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1、西方语言学流派第1页，本讲稿共48页1.Distinction between Schools and Branches 1.1 Schools refer to trends of thought,with their representative figures,works,unique ideas,methods and influence on later development;a diachronic perspective.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.第2页，本讲稿共48页1.Distinction betw
2、een Schools and Branches 1.2 Branches refer to areas of study,with their classics,and influential figures;often a synchronic perspective.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.第3页，本讲稿共48页1.Distinction between Schools and Branches1.3 The diachronic and synchronic perspectives will form a cross,which li
3、ke a coordinate.1.3 历史视角和共时视角 一起 可以画出一个十字,像一个坐标.第4页，本讲稿共48页Distinction between Schools and Branches第5页，本讲稿共48页1.2 Distinction from within:phonetics,phonology,lexicology,morphology,syntax,semantic,pragmatics(?)语言学的分支:Branches:1.2 从内部分:语音学,音系(位)学,词汇学,形态 学,句法学,语义学,语用学(?)第6页，本讲稿共48页Difference between Ph
4、onetics and PhonologyPhonetics and phonology are the two fields dedicated to the study of human speech sounds and sound structures.The difference between phonetics and phonology is that phonetics deals with the physical production of these sounds while phonology is the study of sound patterns and th
5、eir meanings both within and across languages.第7页，本讲稿共48页1.3 Distinction from without:psycholinguistics,sociolinguistics,computation linguistics,neurolinguistics,anthropological linguistics,cultural linguistics,etc.1.3 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.第8页，本讲稿共48页Theoretical linguistics and
6、applied linguistics.大分类:理论语言学,应用语言学 第9页，本讲稿共48页1.3 traditional grammar;传统语法(600BC18世纪)historical linguistics;历史语言学(19世纪100年)the beginning of modern linguistics;现代语言学开端(索绪尔,20世纪初)语言学流派第10页，本讲稿共48页European functionalism欧洲功能主义(20世纪20-50)The London School;伦敦学派(194050)Hallidays Systemic-functional gramma
7、r系统功能语法(1960现在)第11页，本讲稿共48页American structuralism 美国结构主义语言学(193050)Chomskys Generative Grammar美国转换生成语法(1957现)Cognitive linguistics认知语言学（today）第12页，本讲稿共48页2.A More Macro Distinction 2.1 The formal school:emphasize the formal,structural aspects of L,and distribution of elements;formalize the descripti
8、on of L;a psychological perspective.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.第13页，本讲稿共48页2.A More Macro Distinction2.2 The functional school:emphasize the functional nature of L;analyze the semantic function of elements on all levels;function determines form;a sociolinguistic perspecti
9、ve.2.2 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.第14页，本讲稿共48页2.A More Macro Distinction2.3 The formal camp：language is a psychological fact;the functional camp：language is a social fact.2.3 两派的区别: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.第15页，本讲稿共48页2.A More Macro Distinction2.The formal camp say linguisti
10、c universals are mens biological inheritance;the functional camp say language similarities come from the common use of language.2.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.第16页，本讲稿共48页2.A More Macro Distinction3.The formal camp：children are born with the ability to acquire language;the functional camp
11、：language learning comes from childrens needs and development.3.形式主义者: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.第17页，本讲稿共48页2.A More Macro Distinction4.The formalists regard language as an independent system;the formalists study language in the social context by referring to its social function.4.形式主义者把语
12、言当成独立系统研究；功能主义者把语言放在社会功能中研究。第18页，本讲稿共48页2.4 Halliday:The basic opposition is not that between structural and generative grammars.The more fundamental opposition is between those that are primarily symtagmatic in orientation(by and large the formal grammars,with their roots in logic and philosophy)第1
13、9页，本讲稿共48页and those that are primarily paradigmatic(by and large the functional ones,with their roots in rhetoric and ethnography).The former interpret a language a list of structures,among which,regular relationships may be established 第20页，本讲稿共48页(hence the introduction of transformation);they ten
14、d 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21页，本讲稿共48页2.4 2.4 韩礼德韩礼德:20世纪下半叶的基本对立阵营不是结构主义与世纪下半叶的基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：以组合关系为取向的生成语法。最根本的两大阵营是：以组合关
15、系为取向的形式派（形式语法，形式派（形式语法，源于逻辑和哲学），和以聚合关系源于逻辑和哲学），和以聚合关系为取向的功能派（功能语法，为取向的功能派（功能语法，源于修辞和人种学）。形源于修辞和人种学）。形式派把语言看成一系列的结构，式派把语言看成一系列的结构，这些结构之间可以找出这些结构之间可以找出固定的关系（所以才有转换一说）；他们强调语言的普固定的关系（所以才有转换一说）；他们强调语言的普遍性，把语法（他们称之为句法）看成是语言的基础遍性，把语法（他们称之为句法）看成是语言的基础（所以语法是任意的），因此语法围绕着句子而展开。（所以语法是任意的），因此语法围绕着句子而展开。第22页，本讲稿共
16、48页The functionalists 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 discours
17、e.第23页，本讲稿共48页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24页，本讲稿共48页功能派把语言看成是一个关系网，其基本关系借助于结构加以实现；他们强调语言之间的不同点，把语义看做语言的基础（所以语法是自然的），因此语法是围绕着文本或语篇而展开的。两个阵营之间有许多交叉，也有互相借鉴，但从思潮
18、上讲二者是很不同的，两大阵营开展对话也很困难。第25页，本讲稿共48页Halliday:In general the functional approach leans towards the applied rather than the pure,the rhetorical rather than the logical,the actual rather the ideal,the functional rather than the formal,the text rather than the sentence.第26页，本讲稿共48页韩礼德还说：功能语法属于应用研究，形式语法属于
