第12章-語言學(xué)理論與語言學(xué)流派

西方語言學(xué)流派TheoriesandSchoolsofLinguistics

龍湘明

《外國語言學(xué)》通識(shí)課程湘南學(xué)院外國語學(xué)院

1.分支?流派?1.1定義分支:多指語言學(xué)研究的領(lǐng)域,研究范圍,也有經(jīng)典著作,有影響的人物,多用共時(shí)觀點(diǎn)。流派：流派多指思潮,有代表人物,代表著作,主要觀點(diǎn),研究方法,盛行時(shí)代,有其影響,往往有歷史視角。歷史視角和共時(shí)視角一起可以畫出一個(gè)十字,像一個(gè)坐標(biāo)。1.2分支普通語言學(xué)

語音學(xué)音系(位)學(xué)詞匯學(xué)形態(tài)學(xué)句法學(xué)語義學(xué)語用學(xué)應(yīng)用語言學(xué)

社會(huì)語言學(xué)心理語言學(xué)地理語言學(xué)歷史語言學(xué)計(jì)算機(jī)語言學(xué)神經(jīng)語言學(xué)文化語言學(xué)等

AbriefhistoryofmodernlinguisticsSaussurePragueschoolPhonology&Trubetzkoy,phonemeLondonschoolMalinowski>Firth>HallidayAmericanstructuralismBoas,Sapir>BloomfieldTGGrammar(Chomsky)SaussurebelievedthatlanguageisaSystemofSigns.Thissignistheunionofaformandanidea,whichhecalledthesignifierandthesignified.Saussure’sideas:onthearbitrarynatureofsign,ontherelationalnatureoflinguisticunits,onthedistinctionofLangueandParoleandofSynchronicandDiachroniclinguisticsandparadigmatic/sytagmaticrelationpushedlinguisticsintoabrandnewstage.Saussure:FatherofmodernlinguisticsSaussure:FatherofmodernlinguisticsAseriesofdichotomiesLanguevs.ParoleSyntagmaticvs.ParadigmaticSynchronicvs.DiachronicSignifiedvs.SignifierSaussure(1)Languevs.ParoleDefinition;Differences;Significance;RecentdisputesSaussure(2)Syntagmaticvs.Paradigmatic(Associative)relationsDefinition;Differences;SignificanceSaussure(3)Synchronyvs.DiachronyDefinitionDifferencesSignificanceRecentdisputesSaussure(4)Signifiervs.Signified(Signifiantvs.Signifié)Definition;Differences;SignificanceSaussure(5)ArbitrarinessastheprimaryfeatureoflanguageRelativearbitrarinessDisputesarbitrarinessandconventionalityarbitrarinessvs.motivationmotivationandiconicity索緒爾之后的西方現(xiàn)代語言學(xué)流派索緒爾20世紀(jì)20、30年代出現(xiàn)的三大結(jié)構(gòu)主義

歐洲學(xué)派：語言的功能哥本哈根學(xué)派布拉格學(xué)派美國結(jié)構(gòu)主義：語言的形式薩丕爾、布龍菲爾倫敦學(xué)派：語言出現(xiàn)的情境，社會(huì)學(xué)角度韓禮德系統(tǒng)功能語法美國生成語法：心理學(xué)角度喬姆斯基

20世紀(jì)50-60年代20世紀(jì)50-70年代數(shù)理語言學(xué)、計(jì)算機(jī)語言學(xué)等13FunctionalismFormalismTwoTraditionsofModernLinguistics對(duì)流派的宏觀分類韓禮德:20世紀(jì)下半葉的根本對(duì)立陣營不是結(jié)構(gòu)主義與生成語法。最根本的兩大陣營是：形式派〔形式語法〕和功能派〔功能語法〕。1.現(xiàn)實(shí)意義對(duì)外語教/學(xué)理念的影響16ThefunctionalperspectiveThePragueSchool

TheLondonSchool2.西方語言學(xué)主要流派2.1歐洲功能學(xué)派:布拉格學(xué)派,哥本哈根學(xué)派強(qiáng)調(diào)語言的交際功能和語言成分的區(qū)分功能，常被成為功能主義者〔fonctionnalists〕，或功能語法學(xué)派。語言是交際的工具，是思維的工具，在交際中，語言手段要完成一定的功能，執(zhí)行一定的任務(wù)。要研究實(shí)現(xiàn)各種功能的語體。應(yīng)從語言功能入手，再去研究語言的形式。一開始就注意語義的研究，與結(jié)構(gòu)主義根本不同語體學(xué)：提出標(biāo)準(zhǔn)語言的劃分原那么＊教學(xué)上的“交際法〞“功能〞法PragueSchoolGeneralfeaturesSynchronicstudySystemicview,onwhichPHONEMEisbasedFunctionalview19Threeimportantpoints:Stressedsynchroniclinguistics,butnotrigidlyseparatedfromdiachronicstudies.LissystemicinthatnoelementofLcanbesatisfactorilyanalyzedorevaluatedinisolationandassessmentcanonlybemadeifitsrelationshipisestablishedwiththecoexistingelementsinthesamelanguagesystem.Lisfunctionalinthatitisatoolforperforminganumberofessentialfunctionsortasksforthecommunityusingit.20MajorContributionofthePragueSchool

