meaning. It gives us additional information about the speaker‘s/writer‘s regional and social origin, education, his relationship with the his/her reader, his feelings, emotions or attitudes. Without a sense of style we cannot arrive at a better understanding of an utterance 1）.Written---spoken in terms of channel2）The Differences between Formal and Informal Language 3）modern----archaic in terms of time4）normal----deviated in terms of degree of novelty5）. common---professional in terms of technique（专业）1.What‘s stylistics?2.What does stylistics study?3.Say something about the development of stylistics.4.Give examples to explain ―Proper words in proper places makes the true definition of a style.‖5.What does style study?6.Give example to illustrate the differences between spoken-- written,formal–informal, modern–archaic, norm—deviated, common---professional.第二章1. Definition of meanings of meaningAccording to Leech (1974 English linguists), meanings of meaning can be broken into seven kinds:1).Denotative meaningIt refers to literal meaning, refers to diction meaning.(super meaning) 词的概念意义。
英语文体学导论课程教学大纲
英语文体学导论课程教学大纲（适用对象：英语专业本科三年级）一、说明（一）课程简介：本课程首先介绍英语文体学的研究对象、范围、方法和现实意义，其中包括对于文体广义上和窄义上的理解，与修辞学和文学的关系，接着从语音学、词汇学、句法学等层次，从英语的常规和异常的表现形式和语义学的角度，着重对文学文体进行讨论，从美学的角度探讨文学必须形式与被表现主题之间的微妙关系。
（二）编写依据：根据2000年教育部批准实施的《高等学校英语专业英语教学大纲》，英语专业的学生需要了解人类语言研究的丰富成果，提高对语言的社会、人文、经济、科技以及个人修养等方面重要性的认识，培养语言意识，发展理性思维。
本课程有助于拓宽学生的思路与视野，前面提高他们的素质。
（三）目的任务：本课程为英语专业选修课程，旨在比较系统地阐述英语语言的各种表达方式和相应的表现效果。
通过学习，学生应掌握英语语言运用的普遍原则和特殊的表达技巧，也应具备一定的运用文体学理论来分析语言现象及文学作品的能力。
（四）课程类别：专业选修课二、教学安排与学时分配表三、教学内容与知识点第一章第一节知识点：I. the structure of the noun phrase:1.determiner and or enumerator2.pre-head modification3.head noun4.post-head modification5.pronounsII. Pre-modification:III. Post-modification:第二节知识点：I. Articles:II. Pronouns: denoting the first-person singularIII. Pronouns: denoting the first-person plural第三节知识点：I. Pronouns: the second person (1):II. Practical work on the use of you:III. Pronouns: the second person (2):第二章第一节知识点：I. Introduction: the structure of the verb phrase:1.main verb2.auxiliary3.negative particles4.tense5.finite verb phrases6.non-finite verb phrasesII. Narrative time, story time and tense:III. Simple and compound verb phrases:第二节知识点：I. Uses of the present tense:II. The passive:III. The imperative:第三节知识点I. Non-finite verb forms: ‘to+ base’ form (the infinitive) II. Non-finite verb forms: ‘-ing’ forms:III. Non-finite verb forms: time and tense:第三章第一节知识点：I. Introduction to syntax:rmation: given and new2.simple sentence3.coordination4.subordinationII. Analyzing clause structure:第二节知识点：I. The relationship between S and V:II. Relative size of syntactic elements: light X elements: III. Obligatory X elements (transitivity)第三节知识点I. Expansion of X elements:II. Heavy S and X elements before the verb:III. Placement of adverbials in the clause:第四节知识点：I. Main clausesII. Coordination:III. Subordination and the sentence:第五节知识点：I. Ambiguity in syntax:II. Prepositions:III. Interrogatives:第四章第一节知识点I. Introduction to text structure: cohesion and coherence II. Information structure: given to newIII. Ellipsis:第二节知识点：I. Coherent models: thoughtII. Coherent models: other languagesIII. Coherent models: speech第五章第一节知识点：I. Introduction to vocabulary:1.Contributing factors to the formation of current English2.Sources of current EnglishII. Register: use of romance vocabularyIII. Register: use of ‘long’ words第二节知识点：I. Word-formation: bound morphemesII. Romance:III. Semantic fields:第三节知识点I. Collocation:II. Synonyms:1.the distinction of synonyms on the basis of their reference2.the distinction of synonyms on the basis of their register:四、考核方法与要求（一）考核形式：课堂提问和讨论、期末论文（二）成绩计算方法：课堂考核占30%；课程论文占70%五、教材与参考教材（一）Laura Wright & Jonathan Hope: Stylistics: A Practical Course Book （二）G. N. Leech: Style in Fiction（三）Carter & Simpson: Language, Discourse and Literature:An Introductory Reader in Discourse Stylistics。