19、纯理论研究；功能语法更近于修辞，形式语法更近于逻辑；功能语法研究实际语言能力，形式语法研究理想的语言能力；功能语法研究文本/语篇，形式语法研究句子。它把文本分析看做行为方式，语言理论是成事之手段。第27页，本讲稿共48页The emphasis is on text analysis as a mode of action,a theory of language as a means of getting things done.研究流派更具理论价值: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.第
20、28页，本讲稿共48页3.Significance of the TwoIts more theoretically significant to study schools;they involve philosophy,psychology(blank slate/content),and methodology(induction，deduction，verification,falsification,abduction).第29页，本讲稿共48页3.Significance of the TwoIts more significant in practice to study the
21、 various branches of linguistics,not without theoretical significance.研究分支更具使用价值:语言内部分支也有理论价值,但有更多的使用价值;外部分支既有理论价值,又有应用价值.第30页，本讲稿共48页3.Significance of the TwoIn any discipline we should take seriously both basic,pure research and applied research.Both are useful and important.任何学科内,不应该只注重应用研究,基础理论研
22、究十分重要.第31页，本讲稿共48页4.Schools4.1 Traditional Grammar:focus on phonetics and words;school grammar,prescriptive;influential;its terms still in use today.4.1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).第32页，本讲稿共48页4.Schools4.2 Historical Linguistics:lan
23、guage comparison,family trees of languages;laws of sound change;Neogrammarians;paved the way for modern linguistics in the 20th century.4.2 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;历史语言学为避免20世纪现代语言学开端铺平道路.第33页，本讲稿共48页4.Schools4.3 Saussure:father of modern linguistics;language/speech;arbitra
24、riness of language;synchronic/diachronic;signifier/signified;system of signs4.3 索绪尔:现代语言学鼻祖;区分了语言和言语区分了语言和言语,历时语言学和共时语言学,语言符号的任意性语言符号的任意性,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语言是符号学中最典型的代表.其理论影响深远.第34页，本讲稿共48页4.Schools4.4 Functional schools in Europe:the Prague School;the Copenhagen
25、School:contribution to phonology;given/new information;theme/rheme;topic/comment;influential around 1920-404.4 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.第35页，本讲稿共48页4.Schools4.5 American structuralism:F.Boaz,E.Sapir,Leonard Bloomfield,Z.Hariss,C.Hockett,the Sapir-Whorf hypothesis,e
26、mpiricism in philosophy,blank slate,behaviorism in psychology.4.5 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“百板说”;心理学上的行为主义;第36页，本讲稿共48页4.SchoolsRigid procedure of discovery,binary cutting,ignore meaning;distribution of elements;emphasis on evidence than impression;audio-lingual metho
27、d in teaching;design features of language.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.第37页，本讲稿共48页4.Schools4.5 Chomskys Generative grammar:a revolution;rationalism in philosophy;cognitive psychology;language is innate;initial state of mind;reveal nature of L to show
28、nature of man.4.5美国的乔姆斯基的生成语法：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;第38页，本讲稿共48页4.SchoolsTo formalize the description of L;independence of syntax;emphasis on explanatory power;contribution to philosophy,psychology,computer science;biology;bio-linguistics语言描写力求形式化;句法独立,句法为核心
29、;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.第39页，本讲稿共48页4.Schools4.6伦敦语言学派:马林诺夫斯基,佛斯佛斯,韩礼德等.意义即使用.语言环境决定意义.结构与系统结构与系统.语言潜势和语言实际行为;组合关系和聚合关系组合关系和聚合关系;4.6The London School:Malinowki,J.R.Firth,M.A.K.The London School:Malinowki,J.R.Firth,M.A.K.Halliday;meaning is use;context determines mean
30、ing;Halliday;meaning is use;context determines meaning;emphasis on both structure and system;linguistic emphasis on both structure and system;linguistic potential and actual behavior;paradigmatic/potential and actual behavior;paradigmatic/syntagmatic relationship;syntagmatic relationship;第40页，本讲稿共48
31、页4.SchoolsLanguage is a system of many sub-systems;three Language is a system of many sub-systems;three macro function of language(ideational,interpersonal,macro function of language(ideational,interpersonal,textual function);childrens seven functions;textual function);childrens seven functions;cont
32、ribution to language teaching and stylistics;contribution to language teaching and stylistics;popular in China.popular in China.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.语言的三大功能语言的三大功能;儿童语言的七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.第41页，本讲稿共48页5.A New School?I am not if this is a new school or what.People say language and its
33、 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,mental imagery),conceptual interface between syntax and.第42页，本讲稿共48页5.A New Scho
34、ol?semantics,the experiential and pragmatic background of language-in-use,and the relationship between language and thought.第43页，本讲稿共48页5.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,Jacken
35、doff,Langacker,Lakoff,Biewish,Hudson,Fillmore,Talor等.第44页，本讲稿共48页5.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 e
36、tc.Highly cross-disciplinary:philosophy,psychology,computer science,neurology,anthropology etc.第45页，本讲稿共48页5.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46页，本讲稿共48页7.参考书刘润清,西方语言学流派，外研社,1995。Liu Runqing&Feng Zongxin,Schools and Theories of Linguistics,Nanjing Normal University Press,200 4 第47页，本讲稿共48页7.参考书LiuRunning&Cui Gang,Readings in Linguistics:Ninety Years since Saussure.(刘润清，崔刚：现代语言学名著选读.外研社，2009刘润清，文旭：新编语言学教程 外研社，2005（in English)第48页，本讲稿共48页