西方语言学流派漫谈ThewesternlinguisticschoolsofBeijingInstituteofTechnology教学讲义课件

西方语言学流派漫谈

SchoolsofLinguistics:somerandomthoughts北京外国语大学中国外语教育研究中心

刘润清西方语言学流派漫谈

SchoolsofLinguisti1为何要讲流派问题？我主张，进入一个研究领域时，第一要宏观，第二要对思想（ideas)感兴趣。宏观：做研究，别一下扎到一个小领域、小题目里去，那样会见木不见林。了解宏观背景，让你不失迷方向。对思想、哲学理念感兴趣，比只对纯技术性的东西感兴趣，更有意义。技术是手段，提高认识是追求。为何要讲流派问题？我主张，进入一个研究领域时，第一要宏观21.区分流派与分支

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。（它未必对领域中的诸多问题都有论述。）Schoolsrefertotrendsofthought,withtheirrepresentativefigures,works,uniqueideas,methodsandinfluenceonlaterdevelopment;adiachronicperspective.1.区分流派与分支

1.1流派多指思潮,有代表人物,3区分流派与分支

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。可能多个流派都对它有过贡献。

(Branchesrefertoareasofstudy,withtheirclassics,andinfluentialfigures;oftenasynchronicperspective.)区分流派与分支

4西方语言学流派漫谈ThewesternlinguisticschoolsofBeijingInstituteofTechnology教学讲义课件5DistinctionbetweenSchoolsandBranchesDistinctionbetweenSchoolsan61.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,形态学,句法学,语义学,语用学(?)Distinctionfromwithin:phonetics,phonology,lexicology,morphology,syntax,semantic,pragmatics(?)1.区分流派与分支1.2语言学的分支:Branches71.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，语料库语言学等。Distinctionfromwithout:psycholinguistics,sociolinguistics,computationlinguistics,neurolinguistics,anthropologicallinguistics,culturallinguistics,corpuslinguistics,etc.1.区分流派与分支从外部分:心理语言学,社会语言学,81.区分流派与分支大分类:理论语言学,应用语言学Theoreticallinguisticsandappliedlinguistics.1.区分流派与分支大分类:理论语言学,应用语言学91.区分流派与分支1.3语言学流派:传统语法(600BC—18世纪)traditionalgrammar;历史语言学(19世纪100年)historicallinguistics;现代语言学开端(索緖尔,20世纪初)thebeginningofmodernlinguistics;

1.区分流派与分支1.3语言学流派:101.区分流派与分支

欧洲功能主义(20世纪20-50)Europeanfunctionalism伦敦学派(1940—50)TheLondonSchool;系统功能语法(1960—现在)Halliday’sSystemic-functionalgrammar1.区分流派与分支欧洲功能主义(20世纪20-50)E111.区分流派与分支美国结构主义语言学(1930—50)Americanstructuralism美国转换生成语法(1957—现)Chomsky’sGenerativeGrammar认知语言学（today）Cognitivelinguistics1.区分流派与分支美国结构主义语言学(1930—50122.宏观区分流派

AMoreMacroDistinction2.1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.Theformalschool:emphasizetheformal,structuralaspectsofL,anddistributionofelements;formalizethedescriptionofL;apsychologicalperspective.2.宏观区分流派

AMoreMacroDistin132.宏观区分流派

AMoreMacroDistinction2.2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.Thefunctionalschool:emphasizethefunctionalnatureofL;analyzethesemanticfunctionofelementsonalllevels;functiondeterminesform;asociolinguisticperspective.2.宏观区分流派

AMoreMacroDistin142.宏观区分流派

AMoreMacroDistinction2.3两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.Theformalcampsaylanguageisapsychologicalfact;thefunctionalcampsaylanguageisasocialfact.2.宏观区分流派

AMoreMacroDistin152.宏观区分流派

AMoreMacroDistinction2.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.Theformalcampsaylinguisticuniversalsaremen’sbiologicalinheritance;thefunctionalcampsaylanguagesimilaritiescomefromthecommonuseoflanguage.2.宏观区分流派