英语文体学课程教学大纲
英语文体学课程教学大纲课程英文名称：English Stylistics课程编号：0400810 学分：2 学时：32一、课程教学对象本课程教学对象为英语专业三年级的学生。
二、课程性质及教学目的《英语文体学》属于专业选修课，它是在综合分析英语语言现象的基础上进而对语言功能进行应用性透析的过程。
它对充分理解语言、欣赏语言具有理论指导作用。
解决“何为”与“为何”两个基本问题，无疑是英语专业高年级学生主攻的重要内容。
三、对先修知识的要求学生在学习本课之前，应先英语专业一、二年级所有基础课。
四、课程的主要内容、基本要求和学时分配建议（总学时数: 32 ）基本要求：A级=掌握B级=理解C级=了解建议使用教材及参考书本课程建议使用教材：王守元.《英语文体要略》，山东大学出版社，2000。
参考书目：[1]. Leech, Geoffrey. 1969. A Linguistic Guide to English Poetry. London: Longman.[2] Crystal, David and Davy, Derek. 1969. Investigating English Style. London:Longman.[3] Traugott, Elizabeth and Pratt, Mary. 1980. Linguistics for Students ofLiterature. New York and London: Harcourt Brace Jovanovich.[4] Widdowson, H. G. !992. Practical Linguistics. Oxford University Press.5] Leech. Geoffrey & Short. Michael H. Style in Fiction. Beijing: Foreign Language Teaching and Research Press.[6].秦秀白.《文体学概论》长沙：湖南教育出版社，1986。
“英语文体学”课程教学大纲
“英语文体学”课程教学大纲一、课程基本信息开课单位：翻译学院课程名称：英语文体学课程编号：224118英文名称：English Stylistics课程类型：专业拓展课总学时：36 理论学时：34 实验学时：2学分：2开设专业：翻译专业；商务英语专业先修课程：英语语言学；英美文学二、课程任务目标（一）课程任务本课程是面向英语专业、翻译专业和商务英语专业开设的一门专业任选课，属于专业理论与及其应用类课程，一般在四年级开设。
本课程的任务是使学生在了解文体学的相关理论以及文体分析的方法和步骤的基础上，学会在语言学理论的指导下分析文学和非文学语篇的文体特征及其文体功能，从而提高其分析、欣赏和批评文学和非文学语篇的能力。
（二）课程目标在学完本课程之后，学生能够：1.掌握文体学的基本原理与文体分析的方法和步骤；2.从文学和非文学语篇中识别相关文体特征，并分析其文体功能；3.了解语言学理论与文体分析之间的关系，提高研究意识，学习研究性学习方法；4.提高借助语言学理论分析问题和解决问题的能力，尤其是分析、欣赏和批评文学和非文学语篇的能力。
三、教学内容和要求Chapter 1 Introduction本章是整个课程的导入部分，目的是让学生了解文体学的定义及其产生背景和过程、理论假设以及文体学研究的目标和文体分析的基本步骤，并了解文体学的基本特征。
具体内容如下：Defining stylistics；Naissance of stylistics as an interdisciplinary field of study；Two important assumptions of stylistics；Goals, components and procedure of stylistic inquiry；Nature of stylistic analysis。
Chapter 2 On style本章在介绍文体学界的三种典型文体观的基础上，列举文体的分类特征，讨论多种英语变体的基本特征，并分析文体的正式程度及其语言表现形式。
英语文体学知识在大学英语教学中的应用
英语文体学知识在大学英语教学中的应用【摘要】英语文体学是一门研究不同文体特点和风格的学科，在大学英语教学中发挥着重要作用。
本文首先介绍了英语文体学的基本概念，包括其分类和特点，然后探讨了在语言教学中应用英语文体学的方法。
接着介绍了英语文体学在写作教学中的实践，并讨论了其对口语表达的影响。
文章最后总结了英语文体学在大学英语教学中的重要性，并展望了其未来的发展。
同时提出了关于英语文体学教学的改进建议，以期更好地推动大学英语教学的发展和提高学生的语言表达能力。
通过本文的内容，读者可以更全面地了解英语文体学在大学英语教学中的应用价值，以及未来的发展方向和应该改进的地方。
【关键词】英语文体学、大学英语教学、应用、基本概念、分类、特点、语言教学、写作教学、口语表达、重要性、未来发展、改进建议。
1. 引言1.1 英语文体学知识在大学英语教学中的应用English genre studies is a significant aspect of language education as it provides valuable insights into the different styles and structures of written and spoken communication. In the context of university English teaching, the application of genreknowledge can greatly enhance students' language skills and understanding of various text types.2. 正文2.1 了解英语文体学的基本概念英语文体学是研究英文各种文体的学科，通过对不同文体的特点、结构和语言运用规律的分析，帮助学习者更好地理解和运用英语。
了解英语文体学的基本概念需要明确文体的定义和范畴。
英语文体学分析_用英语文体学理论促进大学英语教学论文
英语文体学分析_用英语文体学理论促进大学英语教学论文【摘要】英语文体学原理对改进大学英语教学起到很大的作用，它能帮助学生提高阅读欣赏能力，在交际中更准确地理解对方所表达内容的实质,并恰当地选择能表达自己意图的语言手段。
文章在语音、词汇、句法、语篇、语言风格、翻译等几个方面较详细地阐述了英语文体学原理与大学英语教学的结合。
【关键词】英语文体学原理；作用；结合一、认识英语文体学及其对大学教学的作用英语文体学是用现代语言学的原则和分析方法，研究英语各种文体的一门学科。
它主要任务在于观察和描述英语若干种主要文体的语言特点。
在语言的运用方面，英语文体学强调语言环境的重要性，即语言要得体于它的环境。
这种环境主要有两类：一类是语言本身的环境，如词与词之间的通常搭配关系，即一句话的上下文所构成的意义范围；另一类是社会生活的环境，它在语言中无所不在，它对语音、词汇、语法，乃至文体的各个方面都有极深的影响。
同样一个意思，在不同的场合，其表达方式就在语音、词汇、句子结构等方面出现不同。
中国学生学习和使用英语的困难之一，就在于不会判断场合，不知如何在不同的场合使用恰当的语言。
