语言学教程Chapter 7. Language, Culture, and Society（课堂PPT）

Chaptersevenlanguage,culture,andsociety,Discussionsinthischapter1.languageandculture2.languageandsociety3.languageandcross-culturalcommunication,1,7.1.1howdoeslanguagerelatetoculture?,LanguagestudyconductedinthepastEversincethebeginningoftheeighteenthcentury,thelinguisticinquiryoflanguagehasbeeneithercomparativeandhistoricalorstructuralandformalizedinnature.Changestookplaceatthestartofthe20thcentury-tostudylanguageanthropologically.,2,Anthropologicallinguistics,Abranchoflinguisticswhichstudiestherelationshipbetweenlanguageandcultureinacommunity,e.g.itstradition,beliefs,andfamilystructure.语言学的一个分支，研究一个社团的语言和文化之间的关系，如传统、信仰和家庭结构。,3,Forexample,anthropologicallinguistshavestudiedthewaysinwhichrelationshipwithinthefamilyareexpressedindifferentcultures(kinshipterminology),andtheyhavestudiedhowpeoplecommunicatewithoneanotheratcertainsocialandculturalevents,e.g.ceremonies,rituals,andmeetings,andthenrelatedthistotheoverallstructureoftheparticularcommunity.,4,例如，人类语言学家对家庭成员关系在不同文化中的表达方式进行了研究，对于人们在某些社会文化活动，如庆典、仪式及会议中的交际方式，他们也作了研究，并将这些研究和特定社团的整体结构联系起来。,5,Someareasofanthropologicallinguisticsarecloselyrelatedtoareasofsociolinguisticsandtheethnographyofcommunication.人类语言学的某些领域与社会语言学和交际人种学有着紧密的联系。,6,Pioneersin,Europe:(England)Malinowski,Firth.NorthAmerica:(America)Boas,Sapir,andWhorf.,7,WorkinEngland,Themeaningofawordgreatlydependeduponitsoccurrenceinagivencontext,orrather,uponareallanguagesituationinlife.Wood:twointerpretations1.2.canoe,8,Speechacttheory,LanguageisamodeofactionThisviewoflanguageisthebasisforthegenerationofthespeechacttheory.,9,ContributionbyMalinowski,Pavedthewayforacultural,rather,acontextualstudyoflanguageuseinBritain.,10,Hisinfluence,Underhisanthropologicalviewoflanguageandbeingfullyawareoftheimportanceofthecontextinthestudyoflanguageuse,Firth,aleadingfigureinalinguistictraditionlaterknownastheLondonschool,triedtosetupamodelforillustratingthecloserelationshipsbetweenlanguageuseanditsco-occurrentfactors.Hedeveloped,11,Thestrongcultural-orientedimplicationsofthetheorybyFirth,1.thecreativityanddiversityoflinguisticidiosyncrasyinlanguageuse.2.“whospeaks(orwrites)whatlanguage(orwhatlanguagevariety)towhomandwhenandtowhatend”,12,ThefurtheranceofthetheorybyHalliday,Thefounderofsystemic-functionallinguistics,Heviewslanguagefromasociallysemioticorinteractionalperspective,heinterpretsgrammarfunctionallyasaresourceofmeaningpotential,andhislinguisticmodelinthestudyofliterature.,13,ResearchworkinAmerica,Boas,Sapir,WhorfTheanthropologicalapproachtothestudyoflanguageandculturelaidafirmfoundationinthehistoryoflinguisticdevelopment.,14,Ethnographyofcommunication,Thestudyoftheplaceoflanguageincultureandsociety.Languageisnotstudiedinisolationbutwithinasocialand/orculturalsetting.Ethnographyofcommunicationstudies,forexample,howpeopleinaparticulargrouporcommunitycommunicatewitheachotherandhowthesocialrelationshipsbetweenthesepeopleaffectthetypeoflanguagetheyuse.,15,对语言在文化和社会中的位置的研究。语言的研究不是孤立的而是在社会和/或文化环境内进行的。交际人种学研究，例如，特定群体或社团内的人们如何相互交际的，这些人之间的社会关系是如何影响他们所使用的语言的。