西方语言学流派漫谈精.ppt

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1、西方语言学流派漫谈第1页，本讲稿共41页Significance 语言是人类特有的属性，语言是人类特有的属性，也很可能是区别人类和其他东吴的唯一特性。遗憾的是，也很可能是区别人类和其他东吴的唯一特性。遗憾的是，我们对自己的语言了解得太少。我们对自己的语言了解得太少。语言的本质是什么？语言的本质是什么？语言是怎样产生的？语言是怎样产生的？语言的意义从何而来？语言的意义从何而来？语言是如何习得的？语言是如何习得的？语言和意识、智能、和思维、现实之间究竟是一种什么关系？语言和意识、智能、和思维、现实之间究竟是一种什么关系？语言对人类的行为有什么影响？语言对人类的行为有什么影响？Alexander:W

2、ho are we?Where dowe come from?What have we Alexander:Who are we?Where dowe come from?What have we done?Why do we do these?done?Why do we do these?行为科学与自然科学落后了太多，人类对自身的了解少的可怜。行为科学与自然科学落后了太多，人类对自身的了解少的可怜。在这个理性的世界上，唯一缺乏理性认识、缺乏理性解释的恰恰是人类自己。在这个理性的世界上，唯一缺乏理性认识、缺乏理性解释的恰恰是人类自己。第2页，本讲稿共41页人类复杂行为-人会思维人会思维人与动

3、物区别：人有智能，人与动物区别：人有智能，人会思维人会思维-人有区别性行为特征智能和思维智能和思维-人与动物根本区别？语言-人与动物根本区别人与动物根本区别抽象的语言抽象的语言-高度复杂，抽象的思维，卓越的智能和复杂的思维。Bickerton：人类只有了解了语言，才能了解自身。通过研究语言来更好地认识我们自己和我们的行为。通过研究语言来更好地认识我们自己和我们的行为。第3页，本讲稿共41页1.区分流派与分支Distinction between Schools and Branches 1.1 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.Sch

4、ools refer to trends of thought,with their representative figures,works,unique ideas,methods and influence on later development;a diachronic perspective.)第4页，本讲稿共41页1.区分流派与分支 Distinction between Schools and Branches 1.2 分支多指领域,研究范围,也有经典著作,有影响的人物,多用共时观点.(Branches refer to areas of study,with their cl

5、assics,and influential figures;often a synchronic perspective.)第5页，本讲稿共41页1.区分流派与分支 Distinction between Schools and Branches1.3 历史视角和共时视角 一起 可以画出一个十字,像一个坐标.The diachronic and synchronic perspectives will form a cross,which like a coordinate.第6页，本讲稿共41页1.区分流派与分支1.2 语言学的分支:Branches:从内部分:语音学,音系(位)学,词汇学

6、,形态 学,句法学,语义学,语用学(?)Distinction from within:phonetics,phonology,lexicology,morphology,syntax,semantic,pragmatics(?)第7页，本讲稿共41页1.区分流派与分支从外部分:心理语言学,社会语言学,计算语 言学,神经语言学,文化语言学,人类语言 学等.Distinction from without:psycholinguistics,sociolinguistics,computation linguistics,neurolinguistics,anthropological ling

7、uistics,cultural linguistics,etc.第8页，本讲稿共41页1.区分流派与分支大分类:理论语言学,应用语言学 Theoretical linguistics and applied linguistics.第9页，本讲稿共41页1.区分流派与分支1.3 语言学流派:传统语法(600BC18世纪)traditional grammar;历史语言学(19世纪100年)historical linguistics;现代语言学开端(索緖尔,20世纪初)the beginning of modern linguistics;欧洲功能主义(20世纪20-50)European

8、functionalism 第10页，本讲稿共41页1.区分流派与分支伦敦学派(194050)The London School;系统功能语法(1960现在)Hallidays Systemic-functional grammar;美国结构主义语言学(193050)American structuralism 美国转换生成语法(1957现)Chomskys Generative Grammar第11页，本讲稿共41页2.宏观区分流派 A More Macro Distinction 2.1 形式派 注重分析语言的形式,结构,成分和成分的分布,对语言进行形式描写和描写的形式化,考虑语言的心理性

9、.The formal school:emphasize the formal,structural aspects of L,and distribution of elements;formalize the description of L;a psychological perspective.第12页，本讲稿共41页2.宏观区分流派 A More Macro Distinction2.2 功能派 注重分析语言的功能,分析不同层次上的成分的语义功能,认为功能决定形式,考虑语言的社会性.The functional school:emphasize the functional natu

10、re of L;analyze the semantic function of elements on all levels;function determines form;a sociolinguistic perspective.第13页，本讲稿共41页2.宏观区分流派 A More Macro Distinction2.3 两派的区别1.形式主义者认为语言是心理现象;功能主义者说语言是社会现象.The formal camp say language is a psychological fact;the functional camp say language is a socia