而如果他们能对一种语言的各类文体进行研究分析，就会容易地、较深地了解语言的各种功能，在阅读英文作品中就会有更高的欣赏能力，在交际中就会更准确地理解对方所表达的内容的实质，并恰当地选择能表达自己意图的语言手段。
因此学习英语的中国学生需要英语文体学方面的基本知识，教师有责任把这种基本知识提供给他们。
教师在讲解课文、批改作文时，总要涉及文体问题，教师如能及时系统地把英语文体学的知识，传授给学生，他们就能在学习中把眼光不仅放在单句上，也注重整篇文章的理解，注重语音、语法、文体的全面分析。
目前，大学英语课的教学方法主要有句法分析法和篇章分析法。
句法分析法是以句子结构分析和语义辨认为主要内容的教学方法，这种方法有助于学生理解句子内部结构和语句含义，但忽视对语句、段落之间联系以及篇章结构的理解。
英语文体学教程(第二版)
英语文体学教程(第二版)英语文体学是一门研究英语语言在不同语境中表达意义的语言学分支。
它探讨了英语在不同文体类型（如叙述、说明、议论文体等）中的结构、功能、演变和变异。
本教程作为第二版，对英语文体学的理论和实践进行了全面更新和深化，旨在帮助读者更好地理解和应用英语文体学知识。
一、英语文体学的定义和重要性英语文体学关注英语在各种文本中的使用，包括口头和书面表达。
它研究不同文体的特征、语言特点和交际目的，以及这些因素如何影响语篇的理解和解释。
通过了解各种文体的语言特征和规律，我们可以更好地理解和分析英语语篇，提高我们的语言运用能力。
二、本书的结构和内容本书分为十章，涵盖了英语文体学的各个方面。
第一章是导论，介绍了英语文体学的概念、研究范围和方法。
第二章至第九章分别对不同文体的特征、功能、演变和变异进行了深入探讨，包括叙述文体、说明文体、议论文体、描述文体、正式文体、非正式文体、口语文体和文学文体等。
第十章是应用和实践，通过案例分析，帮助读者将所学知识应用到实际语言运用中。
三、学习资源和方法建议本书不仅提供了丰富的理论知识和研究案例，还提供了许多实践机会，帮助读者更好地理解和应用英语文体学。
建议读者在阅读过程中，结合自己的语言运用实践，多思考、多分析、多比较，逐步提高自己的语言运用能力和理解水平。
四、结论《英语文体学教程(第二版)》是一本全面、深入、实用的英语文体学教程，适合英语专业学生、教师和研究人员阅读参考。
通过学习本书，读者可以更好地理解和应用英语文体学知识，提高自己的语言运用能力。
同时，本书也为英语学习者提供了一个系统地学习和掌握英语各种文体的机会，有助于提高他们的英语水平和跨文化交际能力。
新编英语文体学教程
新编英语文体学教程摘要：一、引言1.英语文体学的重要性2.新编英语文体学教程的目的和特点二、英语文体学的基本概念1.文体与文体学2.英语文体学的分支和研究方法三、英语文体学的主要内容1.语篇分析2.语义分析3.语法分析4.修辞分析四、英语文体学的实际应用1.写作技巧的提升2.阅读理解的提高3.口语表达的优化4.翻译质量的保证五、英语文体学的教学方法1.理论教学与实践相结合2.教师引导与学生自主学习相结合3.课程设置与实际需求相结合六、结论1.新编英语文体学教程对英语学习者的帮助2.对未来英语文体学发展的展望正文：在新编英语文体学教程中，我们旨在介绍英语文体学的基本概念、主要内容和实际应用，以及教学方法。
英语文体学是研究英语表达形式的学科，它关注英语在不同语境下的使用，以及如何使用英语来达到特定的交际目的。
英语文体学包含许多分支，如语篇分析、语义分析、语法分析和修辞分析。
这些分支相互关联，共同构成了英语文体学的理论体系。
语篇分析主要研究篇章的结构和组织，以及篇章在不同语境下的功能。
语义分析则关注词汇和句子的意义，以及如何在不同语境下进行合适的表达。
语法分析涉及句子结构和成分之间的关系，以及如何在不同语境下使用合适的语法手段。
修辞分析则强调如何在英语表达中运用各种修辞手法，以增强表达效果和吸引力。
英语文体学的实际应用广泛，包括写作、阅读理解、口语表达和翻译等方面。
通过学习英语文体学，学习者可以提升自己的写作技巧，使文章更具表达力和说服力。
同时，英语文体学也有助于提高阅读理解的准确性和速度，使学习者能够更好地理解文章的深层含义。
在口语表达方面，英语文体学可以帮助学习者优化自己的语言表达，使之更加得体、自然。
此外，英语文体学还能提高翻译质量，使翻译作品更符合原文的文体特点。
在英语文体学的教学方法上，我们主张理论教学与实践相结合，以培养学习者的实际应用能力。
教师应引导学习者进行自主学习，培养他们独立分析和解决问题的能力。
英语文体学教程
英语文体学教程
英语文体学教程是指针对英语文学作品的分类、特点、语言风格等方面进行研究和教学的一门学科。
它包括了诗歌、小说、剧本、散文等多种文学形式。
首先，英语文体学教程会对文学作品进行分类，按照不同的文学形式和体裁进行分析和研究。
例如，诗歌可以分为古典诗歌和现代诗歌，小说可以分为传统小说和现代小说等等。
其次，英语文体学教程会研究文学作品的特点，例如诗歌常用的韵脚、韵律、节奏等；小说常用的人物塑造、情节设置、主题表达等。
通过分析这些特点，可以更深入地理解文学作品，并从中汲取营养。
最后，英语文体学教程还会研究文学作品的语言风格，包括词汇、句式、语法等方面。
这对于英语学习者来说尤其重要，因为通过学习文学作品中的语言风格，可以提高英语水平并丰富自己的词汇量和语言表达能力。
总之，英语文体学教程为我们深入了解和欣赏英语文学作品提供了基础和指导，同时也为我们学习英语提供了一个更为有趣和有效的途径。
- 1 -。
英语文体学 教学大纲
英语文体学一、课程说明课程编号：180173Z10课程名称：英语文体学/English Stylistics课程类别：专业教育(选修)课学时/学分：32/2先修课程：英语修辞学、语言学适用专业：英语专业教材：Joanna Thornborrow and Shan Wareing主编.文体学入门.北京:外语教学与研究出版社.2000;教学参考书：董莉主编.英语文体学理论与实践.北京:电子工业出版社.2005;秦秀白主编.英语文体学入门.长沙.湖南教育出版社.2008。
二、课程设置的目的与意义作为专业专业教育选修课程，本课程设置的目的是使学生掌握语言学和文体学的基本理论和分析方法去理解和欣赏文学作品，其主要任务是从广义文体学的角度出发，对英语中文学文本的语音、句法、词汇和篇章特征进行较为系统的学习和研究。
该课程设置的意义不仅在于让学生得体地运用各体英语体裁、理解和欣赏文学作品，更在于为专业学生的完整专业体系的构成搭建基础。
三、课程的基本要求按照英语专业本科培养方案的培养目标，参照培养方案中课程体系与培养要求的对应关系矩阵，本课程所承载的知识、能力和素质培养的具体要求如下：（一）在知识要求上，本课程要求学生通过学习，基本掌握文体分析的基本理论和方法。
具体来说，包括语言学和文体学的基本理论和方法，语言各要素（语音、词汇、句法、语篇结构）的文体特征与功能，口语体、新闻体和书面文体等的异同与运用。
（二）在能力要求上，本课程要求学生在掌握文体学及语言学的基础上培养自己进行诗歌、散文、小说、戏剧等的文体分析能力，通过提高自身文体分析能力和英语理解与表达能力，增强文学理解与欣赏能力。
（三）在素质要求上，该课程要求学生培养较高的文学鉴赏水平，重点和难点有文体分析基本理论，各种英语文体分析，以及文学文体分析与欣赏。
四、教学内容、重点难点及教学设计五、实践教学内容和基本要求实践教学内容包括在掌握语言学和文体学的基本理论和方法，语言各要素（语音、词汇、句法、语篇结构）的文体特征与功能，口语体、新闻体和书面文体等的异同与运用，以及文学创作中的诗歌、散文、小说、戏剧等的文体特征的基础上，要求学生进行各种英语文体分析，以及文学文体分析与欣赏。
英语文体学教学
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?
Definition of style
There are diverse meanings of the word “style”:
1.Lucas (1974):
The origin of “pen”. The word extended its meaning to “a way of writing”, then became further refined to mean “a good way of writing”.