,16,TheconceptofanethnographyofcommunicationwasadvancedbytheAmericansocialanthropologistandlinguistHymesandthisapproachisimportantinsociolinguisticsandappliedlinguistics.交际人种学是由美国社会人类学家和语言学家海姆斯倡导的，对于社会语言学和应用语言学来说是一个重要部分。,17,ComponentsofSPEAKING,SPEAKING,18,Atheoryabouttherelationoflanguageandculture,ItisinfluentialandextremelycontroversialThehypothesisconcerningthelanguage,thought,andculture.SuggestedbyBenjiaminLeeWhorfTheSapirWhorfHypothesis,19,Suggestionsofthehypothesis,Languagehelpsmouldpeopleswayofthinking;Differentlanguagesmayprobablyexpressspeakersuniquewaysofunderstandingtheworld.Inotherwords,itmeans:1.languagemaydetermineourthinkingpatterns-linguisticdeterminism2.similaritybetweenlanguagesisrelative.-linguisticrelativity(firstexpoundedbytheGermanethnologist,WilhelmvonHumboldt),20,Afamousfollowerofthehypothesis,EugeneNida,awell-knownlinguistandtranslationtheorist,InvolvedintheBibletranslationworkacrossdifferentlanguagesFivetypesofsubcultureproposedbyNida1.ecologicalculture2.linguisticculture3.religiousculture4.materialculture5.socialculture,21,7.1.2moreabouttheSapirWhorfhypothesis,ProponentsHopi,anAmericanNativelanguagespokeninArizona,a“timeless”languageOpponentsDugumDani,aPapuanlanguagespokeninthecentralhighlandsofIrianJaya.Wordcolorterms,22,Prediction,Linguisticstudiesinthenewcenturywillbecomemorefruitfulifanevolutionary,cognitive,andinterdisciplinaryperspectiveistakeninitstheoreticpursuit.,23,7.1.3casestudies,1.Theinterplayoflanguageandculturerangesfromtextualstructuretophonologicalvariation.2.Phonologicaldifferencesordialectalaccentsrevealmorethangeographicaloriginsofspeakers.RPGA,24,3.Wordsaresometimes“idiomatically-governed”and“culturally-specific”.,25,7.1.4towhichextentdoweneedcultureinourlinguisticstudy?,AstudyoflinguisticissuesinaculturalsettingcangreatlypromoteourunderstandingofMOTIVATIONandDIRCTIONALITYinlanguagechange.,26,7.1.5cultureinlanguageteachingclassroom,Threeobjectivestoteachcultureinourlanguageclass:1.2.3.Successfulmasteryofagivenlanguagehasmuchtodowithanunderstandingofthatculture.,27,7.2languageandsociety,Thestudyoflanguagecanhelpustoknowmoreaboutmanssocialactivities.,28,7.2.1howdoeslanguagerelatetosociety,WorksbyphilosophersandgrammariansinA.theGraeco-RomantraditionB.theIndiantraditionTwodifferentviewsoflanguagestudy1.monisticorautonomouspursuitChomsky2.dualisticviewoflinguisticinquirySociolinguisticsin1960s,29,7.2.2asituationallyandsociallyvariationistperspective,Languagealwayschangeswithsituations.父亲、爸爸、爹、老爸、老头.Languageisalsodeterminedbysocialnorms.中国人不能直呼父母名字Solanguagedifferencesinformarebothstylistically(situationally)andsociallygoverned.,30,Socialfactorsinfluencinglanguageuse,1.cationThefirsttwoarediscussed.,31,Languagevariationsresultingfromthedifferentclassbackgroundofpeople,1960sWorkbyWilliamLabovStudytherelationshipsbetweenspeakerssocialstatusandtheirphonologicalvariations.WrittenworkbyhimHisstudyshowsthatclassandstylearetwomajorfactorsinfluencingthespeakerschoiceofonephonologicalvariantoveranother.Classisanindispensablesociolinguisticvarible.Evaluationonthebook..,32,Theinfluencingofgenderuponlanguageuse,Theworkwasdone2000yearsagoinGreek.