(完整版)英语语言学概论面子理论
面子论TheFaceTheory
Face
Timage
（个人形象）
Positive face (积极面子）
Negative face （消极面子）
Positive face
Positive face: the positive consistent self-image that people have and want to be appreciated and approved of by at least some other people.
• ( 2 ) “今晚我可以借用一下你的唱机吗 ? ”一个人对他的邻 居说道。“当然可以。你也想听 听 音 乐 吗 ? ” “ 不 , ” 他 回 答道, “今晚我想安安静静地休息一下。”
2 .威胁听话人的积极面子而产生的幽默
• ( 3 ) 妻子问丈夫: “你是喜欢我的温柔可爱呢, 还是我的聪 明美丽?”丈夫答: “我就喜欢你的这种幽默感! ”
威胁说话人的消极面子
7：麻 雀 问 乌 鸦 : “你 是什 么 鸟 ? ” 乌 鸦 说 : “我 是 凤凰 。” 麻 雀 : “有 你 这 么 黑 的 凤凰 ? ” 乌 鸦 白 了 麻 雀 一 眼 说 :“我是烧锅炉的凤凰! ”
损害说话人的积极面子
8：一 天 回 家 , 四 个 孩 子正 在 吵 闹 。 太 太 见 我 回 来 很 高兴 : “你 终 于 回 来 了 。 ” 我 以 为孩 子 们 怕 我 。 谁 知 太 太 接 着 说 :“家 中 只 有 你 听 话 , 乖 ! 快 去 帮我买袋盐。”
Thank you!
What is politeness?
• Politeness is showing awareness of another person’s face.(Brown and Levinson)
英语语言学概论期末复习【通用】.docx
第一章绪论1.1什么是语言1.2语言的性质（1）语言具有系统性（systematic）（2）语言是一个符号系统语言符号是一种象征符号。
（3）语言符号的任意性（arbitrariness）与理据性（motivation）（4）口头性（5）语言是人类特有的（6）语言是用于交际的寒暄交谈（phatic communion）马林诺夫斯基提出的，认为语言除了用于表达思想、交流感情外，还可以用语言营造一种气氛或保持社会接触。
这种不用于表达思想、交流感情的语言使用，叫寒暄交谈。
1.3语言的起源1.4语言的分类1.4.1系属分类（Genetic Classification）历史比较语言学通过比较各种语言在不同时期语音、词性、曲折变化、语法结构上的相同特点来建立语言族系。
将语言分为语系（family）——语族（group）——语支（branch）——语言英语、德语属印欧语系日耳曼语族西日耳曼语支。
法语属印欧语系罗曼语族中罗曼语支。
汉语属汉藏语系汉语族。
1.4.2 类型分类（Typological Classifacation）根据词的结构类型，可分为（1）孤立语（isolating language）又叫词根语，一个词代表一个意思，缺少形态变化，语序和虚词是表达语法意义的主要手段。
汉语是典型的孤立语。
（2）粘着语（agglutinative language）简单词组成复合词，而词性和意义不变。
在词根前、中、后粘贴不同的词缀实现语法功能。
日语、韩语、土耳其语是典型的黏着语。
（3）屈折语（inflectional language）词形变化表语法关系的语言。
英语是不太典型的屈折语。
（4）多式综合语（polysynthesis language）把主、宾和其它语法项结合到动词词干上以构成一个单独的词，但表达一个句子的意思。
因纽特语是典型的多式综合语。
根据句子的语序类型，可分为SVO、SOV、OSV、OVS等1.5语言的功能1.5.1 一般功能1.5.2元功能（metafunction）1.6什么是语言学（linguistics）1.7语言学中的重要区分（1）语言（langue）和言语（parole/langage）索绪尔对语言和言语作出了区分。
面子理论在高中英语教学中的应用
学生不愿意 或不会回答 问题时，会 感到丢了面 子，从而产生 抵 触情绪而挫 伤学习的积 极性。因此 ，老师在提 问时应该尽量 避 免用命令的 语气，而最 好用委婉的 语气。如老 师让学生读句 子 Read the sentence.如果改为Would you like to read the sentence? 这 样平易的商量的语气和态度,学生没有任何压力并且会感到亲切, 这就维护了 学生的面子 ，能在很大 程度上提高 学生的参与的 热 情，拉近了师生之间的距离。
3 . 评价 评 价是 英 语课 程的 重要 组 成部 分， 包 括正 面评 价 和负 面 评价，肯定 和赞扬属于 正面评价， 是对学生积 极面子的维护 。 批评 和建 议 属于 负面 评价 ，是 对 学生 积极 面子 和消 极 面子 的 侵害。在课 堂教学中， 老师应该对 学生多给予 肯定和赞扬， 多 加以正面的 引导和激励 。通过评价 ，让学生在 学习英语的过 程 中不断体验 进步与成功 ，认识自我 ，建立自信 ，从而不断调 整 学习策略， 促进自主创 新能力、语 言运用能力 的全面发展。 因 此，适当的表扬对学生学习英语是大有裨益的。 批评 容易损害学生 的面子，使 他们产生情 绪和情感上的 波 动,甚至会影 响到学习的效果。老 师在批评学生的时候 ，既要使 批评产生预 期的效果， 又要顾及学 生的面子， 这就要求老师 在 批评的时候 讲究方法， 讲究策略以 减少对学生 面子的威胁， 有 利于老师更 好的展开工 作。因此老 师要适当， 合理地在批评 中 夹入表扬和建议，将学生面子的受损程度降到最低。 二、总结 总之 ，面子是营造 良好的课堂 教学气氛， 内化学生学习 动 机，保障教 学质量的重 要因素。作 为老师，要 想使课堂活动 顺 利进行，就 必须利用得 体的语言来 维护学生的 面子，多鼓励 少 批评，充分调动学生学习的积极性, 对促进学生全面发展具有重 要意义。 参考文献 [1 ]何 兆 熊.新 编 语用 学 概 要[ M ].上 海 :上 海外 语 教育 出 版 社,2000. [2]何 自然.语用 学与 英语学 习[M ].上海:上 海外语 教育出 版 社,1997. [3]Br own, P.& Levinson, S. Some Univer sa ls in Language
语言学教程Face theory
面子论
Introduction
In 1978,Brown and Levinson published the book Politeness:Some Universals in Language Usage（礼貌： 语言使用中的一些共性）, in which they developed Goffman's (1976) notion of face into the well-known Face Theory(FT for short).
Penelope Brown
Stephen C. Levinson
Introduction
In their view, politeness was the various rational behaviors of a Model Person to satisfy his face wants. A Model Person had two special properties--rationality and face.
Rationality（理性）: The application of a specific mode of reasoning-what Aristotle(1969) called ‘practical reasoning’（实用主义） -which guarantees inferences from ends or goals to means that will satisfy those ends.
有些言语行为具有固定的威胁面子的性质,本身会威胁到 面子，这些行为被称作“威胁面子行为”。
“Face ”in Chinese culture
The conception of face in Chinese culture is different from Brown and Levinson’s definition. Brown and Levinson declare that face is the selfimage in social life. It is obviously that they put great emphasis on individual. What they call FATs are those that threaten the face of the speaker or hearer. 中国人的脸，不但可以洗，可以刮，并且可以丢，可以赏，可以留。 —林 语堂 要脸，赏脸，丢脸，争脸，爱面子，丢面子，留面子，碍面子，有面子， 争面子，讲情面，不要脸，无脸见人，撕破脸皮，翻脸不认人，打肿脸充 胖子，不看僧面看佛面，死要面子活受罪。 阿Q 孔已己 饿死事小 失节事大
礼貌2--面子理论
Positive Face Threatening Acts:
speaker or hearer does not care about their interactor’s feelings, wants, or does not want what the other wants
Positive face is threatened when the
positive face： is "the desire (in some respects) to be approved of." 正面面子（积极面子）指希望得到别人的赞 同、喜爱以及认同。
Face- Threatening Acts (FTA)
According to Brown and Levinson, some illocutionary acts speakers perform are intrinsically face-threatening acts (FATs) because they run contrary to either their own face wants or others of their hearers.
2. An act that expresses some positive future act of the speaker toward the hearer. In doing so, pressure has been put on the hearer to accept or reject the act and possibly incur a debt. Examples: offers, and promises.
face is “means the public self-image that every member wants to claim for himself or herself, or the emotional and social sense of self that everyone has and expects everyone else to recognize." In their view, face is divided into two categories: positive face and negative face.
语言学教程Face theory
Constitition of Face
Face the public self-image that every member wants to claim for himself. It refers to that emotional and social sense of self that everyone has and expects everyone else to recognize.
Penelope Brown
Stephen C. Levinson
Introduction
In their view, politeness was the various rational behaviors of a Model Person to satisfy his face wants. A Model Person had two special properties--rationality and face.