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新编英语文体学教程
新编英语文体学教程摘要：一、引言1.英语文体学的概念与重要性2.新编英语文体学教程的目的和适用对象二、英语文体学的基本原理1.语言的定义与功能2.语言的结构与系统3.语言的变化与演化三、文体学的主要研究内容1.文体与风格2.语体与语境3.文体分析的方法与技巧四、英语文体学的实际应用1.写作与翻译2.口语与听力3.阅读与教学五、英语文体学教程的学习建议1.注重基础知识的掌握2.加强实践训练3.培养跨文化交际能力正文：在新编英语文体学教程中，我们首先探讨了英语文体学的概念以及它在我们日常英语学习和应用中的重要性。
英语文体学作为语言学的一个重要分支，关注的是英语在不同语境下的运用与表达，以及英语语言在使用过程中的变化与发展。
教程的第一部分重点介绍了英语文体学的基本原理。
在这一部分，我们首先明确了语言的定义，即人类为了表达思想和进行沟通而采用的一种符号系统。
随后，教程详细讲解了语言的结构与系统，包括语音、词汇、语法等组成部分，以及它们之间的关系和作用。
最后，教程简要介绍了语言的变化与演化，包括语言的起源、发展、地域差异和时代变迁等方面。
在教程的第二部分，我们深入探讨了文体学的主要研究内容。
首先，教程详细解释了文体与风格的区别与联系，以及如何通过文体和风格来表达意义和传递信息。
接着，教程介绍了语体与语境的概念，强调了在实际交际中，要根据不同的语境选择合适的语体。
最后，教程讲解了文体分析的方法与技巧，包括如何运用这些方法和技巧来分析英语文本，以揭示其深层次的意义和结构。
在教程的第三部分，我们着重讨论了英语文体学的实际应用。
首先，教程介绍了写作与翻译中如何运用文体学的知识和技巧，以提高写作和翻译的质量。
其次，教程讲解了口语与听力中如何运用文体学的原理，以提高口语表达和听力的水平。
最后，教程从阅读和教学的角度，阐述了如何运用英语文体学的知识来提高英语阅读能力和教学效果。
在教程的最后部分，我们提出了英语文体学教程的学习建议。
《英语文体学》教学大纲
《英语文体学》教学大纲一、基本信息二、教学目标及任务本课程要求学生识记文体、文体学的定义，文体学的流派，文体学在国内外的发展情况，了解并学会使用分析不同文体篇章的方法和步骤，帮助学生学会观察和描述若干主要文体的语言风格，即它们各自的语音、词汇、句法与篇章的特点，以便更好地了解它们所表达的内容和在恰当场合使用它们。
三、学时分配四、教学内容及教学要求第一章绪论：文体及文体学定义习题要点：文体学的定义本单元重点、难点：文体学的广义及狭义定义本单元教学要求：使学生了解文体有广狭两义。
狭义的文体指文学文体，包括个别作家的风格；广义的文体指一种语言中的各类文体，例如口语体、书面体，而这两者之中，又有若干文体。
理解文体学的任务不在于若干文体的名目，而在观察和描述若干主要文体的语言风格，即它们各自的语音、词汇、句法与篇章的特点，其目的在于使学习者更好地了解它们所表达的内容和在恰当场合使用它们。
第二章文体学的历史沿革和流派习题要点：文体学的分类、文体学的流派、文体学在国内外的发展情况本单元重点、难点：文体学的沿革本单元教学要求：使学生了解文体学的沿革，文体学研究的主要流派。
理解文体学可分为普通文体学、文学文体学、理论文体学等。
第三章文体分析的方法和步骤习题要点：文体分析的方法和步骤本单元重点、难点：对文体进行分析的三个步骤本单元教学要求：讲授、并使学生了解文体分析的三个步骤：（1）linguistic description（2）textual analysis（3）contextual factors analysis第四章英语公共演讲的文体特征习题要点：英语公共演讲的文体功能分析本单元重点、难点：词汇的文体功能本单元教学要求：熟悉与词汇手段相关的文体标志。
通过对公共演讲的实例分析，理解文体与选词的关系，各类词语的文体特征，词的意义，词的涵义，建立在词汇层面上的修辞手法等。
第五章英语新闻的文体特征习题要点：英语新闻报道的文体功能分析本单元重点、难点：句式的选择与表达效果之间的关系本单元教学要求：熟悉与句法手段相关的文体标志。
浅谈文体学在高职高专英语教学中的应用
浅谈文体学在高职高专英语教学中的应用文体学作为一种语言学研究的领域，自古以来就在英语教学中发挥着重要的作用。
它的起源可以追溯到古希腊时期，文体学的研究和应用一直源远流长，因此在今天的高职高专英语教学中也发挥着重要作用。
首先，文体学在英语教学中具有重要的理论性作用。
在英语教学中，文体学能够帮助教师指导学生在文章的写作、论证以及口语交流能力方面的发展。
文体学的理论可以帮助教师指导学生正确地理解文章的结构和内容，从而提高学生的文章写作能力。
此外，文体学也可以帮助教师指导学生如何组织论证，更好地把握文章结构，以及如何用适当的语言表达思想。
其次，文体学还可以帮助学生更好地运用语言表达自己的思想。
在文体学理论的指导下，学生能够更好地掌握不同文体之间的差异以及怎样运用不同的语言来表达思想，更有效地表达自己的想法。
这对于提高学生的口语表达能力非常有帮助。
此外，文体学在高职高专英语教学中也具有重要的实践性作用。
在课堂上，教师可以利用文体学理论给学生讲授不同文体的特点，并通过大量的实践训练让学生熟悉不同文体的特征以及如何在文章的结构、语言特征和表达方式上做出自己的选择。
此外，还可以利用文体学和创新教学相结合，让学生更充分地了解文体学，对不同的文体有更深入的了解，进而将学到的知识应用到实际的英语学习和实践中，并通过实践来验证和增强学生所学的知识。
综上所述，文体学在高职高专英语教学中发挥着重要的作用，它不仅能够为“以学生为中心”的英语教学提供理论指导，而且能够结合创新教学，利用实践的方式帮助学生更好地掌握文体学的知识，以提高学生的英语写作能力，口语表达能力以及论证能力。
因此，文体学理论在高职高专英语教学中具有重要的地位。
文体学在高职高专英语教学中发挥着重要的作用，在实践中应用文体学可以帮助学生更好地掌握文章结构和内容，从而提高学生的文章写作能力和口语表达能力，更高效地完成英语学习。
而且，教师还可以利用文体学和创新教学相结合，让学生更充分地了解文体学，有更深入的了解，以更好地应用文体学的知识，实现英语训练的最佳效果。
英语文体学教学大纲
《英语文体学》课程教学大纲课程编号：ENGL3002课程类别：专业选修课授课对象：英语、英语师范专业开课学期：秋（第7学期）学分：2主讲教师：王军指定教材：《新编英语文体学教程》，董启明主编，外语教学与研究出版社，2008年。
教学目的：英语文体学是一门实用性非常强的学科,对阅读、翻译、文章分析、文章欣赏以及得体地使用英语都有很大的帮助，此外，英语文体学也是英语语言学研究重要的基础性学科之一。
作为一门课程，英语文体学主要由两部分构成：其一为文体学研究主要内容介绍，包括文体类型、文体特征、文体价值等方面，其次为具体文体分析方法介绍。
第一课Introduction to Stylistics课时：第一周，共2课时教学内容：What is stylistics and how is it associated with other linguistic studies?第一节：The position of stylistics in general linguistics.The importance of studying stylistics.第二节：What is stylistics?The major contents of this study.Issues that need to be born in mind.思考题：1.How to do stylistics in the framework of literature or translation?2.What do you expect to learn from this course?第二课Style and Stylistics课时：第二周，共2课时教学内容：The development and scope of stylistics第一节：The definition of style and stylistics.The relationship between appreciation and research.第二节：The development of stylistics.The scope of stylistics.思考题：1.What are the major differences between style and stylistics?2.What areas in society can the knowledge of stylistics be applied to?第三课Procedure of stylistic analysis （1）课时：第三周，共2课时教学内容：Linguistic description第一节：Linguistic description: methods and procedures.第一节：A checklist of linguistic description.The functions of each one.思考题：1.Why do we need linguistic description?2.Think about the significance of conducting linguistic description.第四课Procedure of stylistic analysis （2）课时：第四周，共2课时教学内容：Textual analysis and contextual factors analysis第一节：What is textual analysis?How to conduct textual analysis?第二节：A classification of contextual factors.How to analyze contextual factors？思考题：1.How do you understand the relationship between understanding and textual analysis?2.Are there other ways to classify contextual factors?第五课Stylistic functions of linguistic items课时：第五周，共2课时教学内容：Stylistic functions as defined at different levels第一节：Stylistic functions of speech sounds.Stylistic functions of graphological items.第二节：Stylistic functions of lexical items.Stylistic functions of syntactic/grammatical items.思考题：1.How do you evaluate the different kinds of stylistic functions?2.What is the significance of studying stylistic function?第六课Varieties in relation to regions课时：第六周，共2课时教学内容：Regional English第一节：A brief introduction to British English.The appearance of American English.第二节：Differences between British English and American English.British and American regional dialects.思考题：1.What are the major causes for the differences between British English and American English?2.How to deal with the use of the two regional English in actual learning or dailycommunication?第七课Varieties in relation to media课时：第七周，共2课时教学内容：Spoken English and written English第一节：Major features of spoken English and written English.What are the standards of using spoken English or written English?第二节：Electronic English.思考题：1.What is the situation like if one is only skilled in using spoken English or written English?2.What is the role of electronic English in the course of learning English?第八课Varieties in relation to attitude课时：第八周，共2课时教学内容：Attitude-related styles第一节：Degree of formality.Politeness.第二节：Impersonality.Accessibility.思考题：1.Think about the relationship between meaning and emotion expressions.2.What do you think of the relationship between formality and politeness?第九课Varieties in relation to social factors课时：第九周，共2课时教学内容：Social factors and their constraints on language第一节：Women’s English.Black English.第二节：Taboo and euphemism.Cultural factors involved in social factors.思考题：1.What are the reasons that maintain the existence of women’s English?2.How do you understand the status of black’s English and the black’s social status?第十课Review of the past lessons课时：第十周，共2课时教学内容：A summary and comment of the past lessons第一节：The watershed of the whole course.Recall what have been learned.第二节：What are the sections that interest you the most?Is there possibility for you to conduct further research?第十一课The English of conversation课时：第十一周，共2课时教学内容：Conversational English第一节：A general introduction to what to learn in the latter half of the term.About conversation.Phonological features.第二节：Lexical features.Syntactic/grammatical features.Semantic features.Sample analysis of a student.思考题：1.How do you understand conversation in terms of direct speech and indirect speech?2.Is conversational English always informal?第十二课The English of public speaking课时：第十二周，共2课时教学内容：Public speech and its features第一节：What is public speech?Public speeches’ phonological features.Lexical features.