AMoreMacroDistin162.宏观区分流派

AMoreMacroDistinction3.形式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.Theformalcampsaythatchildrenarebornwiththeabilitytoacquirelanguage;thefunctionalcampsaythatlanguagelearningcomesfromchildren’sneedsanddevelopment.2.宏观区分流派

AMoreMacroDistin172.宏观区分流派

AMoreMacroDistinction4.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中研究。Theformalistsregardlanguageasanindependentsystem;theformalistsstudylanguageinthesocialcontextbyreferringtoitssocialfunction.2.宏观区分流派

AMoreMacroDistin182.宏观区分流派2.4韩礼德:20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形式派（形式语法，源于逻辑和哲学），和以聚合关系为取向的功能派（功能语法，源于修辞和人种学）。形式派把语言看成一系列的结构，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。2.宏观区分流派2.4韩礼德:20世纪下半叶的基本对立阵192.宏观区分流派Halliday:Thebasicoppositionisnotthatbetween‘structural’and‘generative’grammars.Themorefundamentaloppositionisbetweenthosethatareprimarilysymtagmaticinorientation(byandlargetheformalgrammars,withtheirrootsinlogicandphilosophy)2.宏观区分流派Halliday:Thebasicop202.宏观区分流派andthosethatareprimarilyparadigmatic(byandlargethefunctionalones,withtheirrootsinrhetoricandethnography).Theformerinterpretalanguagealistofstructures,amongwhich,regularrelationshipsmaybeestablished2.宏观区分流派andthosethatarepri212.宏观区分流派(hencetheintroductionoftransformation);theytendtoemphasizeuniversalfeaturesoflanguage,totakegrammar(whichtheycallsyntax)asthefoundationoflanguage(hencethegrammarisarbitrary),andsotobeorganizedaroundthesentence.2.宏观区分流派(hencetheintroductio222.宏观区分流派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，但从思潮上讲二者是很不同的，两大阵营开展对话也很困难。2.宏观区分流派功能派把语言看成是一个关系网，其基本关系借助232.宏观区分流派Thefunctionalistsinterpretlanguageasanetworkofrelations,withstructurescominginastherealizationoftheserelationships;theytendtoemphasizevariablesamonglanguages,totakesemanticsasthefoundation(hencethegrammarisnatural),andsotobeorganizedaroundthetext,ordiscourse.2.宏观区分流派Thefunctionalistsint242.宏观区分流派Therearemanycross-currents,withinsightsborrowedfromonetotheother;buttheyareideologicallyfairlydifficultanditisoftendifficultytomaintainadialogue.2.宏观区分流派Therearemanycross-c252.宏观区分流派韩礼德还说：功能语法属于应用研究，形式语法属于纯理论研究；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。功能语法把文本分析看做行为方式，语言理论是成事之手段。2.宏观区分流派韩礼德还说：功能语法属于应用研究，形式语法属262.宏观区分流派Halliday:Ingeneralthefunctionalapproachleanstowardstheappliedratherthanthepure,therhetoricalratherthanthelogical,theactualrathertheideal,thefunctionalratherthantheformal,thetextratherthanthesentence.2.宏观区分流派Halliday:Ingeneralt272.宏观区分流派Theemphasisisontextanalysisasamodeofaction,atheoryoflanguageasameansofgettingthingsdone.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,证实，证伪，还是二者结合等,也有不同。2.宏观区分流派Theemphasisisontex283.流派与分支的价值

SignificanceoftheTwoIt’smoretheoreticallysignificanttostudyschools;theyinvolvephilosophy,psychology(blankslate/contentapproach),andmethodology(induction，deduction，verification,falsification,abduction).3.流派与分支的价值

Significanceofth293.流派与分支的价值

SignificanceoftheTwo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.It’smoresignificantinpracticetostudythevariousbranchesoflinguistics,notwithouttheoreticalsignificance.3.流派与分支的价值