“Face ”in Chinese culture
In Chinese culture and social life, “脸”or “面子”is used to control and modulate（调节） social acts. We can understand the implication of face as the following: 个人需要不要超过社会给予的身份地位，代表的是个人 从属于社会的价值观。 —顾曰国 Chinese attach more importance to individual’s subordination（从属） to the society, because Chinese culture is collectivity-centered（以集体为中心的）.
VII. 面子论Face Theory
Brown & Levinson 1987: 61
Positive face
(b) Positive face: the positive consistent self-image or “personality” (crucially including the desire that this self-image be appreciated and approved of) claimed by interactants Positive face represents an individual’s desire to be accepted and liked by others.
Stephen C. Levinson
• Status: Director of The Max Planck Institute for Psycholinguistics (Germanybased) • Group Affiliation: Language and Cognition Group • Email: Stephen.Levinson@mpi.nl • Professional background: Linguistics, anthropology, cognitive anthropology
Penelope Brown
• • • • • • • Phone: +31 24 352 1441 Fax: +31 24 3521213 E-mail: pbrown@mpi.nl Status: researcher Group affiliation: Acquisition Group Professional background: Linguistic Anthropology, Language Acquisition, Mayan （玛雅语） Indians（印第安人）
(完整版)英语语言学概论--整理
Chapter 1 Language语言1. Design feature (识别特征) refers to the defining properties of human language that distinguish it from any animal system of communication.2. Productivity(能产性) refers to the ability that people have in making and comprehending indefinitely large quantities of sentences in theirnative language.3. arbitrariness (任意性) Arbitrariness refers to the phenomenon that there is no motivated relationship between a linguistic form and itsmeaning.4. symbol (符号) Symbol refers to something such as an object, word, or sound that represents something else by association or convention.5. discreteness (离散性) Discreteness refers to the phenomenon that the sounds in a language are meaningfully distinct.6. displacement (不受时空限制的特性) Displacement refers to the fact that human language can be used to talk about things that are not in theimmediate situations of its users.7. duality of structure (结构二重性) The organization of language into two levels, one of sounds, the other of meaning, is known as duality ofstructure.8. culture transmission (文化传播) Culture transmission refers to the fact that language is passed on from one generation to the next throughteaching and learning, rather than by inheritance.9. interchangeability (互换性) Interchangeability means that any human being can be both a producer and a receiver of messages.1. ★What is language?Language is a system of arbitrary vocal symbols used for human communication. This definition has captured the main features of language.First, language is a system.Second, language is arbitrary in the sense.The third feature of language is symbolic nature.2. ★What are the design features of language?Language has seven design features as following:1) Productivity.2) Discreteness.3) Displacement4) Arbitrariness.5) Cultural transmission6) Duality of structure.7) Interchangeability.3. Why do we say language is a system?Because elements of language are combined according to rules, and every language contains a set of rules. By system, the recurring patterns or arrangements or the particular ways or designs in which a language operates. And the sounds, the words and the sentences are used in fixed patterns that speaker of a language can understand each other.4. ★ (Function of language.) According to Halliday, what are the initial functions of children’s language? And what are the threefunctional components of adult language?I. Halliday uses the following terms to refer to the initial functions of children’s language:1) Instrumental function. 工具功能2) Regulatory function. 调节功能3) Representational function. 表现功能4) Interactional function. 互动功能5) Personal function. 自指性功能6) Heuristic function. 启发功能[osbQtq`kf`h]7) Imaginative function. 想象功能II. Adult language has three functional components as following:1) Interpersonal components. 人际2) Ideational components.概念3) Textual components.语篇1. general linguistics and descriptive linguistics (普通语言学与描写语言学) The former deals with language in general whereas the latter isconcerned with one particular language.2. synchronic linguistics and diachronic linguistics (共时语言学与历时语言学) Diachronic linguistics traces the historical development of thelanguage and records the changes that have taken place in it between successive points in time. And synchronic linguistics presents an account of language as it is at some particular point in time.3. theoretical linguistics and applied linguistics (理论语言学与应用语言学) The former copes with languages with a view to establishing atheory of their structures and functions whereas the latter is concerned with the application of the concepts and findings of linguistics to all sorts of practical tasks.4. microlinguistics and macrolinguistics(微观语言学与宏观语言学) The former studies only the structure of language system whereas thelatter deals with everything that is related to languages.5. langue and parole (语言与言语) The former refers to the abstract linguistics system shared by all the members of a speech communitywhereas the latter refers to the concrete act of speaking in actual situation by an individual speaker.6. competence and performance (语言能力与语言运用) The former is one’s knowledge of all the linguistic regulation systems whereas the latteris the use of language in concrete situation.7. speech and writing (口头语与书面语) Speech is the spoken form of language whereas writing is written codes, gives language new scope.8. linguistics behavior potential and actual linguistic behavior (语言行为潜势与实际语言行为) People actually says on a certain occasion to acertain person is actual linguistics behavior. And each of possible linguistic items that he could have said is linguistic behavior potential.9. syntagmatic relation and paradigmatic relation(横组合关系与纵聚合关系) The former describes the horizontal dimension of a languagewhile the latter describes the vertical dimension of a language.10. verbal communication and non-verbal communication(言语交际与非言语交际) Usual use of language as a means of transmittinginformation is called verbal communication. The ways we convey meaning without using language is called non-verbal communication.1. ★How does John Lyons classify linguistics?According to John Lyons, the field of linguistics as a whole can be divided into several subfields as following:1) General linguistics and descriptive linguistics.2) Synchronic linguistics and diachronic linguistics.3) Theoretical linguistics and applied linguistics.4) Microlinguistics and macrolinguistics.2. Explain the three principles by which the linguist is guided: consistency, adequacy and simplicity.1) Consistency means that there should be no contradictions between different parts of the theory and the description.2) Adequacy means that the theory must be broad enough in scope to offer significant generalizations.3) Simplicity requires us to be as brief and economic as possible.3. ★What are the sub-branches of linguistics within the language system?Within the language system there are six sub-branches as following:1) Phonetics. 语音学is a study of speech sounds of all human languages.2) Phonology. 音位学studies about the sounds and sound patterns of a speaker’s native language.3) Morphology. 形态学studies about how a word is formed.4) Syntax. 句法学studies about whether a sentence is grammatical or not.5) Semantics. 语义学studies about the meaning of language, including meaning of words and meaning of sentences.6) Pragmatics. 语用学★The scope of language: Linguistics is referred to as a scientific study of language.★The scientific process of linguistic study: It involves four stages: collecting data, forming a hypothesis, testing the hypothesis and drawing conclusions.1. articulatory phonetics(发音语音学) The study of how speech organs produce the sounds is called articulatory phonetics.2. acoustic phonetics (声学语音学) The study of the physical properties and of the transmission of speech sounds is called acoustic phonetics.3. auditory phonetics (听觉语音学) The study of the way hearers perceive speech sounds is called auditory phonetics.4. consonant (辅音) Consonant is a speech sound where the air form the language is either completely blocked, or partially blocked, or where theopening between the speech organs is so narrow that the air escapes with audible friction.5. vowel (元音) is defined as a speech sound in which the air from the lungs is not blocked in any way and is pronounced with vocal-cord vibration.6. bilabials (双唇音) Bilabials means that consonants for which the flow of air is stopped or restricted by the two lips. [p][b] [m] [w]7. affricates (塞擦音) The sound produced by stopping the airstream and then immediately releasing it slowly is called affricates. [t X] [d Y] [tr] [dr]8. glottis (声门) Glottis is the space between the vocal cords.9. rounded vowel (圆唇元音) Rounded vowel is defined as the vowel sound pronounced by the lips forming a circular opening. [u:] [u] [OB] [O]10. diphthongs (双元音) Diphthongs are produced by moving from one vowel position to another through intervening positions.