第二节：Syntactic/grammatical features.Semantic features.Sample analysis of a student.思考题：1.What are the major differences between public speaking and conversation?2.What are the major differences between public speech and written English?第十三课The English of news reporting （1）课时：第十三周，共2课时教学内容：General knowledge about news reporting第一节：What are news reports?Different kinds of newspapers and magazines.第二节：The make-up of news reports.A sample analysis of a piece of newspaper (New York Times/China Daily)思考题：1.Is there any difference between formal news report and informal news release?2.Specify the make-up of some pages of newspaper, both English and Chinese.第十四课The English of news reporting （2）课时：第十四周，共2课时教学内容：Stylistic features of news reporting第一节：Graphological features.Lexical features.第二节：Syntactic/grammatical features.Semantic features.Sample analysis of a student.思考题：1.What are the functions of each group of stylistic features in news reporting?2.What are the stylistic features that distinguish news reporting from other textual styles?第十五课The English of Advertising课时：第十五周，共2课时教学内容：The language styles in advertising English第一节：Something about advertisements.Graphological features.第二节：Lexical features.Syntactic/grammatical features.Semantic features.Sample analysis of a student.思考题：1.What are the major purposes of advertisements?2.Give some advertising examples that show the violation of some basic language rules inadvertising.第十六课Literary English课时：第十六周，共2课时教学内容：Literary English: novel and poetry第一节：Some basic facts about the novel.Aspects for the analysis of the novel.General stylistic features of the novel.第二节：Some basic facts about the poetry.Prosody.General stylistic features of poetry.思考题：1.Between fiction and reality, what kinds of stylistic features are most suitable for the novel?2.What effects does it have on appreciation to analyze the novel’s stylistic features?3.How to balance meaning expression and poetic features in poetry?4.What are the common stylistic features between poetry and novel?第十七课：The English of science and technology课时：第十七周，共2课时教学内容：Technical English第一节：Graphological features.Lexical features第二节：Syntactic/grammatical features.Semantic features.思考题：1.How to handle formality and politeness issues in technical English?2.How is objectivity achieved in technical English?第十八课：Review and answer questions课时：第十八周，共2课时教学内容：Review and answer questions第一节：Review.第二节：Answer questions.参考书目：1.王守元.《英语文体学要略》.济南：山东大学出版社，2000.2.徐有志.《英语文体学教程》.北京：高等教育出版社，2005.3.Thornborrow,J. Patterns in Language: Stylistics for Students of Language and Literature.Beijing: Foreign Language Teaching and Research Press, 2000.4.Wright, L. Stylistics: A Practical Coursebook. Beijing: Foreign Language Teaching andResearch Press, 2000.。
英语文体学课程教学大纲
英语文体学课程教学大纲英语文体学教学大纲课程名称:英语文体学:72分:3分英语文体学课程教学大纲为指导英语专业四年制现代英语文体学课程的教学，特制定本教学大纲。
教学大纲的规定是组织教学、使用教材和检查教学质量的基础。
一、教学目标本教学大纲的教学对象是高校英语专业(四年制)的高年级学生。
他们已经基本掌握或掌握了大约5000个基本词汇和语音、语法、词汇、写作等方面的基本知识。
二。
教学安排本课程为四年制课程的第七和第八学期提供。
第七学期主要致力于语音、语法、词汇、写作和其他与现代英语文体学相关的方面的教学。
第八学期主要致力于各种英语文体的教学，不同文体的特点，使用的场合，各种材料的分析方法等。
三。
教学任务和目标现代英语文体学课程的教学任务和目标是:讲授文体学理论和语言描述方法的概貌，系统地理解个别英语的特点，提高正确使用英语的交际能力，逐渐熟悉不同主题的文学作品的语言风格，加深对文学作品的理解和欣赏。
四、教学内容在第七学期，我将主要学习“第一部分语言要素的文体功能”。
教学内容主要分为:绪论；第一部分介绍语言元素的文体功能。
文体学的性质和内容1.文体学的关注2。
文体研究的需要第一部分语言要素的文体效果第一章语音学重音、音高、音域、停顿、速度、长度等的意义和文体功能。
第二章词汇词的分类、词的意义、词的意义、同义词的意义及其文体效果；词汇修辞的定义及其文体效果第三章句法圆周句、省略句和倒装句的定义和构成二元句、平行句、重复句和反问句的定义、句子的长度、句法变异的意义和文体功能第四章语篇结构参考手段和文体句群及段落语篇模式在第八学期，我主要学习了“第二部分全方位英语”。
第二部分是英语第六章日常会话，即席口译，公开演讲日常会话会话英语自发公共演讲英语即兴解释公共演讲英语第七章新闻报道，广告新闻报道的英语广告的定义广告的四大基本功能成功广告的重要特征报纸广告第八章科学文章、法律文件和官方文件科技法律文件英语法律文件英语官方文件英语第十章文体文学英语。
英语文体学教程
Chapter11, what is style in your opinion according to what we have studied in this chapter?Anwser1 , from the perspective of the content, the events and activities described ,style is saying different things in different ways ;from the perspective of the ways of expression used ,styled is same thing in different ways; from the perspective of the users of language ,style is different speakers using language in different ways; and from the perspective of the text ,style is the functions of texts for different purposes.Anwser2, the definition of style is the concept of style as choice .this definition can have at least too interpretations .one is that first we have a pre-existing thought ,and then we choice the appropriate type of expression to express it in language. The chosen expression is the style .another is that the choice refers to the choice of meaning. The choice of language is at the same time a choice of meaning and a choice of style .2,what is the significance of studying the style of language in learning and teaching English?Anwser, the answer is that if we want to use language appropriately in different situations , we need to study style .as foreign language learners, if we disregard the rules of using what variety of language in what occasion , or fail to obey them through ignorance , language can become instead a barrier to successful communication . Therefore its necessary to have a clear awareness of how language should be used in different types of situations especially in unfamiliar situations.3, what factors can result in differences in style ?Answer , 1, the different types of vocabulary create different images of the events in the reader’s mind, so they can result in different styles.2,people living in different periods of time in history will also speak differently ,and that will result in a different style.Chapter21, explain the following terms1),foregrounding: the stylistically significant features have to be prominent and motivated ,that is ,foregrounded.2),incongruity: the linguistic features depart from the normal use of language ,breaking the rules grammar ,spelling ,pronunciation.3)deflection : the linguistic features don’t depart from the established grammatical, lexical and logical rules and principles ,but have an unexpected high frequency of occurrence.4),field; its concerned with what is happening ,including the subject matter,the events happenings,going-ons, the content ,etc5)tenor: its concerned with who is taking part in the exchange of meaning ----the relationship between the speaker and the listener ,their relative status,their attitude,and their role relations .6)mode: its concerned with how the interaction is conducted ,that is whether it is written or spoken ,or whether it is expressed by phonic substance or graphic substance.2,question for discussion2)in rhetorical series,the number of items can influence the stylistic effect.try to analyze the causes on the basis of social culture.Answer :different numbers of words can produce different stylistic effects in the appropriate contexts. Two items express assertion ,that is ,it is just this ,not that .In appropriate situations three items can produce ethic ,persuasive, and representative effect. Four or more items in a seriesstress a large number of the concrete things ,and these can produce an imagery in the mind of the reader that the large amount of things constitutes a significant situation in which certain aspect are highlighted. Another function of the rhetorical series is to use concrete items to highlight abstract concepts so that the abstract concept can be expressed