本科07语言流派21.docx

本科07语言流派21.docx

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本科07语言流派21

Lecture1

LanguageProcessinginMind

Inthissection,weshallstartanewchapterdiscussinghowourmindworkswhenweuselanguage.Weshalllearnaboutthepeoplewhoworkedinthisfield,thesubjectsandtheissuesoftheirstudy.Weshallalsodiscusshowourmindworkswhenweunderstand,produce,andlearnlanguage.

1.Classactivity:

Whatislanguageprocessing（处理）?

Howdoesyourmindworkwhenyouuselanguage?

2.Thestudyof“languageandmind”—psycholinguistics.

3.Whystudypsycholinguistics?

1）toknowaboutthepsychologicalrealityoflinguisticstructures;

2）toproducefindingswhichleadtothemodificationofexistentialtheories.

4.Theresearchersofthisstudy:

thestudyattractsadherentsfromlinguisticsandpsychology,thoughtheyhavedifferentapproacheswithregardtomethodology.

5.Thesubjects（研究对象）oftheinvestigations:

1）normaladultsandchildren;

2）aphasics['eiz]—peoplewithspeechdisorders.（失语症者）

6.Currentissues

1）whetherhumanlanguagesystemislikelytobe“modular”ornot:

isitconstitutedofanumberofseparatebutinteractingcomponents?

2）therelationshipbetweenstructureandprocess:

themindlikelycontainscertainlinguisticstructureswhichareutilizedinthecourseofvarious“processes”suchascomprehendingandproducing.

3）thethreemajorstrands:

a.comprehension;b.production;andc.acquisitionoflanguage.Howdopeopleusetheirlanguageandunderstandwhattheyhearandread?

Howdotheyproducemessageswithlanguage?

Howislanguagerepresentedinmindandhowisitacquired?

6.LanguageComprehension

1）Wordrecognitionprocess

Aninitialstepinunderstandinganymessageistherecognitionofwords.Themeaningofasentenceisdeterminedinpartfromthemeaningsofthewordsformingthesentence.Also,therecognitionofawordprovidesinformationthatdeterminesthesyntacticstructureoftherestofthesentence.

Threefactorsaffectingwordrecognition:

a.frequencyofwordoccurrence—frequencyeffect;b.howoftenitisused—recency（临近性）effect;c.context（上下文）effect.

2）Recognizelexicalambiguity

Twomaintheoriesonrecognizinglexicalambiguity:

1）allthemeaningsassociatedwiththewordareaccessed;2）onlyonemeaningisaccessedinitially（soundsmorereasonable）.

3）Syntacticprocessing（句法处理）

Aswithlexicalambiguity,insentenceprocessing,therearealsotwoalternativesabouthowpeoplerecognizesyntacticambiguity:

1）peopleeitherconsiderallpossibilitiesanddecidewhichisthebest;or2）theyusesomestrategytodecidewhichstructuretoconsiderfirst.Ifthatstructuredoesnotwork,theymayreconsider.

Eg.“GARDENPATH”sentenceandthecomprehensionofit.“Thehorseracedpastthebarnfell.”

4）Basicprocessesinreading

a.Eyemovement;

b.Perceptionandtheperceptualspan;

c.Immediacyassumption.

7.Discourse/textinterpretation（篇章理解）

1）Notexactlythesameassentencecomprehension.Contexteffectsoccurallthetime.What’smore,weoftennoticethateventhoughwecanreadeverysentenceofapassage,wemaynotunderstandthepassageormakesenseofthewholepassage.

Eg.IlikeEnglish.YoulikeEnglish.WeallliketolearnEnglish.

Eg.IlikeEnglish.YoulikeEnglish.ButwealllearnFrench.

Eg.paragraphsinnovels,proseorpoemsarehardtounderstandorinterpreteddifferentlyfrompeopletopeople.

2）Theinterpretationofdiscourse/text:

（1）Schemataandinferencedrawing

（2）Storystructuring

VanDijkandKintsch（1983）proposed“Macrostructure”（宏观结构）ofastory.

8.LanguageProduction

1）Speechproduction

Garrett（1976）arguedthatspeechproductionisamuchmorecomplexmatterthanitmightappear.Accordingtohismodel,therearefivelevelsofrepresentationinvolvedinspeakingasentence.Yetthisissimpleandsuperficialexplanation.