Significanceofth303.流派与分支的价值

SignificanceoftheTwo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。基础研究费时费力，见效慢；应用研究见效快。Inanydisciplineweshouldtakeseriouslybothbasic,pureresearchandappliedresearch.Bothareusefulandimportant.3.流派与分支的价值

Significanceofth315.流派介绍：传统语法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).TraditionalGrammar:focusonphoneticsandwords;schoolgrammar,prescriptive;influential;itstermsstillinusetoday.5.流派介绍：传统语法4.1传统语法:从希腊语到拉丁325.流派介绍：历史语言学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。HistoricalLinguistics:languagecomparison,familytreesoflanguages;lawsofsoundchange;Neogrammarians;pavedthewayformodernlinguisticsinthe20thcentury.5.流派介绍：历史语言学4.2历史语言学:语言比较335.流派介绍：历史语言学5.流派介绍：历史语言学345.流派介绍：历史语言学5.流派介绍：历史语言学35西方语言学流派漫谈ThewesternlinguisticschoolsofBeijingInstituteofTechnology教学讲义课件366.流派介绍：现代语言学开端4.3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,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:fatherofmodernlinguistics;language/speech;arbitrarinessoflanguage;synchronic/diachronic;signifier/signified;systemofsigns6.流派介绍：现代语言学开端4.3索绪尔:现代语言学37德克海姆E.Durkheim德克海姆E.Durkheim38佛洛依德SigmundFreud佛洛依德SigmundFreud396.流派介绍：现代语言学开端德国哲学家ErnstCassirer把索绪尔与伽利略相提并论:“Inthe

