功能语言学课件verview of Systemic Functional Linguistics.ppt

CHAPTERTWOSystemicFunctionalLinguistics:AnOverview,张德禄,1,1.1AHistoricalViewofsystemicfunctionallinguistics,1.1.1FunctionalismandFormalismAtthebeginningofthelastcentury,afterSaussure,therearethreeschoolsofstructuralism:InAmerica,wehaveAmericanstructuralism,whichisformalisminnatureInEurope,therearetwofunctionalschools:ThePragueSchoolTheCopenhagenSchool,1.1AHistoricalViewofsystemicfunctionallinguistics,CommonFeaturesoffunctionalism:Functionalismisnaturalism,stressingthenaturalandrationalnatureoflanguage.FunctionalismstudieslanguagefromanencodingorSpeakerspointofview;Functionalismstressestheconstrainingeffectofthecontextofsituationandsocialcommunications.Functionalismanalyzesthestructureoflanguageaccordingtofunctionsincontrasttoform.FunctionalismfocusesontheuseandvariationsoflanguageincontrasttocompetenceinChomsky.,1.1AHistoricalViewofsystemicfunctionallinguistics,Differentfunctionalschoolsstressdifferentaspectsoflanguage.1.Differenttheoreticalbackgrounds;2.Differenttheoreticalframeworks;3.Differentviewpoints;4.Differentscopesofstudy.,1.1AHistoricalViewofsystemicfunctionallinguistics,TheBackgroundofsystemicfunctionallinguisticsThepioneerofSFLisM.A.K.Halliday,buthistheorywasnotentirelycreatedbyhimself,butwasdevelopedastheresultofinheritanceandborrowingofpredecessorsachievements.PredecessorsWangLiandLuoChangpei:thefunctionalbasisoflanguageFirthandMalinowski:contextandsemanticsoftheLondonSchool.Hjelmslev:Glossematics:systemandstructureLambandPike:stratificationalgrammarandtagmemics：functionandstrata.,1.1AHistoricalViewofsystemicfunctionallinguistics,ResearchersofSystemicFunctionalLinguisticsApartfromHalliday,thereisalargenumberoffollowersandcooperators.ResearchersM.Gregory:Contextandcontextualtheory;deepsyntaxHuddleston:GrammaticalizationanddeepsyntaxHudson:DependencygrammaranddeepgrammarR.Hasan:CohesionanddiscourseanalysisR.Fawcett:Functionalsyntax;cognitivefunctionalgrammarJ.Martin:GenreanddiscoursesemanticsC.Matthiessen:functionalgrammar,computationallinguisticsM.Cummings:functionalstylistics,cohesionandcoherenceF.Christie:languageteachingandlanguageeducation,1.1AnOverviewofthesystemicFunctionalApproach,1.Languageisviewedasameaning-makingresourceSemioticsystemasameaningpotentialCultureasthetotalmeaningresources.2.Use-oriented:21areasofapplications3.Text-based:textastheorientedunitofanalysis,8,UsesofLanguageMichaelHallidayprefacesthe1994editionofhisfunctionalgrammarwithanopen-endedlistof21possibleapplicationsofSFL(Halliday1994:xxix-xxx).Theseincludetheoreticalconcerns(tounderstandthenatureandfunctionsoflanguage),historicalones(tounderstandhowlanguagesevolvethroughtime),developmentalones(tounderstandhowachilddevelopslanguage,andhowlanguagemayhaveevolvedinthehumanspecies),andeducationalones(tohelppeoplelearntheirmothertongue.foreignlanguages,etc.).Underlyingalltheseveryvariedapplicationsisacommonfocusontheanalysisofauthenticproductsofsocialinteraction(texts),consideredinrelationtotheculturalandsocialcontextinwhichtheyarenegotiated.Consequently,themostgeneralizableapplicationofSFL,andtheonewhichwillprovidetheframeworkforthisbook,istounderstandthequalityoftexts:whyatextmeanswhatitdoes,andwhyitisvaluedasitis(Halliday1994:xxix).,9,1.2AFunctionalSemanticApproachtoLanguage,Itisconcernedwithhowpeopleuselanguage;Andhowlanguageisstructuredforuse.Byrelatingstructuretoitsuse,languagehasseveraldifferentfunctions:Ideational:Interpersonal:Textual:Theyformthemeaningpotentialoflanguageasasetofchoices,orasaresource.,10,1.3Howdopeopleuselanguage?,Peopleuselanguagebysayingthingsforapurpose.WhattheysayiswhatSFlinguistsstudy.Whattheysayisthetextstheyproduce.Werelyonauthenticdataforevidence,notintuition.Example:TEXT1.1TEXT1.2;TEXT1.3PP.3;5;6Purpose:toeducatetheparentsToachievethatpurpose,weneedatext,notjustasentence.Alsoweneedtoplanasetofmovesorproceduresforthetext.Asetofmovesorproceduresaremanifestedasthestructureofthetext.,11,12,13,14,15,1.3Howdopeopleuselanguage?,TEXT1.1givingadvicetoparentsTEXT1.2givingscientificinformationTEXT1.3casualconversationThisisrealizedbygrammaticalstructuresandvocabulary.Thenwhatdeterminesthechoiceofthedifferenttypesoflanguage?Context.Contextandtext:mutualpredictive.,16,1.4LanguageandContext,Contextandtextarecloselyrelated.Wecanpredictthetextfromcontext,andpredictionthecontextfromthetext.Hallidaysexample:Ifyoucomeacrossonceuponatime,thenyouknowimmediatelythatyouarebeingtoldatraditionalstory,probablyachildrensstory.Thereisnoothercontextinwhichthatexpressionisused.Youcanthereforepredictquitealotnotonlyaboutwhatisgoingtofollow,butalsoaboutthesituationinwhichthatisactuallybeingused;typically,letussay,someonereadingoutastorytoasmallchild.Ifyouseethisistocertifythat(youonlyseethatinwriting,youneverhearit),italwaysmeansthatsomeimpersonalletterisbeingstarted,usuallyaletterthatisgoingtocertifythatsomeindividualholdscertainqualificationsorhasperformedcertainactions.Ifyouhearfourhearts,itisprobablynotsomethingtakenfrom.ateenageromancenovel,butabidinagameofbridge:itcanonlyoccuratcertainpointsinacertaincardgame.Ifyouhearonyourmarks,thenyouknowthatitisasportsoccasionataschool,probablyaprimaryschool,andthataraceisabouttobegin;theteacherstartingtheraceissayingonyourmarks,getset,go.Ifyouhear30please,itcouldbeinashop,butitismorelikelytobeonsomeformofpublictransportwherethecostoftheticketis30c;themeaningisIwantone30cticket,please.,17,1.4LanguageandContext,Ontheotherhand,withoutthecontext,sometimes,itisdifficulttoknowthemeaningofthetext:Whatisthecontextbehindthisdialogue?,18,1.4LanguageandContext,Sincetherelationbetweentextandcontextisestablished,thenthenextquestionis:Whatdimensionsofcontexthaveanimpactontheuseoflanguage,andwhatdimensionsofthetextareaffectedbytheparticulardimensionsofthecontext?Weneedtostudycontextindetail.Levels:register,genre,ideologyRegister:(followingMartinstheory):field,tenorandmode:referringtothesituationalcontextGenre(theculturalcontext):thestagesandstructuresofthetexts.Ideology(thevalueswehold,thebiasesandperspectivesweadopt.)thedominantculturalbeliefsandideas.,19,1.4Howislanguagestructuredforuse?,Languageisstructuredaccordingtothemeaningsitrealizes.ItrealizethreedifferentkindsofmeaningsIdeational:representingexperiencesInterpersonalexpressingrolerelationshipsTextual:relatingtexttocontextandsituation;organizingthetext.,20,1.4.1Meaningaschoice:semioticsystems,Inasocialculturalcontext,meaningsexistinsemioticsystems:trafficlight,music,dance,language,etc.Asemioticsystemisorganizedasasetofchoiceswhicharemutuallyexclusive.ItexhibitFourcharacteristics:1.Afinitesetofchoices2.Discrete:(oneatatime)3.Oppositions(materialsarenotrelevant)4.Eachchoiceisrelatedtoaparticularmeaning:red=stopEachchoiceisconcernedwithatwo-levelmodel:contentandexpression.,21,22,23,1.4.1Meaningaschoice:semioticsystems,Expression:form;Content:meaning.Saussure:signifievssignificantSynchronically,therelationbetweenthesignandthemeaningisrelativelystable.Diachronically,itcanchange,astheexampleofclothingsuggestsinthetext.P.16.,24,25,1.4.2Languageasasemioticsystem,1.4.2LanguageasasemioticsystemItissimilartoanyofothersemioticsystems:consistingofsystemsofsigns.Itisalsodifferentfromthem:Itismorecomplexasitconsistsofmoresublevelsystems:grammar,vocabulary,phonology,graphology,phonetics,etc.Itismorepowerfulasithasthedesignfeaturesoflanguage:duality,arbitrariness,displacement,productivity,etc.Itcanbeusedtoreplaceanyothersemioticsystems:forexample:trafficlightscanbeshownbywords:stop,go,slowdown,26,27,1.4.3Thefunctionoflanguageasasemioticsystem,Languageorderstheworldforusasasystem.1.Itordersthecontentinaparticularway.Childsex:girl,boy;Attitude:Child,brat,darling.2.itorderstheconceptualworldaccordingtoculturallyestablishedconventionsaboutwhichdimensionsofrealityaremeaningful.Notalllanguageswillorderthewo