[ei][ai][O i] [Q u][au]11. triphthongs(三合元音) Triphthongs are those which are produced by moving from one vowel position to another and then rapidly andcontinuously to a third one. [ei Q][ai Q][O i Q] [Q u Q][au Q]12. lax vowels (松元音) According to distinction of long and short vowels, vowels are classified tense vowels and lax vowels. All the long vowelsare tense vowels but of the short vowels,[e] is a tense vowel as well, and the rest short vowels are lax vowels.1. ★How are consonants classified in terms of different criteria?The consonants in English can be described in terms of four dimensions.1) The position of the soft palate.2) The presence or the absence of vocal-cord vibration.3) The place of articulation.4) The manner of articulation.2. ★How are vowels classified in terms of different criteria?Vowel sounds are differentiated by a number of factors.1) The state of the velum2) The position of the tongue.3) The openness of the mouth.4) The shape of the lips.5) The length of the vowels.6) The tension of the muscles at pharynx.3. ★What are the three sub-branches of phonetics? How do they differ from each other?Phonetics has three sub-branches as following:1) Articulatory phonetics is the study of how speech organs produce the sounds is called articulatory phonetics.2) Acoustic phonetics is the study of the physical properties and of the transmission of speech sounds is called acoustic phonetics.3) Auditory phonetics is the study of the way hearers perceive speech sounds is called auditory phonetics.4. ★What are the commonly used phonetic features for consonants and vowels respectively?I. The frequently used phonetic features for consonants include the following:1) Voiced.2) Nasal.3) Consonantal.4) Vocalic.5) Continuant.6) Anterior.7) Coronal.8) Aspirated.II. The most common phonetic features for vowels include the following:1) High.2) Low.3) Front.4) Back.5) Rounded.6) Tense.1. phonemes (音位) Phonemes are minimal distinctive units in the sound system of a language.2. allophones (音位变体) Allophones are the phonetic variants and realizations of a particular phoneme.3. phones (单音) The smallest identifiable phonetic unit found in a stream of speech is called a phone.4. minimal pair (最小对立体) Minimal pair means words which differ from each other only by one sound.5. contrastive distribution (对比分布) If two or more sounds can occur in the same environment and the substitution of one sound for anotherbrings about a change of meaning, they are said to be in contrastive distribution.6. complementary distribution(互补分布) If two or more sounds never appear in the same environment ,then they are said to be incomplementary distribution.7. free variation (自由变异) When two sounds can appear in the same environment and the substitution of one for the other does not cause anychange in meaning, then they are said to be in free variation.8. distinctive features (区别性特征) A distinctive feature is a feature which distinguishes one phoneme from another.9. suprasegmental features (超切分特征) The distinctive (phonological) features which apply to groups larger than the single segment are knownas suprasegmental features.10. tone languages (声调语言) Tone languages are those which use pitch to contrast meaning at word level.11. intonation languages (语调语言) Intonation languages are those which use pitch to distinguish meaning at phrase level or sentence level.12. juncture (连音) Juncture refers to the phonetic boundary features which may demarcate grammatical units.1. ★What are the differences between English phonetics and English phonology?1) Phonetics is the study of the production, perception, and physical properties of speech sounds, while phonology attempts to account forhow they are combined, organized, and convey meaning in particular languages.2) Phonetics is the study of the actual sounds while phonology is concerned with a more abstract description of speech sounds and tries todescribe the regularities of sound patterns.2. Give examples to illustrate the relationship between phonemes, phones and allophones.When we hear [pit],[tip],[spit],etc, the similar phones we have heard are /p/. And /p/ and /b/ are separate phonemes in English, while [ph] and [p] are allophones.3. How can we decide a minimal pair or a minimal set?A minimal pair should meet three conditions:1) The two forms are different in meaning.2) The two forms are different in one sound segment.3) The different sounds occur in the same position of the two strings.4. ★Use examples to explain the three types of distribution.1) Contrastive distribution. Sounds [m] in met and [n] in net are in contrastive distribution because substituting [m] for [n] will result in achange of meaning.2) Complementary distribution. The aspirated plosive [ph] and the unaspirated plosive [p] are in complementary distribution because theformer occurs either initially in a word or initially in a stressed syllable while the latter never occurs in such environments.3) Free variation. In English, the word “direct” may be pronounce in two ways: /di’rekt/ and /dia’rekt/, and the two different sounds /i/ and /ai/can be said to be in free variation.5. What’s the difference between segmental features and suprasegmental features? What are the suprasegmental features in English?I. 1) Distinctive features, which are used to distinguish one phoneme from another and thus have effect on one sound segment, are referred toas segmental features.2) The distinctive (phonological) features which apply to groups larger than the single segment are known as suprasegmental features.3) Suprasegmental features may have effect on more than one sound segment. They may apply to a string of several sounds.II.The main suprasegmental features include stress, tone, intonation and juncture.6. What’s the difference between tone languages and intonation language?Tone languages are those which use pitch to contrast meaning at word level while intonation languages are those which use pitch to distinguish meaning at phrase level or sentence level7. ★What’s the difference between phonetic transcriptions and phonemic transcriptions?The former was meant to symbolize all possible speech sounds, including even the most minute shades of pronunciation, while the latter was intended to indicate only those sounds capable of distinguishing one word from another in a given language.1. morphemes (语素) Morphemes are the minimal meaningful units in the grammatical system of a language.allomorphs (语素变体) Allomorphs are the realizations of a particular morpheme.morphs (形素) Morphs are the realizations of morphemes in general and are the actual forms used to realize morphemes.2. roots (词根) Roots is defined as the most important part of a word that carries the principal meaning.affixes (词缀) Affixes are morphemes that lexically depend on roots and do not convey the fundamental meaning of words.free morphemes (自由语素) Free morphemes are those which can exist as individual words.bound morphemes (粘着语素) Bound morphemes are those which cannot occur on their own as separate words.3. inflectional affixes (屈折词缀) refer to affixes that serve to indicate grammatical relations, but do not change its part of speech.derivational affixes (派生词缀) refer to affixes that are added to words in order to change its grammatical category or its meaning.4. empty morph (空语子) Empty morph means a morph which has form but no meaning.zero morph (零语子) Zero morph refers to a morph which has meaning but no form.5. IC Analysis (直接成分分析) IC analysis is the analysis to analyze a linguistic expression (both a word and a sentence) into a hierarchicallydefined series of constituents.6. immediate constituents(直接成分) A immediate constituent is any one of the largest grammatical units that constitute a construction.Immediate constituents are often further reducible.ultimate constituents (最后成分) Ultimate constituents are those grammatically irreducible units that constitute constructions.7. morphological rules (形态学规则) The principles that determine how morphemes are combined into new words are said to be morphologicalrules.8. word-formation process (构词法) Word-formation process mean the rule-governed processes of forming new words on the basis of alreadyexisting linguistic resources.1. ★What is IC Analysis?IC analysis is the analysis to analyze a linguistic expression (both a word and a sentence) into a hierarchically defined series of constituents.2. How are morphemes classified?1) Semantically speaking, morphemes are grouped into two categories: root morphemes and affixational morphemes.2) Structurally speaking, they are divided into two types: free morphemes and bound morphemes.3. ★Explain the interrelations between semantic and structural classifications of morphemes.a) All free morphemes are roots but not all roots are free morphemes.b) All affixes are bound morphemes, but not all bound morphemes are affixes.4. What’s the difference between an empty morph and a zero mor ph?a) Empty morph means a morph that has form but no meaning.b) Zero morph refers to a morph that has meaning but no form.5. Explain the differences between inflectional and derivational affixes in term of both function and position.a) Functionally:i.Inflectional affixes sever to mark grammatical relations and never create new words while derivational affixes can create new words.ii.Inflectional affixes do not cause a change in grammatical class while derivational affixes very often but not always cause a change in grammatical class.b) In term of position:i.Inflectional affixes are suffixes while derivational affixes can be suffixes or prefixes.ii.Inflectional affixes are always after derivational affixes if both are present. And derivational affixes are always