wholehistoryofsciencethereisperhapsnomorefascinatingachapterthantheriseofthenewscienceoflinguistics.InitsimportanceitmayverywellbecomparedtothenewscienceofGalileo,whichinthe17thcentury,changedourwholeconceptofthephysicalworld.”6.流派介绍：现代语言学开端德国哲学家ErnstC407.流派介绍：早期功能学派4.4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。FunctionalschoolsinEurope:thePragueSchool;theCopenhagenSchool:contributiontophonology;given/newinformation;theme/rheme;topic/comment;influentialaround1920-407.流派介绍：早期功能学派4.4欧洲功能学派:布拉格学418.流派介绍：美国结构主义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;Americanstructuralism:F.Boaz,E.Sapir,LeonardBloomfield,Z.Hariss,C.Hockett,theSapir-Whorfhypothesis,empiricisminphilosophy,‘blankslate’,behaviorisminpsychology.8.流派介绍：美国结构主义4.5美国结构主义:博厄斯42博厄斯Boaz博厄斯Boaz43萨佩尔Sapir萨佩尔Sapir44L.Bloomfield布龙菲尔德L.Bloomfield布龙菲尔德45冯特Wundt冯特Wundt46华生Watson华生Watson47斯金纳Skinner斯金纳Skinner488.流派介绍：美国结构主义严格的“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‘procedureofdiscovery’,binarycutting,ignoremeaning;distributionofelements;emphasisonevidencethanimpression;audio-lingualmethodinteaching;designfeaturesoflanguage.8.流派介绍：美国结构主义严格的“发现程序”,二分法,不499.流派介绍：乔姆斯基:生成语法4.5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;Chomsky’sGenerativegrammar:arevolution;rationalisminphilosophy;cognitivepsychology;languageisinnate;initialstateofmind;revealnatureofLtoshownatureofman.9.流派介绍：乔姆斯基:生成语法4.5美国的乔姆斯基:生50乔姆斯基Chomsky乔姆斯基Chomsky51流派介绍：乔姆斯基:生成语法莱茵斯评乔氏：“Chomky’spositionisnotonlyuniquewithinlinguisticsatthepresenttime,butisprobablyunprecedentedinthewholehistoryofthesubject…Rightorwrong,Chomsky’stheoryofgrammarisundoubtedlythemostdynamicandinfluential,andnolinguistwhowishestokeepabreastofcurrentdevelopmentsinhissubjectcanaffordtoignoreChomsky’stheoreticalpronouncements.”–JohnLyons流派介绍：乔姆斯基:生成语法莱茵斯评乔氏：“Chomky’s52Chomsky“Itseemsplainthatlanguageacquisitionisbasedonthechild’sdiscoveryofwhatfromaformalpointofviewisadeepandabstracttheory–agenerativegrammarofhislanguage–manyoftheconceptsandprinciplesofwhichareonlyremotelyrelatedtoexperiencebylongandintricatechainsoftheunconsciousquasi-inferentialsteps.Aconsiderationofthecharacterofthegrammarthatisacquired,theChomsky“Itseemsplainthatla53Chomskydegeneratequalityandnarrowlylimitedextentoftheavailabledata,thestrikinguniformityoftheresultinggrammar,andtheirindependenceofintelligence,motivation,andemotionalstate,overwiderangeofvariation,leavelittlehopethatmuchofthestructureofthelanguagecanbelearnedbyanorganisminitiallyuninformedastoitsgeneralcharacter.(--Chomsky1965：Aspectsofthetheoryofsyntax)Chomskydegeneratequalityand54“显然，语言习得基于儿童发现从形式角度看是一种深奥、抽象的理论—即母语的一种生成语法。这种语法的许多概念和原则必须经过漫长、复杂的无意识的亚推理过程，才与经验稍稍相连。稍微想一想儿童习得的语法性质，他接触到的语料质量之差和范围之小，儿童习得语言与智力、动机、情绪毫无关系，而且他们的环境因素千差万别，最后所得语法的却惊人地相似，让我们很难相信，一个对语法没有大致了解的有机体，能够学到这麽多语言结构知识。”乔氏，1965《句法理论面面观》“显然，语言习得基于儿童发现从形式角度看是一种深奥、抽象的理559.流派介绍：乔姆斯基:生成语法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.ToformalizethedescriptionofL;independenceofsyntax;emphasisonexplanatorypower;contributiontophilosophy,psychology,computerscience;biology;bio-linguistics9.流派介绍：乔姆斯基:生成语法语言描写力求形式化;句法独56Chomsky:语言天赋In“TheArchitectureofLanguage”(2002:50)hewrote:“Lotsofpeoplerejecttheproposalthatlanguageisinnatebutnobodyanswersthem.Thereasonwhynobodyanswersisthattheirargumentswouldmakenosense.There’snowaytoanswerthem.Tosaythat‘languageisnotinnate’istosaythatthereisnodifferencebetweenmygranddaughter,arockandarabbit.Inotherwords,ifyoutakearock,arabbitandChomsky:语言天赋In“TheArchitectu57Chomsky：语言天赋mygranddaughterandputtheminacommunitywherepeoplearetalkingEnglish,they’llalllearnEnglish.Ifpeoplebelievethat,thentheybelievethatlanguageisnotinnate.Iftheybelievethatthereisadifferencebetweenmygranddaughter,arabbitandarock,thentheybelievethatlanguageisinnate.”Chomsky：语言天赋mygranddaughtera58Chomsky:语言教学Chomsky(1988)”…teachingshouldnotbecomparedtofillingabottlewithwaterbutrathertohelpingaflowertogrowinitsownway.Asanygoodteacherknows,themethodsofinstructionandrangeofmaterialcoveredareofsmallimportantascomparedwiththesuccessinarousingthenaturalcuriosityofthestudents唤起学生的自然好奇心andstimulatingtheirinterestinChomsky:语言教学Chomsky(1988)”…59Chomsky：语言教学exploringontheirown激励他们去自我探索的兴趣.Whatthestudentslearnpassivelywillbequicklyforgotten.Whatthestudentsdiscoverforthemselveswhentheirnaturalcuriosityandcreativeimpulsesarearousednotonlywillberememberedbutwillbethebasisforfurtherexplorationandinquiryandperhapssignificantintellectualcontributions.Chomsky：语言教学exploringontheir6010.流派介绍：系统功能语言学4.6伦敦语言学派:英国有悠久语言研究传统，人造语言、速写、拼法改革等起于英国，著名语音学家丹尼尔·琼斯DanielJones、亨利·斯威特HenrySweet生于这里。伦敦学派后来成为系统功能语法学派。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；语言功能分类10.流派介绍：系统功能语言学4.6伦敦语言学派:英国6110.流派介绍：系统功能语言学TheLondonSchool:Britainhasalongtraditionoflanguagestudies.ThegreatphoneticiansHenrySweet，DanielJones。Malinovki,J.R.Firth,M.A.K.Halliday;meaningisuse;contextdeterminesmeaning;emphasisonbothstructureandsystem;linguisticpotentialandactualbehavior;paradigmatic/syntagmaticrelations;typesoffunctionsoflanguage10.流派介绍：系统功能语言学TheLondonSch62Malinovski马林诺夫斯基Malinovski马林诺夫斯基63佛斯J.R.Firth佛斯64M.A.K.