in concrete ,lively and vivid way to enhance the aesthetic value of language.3)what factors affect the writer’s selection of words and styleAnswer : five criteria for the selection of words :whether they are familiar or not familiar, whether they are concrete or abstract, whether they are single or more ,whether they are short and simple. Or long. Whether they are Anglo –saxon words or latin words .field ,tenor ,mode affect the writer’s selection of style.4)what is the criterion used to classify wordsAnswer :we can use more systematic way to classify word according to register and dialect .register:field ,tenor , mode .dialect: regional dialect,such as London dialect;social dialect such as dialect of age, race,etc.temporal dialect such as od English .5)through what channels can words be used to achieve transferred meaning?Answer :simile :x is like Y, eg as busy as bee. Metaphor: X is Y ,eg he is a pig. Synecdoche eg many hands represent the people who work with their hands . Metonymy eg purse represent money.Chapter31,explain the following terms1),chiasmus:chiasmus is formed by inverting the word order of the second part of a parallel structure,so it forms a kind of antithetical structure. Eg:let us never negotiate out of fear,but let us never fear to negotiate.2)antistrophe: it is the repetition of the same items but in inverted order ,eg:what’s polly t o me,or me to polly?3)epizeuxis:it is a continuous repetition for high lighting a particular feature.4)ploce: the repetition is not continuous , but intermittent or dispersed in the text.5)loose sentence: put the major idea first and than the illustration .such a sentence is easy to grasp .6)periodic sentence:a periodic sentence can be used to create suspense,or expectation, thus drawing the listener’s attention to the end of the sentence.it can be used to produce humorous and emphatic effect .2,question for discussion1),there are many types of syntactic deflection ,but they have one thing in common :recurrence of structures. How is syntactic deflection classified?Answer :there are two type of syntactic deflection :the unexpected high frequency of occurrence of a certain type of sentence; and the overregular occurrence of a particular pattern .2)the high frequency of occurrence of long and short sentence can create stylistic effect .apart from the difference in expressive meanings ,what are other characteristics of the two types of sentences?Answer : long sentences are good to provide the detailed descriptions ,and are good to reveal the mental activities of the speaker .so they are used to produce a vivid, rich, exuberant, luxuriousstyle. Short sentence：can produce direct ,terse ,concise ,clear effect or continuous ,compact ,swift effect ,so that it creates certain atmosphere , and leave a deep impression on the listeners.3) why do writers often violate the rule of grammar? What do we cal this violation?Answer: we call this violation syntactic incongruity .the violation of the grammatical rules can be used to produce certain stylistic effects. The so-called ungrammatical sentences are used to represent the different varieties of language according to register and dialect. In literary works, dialectical and personal features of speech are often used to depict the personality of the characters. In poetry, the poet often uses deviant grammatical structures to achieve special effects, makes lines terse and concise, to make it rich in meaning.4)what is the function of rhetorical questions?Answer: A rhetorical question is to use the form of a question in order to express a strong emotion or to emphasize a particular aspect. The function of inverted sentence is to make a declarative sentence more po werful, to attract the listener’s attention, or to induce others’ sympathy. Arranged in parallelism, rhetorical questions can express strong emotions and increase the persuasive power.A rhetorical question can also introduce the topic of the text.5) In what ways can we use inverted sentences to achieve emphatic effect?Answer: to change the normal word order can be used to produce some emphatic effect. What is put to the initial part of the sentence is usually the focus of information of the clause and also the theme of he clause. So it is highlighted.Chapter41 explain the following terms1)Synaesthesia: it refers to the fact that sounds s are attributed with certain values or estheticfeatures. It is very casual, and supported by situational features and meaning.2)Alliteration: refers to the repetition of the initial sound usually a consonant, or a vowel at firstposition, in two or more words that occur close together.3)Assonance: refers to the use of the same or related vowel sounds in successive words. It cancreate harmonious effect.4)Consonance: refers to the repetition of the last consonants of the stresses words at the end ofthe lines.2 questions for discussion1)What are the characteristic of spoken language and written language respectively?Answer: spoken language: 1 it can directly be accompanied by other non-linguistic means as the aid; 2 it is generally speaking not as formal as written language; 3 it permits errors in the process of production; 4 it uses a particular grammar, a grammar characteristics of spoken language. 5 homophones can be used for special stylistic effects, such as pun; 6 some implications are best represented by special sound features; 7 sound feature can represent the feature of regional dialect or social dialect.Written language:1 as written language communication is usually not a direct one, but is delayed in time and at different places, the writer generally has time to get well prepared and revise the text before he sends it out to the reader;2 as space is limited, it has special grammatical features so as to put more meaning in it .there are many nominalizations to make sentences into groups;3 written language is often used in a more formal situation; 4 as time is enough, it is usually writtenin a more detailed and logical way;5 as written language is more purposeful, and for a single specific goal, it is usually more constant and developed around a single subject.2)How many sound patterns do we have? What special stylistic effects can be achieved by them? Answer: these sound patterns include alliteration which can create harmony, connection and achieve special stylistic effects, assonance which can create harmonious effect, and consonance 3)What factors can influence graphological prominence? .Answer: there are three distinctive factors that can produce graphological prominence: marking, spacing and sequence. Marking refers to the use of written symbols to convey information; space is spacing arrangement departing from this normal way of spacing can be used to achieve stylistic effects.4 In modern English, punctuation marks are patterned and standardized. How can we use punctuation marks for special stylistic purpose?Answer: period typically occurs at the end of a declarative sentence. If period occurs in unexpected high frequency of occurrence, it often means that the text mainly functions to provide information; comma is used to mark the unit larger than a word, however, in Charles Dickens’ Dombey and Son, comma is