before inflectional suffixes if both are present.6. What are morphological rules? Give at least four rules with examples.The principles that determine how morphemes are combined into new words are said to be morphological rules.For example:a) un- + adj. ->adj.b) Adj./n. + -ify ->v.c) V. + -able -> adj.d) Adj. + -ly -> adv.1. syntagmatic relations (横组关系) refer to the relationships between constituents in a construction.paradigmatic relations (纵聚合关系) refer to the relations between the linguistic elements within a sentence and those outside the sentence.hierarchical relations (等级关系) refer to relationships between any classification of linguistic units which recognizes a series of successively subordinate levels.2. IC Analysis (直接成分分析) is a kind of grammatical analysis, which make major divisions at any level within a syntactic construction.labeled IC Analysis(标记法直接成分分析) is a kind of grammatical analysis, which make major divisions at any level within a syntactic construction and label each constituent.phrase markers (短语标记法) is a kind of grammatical analysis, which make major divisions at any level within a syntactic construction, and label each constituent while remove all the linguistic forms.labeled bracketing (方括号标记法) is a kind of grammatical analysis, which is applied in representing the hierarchical structure of sentences by using brackets.3. constituency (成分关系)dependency (依存关系)4. surface structures (表层结构)refers to the mental representation of a linguistic expression, derived from deep structure by transformationalrules.deep structures (深层结构) deep structure of a linguistic expression is a theoretical construct that seeks to unify several related structures. 5. phrase structure rules (短语结构规则)are a way to describe a given language's syntax. They are used to break a natural language sentencedown into its constituent parts.6. transformational rules (转换规则)7. structural ambiguity (结构歧义)1. What are the differences between surface structure and deep structure?They are different from each other in four aspects:1) Surface structures correspond directly to the linear arrangements of sentences while deep structures correspond to the meaningful groupingof sentences.2) Surface structures are more concrete while deep structures are more abstract.3) Surface structures give the forms of sentences whereas deep structures give the meanings of sentences.4) Surface structures are pronounceable but deep structures are not.2. Illustrate the differences between PS rules and T-rules.1) PS rules frequently applied in generating deep structures.2) T-rules are used to transform deep structure into surface structures.3. What’s the order of generating sentences? Do we st art with surface structures or with deep structures? How differently are theygenerated?To generate a sentence, we always start with its deep structure, and then transform it into its corresponding surface structure.Deep structures are generated by phrase structure rules (PS rules) while surface structures are derived from their deep structures by transformational rules (T-rules).4. What’s the difference between a compulsory constituent and an optional one?Optional constituents may be present or absent while compulsory constituents must be present.5. What are the three syntactic relations? Illustrate them with examples.1) Syntagmatic relations2) Paradigmatic relations.3) Hierarchical relations.1. Lexical semantics (词汇语义学) is defined as the study of word meaning in language.2. Sense (意义) refers to the inherent meaning of the linguistic form.3. Reference (所指) means what a linguistic form refers to in the real world.4. Concept (概念) is the result of human cognition, reflecting the objective world in the human mind.5. Denotation (外延) is defined as the constant ,abstract, and basic meaning of a linguistic expression independent of context and situation.6. Connotation (内涵) refers to the emotional associations which are suggested by, or are part of the meaning of, a linguistic unit.7. Componential analysis (成分分析法) is the way to decompose the meaning of a word into its components.8. Semantic field (语义场) The vocabulary of a language is not simply a listing of independent items, but is organized into areas, within whichwords interrelate and define each other in various ways. The areas are semantic fields.9. Hyponymy (上下义关系) refers to the sense relation between a more general, more inclusive word and a more specific word.10. Synonymy (同义关系) refers to the sameness or close similarity of meaning.11. Antonymy (反义关系) refers to the oppositeness of meaning.12. Lexical ambiguity (词汇歧义)13. Polysemy (多义性) refers to the fact that the same one word may have more than one meaning.14. Homonymy (同音(同形)异义关系) refers to the phenomenon that words having different meanings have the same form.15. Sentence semantics (句子语义学) refers to the study of sentence meaning in language.1. What’s the criterion of John Lyons in classifying semantics into its sub-branches? And how does he classify semantics?In terms of whether it falls within the scope of linguistics, John Lyons distinguishes between linguistic semantics and non-linguistic semantics.According John Lyons, semantics is one of the sub-branches of linguistics; it is generally defined as the study of meaning.2. What are the essential factors for determining sentence meaning?1) Object, 2) concept, 3) symbol, 4) user, 5) context.3. What is the difference between the theory of componential analysis and the theory of semantic theory in defining meaning of words?4. What are the sense relations between sentences?1) S1 is synonymous with S2.2) S1 entails S2.3) S1 contradicts S2.4) S1 presupposes S2.5) S1 is a tautology, and therefore invariably true.6) S1 is a contradiction, and therefore invariably false.7) S1 is semantically anomalous.1. Speech act theory (言语行为理论)2. Cooperative principle and its maxims (合作原则及其准则)3. Politeness principle and its maxims (礼貌原则及其准则)4. Conversational implicature (会话含义)5. Indirect speech act (间接言语行为)6. Pragmatic presupposition (语用学预设)7. Relevance theory (关联理论)8. Illocutionary act (言外行为)9. (Horn’s) Q-Principle and R-Principle10. Perfrmative verbs (施为句动词)1. Make comments on the different definitions of pragmatics.2. What are the main types of deixis?3. Explain the statement: context is so indispen sable in fully understanding interpreting the speaker’s meaning.4. How are Austin’s and Searle’s speech act theories related to each other?5. What’s the relationship between CP and PP?6. What do you know about presupposition triggers in English? Explain them briefly with examples.7. What is ostensive-referential communication?8. Explain the obvious presupposition of speaker who say each of the following:1) When did you stop beating your wife?2) Where did Tom buy the watch?3) Your car is broken.9. What do you think of the fol lowing statement? “Tom participated in spreading rumors” entails “Tom engaged in spreading rumors”.Chapter 9 话语分析1. text(语篇) = discourse 语篇是指实际使用的语言单位，是一次交际过程中的一系列连续的话段或句子所构成的语言整体。
英语委婉语和_面子_理论
record ）；(5) 不 实 施 面 子 威 胁 行 为 （Don’t do the FTA）。 “Fat is one word we’d never, never dream of using. Nor are
Brown 和 Levinson 把非公开地实施面子威胁视为最为礼貌 we fond of portly, oversized or heavyset. When referring to our
莱门特·艾德礼时说过下面一番话“He is a modest little man you that your husband is going to kick the bucket soon.”则显得
who has a good deal to be modest about.”如果丘吉尔公然对艾 十分无礼。
表达中保护自己的利益，以保持自己的尊严和形象。在政 装者走光的突发事件。
治领域，委婉语常被统治阶级用来维护自我面子。例如，美
三、面子补救策略在英语委婉语使用中的具体表现形式
国前总统布什曾经承认自己对战后伊拉克形势估计不足，
Brown 和 Levinson 提 出 五 种 “ 面 子 ” 补 救 措 施
一、引言
子。在战争领域，这样的例子更是屡见不鲜：明明是 retreat
委婉语是英语表达中一种常见的语言形式，作为一种 (撤退)，却偏要说成是 redeployment (重新部署)。
特殊的修辞方式，委婉专指用礼貌文雅的，间接的和模棱两
在日常交流中人们也力求树立良好的形象。这一观点
可的词语来代替听起来刺耳的，令人不快的词语。英语委 在美国学者 McGlone 和 Batchelor 进行的实证研究中得到
[4] Lakoff, R. Language and Woman’s Place . New York: Harper & Row, 1975.
面子理论在大学英语教师课堂反馈语中的应用
面子理论在大学英语教师课堂反馈语中的应用作者：贺欢来源：《速读·上旬》2014年第12期摘要：本文简要陈述了面子理论在大学英语教师课堂反馈语中的应用。
主要探讨在英语课堂教学中，教师如何在保留学生“面子”的前提下构建对学生的课堂反馈语，从而有助于缓和课堂气氛，增强学生的自信心，达到实现有效教学的目的。
关键词：面子理论；反馈语；积极反馈1 面子理论社会学家Goffman（1981）最早提出了“面子”这一概念，他认为“面子”是一个人通过在某次特定的交往中所采取的行为方式而为自己有效争取的社会价值。
Goffman（1967）认为面子维护工作不是毫无意义或可有可无的。
人们正是出于维护彼此面子的需要，才成为社会交往中自我约束的个体。
1987年，英国学者Brown和Levinson第一次将面子问题进行了系统的探讨。
他们指出：“所有有理性的社会成员都具有面子。
其具体体现为消极面子和积极面子。
消极面子指不希望别人强加于自己，自己的行为不受别人的干涉阻碍；积极面子是指希望得到别人的赞同。
”2 反馈语的定义与分类就英语教学中的教师反馈语而言，主要有积极反馈和消极反馈。
教师不同的反馈语，对学生造成的心理影响是不一样的。
Ellis（1982）认为教师反馈语是教师对学生的表现作出的反应，包括教师的纠错，认可，澄清请求等等。
通常积极反馈比消极反馈更有利于改进学生的行为，对学生起到激励，引导，促进的作用。
而消极反馈，常常会使得学生的自尊心受到伤害，学习积极性受到挫伤甚至会造成学生过度焦虑。
教师反馈语是教师影响学生能力提升的有力过程，同时，提升课堂教师反馈语的使用能力也是提升课堂教学质量，激发学生学习兴趣的重要途径。
英语教学作为语言教学，在课堂中师生之间的交流显得尤为重要。
在课堂教学中，教师必须充分考虑学生的面子的需求，规范自己的语言，减少学生学习压力和焦虑感，有效地维护学生的面子。
同时就英语教学而言，教师在教学过程中应该引导学生对面子策略在具体交际情景下运用的复杂性有充分的认识，从而培养学生学习英语的兴趣和提高学生对英语的学习热情。
英语语言学概论面子理论
Two types of face theory
Brown and Levinson (1987) proposed that there are two kinds of face which are distinguishable yet related: positive face and negative face.
Positive face is “the positive consistent self-
image or “personality‟ (crucially including the de
s
-
ire that this selfimage be appreciated and approved
例二：A: Excuse me, Sir, would you like to tell me when would the match begin?
B. It will begin at 8 o'clock.
在例一中，讲话人得到了听话人的同意，他的正面面子得到了满
Байду номын сангаас
足。在例二中，当说话人问及比赛何时开始时，他势必要打扰听话人
of) claimed by interactions”.
Negative face is “the basic claim to territories, personal preserves, rights to concentration.
例一：A: It's cold today, isn't it? B. Yes, it is.