Halliday韩礼德MAKHallidayM.A.K.

Halliday韩礼德6510.流派介绍：系统功能语言学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.Languageisasystemofmanysub-systems;threemacrofunctionoflanguage(ideational,interpersonal,textualfunction);children’ssevenfunctions;contributiontolanguageteachingandstylistics;popularinChina.10.流派介绍：系统功能语言学语言是许多小系统组成的大系统66语言系统Thematerialprocess:actionandevent.Thetransitivitysystem及物性系统:materialprocess,mentalprocess,relationalprocess,verbalandbehavioralprocess,existentialprocess.Theactionprocess:intentionprocessandsuperventionprocess.Thementalprocess:internalizedprocessandexternalizedprocess.语言系统Thematerialprocess:acti67语言系统Theinternalizedprocess:1.perception,2.reactionand3.cognitionprocesses.(p.322)Therearerealizationrelationshipsbetweenvariouslevels.Thechoiceofmeaningisrealizedbythechoiceofform,whichinturnisrealizedbythechoiceofsounds.Whatcanbedoneisrealizedbywhatcanbemeant,whichisrealizedbywhatcanbesaid.语言系统Theinternalizedprocess:68语言功能FunctionsofChildren’sLanguage:Theinstrumentalfunction:tomeethismaterialneedsandservices;（工具）Theregulatoryfunction:tocontrolothers’behavior;（调节）Theinteractionalfunction:totalkwithothers;（交际）Thepersonalfunction:toexpresshisfeelings;（个人表达）语言功能FunctionsofChildren’sLa69语言功能5.Theheuristicfunction:toknowabouthisownsurroundings;（探索）6.Theimaginativefunction:tocreatesurroundings;（想象）7.Theinformativefunction:toprovideinformationforothers.（告知）Theadult’slanguagehastoservemanyfunctions,thesearegraduallyreducedtoasetofhighlycodedandabstractfunctions.语言功能5.Theheuristicfunction:70语言功能Functionsofadult’slanguage:Ideationalfunction,interpersonalfunctionandtextualfunction.概念功能、人际功能、语篇功能TheIdeationalfunction（概念功能）：toconveynewinformationunknowntothehearer.Itisthemeaningpotential,usedinalllanguages.Itistorefertocategoriesofexperienceoftheworld.语言功能Functionsofadult’slangu71语言功能2.Theinterpersonalfunction（人际功能）:itembodiesalltheusesoflanguagetoexpresssocialandpersonalrelations;thewaysthespeakerentersintoaspeechsituationandperformsaspeechact.Itisrealizedbymood语气