used to indicate syllables; exclamation marks can be used to carry emotional coloring, a mark of expressing special feelings; parentheses are used for further explanation; the ellipsis of punctuation marks produces an illogical and non-sequential image. Chapter71 explain the following terms1）Guide: guide is the further explanation of the headline, it consists of six elements; location, character, event, mode, time, and cause.2）Nominalization: refers to a grammatical phenomenon in which the meaning which is normally expressed by a clause is here expressed by a phrase, so clause nominalization is normal. It is contracted.3）The highlighting method: from the productive point of view, the columnist can publish the whole story, or he can cut off some parts from the end. He can even cut off the main body.4）Meaning contraction: using the smallest form to get the most meaning.5）Journalese words: as new report requires the speaker to use the least form to get the most meaning, and it has to be fresh and attractive, so the words in news report is short and new.2 questions for discussion1) What are semantic features of news report?Answer:1 In terms of ideational meaning, apart from the semantic field of news report, it covers virtually all areas of meaning systems ;2 in terms of interpersonal meaning, it stresses objectivity;3 in terms of textual meaning, it has the feature of meaning contraction.3) Most of the headlines are elliptical sentences. Tell in what way ellipsis is best achieve in news report.Answer: most of the headlines are elliptical sentences. What is omitted is: (a) subject-predicate (b) predicate (c) link verb or auxiliary verb4) How is meaning contraction of news report embodied in grammar?Answer: one feature of news report is meaning contraction, that is using the smallest form to get the most meaning .its grammatical feature are as follows:(1) the nominalization of the processes (2)big noun phrases and complex modifications (3)as some of the pre-modifiers come from a separate clause, it is highly contracted .5）The concreteness contraction of news report is in contradiction to meaning contraction. Tell how this contradiction is revolved in news report.Answer: besides its authenticity and objectivity, news report should also emphasize concreteness and detailedness. Therefore, the writer often gives background information and details by using parenthesis. By doing so, the writer can provide concrete and detailed information and save space as well.6）What graphological means are used in news report? Analyze what effects are achieved by graphological means.Answer: grphological means are made in the typesetting, for example, headlines can be arranged in such ways: 1 flush-left(it is made into a square) 2dropped-line(the length of the line is the same, but dropped in a bit each time) 3 short line followed by a long tome 4 along line followed by a short line 5 concave form 6 convex form . They can increase esthetic value and become more attractive.7）What are lexical features of news report? Why are many nonce words used in news report? Answer: lexical feature: 1 short and new-fashioned such a “crisis” in “the UN faces crisis of credibility”. 2 short journalese phrase such as “key issue” in “jobless will be the key issue in 1993”. 3nonce words, often blends such as Euromarket=European market.8）Why is there so much use of direct speech in news report?Answer: the use of direct speech can enhance the credibility of news report. The directly quoted speech can be regarded as basis of facts.9）What prominent devices are used in headlines in news report?Answer: alliteration allusion suspense etc.Chapter61Explain the following terms1）time non-fluency :pauses in inappropriate positions within a phrase or groups position ,the use of um or er to delay the time ,the repetition of some expressions ,such as be said be said be said.,2）Quality non-fluency: often the speaker cannot find the appropriate words to express himself, and he is striving for words, so he uses many inexact expressions and even wrong expressions or wrong pronunciations to express himself.3） Adjacency pair: most of the sentences are declarative and interrogative sentences as they are mostly made up of questions and answers.4） Slot filling words: slot filling words are used to fill in the pauses when the speaker strives for meaning as words, or when he or she strives to be politeness or lessen the degree of imprudence.2 question for discussion1）What are the characteristics of conversation from the perspective of semantics, grammar, vocabulary and phonology?Answer :semantic features:(1)the inexplicitness of meaning (2)the randomness of subject matter, and a general lack of planning (3)the lack of fluency Grammatical features :(1)sentence complexity (2)verbal phrases(3)nominal phrases(4)the types of sentences (5)quoted elements. Lexical feature:(1)most of the words are short and simple Anglo-Saxon ones, (2)the choice of words is limited in scope or range (3)slang and colloquial words, taboo words ,exclamatory words are frequently used (4)some slot filling words ,such as you know ,I mean,etc.(5)use exaggerated words and expressions. Phonological features :(1)use more contractions for the unimportant information (2)the often try to express themselves in spite of the fact that the other is speaking (3)there are many emphatic ways of speech ,such as stress .2）How do you account for the inexplicitness of language in daily conversation?Answer: the inexplicitness of meanings manifested in the following aspects: (1)lots of exophoric expression such as “this “is the tendency (2)there are missin g links between the utterances(3) a lot of background information missing.(4)many inexact expressions using general words for particular concepts(5)many incomplete expressions.3）What are the features spontaneous commentary from the perspective of semantics, grammar, vocabulary and phonology?Answer: from the perspective of semantic features, if the listeners could also see the event while the commentary is delivered, there will be a lot of meaning implied or simply presupposed; but in a commentary without visual support on the part of the listeners, the commentator has to provide all the necessary information. In terms of syntactic structure, the sentences and the clauses are usually short as the commentator has no time to give detailed description of the event, and the sentences contain fewer words than usual. From the perspective of lexical features, the words are mostly simple in structure, they are short and simple; they are mostly composed of verbs, and proper names; there might be specialized terms depending on the subject matter of the commentary. From the perspective of phonological features, it is very fast and fluent, but he has to pronounce every word clearly and loudly.4）What are the features of text structure of public speech?Answer: It consist of the following element :(1)a short introduction to the main issue or issues concerned (2)the declaration of one’s attitude and position in the ma tter (3)the listing, reasoning, and explaining (4)conclusion5）How is it that in public speech there is much use of noun phrases with post modification? Answer: there are few pre-modifiers, but more post-modifiers such as “of phrase” and “which clauses” to give detailed and accurate description.Chapter81 explain the following termsLearned words: learned words are words that borrowed from Latin, Greek and French.Clichés: are words or expressions which have lost their originality or effectiveness because they have been used too often.Semantic features: correctness and completeness; conciseness and clearness; consideration and courtesy.Grammatical features: sentences structure; uses of voices; uses of affirmative sentences; inverted sentencesLexical features: concrete and natural words; technical terms and abbreviations; brief and common word s; avoid clichés (except business contracts)3 questions for discussion1）Why should business English be correct and complete?Answer: the content of business English should be correct and completely. First, the conveyed information should be correct; sometimes a small mistake would cause a great loss in a deal and even affect business relations between two parties. Second, the conveyed information should be complete. For example, if we order some commodities, we should state names of commodities, delivery dates, consignees, methods of payment, etc.2）In business English sometimes active voice is used, and sometimes passive voice is preferred. Point out what stylistic features can be achieved through using voices.Answer: In business English, both active voice and passive voice can be used, but there is a tendency towards preference of active voice in today’s business communication. Active voice is shorter in form and economic in words compared with passive voice. Thus active voice is more effective in stylistic effect than passive voice; besides, active voice can make style more familiar and less formal. But in some cases, passive voice is necessary. When we discuss something negative, we should avoid blaming the other party directly, in addition, passive voice can make business English style more formal, and the conveyed information more objective.3）Why should business letters be written in a way of consideration and courtesy?Answer: In business communication, in order to make it more efficient, we should be considerate of others and polite to others. “You- Attitude”is very important principle in business communication, that is, we should think ourselves back into the shoes of others so as to cooperate sincerely. 4）The use of technical terms and abbreviations is one stylistic feature of business English. State the reason of this phenomenon.Answer: using technical terms and abbreviations can avoid long and tedious explanation, which is one lexical feature of business English. Such as L/C----letter of credit5）Why should we avoid clichés in business English?Answer: clichés are words or expressions which have lost their originality or effectiveness because they have been used too often. In old-fashioned business English there are a large number of clichés, which should be avoid in present-day business communication.Chapter91, explain the following terms2) Redundancy: in order to avoid opaqueness and ambiguity, it has express clearly what everyone knows and takes for granted. This makes the legal language redundant clumsy and hard to understand.3) Common words: many of the legal words come from ordinary language with the common core features especially those high-frequency words, such as prepositions, conjunctions, articles, etc.4) specialized words: specialized words are necessary for two important aspects of legal language. The first is that for the field of law itself, and the second is that for many non-legal field concerned with legal affairs. There are two sources of specialized legal words: common words endowed with legal meanings and archaic words.2, question for discussion1)Why is legal English syntactically complex?Answer: syntactic Complexity: as its main function is to ensure preciseness and accuracy and block any leakage, the draftsmen of legal documents have to be very carful and scrupulous, and the legal texts have to be able to stand the text of time .therefore legal language is rich in modifications, circumlocutions, and complex logic relations.2）Legal English is very conservative in form. Explain it from a historical perspective.Answer: conservativeness: as the legal language is produced by careful phrasing and tested over a long time, nobody dares to alter the structure of legal English, so that its structures become old-fashioned and archaic. The representative legal language in such a way is English legal language.3) What is the reason that there are many legal words of French source?Answer: because after the Norman Conquest, French because the official language used for all state affairs including law in Great Britain. That is why many French loan words were found in law afterwards.4) What are the lexical features of legal English?Answer: legal vocabulary mainly comes from French. (2) Legal words can be divided into following three types: 1, common words2, specialized words3, Multi-register words.。
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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)
English Fictional Prose, Longman, 1981. ▪ Laura Wright, Jonathan Hope, ▪ Stylistics: A Practical Coursebook,
Routledge,1996. ▪ Thornborrow, J., and S. Wareing, ▪ Patterns in Language: Stylistics for Students of
▪ Reference books: ▪ Crystal, D., and D. Davy, ▪ Investigating English Style, Longman, 1969. ▪ Geoffrey N. Leech, Michael H. Short, ▪ Style in Fiction: A Linguistic Introduction to
LECTURES ON STYLISTICS
Lecture One Introduction
Course Plan
Lecture 1: Introduction Lecture 2: History and development Lecture 3: Phonological level Lecture 4: Lexical level Lecture 5: Syntactic level Lecture 6: Semantic level Lecture 7: Textual level Lecture 8: Graphological level
王守元、郭鸿、苗兴伟，《文体学研究在中国的进展》, 上海：上海外语教育出版社，2004。
王佐良、丁望道，《英语文体学引论》， 北京：外语教学与研究出版社，1987。
钱瑗，《实用英语文体学》， 北京：外语教学与研究出版社，2006。
申丹，《西方文体学的新发展》 上海: 上海外语教育出版社, 2008。
刘世生、朱瑞青，《文体学概论》， 北京：北京大学出版社，2006。
秦秀白，《实用文体学教程》， 长沙：湖南教育出版社, 1986。
秦秀白，《英语语体和问题要略》， 上海：上海外语教育出版社，2001。
张德禄,《功能文体学》, 济南:山东教育出版社,1998。
徐有志，《英语文体学教程》， 北京：高等教育出版社，2005。
Lecture 12: Stylistic analysis of varieties of English (public speech)
Lecture 13: Stylistic analysis of varieties of English (internet)
Lecture 14: Stylistic analysis of varieties of English (novel)
Language and Literature, Routledge, 上海外语教育出版社 ，2008。
胡壮麟，《理论文体学》， 北京：外语教学与研究出版社，1999。
胡壮麟、刘世生，《西方文体学辞典》， 北京：清华大学出版社，2004。
刘世生，《西方文体学论纲》， 济南：山东教育出版社，1998。
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?
学习网址： ▪ Language and Style 课件 by Short
▪ /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)
▪ Course grades: ▪ Attendance and class performance: 50% ▪ Final paper: 50%
▪ Teaching mode: ▪ Lecture+presentation+discussion
What is stylistics?
Definition of stylistics
1. A branch of linguistics which studies the characteristics of situationally-distinctive uses of language, with particular reference to literary language, and tries to establish principles capable of accounting for the particular choices made by individuals and social groups in their use of language. (The Fontana Dictionary of Modern Thought,1977, 2nd Ed., 1988)