Face Negotiation Theory
TingToomey's (1988) face negotiation theory is based on the work of Goffman (1959)and Brown and Levinson's (1987) politeness theory. The face negotiation theory is developed to explain the cultural similarities and differences in face concerns as a behavioral guidance for conflict strategies. The theory proposes that there are two conceptual dimensions:
[汇总]面子理论
![[汇总]面子理论](https://img.taocdn.com/s3/m/7b932521f011f18583d049649b6648d7c1c70811.png)
中西方面子理论差异探微“礼貌”本身是日常生活行为中具有道德或伦理意义的一项行为准则，包括人们为维护和谐的人际关系所作出的种种努力。
它是人类文明的标志，是人类社会活动的一条重要准绳。
面子论是一种礼貌现象，其中包括英国学者Brown 和Levinson 建立在西方文化基础上的“面子保全论”，它是言语活动中不可分割的组成部分。
这个理论是否在中西方文化中都普遍适用？面子论是否具有不同的文化特征？本文将对中西方不同文化情境中的面子理论差异及其成因进行探讨。
一、中西方文化情境中的面子理论（一）西方文化中的面子论英国社会心理学家Erving Goffman 早在20 世纪50 年代就从社会学角度提出“面子”（face）这一概念。
他把“面子”界定为“一个人在某一具体交际场合中，通过采取言语动作而为自己获得的正面的社会价值，是按照社会所赞许的属性而创造的自我形象”［1］。
“面子策略”则指人们在交际中所采取的与面子相一致的行动，如避免发生尴尬、丧失自尊等。
他说，人们在交往中无时无刻不涉及“脸面工作”（face work）［1］。
“脸面”是人类行为准则之一，渗透于人际行为之中。
一方面，人的行为受到面子的约束，另一方面人们也期待他人对面子给予考虑。
面子是个人神圣的私有物，是安全感和幸福感的中枢。
Goffman认为：“脸面工作”是互相配合的［2］。
面子的维持和赋予取决于他人，换言之，一个人丢不丢面子归根到底掌握在他人手中。
要想自己不丢面子，最保险的方法就是不去伤害他人的面子。
因此，人们在交际中总是使用礼貌语言。
英国人类学家Brown 和Levinson 于1978 年发表了一篇题为《语言应用的普遍现象：礼貌现象》（Universals in Language Usage：Politeness Phenomena）的文章，第一次对礼貌、面子这一问题进行了系统的探讨［3］。
他们调查了英语、墨西哥一种土著语和印度南方一种土著语中的礼貌现象，发现在三种毫无关系的文化中，语言使用中的礼貌现象绝非偶然，而是一种普遍现象［3］。
面子理论在大学英语教学中的应用
© 1994-2009 China Academic Journal Electronic Publishing House. All rights reserved. 面子理论在大学英语教学中的应用山东省滨州市滨州学院 赵新建[摘 要]本文以B row n 和L evinson 的面子理论为基础,从口语、听力、写作方面论述了大学英语教学中教师保全学生面子的重要性,指出教师应充分考虑学生的面子需要来组织教学。
[关键词]面子理论 课堂教学 积极性 1、引言面子是中国文化的一个重要组成部分,面子或面子功夫亦称礼貌原则,对于中国人来说并不陌生,在汉语中有“给面子,留面子,丢面子,争面子”等诸如此类的词汇。
英语中也有类似的短语如to save face ,to lo se face .B row n 和L evinson 的面子理论,L eech 的礼貌原则等为我们的交际会话提供了很好的参照,为语用学的发展做出了很大的贡献。
那这一理论在课堂环境下的交际中如何运用,有什么现实意义?本文将详细阐述面子理论在大学英语教学的实际运用。
2、面子理论概述在西方,英国学者B row n 和L evinson 在1987年发表了题为《语言使用中的普遍性:礼貌现象》的文章,提出了“面子保全论”(face -saving theo ry )。
“面子保全论”首先设定参加交际活动的人都是典型人,他们是“有面子需求的理性的人”。
面子即是每一个成员,意欲为自己争取的那种在公众中的“个人形象”(the public self -i m age )。
它分为积极面子(po sitive -face )和消极面子(negative -face )。
积极面子指希望得到别人的肯定、赞同、喜爱、欣赏和尊敬,在交际时通常表现为同意对方的意见,支持对方的观点,向对方表示赞赏和恭维等等。
消极面子则指个人有自主的自由,不因迁就别人或受到干预而使自己感到丢面子,强调个人的权利至少不全部受其所属群体或其群体的价值观念所束缚。
语言学礼貌原则和面子理论
Positive face
Positive face: the positive consistent self-image that people have and want to be appreciated and approved of by at least some other people.
礼貌原则的提出在一定程度上是为了解释合作原则未能解 释的某些现象。合作原则认为，语言交际的进行需要交际
双方遵循合作原则下的四项准则，即质的准则、量的准则、 关联准则以及方式准则。为了达到交际目的，交际双方可 以故意违反准则，说一些不真实的话，说过多的话，说不 相关的话，说隐晦的话等等。合作原则只是说明了交际者 有意违反准则可以获得特殊会话含义，但却并未解释交际 双方为什么要这样说话。
消极礼貌策略
e.g. Can I have your comment on the participation and the performance
of the local journalists in Hong Kong？ 我们不难发现以上例句中使用了情态动词的问句
来维护嘉宾的消极面子。间接性策略在访谈节目 中的使用主要是主持人为了提出敏感性或是有争 议性的话题但也为了尽量避免伤害嘉宾面子的一 种面子策略，这种策略的使用能够让访谈更加深 入，更具有吸引力。
⒂甲:唱的挺不错嘛! 乙:那当然了! 丙:哪里哪里,过奖了.
⒄皇上,臣弟给您请安了
⒃甲:今天的妆真漂亮. 乙:这个我很擅长啦! 丙:不是吧,我折腾了好久,都
担心见不了人.
⒂和⒃中的乙的回答就显得不礼貌,因为它们违背了"尽量 少赞誉自己"的次则;话语⒄也显得很符合身份,很礼貌得 体,因为说话人遵守"尽量多贬低自己"的次则.
试谈英汉语言中的‘面子”理论与英语教学
2006年12月河北大学成人教育学院学报Dec .2006第8卷第4期Journal of Adult Educati on of Hebei UniversityVol 18NO 14收稿日期:2006207206作者简介:刁志平(1980—),女,河北故城人,河北大学人文学院教师,2004级硕士研究生。
试谈英汉语言中的“面子”理论与英语教学刁 志 平(河北大学 外国语学院,河北 保定 071002)摘 要:本文以英汉语的不同文化价值取向为背景,分析B r own 和Levins on 的面子理论及顾曰国的面子观,最后论述在课堂环境中教师如何使用面子理论组织教学活动。
关键词:文化;面子;教学中图分类号:H319 文献标识码:A 文章编号:100826471(2006)0420059203 礼貌与面子历来是语用学研究的热点问题。
然而,英汉两种语言在语用方面所受到的制约有诸多不同,其中“最重要的是文化因素的制约”(何自然,1997,176)。
英汉民族语言是两个不同的的民族语言,在礼貌这个普遍问题上都有各自的讲究,人们用语言来表达礼貌的方式存在差异。
本文将就B r own 和Levins on 与顾曰国的面子理论进行对比,以英汉语言文化价值取向为基础,探讨面子理论在英语教学中的意义。
一、英语的文化价值取向根据Gudykunst 和Ting -Toomey (1988)的观点,英语文化属于个人主义文化,在Hofstede 提出的权势距离范围中占很少一部分。
也就是说,英语文化的价值取向主要是个人主义和低权势距离。
个人主义深深扎根于英语文化并为说英语的人所推崇。
作为一种文化模式,“个人主义”一词是指松散地联系在一起的个人,独立于集体并把个人的目标和追求置于他人之上(Triandis 1995,qtd .in Gudykunst &Mody 2002:144)。
根据Sa movar 和Porter (1995:85)的观点,广义上说,“个人主义”是一种理论学说,个人的兴趣爱好至高无上,一切价值、权利和义务都起始于个人。
《英语语言学概论》重、难点提示
英语语言学概论》重、难点问与答1.1. What is language?“Language is system of arbitrary vocal symbols used for human communication. It is a system, since linguistic elements are arranged systematically, rather than randomly. Arbitrary, in the sense that there is us ually no intrinsic connection between a work (like “book”) and the object it refers to. This explains and is explained by the fact that different languages have different “books”: “book” in English, “livre” in French, in Japanese, in Chinese, “check” in Ko rean. It is symbolic, because words are associated with objects, actions, ideas etc. by nothing but convention. Namely, people use the sounds or vocal forms to symbolize what they wish to refer to. It is vocal, because sound or speech is the primary medium for all human languages, developed or “new”. Writing systems came much later than the spoken forms. The fact that small children learn and can only learn to speak (and listen) before they write (and read) also indicates that language is primarily vocal, r ather than written. The term “human” in the definition is meant to specify that language ishuman specific.1.2. What are design features of language?“Design features” here refer to the defining properties of human language that tell the differenc e between human language and any system of animal communication. They are arbitrariness, duality, productivity, displacement, cultural transmission and interchangeability1.3. What is arbitrariness?By “arbitrariness”, we mean there is no logical co nnection between meanings and sounds (see I .1).A dog might be a pig if only the first person or group of persons had used it for a pig. Language istherefore largely arbitrary. But language is not absolutely seem to be some sound-meaning association, if we think of echo words, like “bang”, “crash”, “roar”, which are motivated in a certain sense. Secondly, some compounds (words compounded to be one word) are not entirely arbitrary either. “Type” and “write” are opaque or unmotivated words, while “type-writ er” is less so, or more transparent or motivated than the words that make it. So we can say “arbitrariness” is amatter of degree.1.4.What is duality?Linguists refer “duality” (of structure) to the fact that in all languages so far investigated, one finds two levels of structure or patterning. At the first, higher level, language is analyzed in terms of combinations of meaningful units (such as morphemes, words etc.); at the second, lower level, it is seen as a sequence of segments which lack any meaning in themselves, but which combine to form units of meaning. According to Hu Zhanglin et al. (p.6), language is a system of two sets of structures, one of sounds and the other of meaning. This is important for the workings of language.A small number of semantic units (words), and these units of meaning can be arranged and rearranged into an infinite number of sentences (note that we have dictionaries of words, but no dictionary of sentences!). Duality makes it possible for a person to talk about anything within his knowledge. No animal communication system enjoys this duality, or even approaches this honor.1.5.What is productivity?Productivity refers to the ability to the ability to construct and understand an indefinitely large number of sentences in one’s native language, including those that has never heard before, but that are appropriate to the speaking situation. No one has ever said or heard “A red-eyed elephant is dancing on the small hotel bed with an African gibbon”, but he can say it when necess ary, and he can understand it in right register. Different from artistic creativity, though, productivity never goes outside the language, thus also called “rule-bound creativity” (by N.Chomsky).1.6.What is displacement?“Displacement”, as one of the des ign features of the human language, refers to the fact that one can talk about things that are not present, as easily as he does things present. In other words, one can refer to real and unreal things, things of the past, of the present, of the future. Language itself can be talked about too. When a man, for example, is crying to a woman, about something, it might be something that had occurred, or something that is occurring, or something that is to occur. When a dog is barking, however, you can decide it is barking for something or at someone that exists now and there. It couldn’t be bow wowing sorrowfully for dome lost love or a bone tobe lost. The bee’s system, nonetheless, has a small share of “displacement”, butit is an unspeakable tiny share.1.7.What is cultural transmission?This means that language is not biologically transmitted from generation to generation, but that the details of the linguistic system must be learned anew by each speaker. It is true that the capacity for language in human beings (N. Chomsky called it “language acquisition device”, or LAD) has a genetic basis, but the particular language a person learns to speak is a cultural one other than a genetic one like the dog’s barking system. If a human being is brought up in isolation he cannot acquire language. The Wolf Child reared by the pack of wolves turned out to speak the wolf’s roaring “tongue” when he was saved. He learned thereafter, with no small difficulty, the ABC of a certain human language.1.8.What is interchangeability?