andmodality情态.语言功能2.Theinterpersonalfuncti72语言功能The

TextualFunction（语篇功能）:Languagehasmechanismstomakeanystretchofspokenorwrittendiscourseintoacoherentandunifiedtextandmakealivingmessagedifferentfromarandomlistofsentences.“Johnsawahandbaginafield.Johnwalkedacrossafieldandpickedupahandbag.JohntookahandbagtothepolicestationandJohnhandedahandbagtoapoliceman.”语言功能TheTextualFunction（语篇功能）7311.一个新学派：认知语言学认知语言学: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,Talmy,Jackendoff,Langacker,Lakoff,Biewish,Hudson,Fillmore,Talor等.11.一个新学派：认知语言学认知语言学:是不是一个新流74莱科夫GeorgeLakoff莱科夫GeorgeLakoff75莱科夫GeorgeLakoff"Weareneuralbeings,"statesBerkeleycognitivescientistGeorgeLakoff."Ourbrainstaketheirinputfromtherestofourbodies.Whatourbodiesarelikeandhowtheyfunctionintheworldthusstructurestheveryconceptswecanusetothink.Wecannotthinkjustanything-onlywhatourembodiedbrainspermit."

莱科夫GeorgeLakoff"Weareneur76L.TalmyPh.D.BerkerleyPioneeringworkIncognitivelinguisticsL.Talmy7711.一个新学派：认知语言学Iamnotifthisisanewschoolorwhat.Peoplesaylanguageanditsusearebasedonourbodilyexperienceandthewaytoconceptualizeitiscalledcognitivelinguistics.Itisanewapproachtothestudyoflanguageandmind.Topicsincludestructureofcharacterization(prototype,metaphor,mentalimagery),conceptualinterfacebetweensyntaxand..11.一个新学派：认知语言学Iamnotifth7811.一个新学派：认知语言学semantics,theexperientialandpragmaticbackgroundoflanguage-in-use,andtherelationshipbetweenlanguageandthought.11.一个新学派：认知语言学semantics,the7911.一个新流派：认知语言学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11.一个新流派：认知语言学认知语言学的理论原则:语义结8011.一个新流派：认知语言学Principles:semanticstructurehasnouniversals;syntaxisnotindependent;syntaxandvocabularyformacontinuumofsymbols,notdistinguishedinmeaning.Areas:characterization,metaphor,polysemy,iconicity,grammatizationetc.Highlycross-disciplinary:philosophy,psychology,computerscience,neurology,anthropologyetc.11.一个新流派：认知语言学Principles:sem81塔尔密Talmy’sworkCognitivesemantics:句中的视角：“Therearesomehousesinthevalley.”“Thereisahouseeverynowandthenthroughthevalley.”注意焦点：“Thebikeisnearthehouse.”“Thehouseisnearthebike.”动力学：“Theballrolledalongthegreen.”“Theballkeptrollingalongthegreen.”塔尔密Talmy’sworkCognitivesem82塔尔密Talmy’swork事件的时间划分：Thebeaconflashed.Thebeaconkeptflashing.Thebeaconflashed5timesinarow.Thebeaconskeptflashing5timesatastretch.Thebeaconskeptflashing5timesatastretchfor3hours.塔尔密Talmy’swork事件的时间划分：Theb83塔尔密Talmy’sworkTowardaCognitiveSemanticsCambridge,MA:MITPress2000VolumeI

ConceptStructuringSystemsPart1:FoundationsofConceptualStructuringinLanguage

Ch.1TheRelationofGrammartoCognition

Part2:ConfigurationalStructure

Ch.2FictiveMotioninLanguageand"Ception"

Ch.3HowLanguageStructuresSpace

塔尔密Talmy’sworkTowardaCog84塔尔密Talmy’sworkPart3:Attention

Ch.4TheWindowingofAttentioninLanguage

Ch.5FigureandGroundinLanguage

Ch.6StructuresthatRelateEvents

Part4:ForceandCausation

Ch.7ForceDynamicsinLanguageandCognition

Ch.8TheSemanticsofCausation

References

Index塔尔密Talmy’sworkPart3:Atten85塔尔密Talmy’sworkVolumeII

TypologyandProcessinConceptStructuringPart1:TypologicalPatternsintheRepresentationofEventStructure