Trubetzkoy----phonology音位學(xué)Jakobson----phonologyuniversal音位的普遍現(xiàn)象Mathesius----theme&rheme主位和述位JanFirbas----CommunicativeDynamism(CD)交際力Halliday----SystemicFunctionalGrammarPragueSchool(1)Trubetzkoy(1890-1938)RussianlinguistPragueSchoolofstructural

linguisticsFounderofmorphophonologyDefinedthephonemeasthesmallestdistinctiveunitwithinthestructureofalanguage,separatingphonologyfromphoneticsPragueSchool(2)Phonemevs.PhoneDefinitionDifferencesSignificancePhonemesare

language-specificEmicvs.Etic23PragueSchool(3)

FunctionalSentencePerspective(FSP)Mathesius’〔1882－1945〕Asentencecontainsapointofdepartureandagoalofdiscourse.Thepointofdeparture,calledthetheme,isthegroundonwhichthespeakerandthehearermeet.Thegoalofdiscourse,calledtherheme,presentstheveryinformationthatistobeimpartedtothehearer.Movementfromthemetorhemerevealsthemovementoftheminditself.24Theme—theknowninformationtothereaderorhearer.Rheme—informationthatisnewtothereaderorhearer.Transition—betweenthethemeandrheme,suchasverbanditstensecarrier.E.g.John hasfallen ill. Theme transition rheme25Therefore,thefunctionalsentenceperspective(FSP)aimstodescribehowinformationisdistributedinsentences.Itdealsparticularlywiththeeffectofthedistributionofknown(given)infoandnewinfoindiscourse.Newinfo:tobetransmittedtothereaderorhearer.Sally standsonthetable. Theme RhemeOnthetablestandsSally.Theme Rheme2.2倫敦語言學(xué)派兒童語言七種功能：工具的、控制的、交往的、個(gè)人的、啟發(fā)的、想象的、信息的成人語言三種功能：概念功能、交際功能、語篇功能語言的情境決定語言的內(nèi)容。強(qiáng)調(diào)把形式與意義結(jié)合起來，既強(qiáng)調(diào)語言的形式，又強(qiáng)調(diào)語言在社會(huì)生活中的運(yùn)用規(guī)那么，屬于“語用學(xué)〞。

＊“情境教學(xué)〞，注重不同情境下的語言內(nèi)容。27TheLondonSchoolMalinowski(1884-1942),professorofanthropology(1927).J.R.Firth(1890-1960),thefirstprofessoroflinguisticsintheUK(1944).M.A.K.Halliday(1925-),studentofFirth.AllthreestressedtheimportanceofcontextofsituationandthesystemaspectofL.LondonSchool:context&systemMalinowskiAnthropologicalperspectivesPhaticCommunionFirthContextofsituationHallidayFuntionalSystemicGrammarLondonSchool(1):MalinowskiMalinowskiLanguageasactionMeaningderivesfromsituationalcontextPhaticcommunion(asatypeofsituation)LondonSchool(2):J.R.FirthMeaningismulti-levelPhonemic,Lexical,Morphological,Sentential,contextualSituationalcontextvs.linguisticcontextProsodicphonologySuprasegmentalsetc.31ContextLinguisticKnowledgeExtra-linguisticKnowledgelanguagewhathasbeensaidbeforeBackgroundSituationalMutualCommonsenseSocialnormsConversationrulestimeplaceSubjectformalityParticipantrelationshipLondonSchool(3)M.A.K.HallidayStudieslanguageperformance(use)Systemicgrammarchain&choicestransitivityFunctionalgrammarIdeationalfunctionInterpersonalfunctionTextualfunction4basicassumptions:

1)Languageuseisfunctional.2)Thefunctionoflanguageistocreatemeaning.3)Thesemeaningsaredeterminedbythecontextinwhichtheyareexchanged.4)Languageuseisasemioticprocessthatisbasedonchoices.LondonSchool(3)Systemic-FunctionalGrammarSociologicallyoriented;WideinfluencesSystemicgrammar:internalrelations;Functionalgrammar:external,functional35FunctionalGrammarSystemicGrammar+aimstoexplaintheinternalrelationinlanguageasasystemnetwork,ormeaningpotential.aimstorevealthatlanguageisameansofsocialinteraction.SystemicFunctionalGrammar〔系統(tǒng)功能語法〕LondonSchool(3)SystemicGrammar:hierarchicalsystemstructure,formingacomplexsystem,providingallkindsofchoicesAxisofChoice(paradigmaticrelations)AxisofChain(syntagmaticrelations)37SystemicGrammarTheChoiceSystemTheChainSystem+representssyntagmaticrelations;dealswiththesurfaceaspectsofgrammar,suchassentencestructures,ranks(sentence,clause,group,word,morpheme)relatestoparadigmaticrelations.Itdealswiththemeaningaspectsofgrammar,suchassystemanddelicacy.38SystemicGrammarThechainsystemClauseGroupWordmorphemenew+borncalv+esareeas+yprey39SystemicGrammarThechoicesystemThesystemisalistofchoicesthatareavailableinthegrammarofalanguage.E.g.NumbersingularpluralLondonSchool(3)FunctionalGrammarLanguagestructureresultsfromsocialdemand(functions).Languageacquisitionisaprocessofacquiringlanguagefunctionsandlearning“howtomean〞.Adultlanguagefunctionsarereducedto:Ideational,interpersonal,textualLondonSchool(3)IdeationalfunctionInformative,communicatingnewinfoInterpersonalfunctionLanguageuseexpressingsocialandpersonalrelations;modalityTextualfunctionMakingatextcoherentandunified42Threemeta-functions