(1) Interchangeability means that any human being can be both a producer anda receiver of messages. We can say, and on other occasions can receive and understand, for example, “Please do something to make me happy.” Though some people (including me) suggest that there is sex differentiation in the actual language use, in other words, men and women may say different things, yet in principle there is no sound, or word or sentence that a man can utter and a woman cannot, or vice versa. On the other hand, a person can be the speaker while the other person is the listener and as the turn moves on to the listener, he can be the speaker and the first speaker is to listen. It is turn-taking that makes social communication possible andacceptable.(2) Some male birds, however, utter some calls, which females do not (or cannot?), and certain kinds of fish have similar haps mentionable. When a dog barks, all the neighboring dogs bark. Then people around can hardly tell which dog (dogs) is (are0 “speaking” and which listening.1.9.Why do linguists say language is human specific?First of all, human language has six “design features” which animal communication systems do not have, at least not in the true sense of them (see I .2-8). Let’s borrow C. F. Hoc ket’s Chart that compares human language with some animals’ systems,from Wang Gang (1998,p.8).Secondly, linguists have done a lot trying to teach animals such as chimpanzees to speak a human language but have achieved nothing inspiring. Beatnice and Alan Gardner brought up Washoe, a female chimpanzee, like a human child. She was taught “American sign Language”, and learned a little that made the teachers happy but did mot make the linguistics circle happy, for few believed in teaching chimpanzees. Thirdly, a human child reared among animals cannot speak a human language, not even when he is taken back and taught to lo to so (see the “Wolf Child”in I.7)1.10.What functions does language have?Language has at least seven functions: phatic, directive, Informative, interrogative, expressive, evocative and per formative. According to Wang Gang (1988,p.11), language has three main functions: a tool of communication, a tool whereby people learn about the world, and a tool by which people learn about the world, and a tool by which people create art. M .A. K.Halliday, representative of the London school, recognizes three “Macro-Functions”: ideational, interpersonal and textual (see! 11-17;see HU Zhuanglin et al., pp10-13, pp394-396).1. 11What is the phatic function?The “phatic function” refers to language being used for setting up a certain atmosphere or maintaining social contacts (rather than for exchanging information or ideas). Greetings, farewells, and comments on the weather in English and on clothing in Chinese all serve this function. Much of the phatic language (e.g. “How are you?” “Fine, thanks.”) Is insincere if taken literally, but it is important. If you don't say “Hello” to a friend you meet, or if you don’t answer his “Hi”,you ruin your friendship.1.12. What is the directive function?The “directive function” means that language may be used to get the hearer to do something. Most imperative sentences perform this function, e.g., “Tell me the result when you finish.” Other syntactic st ructures or sentences of other sorts can, according to J.Austin and J.Searle’s “indirect speech act theory”(see Hu Zhuanglin et al., pp271-278) at least, serve the purpose of direction too, e.g., “If I were you, I would have blushed to the bottom of my ears!”1.13.What is the informative function?Language serves an “informational function” when used to tell something, characterized by the use of declarative sentences. Informative statements are often labeled as true (truth) or false (falsehood). According to P.Grice’s “Cooperative Principle”(see Hu Zhuanglin et al., pp282-283), one ought not to violate the “Maxim of Quality”, when he is informing at all.1.14.What is the interrogative function?When language is used to obtain information, it serves an “interrogative function”. This includes all questions that expect replies, statements, imperatives etc., according to the “indirect speech act theory”, may have this function as well, e.g., “I’d like to know you better.” This may bring forth a lot of personal information. Note that rhetorical questions make an exception, since they demand no answer, at least not the reader’s/listener’s answer.1.15.What is the expressive function?The “expressive function” is the use of language to reveal something about the feelings or attitudes of the speaker. Subconscious emotional ejaculations are goodexamples, like “Good heavens!” “My God!” Sentences like “I’m sorry about the delay” can serve as good examples too, though in a subtle way. While language is used for the informative function to pass judgment on the truth or falsehood of statements, language used for the expressive function evaluates, appraises orasserts the speaker’s own attitudes.1.16.What is the evocative function?The “evocative function” is the use of language to create certain feelings in the hearer. Its aim is, for example, to amuse, startle, antagonize, soothe, worry or please. Jokes (not practical jokes, though) are supposed to amuse or entertain the listener; advertising to urge customers to purchase certain commodities; propaganda to influence public opinion. Obviously, the expressive and the evocative functions often go together, i.e., you may express, for example, your personal feelings about a political issue but end up by evoking the same feeling in, or imposing it on, yourlistener. That’s also the case with the other way round.1.17.What is the per formative function?This means people speak to “do things” or perform actions. On certain occasions the utterance itself as an action is more important than what words or sounds constitute the uttered sentence. When asked if a third Yangtze Bridge ought to be built in Wuhan, the mayor may say, “OK”, which means more than speech, and more than an average social individual may do for the construction. The judge’s imprisonment sentence, the president’s war or independence declaration, etc., are per formatives as well (see J.Austin’s speech Act Theory, Hu Zhuanglin,ecal.pp271-278).1.18.What is linguistics?“Linguistics” is the scientific study of lan guage. It studies not just one language of any one society, but also the language of all human beings. A linguist, though, does not have to know and use a large number of languages, but to investigate how each language is constructed. He is also concerned with how a language varies from dialect to dialect, from class to class, how it changes from century to century, how children acquire their mother tongue, and perhaps how a person learns or should learn a foreign language. In short, linguistics studies the general principles whereupon all human languages are constructed and operate as systems of communication in their societies or communities (see Hu Zhuanglin et al., pp20-22)1.19.What makes linguistics a science?Since linguistics is the scientific study of language, it ought to base itself upon the systematic, investigation of language data, which aims at discovering the true nature of language and its underlying system. To make sense of the data, a linguist usually has conceived some hypotheses about the language structure, to be checked against the observed or observable facts. In order to make his analysis scientific, a linguist is usually guided by four principles: exhaustiveness, consistency, and objectivity. Exhaustiveness means he should gather all the materials relevant the study and give them an adequate explanation, in spite of the complicatedness. He is to leave no linguistic “stone” unturned. Consistency means there should be no contradiction between different parts of the total statement. Economy means a linguist should pursue brevity in the analysis when it is possible. Objectivity implies that since some people may be subjective in the study, a linguist should be (or sound at least) objective, matter-of-face, faithful to reality, so that his work constitutes part of the linguistics research.1.20.What are the major branches of linguistics?The study of language as a whole is often called general linguistics (e.g.Hu Zhuanglin et al., 1988;Wang Gang, 1988). But a linguist sometimes is able to deal with only one aspect of language at a time, thus the arise of various branches: phonetics, phonology, morphology, syntax, semantics, sociolinguistics, applied linguistics, pragmatics, psycholinguistics, lexicology, lexicography, etymology,etc.1.21.What are synchronic and diachronic studies?The description of a language at some point of time (as if it stopped developing) is a synchrony study (synchrony). The description of a language as it changes through time is a diachronic study (diachronic). An e ssay entitled “On the Use of THE”, for example, may be synchronic, if the author does not recall the past of THE, and it may also be diachronic if he claims to cover a large range or period of time wherein THE has undergone tremendous alteration (see Hu Zhuanglin et al., pp25-27).1.22.What is speech and what is writing?