11、l fact.第14页，本讲稿共41页2.宏观区分流派 A More Macro Distinction2.形式主义者说语言普遍现象是人类生理遗传;功能主义者说是来自社会对语言的普遍运用.The formal camp say linguistic universals are mens biological inheritance;the functional camp say language similarities come from the common use of language.第15页，本讲稿共41页2.宏观区分流派 A More Macro Distinction3.形式

12、主义者 说儿童习得语言是人类的内在能力;功能主义者说这是儿童交际的需要和能力的发展.The formal camp say that children are born with the ability to acquire language;the functional camp say that language learning comes from childrens needs and cognitive development.第16页，本讲稿共41页2.宏观区分流派 A More Macro Distinction4.形式主义者把语言当成独立系统研究；功能主义者把语言放在社会功能

13、中研究。The formalists regard language as an independent system;the formalists study language in the social context by referring to its function.第17页，本讲稿共41页2.宏观区分流派Halliday:The basic opposition is not that between structuralist and generative.The more fundamental opposition is between those that are pr

14、imarily symtagmatic in orientation(by and large the formal grammars,with their roots in logic and philosophy)and those that are primarily paradigmatic(by and large the functional ones,with their roots in rhetoric第18页，本讲稿共41页2.宏观区分流派and ethnography).The former interpret a language a list of structure

15、s,among which,regular relationships may be established(hence the introduction of transformation);they tend to emphasize universal features of language,to take grammar(which they call syntax)as the foundation of language(hence the grammar is arbitrary),and so to be organized around the sentence.第19页，

16、本讲稿共41页2.宏观区分流派The latter interpret language as a network of relations,with structures coming in as the realization of these relationships;they tend to emphasize variables among languages,to take semantics as the foundation(hence the grammar is natural),and so to be organized around the text,or disc

17、ourse.第20页，本讲稿共41页2.宏观区分流派There are many cross-currents,with insights borrowed from one to the other;but they are ideologically fairly difficult and it is often difficulty to maintain a dialogue.第21页，本讲稿共41页2.宏观区分流派Halliday:In general the functional approach leans towards the applied rather than the

18、 pure,the rhetorical rather than the logical,the actual rather the ideal,the functional rather than the formal,the text rather than the sentence.The emphasis is on text analysis as a mode of action,a theory of language as a means of getting things done.第22页，本讲稿共41页3.流派与分支的价值Significance of the Two研究

19、流派更具理论价值:从哲学上看,如何看待世界就如何看待语言;从心理学上看,“白板说”和“内容说”也区分两派;从方法论上看,归纳法,演绎法,二者结合等,也有不同.Its more theoretically significant to study schools;they involve philosophy,psychology(blank slate/content),and methodology(deduction/induction).第23页，本讲稿共41页3.流派与分支的价值Significance of the Two研究分支更具使用价值:语言内部分支也有理论价值,但有更多的使用

20、价值;外部分支既有理论价值,又有应用价值.Its more significant in practice to study the various branches of linguistics,not without theoretical significance.第24页，本讲稿共41页3.流派与分支的价值Significance of the Two任何学科内,不应该只注重应用研究,基础理论研究十分重要.In any discipline we should take seriously both basic,pure research and applied research.Bo

21、th are useful and important.第25页，本讲稿共41页4.流派介绍 Schools4.1 传统语法:从希腊语到拉丁语,再从拉丁语到其他欧洲语言;注重语音和词汇,句法很少,以教学语法为主,多为规定性语法,不是描写性语法;影响很大,时间很长;其贡献是创造了描写工具(其术语今天还在使用).Traditional Grammar:focus on phonetics and words;school grammar,prescriptive;influential;its terms still in use today.第26页，本讲稿共41页4.流派介绍 Schools4

22、.2 历史语言学:语言比较,语言历史,语言谱系,语音变化规律;其后期的新语法学派为避免20世纪培养了人才;历史语言学为20世纪现代语言学开端铺平道路.Historical Linguistics:language comparison,family trees of languages;laws of sound change;Neogrammarians;paved the way for modern linguistics in the 20th century.第27页，本讲稿共41页4.流派介绍 Schools4.3 索绪尔:现代语言学鼻祖;区分了语言和言语,历时语言学和共时语言学,

23、语言符号的任意性,所指和能指都是任意的;语言是一个系统,一个关系系统(在系统中的位置决定其意义);语言是符号学中最典型的代表.其理论影响深远.Saussure:father of modern linguistics;language/speech;arbitrariness of language;synchronic/diachronic;signifier/signified;system of signs第28页，本讲稿共41页4.流派介绍 Schools4.4 欧洲功能学派:布拉格学派,哥本哈根学派;贡献:音位学,已知信息和待传信息;主位和述位;主题和评述;影响大;功能主义鼻祖.Fu

