第12章-语言学理论与语言学流派

西方语言学流派TheoriesandSchoolsofLinguistics

龙湘明

《外国语言学》通识课程湘南学院外国语学院

1.分支?流派?1.1定义分支:多指语言学研究的领域,研究范围,也有经典著作,有影响的人物,多用共时观点。流派：流派多指思潮,有代表人物,代表著作,主要观点,研究方法,盛行时代,有其影响,往往有历史视角。历史视角和共时视角一起可以画出一个十字,像一个坐标。1.2分支普通语言学

语音学音系(位)学词汇学形态学句法学语义学语用学应用语言学

社会语言学心理语言学地理语言学历史语言学计算机语言学神经语言学文化语言学等

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索绪尔之后的西方现代语言学流派索绪尔20世纪20、30年代出现的三大结构主义

欧洲学派：语言的功能哥本哈根学派布拉格学派美国结构主义：语言的形式萨丕尔、布龙菲尔伦敦学派：语言出现的情境，社会学角度韩礼德系统功能语法美国生成语法：心理学角度乔姆斯基

20世纪50-60年代20世纪50-70年代数理语言学、计算机语言学等13FunctionalismFormalismTwoTraditionsofModernLinguistics对流派的宏观分类韩礼德:20世纪下半叶的根本对立阵营不是结构主义与生成语法。最根本的两大阵营是：形式派〔形式语法〕和功能派〔功能语法〕。1.现实意义对外语教/学理念的影响16ThefunctionalperspectiveThePragueSchool

TheLondonSchool2.西方语言学主要流派2.1欧洲功能学派:布拉格学派,哥本哈根学派强调语言的交际功能和语言成分的区分功能，常被成为功能主义者〔fonctionnalists〕，或功能语法学派。语言是交际的工具，是思维的工具，在交际中，语言手段要完成一定的功能，执行一定的任务。要研究实现各种功能的语体。应从语言功能入手，再去研究语言的形式。一开始就注意语义的研究，与结构主义根本不同语体学：提出标准语言的划分原那么＊教学上的“交际法〞“功能〞法PragueSchoolGeneralfeaturesSynchronicstudySystemicview,onwhichPHONEMEisbasedFunctionalview19Threeimportantpoints:Stressedsynchroniclinguistics,butnotrigidlyseparatedfromdiachronicstudies.LissystemicinthatnoelementofLcanbesatisfactorilyanalyzedorevaluatedinisolationandassessmentcanonlybemadeifitsrelationshipisestablishedwiththecoexistingelementsinthesamelanguagesystem.Lisfunctionalinthatitisatoolforperforminganumberofessentialfunctionsortasksforthecommunityusingit.20MajorContributionofthePragueSchool

Trubetzkoy----phonology音位学Jakobson----phonologyuniversal音位的普遍现象Mathesius----theme&rheme主位和述位JanFirbas----CommunicativeDynamism(CD)交际力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伦敦语言学派儿童语言七种功能：工具的、控制的、交往的、个人的、启发的、想象的、信息的成人语言三种功能：概念功能、交际功能、语篇功能语言的情境决定语言的内容。强调把形式与意义结合起来，既强调语言的形式，又强调语言在社会生活中的运用规那么，属于“语用学〞。

＊“情境教学〞，注重不同情境下的语言内容。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〔系统功能语法〕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.达意功能：指组织说话者或作者现实世界或虚构世界的体验，即语言指称实际或虚构的人、物、动作、事件、状态等。b.

Theinterpersonalfunctionistoindicate,establish,ormaintainsocialrelationshipsbetweenpeople.Itincludesformsofaddress,speechfunction,modality,etc.人际功能说明建立或维持人与人之间的社会关系，包括称谓形式、言语功能、情态等。43c.ThetextualfunctionistocreatewrittenorspokenTEXTswhichcoherewithinthemselvesandwhichfittheparticularsituationinwhichtheyareused.语篇功能指组成书面或口头的语篇，这些语篇内部连贯，并适用于所有的特定场景。2.西方语言学主要流派2.3美国结构主义萨丕尔(EdwardSapir,1884-1939),布龙菲尔德〔LeonardBloomfield,1887-1949〕萨皮尔：语言是人类特有的，非本能地利用任意产生的符号体系来表达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