(1) No one needs the repetition of the general principle of linguistic analysis, namely, the primacy of speech over writing. Speech is primary; becauseit existed long long before writing systems came into being. Genetically children learn to speak before learning to write. Secondly, written forms just represent in this way or that the speech sounds: individual sounds, as in English and French asin Japanese.(2) In contrast to speech, spoken form of language, writing as written codes, gives language new scope and use that speech does not have. Firstly, messages can be carried through space so that people can write to each other. Secondly, messages can be carried through time thereby, so that people of our time can be carried through time thereby, so that people of our time can read Beowulf, Samuel Johnson, and Edgar A. Poe. Thirdly, oral messages are readily subject to distortion, either intentional or unintentional (causing misunderstanding or malentendu), while written messages allow and encourage repeated unalterable reading.(3) Most modern linguistic analysis is focused on speech, different fromgrammarians of the last century and theretofore.1.23.What are the differences between the descriptive and the prescriptiveapproaches?A linguistic study is “descriptive” if it only describes and analyses the facts of language, and “prescriptive” if it tries to lay down rules for“correct” language behavior. Linguistic studies before this century were largely prescriptive because many early grammars were largely prescriptive because many early grammars were based on “high” (literary or religious) written records. Modern linguistics is mostly descriptive, however. It (the latter) believes that whatever occurs in natural speech (hesitation, incomplete utterance, misunderstanding, etc.) should be described in the analysis, and not be marked as incorrect, abnormal, corrupt, or lousy. These, with changes in vocabulary and structures, need to be explainedalso.1.24.What is the difference between langue and parole?F. De Saussure refers “langue”to the abstract linguistic system shared by all the members of a speech community and refers “parole” to the actual or actualized language, or the realization of langue. Langue is abstract, parole specific to the speaking situation; langue not actually spoken by an individual, parole always a naturally occurring event; langue relatively stable and systematic, parole is a mass of confused facts, thus not suitable for systematic investigation. What a linguist ought to do, according to Saussure, is to abstract langue from instances of parole,I. e. to discover the regularities governing all instances of parole and make than the subject of linguistics. The langue-parole distinction is of great importance, which casts great influence on later linguists.1.25.What is the difference between competence and performance?(1) According to N. Chomsky, “competence” is the ideal language user’s knowl edge of the rules of his language, and “performance” is the actual realization of this knowledge in utterances. The former enables a speaker to produce and understand an indefinite number of sentences and to recognize grammatical mistakes and ambiguities. A speaker’s competence is stable while his performance is often influenced by psychological and social factors. So a speaker’s performance does not always match or equal his supposed competence.(2) Chomsky believes that linguists ought to study competence, rather than performance. In other words, they should discover what an ideal speaker knows ofhis native language.(3) Chomsky’s competence-performance distinction is not exactly the same as, though similar to, F. de Saussure’s langue-parole distinction. Langue is a social product, and a set of conventions for a community, while competence is deemed as a property of the mind of each individual. Sussure looks at language more from a sociological or sociolinguistic point of view than N. Chomsky since the latterdeals with his issues psychologically or psycholinguistically.1.26.What is linguistic potential? What is actual linguistic behavior?M. A. K. Halliday made these two terms, or the potential-behavior distinction, in the 1960s, from a functional point of view. There is a wide range of things a speaker can do in his culture, and similarly there are many things he can say, for example, to many people, on many topics. What he actually says (i.e. his “actual linguistic behavior”) on a certain occasion to a certain person is what he has chosen from many possible injustice items, each of which he could have said (linguisticpotential).1.27.In what way do language, competence and linguistic potential agree? In whatway do they differ? And their counterparts?Langue, competence and linguistic potential have some similar features, but they are innately different (see 1.25). Langue is a social product, and a set of speaking conventions; competence is a property or attribute of each ideal speaker’s m ind;linguistic potential is all the linguistic corpus or repertoire available from which the speaker chooses items for the actual utterance situation. In other words, langue is invisible but reliable abstract system. Competence means “knowing”, and lingui stic potential a set of possibilities for “doing” or “performing actions”. They are similar in that they all refer to the constant underlying the utterances that constitute what Saussure, Chomsky and Halliday respectively called parole, performance and actual linguistic behavior. Paole, performance and actual linguistic behavior enjoy more similarities than differences.1.28.What is phonetics?“Phonetics” is the science which studies the characteristics of human sound-making, especially those sounds used in speech, and provides methods for their description, classification and transcription (see Hu Zhuanglin et al., pp39-40), speech sounds may be studied in different ways, thus by three different branches of phonetics.(1) Articulatory phonetics; the branch of phonetics that examines the way in whicha speech sound is produced to discover which vocal organs are involved and how they coordinate in the process. (2) Auditory phonetics, the branch of phonetic research from the hearer’s point of view, looking int o the impression which a speech sound makes on the hearer as mediated by the ear, the auditory nerve and the brain. (3) Acoustic phonetics: the study of the physical properties of speech sounds, astransmitted between mouth and ear.Most phoneticians, however, are interested in articulator phonetics.1.29.How are the vocal organs formed?The vocal organs (see Figure1, Hu Zhuanglin et al., p41), or speech organs, are organs of the human body whose secondary use is in the production of speech sounds. The vocal organs can be considered as consisting of three parts; the initiator of the air-stream, the producer of voice and the resonating cavities.1.30.What is place of articulation?It refers to the place in the mouth where, for example, the obstruction occurs, resulting in the utterance of a consonant. Whatever sound is pronounced, at least some vocal organs will get involved. g. Lips, hard palate etc., so a consonant may be one of the following (1) bilabial: [p, b, m]; (2) labiodental: [f, v]; (3) dental: [,]; (4) alveolar: [t, d, l, n.s, z]; (5) retroflex; (6) palato-alveolar: [,]; (7) palatal: [j]; (8) velar [k, g,]; (9) uvular; (10) glottal: [h].Some sounds involve the simultaneous use of two places of articulation. For example, the English [w] has both an approximation of the two lips and those two lips and that of the tongue and the soft palate, and may be termed “labial-velar”.1.31.What is the manner of articulation?The “manner of articulation” literally means the way a sound is articulated. At a given place of articulation, the airstreams may be obstructed in various ways, resulting in various manners of articulation, are the following: (1) plosive: [p, b, t, d, k, g]; (2) nasal: [m, n,]; (3) trill; (4) tap or flap; (5) lateral: [l];(6) fricative: [f, v, s, z]; (7) approximant: [w, j]; (8) affricate: [].1.32.How do phoneticians classify vowels?Phoneticians, in spite of the difficulty, group vowels in 5 types: (1) long and short vowels, e.g.,[i:,]; (4) rounded and unround vowels,e.g.[,i]; (5) pure and glidingvowels, e.g.