24、nctional schools in Europe:the Prague School;the Copenhagen School:contribution to phonology;given/new information;theme/rheme;topic/comment;第29页，本讲稿共41页4.流派介绍 Schools4.5 美国结构主义:博厄斯,萨裴尔,布龙菲尔德,哈利斯,豪克特等;萨裴尔-沃尔夫假说,又称语言相对论;哲学上的实证主义和“白板说”;心理学上的行为主义;American structuralism:F.Boaz,E.Sapir,Leonard Bloomfield

25、,Z.Hariss,C.Hockett,the Sapir-Whorf hypothesis,empiricism in philosophy,blank slate,behaviorism in psychology.第30页，本讲稿共41页4.流派介绍 Schools严格的“发现程序”,二分法,不问意义和功能,看结构分布;重证据,不看主观印象;教学上的“听说法”影响外语教学几十年.豪克特的确16个语言设计特征十分重要.Rigid procedure of discovery,binary cutting,ignore meaning;distribution of elements;emp

26、hasis on evidence than impression;audio-lingual method in teaching;design features of language.第31页，本讲稿共41页4.流派介绍 Schools4.5 美国的乔姆斯基:生成语法 语言上的一场革命;其语言观,哲学上的唯理主义,心理学上认知主义;语言与生俱来,强调大脑的初始状态;目标是揭示语言本质和人类本质;Chomskys Generative grammar:a revolution;rationalism in philosophy;cognitive psychology;language i

27、s innate;initial state of mind;reveal nature of L to show nature of man.第32页，本讲稿共41页4.流派介绍 Schools语言描写力求形式化;句法独立,句法为核心;观察充分,描写充分,解释充分;其影响深远,令人耳目一新;乔氏理论对哲学,心理学,计算机语言,形式化等,都有贡献.To formalize the description of L;independence of syntax;emphasis on explanatory power;contribution to philosophy,psychology,

28、computer science;biology;bio-linguistics第33页，本讲稿共41页4.流派介绍 Schools4.6伦敦语言学派:马林诺夫斯基,佛斯,韩礼德等.意义即使用.语言环境决定意义.结构与系统.语言潜势和语言实际行为;组合关系和聚合关系;The London School:Malinowki,J.R.Firth,M.A.K.Halliday;meaning is use;context determines meaning;emphasis on both structure and system;linguistic potential and actual b

29、ehavior;paradigmatic/syntagmatic relat.第34页，本讲稿共41页4.流派介绍 Schools语言是许多小系统组成的大系统.语言的结构由社会功能所决定.语言的三大功能;儿童语言的七大功能.在教学上和文体学上都有贡献.Language is a system of many sub-systems;three macro function of language(ideational,interpersonal,textual function);childrens seven functions;contribution to language teachi

30、ng and stylistics;popular in China.第35页，本讲稿共41页5.一个新学派 A New School?认知语言学:是不是一个新流派?还是一个分支?始于20世纪70年代,关心语言与心智和大脑的关系,说语言是认知系统的一部分;认知系统是由感知,情感,范畴化,抽象化,和推理等能力组成.目标不是描写语言行为,而是解释引起语言行为的心理结构和心理过程,揭示语言背后内在的深层规律.人物:乔姆斯基,Jackendoff,Langacker,Lakoff,Biewish,Hudson,Fillmore,Talor等.第36页，本讲稿共41页5.一个新学派 A New Scho

31、ol?I am not sure if this is a new school or what.People say language and its use are based on our bodily experience and the way conceptualize it is called cognitive linguistics.It is a new approach to the study of language and mind.Topics include structure of characterization(prototype,metaphor,ment

32、al imagery),conceptual interface between syntax and.第37页，本讲稿共41页5.一个新学派 A New School?semantics,the experiential and pragmatic background of language-in-use,and the relationship between language and thought.第38页，本讲稿共41页5.一个新流派 A New School?认知语言学的理论原则:语义结构没有普遍性;语法不独立;语法和词汇没有意义区别(符号连续体).研究领域:范畴化,概念隐喻,转

33、喻,多义性,拟象性,语法化等.跨学科性:与哲学,心理学,人类学,计算机科学,神经语言学等有关.有不同学派:圣地亚哥派,伯克利学派第39页，本讲稿共41页5.一个新流派 A New School?Principles:semantic structure has no universals;syntax is not independent;syntax and vocabulary form a continuum of symbols,not distinguished in meaning.Areas:characterization,metaphor,polysemy,iconicity,grammatization etc.Highly cross-disciplinary:philosophy,psychology,computer science,neurology,anthropology etc.第40页，本讲稿共41页致谢谢谢你们Thanks for your attention and cooperation!第41页，本讲稿共41页