最早从语言学角度研究“性别语言”的应当首推丹麦语言学家叶斯柏森TherealworkwasinitiatedbyRobinLakoffLabovalsodidsomethingThefeaturesofWOMENREGISTER(womenlanguage).5.6.,33,Whytheexistingofthewomenlanguage,WomensplaceinsocietySimplyspeaking,thelinguisticdifferencesbetweenmenandwomenareculturallyandsociallygoverned.Womenregisterisnotonlyusedbywomenbutalsobypowerlessmembersinsociety.“sex”isawordusedtorefertoonesbiologicalproperty,while“gender”isawordemployedtoshowonessocialproperty,34,WhyLINGUISTICSEXISM,Itisnotlanguageitselfbutwomensplaceinsocietythatmakespeoplelinguisticallybehaveinthatway.Thestudyofgenderdifferenceshasbecomeincreasinglyinterestingtopeopleinsociolinguisticseversincethe1970s.,35,7.2.3whatshouldweknowmoreaboutsociolinguistics?,Twoimportantthings:1.structuralthings2.theirusesinasocioculturalcontextConsequently,twobigissuestodealwith:1.howthesetwofactorsarerelatedtoeachother;2.whyitshouldbesoInotherwords,1.westudylanguageuseinsocialcontexttoknowstructuralthings;2.weexaminelinguisticphenomenaofaspeakingcommunitytounderstandthesociologicalthings.,36,Thefeaturesofsociolinguistics,1.pluralism2.diversity3.overlappingwithothertypesofscientificresearch(multidisciplinarynature),37,Researchapproaches,classifysociolinguisticstudies1.bymeansofahierarchicaldivision2.bymeansofanorientationalcategorization.SociolinguisticstudyofsocietySociolinguisticstudyoflanguageThetwoarerelatedbutnotidenticalperspectiveofobservation.,38,MacrolevelofstudyToknowsocietybystudyinglanguage（sociolinguisticsstudyoflanguage)Questions:.MicrolevelofstudyToknowlanguagebystudyingsociety(sociolinguisticstudyofsociety)Questions:.,39,7.2.4whatimplications(启发）canwegetfromsociolinguistics?,Theapplicationsofsociolinguistics（应用社会语言学）in:1.languageclassroom2.lawcourt3.clinicalsetting,40,1.Languageclassrooms,TwodifferentviewsofphilosophyinlanguageteachingTotrainthestudentsasgrammariansTotrainthestudentsasactivelanguageusers.Traditionallanguageteaching.Changesin1970s:HymestheoryofcommunicativecompetenceLinguisticcompetence(Chomsky)PragmaticcompetenceHowtotrainstudentsasactiveandsuccessfullanguageusersinareallanguagecontext.,41,Contributionsofsociolinguisticstolanguageteachinginclassroom,.,42,2.Lawcourt,成果1).2).3).Thechoiceofonediscoursepatternoveranotherisinstitutionallydecidedandsociallymaintained.,43,3.Clinicsettings,How.Moreimplicationscan.,44,7.3cross-culturalcommunication,Theimportanceofcross-culturalcommunicationWordsbyCarlRogers,45,7.3.1whatshouldweknowallboutcross-culturalcommunication?,Intra-culturalcommunicationCross-culturalcommunicationHowtocommunicatecross-culturallyandsuccessfully?Suggestions:A.B.C.Principlesweshouldfollowincross-culturalcommunication1.2.3.,46,7.3.2casestudies,Theimportanceofsuccessfulcross-culturalcommunication1.wheninRomedoastheRomansdoA.pronominalusageB.addressformsC.greetingexpressions,47,A.pronominalusage,InmostEuropeanandAsianlanguagesInEnglish,.,48,B.addressforms,InEnglish,InChinese,49,C.greetingexpressions,Food(material)fortalkInEngland,.why?InChina,.Why?,50,2.Putyourselfinothersshoes,