(differentmodesofmeaningconstruedbythegrammar)a.Theideationalfunctionistoorganizethespeaker’sorwriter’sexperienceoftherealorimaginaryworld,i.e.languagereferstorealorimaginedpersons,things,actions,events,states,etc.達(dá)意功能：指組織說話者或作者現(xiàn)實(shí)世界或虛構(gòu)世界的體驗(yàn)，即語言指稱實(shí)際或虛構(gòu)的人、物、動(dòng)作、事件、狀態(tài)等。b.

Theinterpersonalfunctionistoindicate,establish,ormaintainsocialrelationshipsbetweenpeople.Itincludesformsofaddress,speechfunction,modality,etc.人際功能說明建立或維持人與人之間的社會(huì)關(guān)系，包括稱謂形式、言語功能、情態(tài)等。43c.ThetextualfunctionistocreatewrittenorspokenTEXTswhichcoherewithinthemselvesandwhichfittheparticularsituationinwhichtheyareused.語篇功能指組成書面或口頭的語篇，這些語篇內(nèi)部連貫，并適用于所有的特定場(chǎng)景。2.西方語言學(xué)主要流派2.3美國結(jié)構(gòu)主義薩丕爾(EdwardSapir,1884-1939),布龍菲爾德〔LeonardBloomfield,1887-1949〕薩皮爾：語言是人類特有的，非本能地利用任意產(chǎn)生的符號(hào)體系來表達(dá)思想感情和愿望的方法。AmericanStructuralismBoasSapir,WhorfBloomfieldPost-Bloomfieldianlinguists46StructuralgrammarVS.TraditionalgrammarTraditionalgrammar

1)ItisthemostwidespreadandthebestunderstoodmethodofdiscussingIndo-Europeanlanguages.SoinadequatefornonIndo-Europeanlanguages.2)It’snormativeandprescriptive,anditsrulesarenotallwell-founded.(thedeclarativesentences)473)Itappliesamixtureofsemantic,morphological,andsyntacticcriteriawithoutafixedorder,resultinginsomecasesofconfusioninitsanalysis.4)Itassumesaprioriviewoflanguagewithoutstatingitsmethodologicalpresuppositions.48Structuralgrammar

1)Itisdescriptivewithoutexplainingwhylanguageoperatesthewayitdoes.2)Itisempirical,aimingatobjectivity,butproducesalmostnocompletegrammars.3)Itexaminesalllanguages,recognizinganddoingjusticetotheuniquenessofeachlanguage.inadequatetreatmentofmeaningAmericanStructuralism(1)Boasanthropologistparticularities,not

universalslinguisticequalitylanguageisNOTrelated

tocultureorrace“descriptivelinguistics〞:pavedwayforfutureAmericandescriptivelinguistics.AmericanStructuralism(2)SapirAnthropologistinfluencedbyBoasLanguageisseenaspurehuman,non-instinctiveThoughtisseenastheproductoflanguage(Sapir-Whorfhypothesis)AmericanStructuralism(3)Bloomfield(1887-1949)Behaviorism:stimulus-

responsereinforcement

“JackandJill〞EstablishedAmericanStructuralismInfluencedlanguage

teachingmethod:

constantpracticeandrepetition(drilling)AmericanStructuralism(4)Post-BloomfieldianlinguisticsStrictempiricismDiscoveryProcedure(Z.Harris,1950)Tagmemics(K.Pike)StratificationalGrammar→CognitiveStratificationalTheory→NeurocognitiveLinguistics(S.Lamb)AmericanStructuralism(5)Summaryofstructuralism:Descriptive,notexplanatory;Empirical,butnotveryproductive;Concentratesonparticulars,payinglittleattentiontomeaning(universals);DoingexhaustiveanalysisofallcontrastsChomskyanTGgrammarEtymologicalfoundationInnatenessHypothesis,LADUniversalgrammarLevelsofadequacy:DescriptiveExplanatoryTheoreticalminimalismChangesintheoreticalframeworkClassictheory:late1950sStandard