Ch.1LexicalizationPatterns

Ch.2SurveyingLexicalizationPatterns

Ch.3ATypologyofEventIntegration

Ch.4BorrowingSemanticSpace:DiachronicHybridization

塔尔密Talmy’sworkVolumeII

86塔尔密Talmy’sworkPart3:OtherCognitiveSystems

Ch.7TheCognitiveCultureSystem

Ch.8ACognitiveFrameworkforNarrativeStructure

Part2:SemanticInteraction

Ch.5SemanticConflictandResolution

Ch.6CommunicativeGoalsandMeans:TheirCognitiveInteraction

References

Index塔尔密Talmy’sworkPart3:Other87莱科夫Lakoff’sworkTheybegantothinkofexpressionslike“It’sbeenalongbumpyroad”,“Themarriageisontherock”,“It’soffthetrack”,“We’respinningourwheels”,“We’regoingindifferentdirections”,“Weareatacrossroadsintherelationship”.Thentheygeneralized:Ineverycase,theloverelationshipisavehicle.Ineverycase,thecommonlifegoalsoftheloversaredestinationstheywanttogettotogether.Andineverycasethedifficultiesintherelationshiparethings莱科夫Lakoff’sworkTheybeganto88莱科夫Lakoff’sworkthatkeepthemfromreachingthedestination:spinningwheels,dead-endstreet,goingindifferentdirections,andsoon.Thetravelersmappedthelovers,vehiclesthemappedrelationships.Thisisakindofmathematicalmapping.Thereasoningthatyoudoabouttravelismappedontothereasoningyoudoaboutlove.“LOVEISAJOURNEYisexactlyinthemapping”.莱科夫Lakoff’sworkthatkeepth89莱科夫Lakoff’sworkWhatisaconceptinthebrain?Howdowegetconceptandhowdowegetcomplicatedconceptslikegrasping,andhowdowegetabstractconceptlikegraspingideasorcausationorsomethinglikethat?Sotheideaisthis:meaningismentalstimulationinthebrainusingyourphysicalbrain.Mentalstimulationisimaginingsomething.SoifIgiveyouasentencelike“Johnpickedupthebottle”,inordertounderstandthatsentence,youhavetoat莱科夫Lakoff’sworkWhatisaco90莱科夫Lakoff’sworkleastbeabletoimaginesomeonepickingupthebottle.Ifyoucannotevenimagineit,thenyoucannotunderstandthesentence.Sounderstandingrequiresimaginingsomethingasifyouweredoingit,seeingit.thatrequiresthesamepartofthebrainasdoingitorseeingit.Howdoesthatrelatetotheworld?Aconceptistheminimalunitoflinguisticmeaning,themeaningofwordsaremadeupofconcepts.Thereisaminimalunitofreasoning,whichusesconcepts.莱科夫Lakoff’sworkleastbeabl91莱科夫Lakoff’sworkThesamepartofthebrainthatmovesyourbodyalsoreasonsaboutaspect.Wecallourtheorysimulationsemanticsbecauseitsaysmeaningismentalsimulationusingthosepartsofthebrainthatyouusefortheimaginationofbothseeingandacting.Soconceptshaveaninternalstructurecalledneuralparameters.Andneuralparameterissomethingasdiscoveredintheneuralsystem.Forexample,somethinglikereachingforanobjectmakesuseoftheparameterofdirection.莱科夫Lakoff’sworkThesamepa92

11.一个新流派：认知语言学Lakoff,George.1987.Women,Fire,andDangerousThings.WhatCategoriesRevealabouttheMind.Chicago:UniversityofChicagoPress.LakoffG&JohnsonM(1999).PhilosophyintheFlesh:theEmbodiedMindanditsChallengetoWesternThought.NY:BasicBooks.LangackerR(2002).Concept,Image,andSymbol:theCognitiveBasisofGrammar.Berlin/NY:MoutondeGruyter.11.一个新流派：认知语言学Lakoff,George9312.参考书刘润清,《西方语言学流派》，外研社,1995。LiuRunqing&FengZongxin,SchoolsandTheoriesofLinguistics,NanjingNormalUniversityPress,2004