[I,].1.33.What is IPA? When did it come into being ?The IPA, abbreviation of “International Phonetic Alphabet”, is a compromise system making use of symbols of all sources, including diacritics indicating length, stress and intonation, indicating phonetic variation. Ever since it was developed in 1888, IPA has undergone a number of revisions.1.34.What is narrow transcription and what is broad transcription?In handbook of phonetics, Henry Sweet made a distinction between “narrow” and “broad” transcriptions, which he called “Narrow Romic”. The former was meant to symbolize all the possible speech sounds, including even the most minute shades of pronunciation while Broad Romic or transcription was intended to indicate only those sounds capable of distinguishing one word from another in a given language.1.35.What is phonology? What is difference between phonetics and phonology? (1) “Phonology” is the study of sound systems- the invention of distinctive speech sounds that occur in a language and the patterns wherein they fall. Minimal pair, phonemes, allophones, free variation, complementary distribution, etc., are all to be investigated by a phonologist.(2) Phonetics, as discussed in I.28, is the branch of linguistics studying the characteristics of speech sounds and provides methods for their description,classification and transcription. A phonetist is mainly interested in the physical properties of the speech sounds, whereas a phonologist studies what he believes are meaningful sounds related with their semantic features, morphological features, and the way they are conceived and printed in the depth of the mind phonological knowledge permits a speaker to produce sounds which from meaningful utterances, to recognize a foreign “accent”, to make up new words, to add the appropriate phonetic segments to from plurals and past tenses, to know what is and what is not a sound in one’slanguage.1.36.What is a phone? What is a phoneme? What is an allophone?(1) A “phone” is a phonetic unit or segment. The speech sounds we hear and produce during linguistic communication are all phones. When we hear the following words pronounced:[pit], [tip], [spit], etc., the similar phones we have heard are [p] for one thing, and t hree different[p]’s, readily making possible the “narrow transcription or diacritics”. Phones may and may not distinguish meaning. A “phoneme” is a phonological unit; it is a unit that is of distinctive value. As an abstract unit, a phoneme is not any particular sound, but rather it is represented or realized by a certain phone in a certain phonetic context. For example, the phoneme[p] is represented differently in [pit], [tip] and [spit].(2) The phones representing a phoneme are called its “allophones”, i. e., the different (i.e., phones) but do not make one word so phonetically different as to create a new word or a new meaning thereof. So the different[p]’s in the above words are the allophones of the same phoneme[p]. How a phoneme is represented by a phone, or which allophone is to be used, is determined by the phonetic context in which it occurs. But the choice of an allophone is not random. In most cases it is rule-governed; these rules are to be found out by a phonologist.1.37.What are minimal pairs?When two different phonetic forms are identical in every way except for one sound segment which occurs in the same place in the string , the two forms(i. e., word) are supposed to form a “minimal pair”, e.g., “pill” and “bill”, “pill” and “till”,“till” and “dill”, “till” and “kill”, etc. All these words together constitute a minimal set. They are identical in form except for the initial consonants. There are many minimal pairs in English, which makes it relatively easy to know what are English phonemes. It is of great importance to find the minimal pairs when a phonologist is dealing with the sound system of an unknown language(seeHu Zhuanglin et al., pp65-66).1.38.What is free variation?If two sounds occurring in the same environment do not contrast; namely, if the substitution of one for the other does not generate a new word form but merely a different pronunciation of the same word, the two sounds then are said to be in “free variation”. The plosives, for example, may not be exploded when t hey occur before another plosive or a nasal (e. g., act, apt, good morning). The minute distinctions may, if necessary, be transcribed in diacritics. These unexploded and exploded plosives are in free variation. Sounds in free variation should be assigned to thesame phoneme.1.39.What is complementary distribution?When two sounds never occur in the same environment, they are in “complementary distribution”. For example, the aspirated English plosives never occur after[s], and the unsaturated ones never occur initially. Sounds in complementary distribution may be assigned to the same phoneme. The allophones of[l], for example, are also in complementary distribution. The clear[l] occurs only before a vowel, the voiceless equivalent of[l] occurs only after a voiceless consonant, such as in the words “please”, “butler”, “clear”, etc., and the dark[l] occurs only after a vowel or as a syllabic sound after a consonant, such as in the words “feel”,“help”, “middle”, etc.1.40.What is the assimilation rule? What is the deletion rule?(1) The “assimilation rule” assimilates one segment to another by “copying” a feature of a sequential phoneme, thus making the two phones more similar. This rule accounts for the raring pronunciation of the nasal[n] that occurs within a word. The rule is that within a word the nasal consonant[n] assumes the same place of articulation as the following consonant. The negative prefix “in-“ serves as a good example. It may be pronounced as [in], or [im] when occurring in different phonetic contexts: e. g., indiscrete-[ ](alveolar)inconceivable-[ ](velar)input-[‘imput](bilabial)The “deletion rule” tells us when a sound is to be deleted although is orthographically represented. While the letter “g” is mute in “sign”, “design”and “paradigm”, it is pronounced in their corresponding derivatives:。
“面子理论”对高中英语课堂教学的启示共3页word资料
“面子理论”对高中英语课堂教学启示【Abstract】This thesis starts from a brief introduction of Face Theory proposed by Brown and Levinson，then analyses some face threatening acts in the College English classroom teaching.Finally，the author suggests College English teachers to improve college English classroom teaching quality by applying the Politeness Strategies.一、引言二十世纪七十年代，布朗（Brown）与莱文逊（Levinson）发表了一篇题为《语言应用普遍现象：礼貌现象》文章，第一次系统地对礼貌、面子这一问题进行了剖析。
他们沿用了戈夫曼（Goffman）“面子”概念，提出了“面子理论”。
这一理论在高中英语课堂教学有什么启示呢？二、面子理论中国人类学家胡先缙在1944年首先提出了“面子”概念，美国社会学家戈夫曼（Erving Goffman）在此基础上于1967年也提出了他对“面子”定义：“面子是个体在特定社会交往过程中极力主张正向社会价值，也是其他人认为该个体所具备社会价值”。
英国学者布朗（Brown）与莱文逊（Levinson）“面子理论”是戈夫曼“面子”概念进一步发展。
1978年，布朗与莱文逊发表了一篇题为《语言应用普遍现象：礼貌现象》文章，第一次系统地对礼貌、面子这一问题进行了剖析，提出了“面子保全论”。
他们指出，面子实际上是一系列只有他人才能满足想法与希望。
“面子保全论”首先假定，参于交际活动人都是典型人（Brown & Levinson，1978），典型人是“一个具有面子需求理性人”，通常就是指社会中具有正常交际能力人。
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Two types of face theory
Brown and Levinson (1987) proposed that there are two kinds of face which are distinguishable yet related: positive face and negative face.
1) face concern dimension:self-face concern, other face concern or mutual face concern.
2 face need dimension :positive face need and negative face need
的行动自由和个人空间。所以发话人使用来暗示对方没有义务非要对
发话人的询问做出答复的方式，给听话人选择的自由，使听话人的负
面面子得到满足。
The reasons for protecting positive and negative face
In terms of positive and negative face needs, individuals in different cultures may also vary in the degree to which they value each of them. Because autonomy and uniqueness are more strongly valued in individualistic cultures than in collectivistic cultures (Markus & Kitayama, 1991). Individualists, compared to collectivists, may be more concerned with protecting negative face (TingToomey, 1988). Collectivists, compared to individualists, maybe more concerned with protecting positiv e face (Ting-Toomey, 1988).
面子理论的中英文化差异
同：中英语中都有委婉语来间接表达人们忌讳的现象；人 们在交流中尽量保持礼貌原则，不伤对方的面子。
异：1、中英语对于面子的理解本身就存在差别。事实上 礼貌并非中国特有，全世界每个民族都有其文化背景下的 礼貌规范。只是民族间有着千差万别的表达方式而已。面 子作为其中最重要的一方面也是一样的。和西方的理解不 同，我国学者顾曰国提出了中国的四项礼貌原则特征：尊 重（respectfulness）、谦逊（modesty）、态度热情 （attitudinal warmth）和文雅（refinement）
Brown and Levinson解释说面子是一种情感投资， 它可能会丢失、保持、或得到捍卫。但是，它总 是交往中不断被关注的对象。我们不难发现这一 概念和我们传统文化中的“丢面子”、“给面子” 等概念极为相似。在我们的文化传统中说丢面子 就意味着我们在谈话中受到了羞辱，遭受了尴尬 局面。根据Brown and Levinson的理论，面子就 是公众形象。它可以被分为“正面面子”和“负 面面子”。
Face theory（面子理论）
——12英语2班：丁王婷 陈楠 刘燕妹 庞林艳 高志鹏 翟晓波
面子理论简介
早在 1955 年高夫曼（Goffman）就提出了 “面子（face work）这一概念。高夫曼认为面子 问题的关键就在于交际会话中双方要尽力保护自 己和对方的面子。
1978 年，布朗和莱文森在高夫曼的理论基础 上进一步提出了他们“面子理论”。他们的贡献 就是提出了面子理论跨越不同文化的特点。他们 相信“面子这一抽象概念是具有普遍性的”。 “其中心思想就是要理解相互交往中对不同行为 所采取的策略，而这些行为是建立在人们为了满 足某种需要基础上的”。
Positive face is “the positive consistent self-
image or “personality‟ (crucially including the de
s
-Байду номын сангаас
ire that this selfimage be appreciated and approved
of) claimed by interactions”.
Negative face is “the basic claim to territories, personal preserves, rights to concentration.
例一：A: It's cold today, isn't it? B. Yes, it is.
Face Negotiation Theory
TingToomey's (1988) face negotiation theory is based on the work of Goffman (1959)and Brown and Levinson's (1987) politeness theory. The face negotiation theory is developed to explain the cultural similarities and differences in face concerns as a behavioral guidance for conflict strategies. The theory proposes that there are two conceptual dimensions:
例二：A: Excuse me, Sir, would you like to tell me when would the match begin?
B. It will begin at 8 o'clock.
在例一中，讲话人得到了听话人的同意，他的正面面子得到了满
足。在例二中，当说话人问及比赛何时开始时，他势必要打扰听话人