12.参考书刘润清,《西方语言学流派》，外研社,9412.参考书LiuRunning&CuiGang,ReadingsinLinguistics:NinetyYearssinceSaussure.(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（inEnglish)12.参考书LiuRunning&CuiGan95西方语言学流派漫谈

SchoolsofLinguistics:somerandomthoughts北京外国语大学中国外语教育研究中心

刘润清西方语言学流派漫谈

SchoolsofLinguisti96为何要讲流派问题？我主张，进入一个研究领域时，第一要宏观，第二要对思想（ideas)感兴趣。宏观：做研究，别一下扎到一个小领域、小题目里去，那样会见木不见林。了解宏观背景，让你不失迷方向。对思想、哲学理念感兴趣，比只对纯技术性的东西感兴趣，更有意义。技术是手段，提高认识是追求。为何要讲流派问题？我主张，进入一个研究领域时，第一要宏观971.区分流派与分支

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。（它未必对领域中的诸多问题都有论述。）Schoolsrefertotrendsofthought,withtheirrepresentativefigures,works,uniqueideas,methodsandinfluenceonlaterdevelopment;adiachronicperspective.1.区分流派与分支

1.1流派多指思潮,有代表人物,98区分流派与分支

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。可能多个流派都对它有过贡献。

(Branchesrefertoareasofstudy,withtheirclassics,andinfluentialfigures;oftenasynchronicperspective.)区分流派与分支

99西方语言学流派漫谈ThewesternlinguisticschoolsofBeijingInstituteofTechnology教学讲义课件100DistinctionbetweenSchoolsandBranchesDistinctionbetweenSchoolsan1011.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,形态学,句法学,语义学,语用学(?)Distinctionfromwithin:phonetics,phonology,lexicology,morphology,syntax,semantic,pragmatics(?)1.区分流派与分支1.2语言学的分支:Branches1021.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，语料库语言学等。Distinctionfromwithout:psycholinguistics,sociolinguistics,computationlinguistics,neurolinguistics,anthropologicallinguistics,culturallinguistics,corpuslinguistics,etc.1.区分流派与分支从外部分:心理语言学,社会语言学,1031.区分流派与分支大分类:理论语言学,应用语言学Theoreticallinguisticsandappliedlinguistics.1.区分流派与分支大分类:理论语言学,应用语言学1041.区分流派与分支1.3语言学流派:传统语法(600BC—18世纪)traditionalgrammar;历史语言学(19世纪100年)historicallinguistics;现代语言学开端(索緖尔,20世纪初)thebeginningofmodernlinguistics;

1.区分流派与分支1.3语言学流派:1051.区分流派与分支

欧洲功能主义(20世纪20-50)Europeanfunctionalism伦敦学派(1940—50)TheLondonSchool;系统功能语法(1960—现在)Halliday’sSystemic-functionalgrammar1.区分流派与分支欧洲功能主义(20世纪20-50)E1061.区分流派与分支美国结构主义语言学(1930—50)Americanstructuralism美国转换生成语法(1957—现)Chomsky’sGenerativeGrammar认知语言学（today）Cognitivelinguistics1.区分流派与分支美国结构主义语言学(1930—501072.宏观区分流派

AMoreMacroDistinction2.1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.Theformalschool:emphasizetheformal,structuralaspectsofL,anddistributionofelements;formalizethedescriptionofL;apsychologicalperspective.2.宏观区分流派

AMoreMacroDistin1082.宏观区分流派

AMoreMacroDistinction2.2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.Thefunctionalschool:emphasizethefunctionalnatureofL;analyzethesemanticfunctiono