2）Productionofwrittenlanguage

Writtenlanguageisdifferentfromspokenlanguageinanumberofwaysandisproduceddifferently.Hayes[heiz]andFlower（1986）arguedthatwritingconsistsofthreeinter-relatedprocesses:

planning,thesentencegenerationprocess,therevisionprocess—simpleandsuperficialexplanation.

9.LanguageAcquisition

1）Hotresearchtopictoday.Manyresearcheshavebeendone.

2）InChomsky’sview,wehaveanabstractinnategrammarsysteminourbrain,andsopossesstheabilitytoacquirelanguage.Yet,inacquiringalanguage,social,cultural,personalfactorsarealsoobservedtobeaffecting,esp.inSLA.AlsopeoplefelltoanswerwhySLAisdifferentfromtheacquisitionofone’smothertongue.

10.Homework:

Ex1,4,and7.

Lecture2

LanguageandCulture

Fromthediscussioninclass,thestudentswillgettoknowabouttherelationsbetweenlanguageandculture,thetheoriesrelatedtothestudy,thepeoplecontributedtoit,andalsomanyexamplestheycanfindaroundtosupportwhattheylearn.

1.Classactivities:

What’stherelationbetweenlanguageandculture?

Whydoweneedtostudytheculturewhilelearningalanguage?

Istheuseoflanguageaffectedbycultureandsociety?

How?

2.Therelationbetweenlanguageandculture

Thereexistsacloserelationshipbetweenlanguageandculture.ThisisevidencedbythefindingsfromanthropologistssuchasMalinowski,Firth,Baos,包阿斯Sapir萨皮尔andWhorf沃尔夫.

Thestudyoftherelationbetweenlanguageandthecontextinwhichitisusedistheculturalstudyoflanguage.

1）TheresearchesbyBritishscholars

a.Malinowshi,andhisfindingsfromlanguagesinSoutheastAsia--themeaningofawordgreatlydependsonitsoccurrenceinagivencontext;pavedthewayforacultural,orratheracontextualstudyoflanguage.

b.Firthtriedtosetupamodelforillustratingtherelationbetweenlanguageuseandspeakingsituation.

c.Hallidayandhisfunctionalapproachtogrammar.TheBritishstudyismainlycontextualandfunctional.

2）ThestudiesbyNorthAmericanscholars

a.Boas,Sapir,andWhorf.TheystudiedAmericanIndianlanguagesandrealizedthesignificanceofcultureinthestudyoflanguageuse.

b.Whorf:

proposedaveryinfluentialbutalsoextremelycontroversialtheorybasedonthestudyoftherelationbetweenlanguageandculture—theSapir-WhorfHypotheses,whicharealternativelyreferredtoasLinguisticDeterminism（语言决定论）andLinguisticRelativity（语言相对论）.

（1）LinguisticDeterminism:

Languagemaydetermineourthinkingpatterns.（strongversion强式）

（2）LinguisticRelativity:

（weakversion弱式）

i.Similaritybetweenlanguagesisrelative.

ii.Thegreatertheirstructuraldifferentiationis,thediversetheirconceptualizationoftheworldwillbe.

Somepeoplethoughtthatsuchviewreflectsracialdiscrimination.Afterall,thisisaviewfirstexpoundedbytheGerman[e]eth'nologist（人种学家）WilhelmvonHumboldt（冯堡特）.

3）Translator’sviewofculture

EugeneNida（尤金·奈达）,basedontheexperienceofmanyyearsdevotiontoBibletranslationacrossdifferentlanguagesclaimedfivetypesofsub-culturethatoneshouldbeawareof:

（1）ecologicalculture（eg.thegeographicalsituationfortheBiblewasdifferentfromthatoftoday,andintranslationitshouldbenoticed）;

（2）linguisticculture（eg.thelanguagewasnotthesameastheoneweusetoday,thereforeweshouldnotusetoday’slanguagetotranslateancientwritings;

（3）religiousculture（Howdoyoutranslate“真主”intoEnglishfromArabiclanguage?

）;

（4）materialculture（HowdoyoutranslateourfoodnamesintoEnglishandEnglishfoodnamesintoourlanguage?

）;

（5）socialculture（thesocialpatternisdifferent）.Ishalladdonemore—politicalculture.Otherwisehowdoyoutranslateour“五讲四美三热爱”、“三个代表”，etc.

3.Casestudiesoftheculturalrelationtolanguage

Kaplan（开普兰1966）anAmericanteacher,studiedtherelationbetweenstructuralorganizationoftextanddifferentcultures.

Eg.Easternwritingpatterniscircular,Westernpatternisstraight-forward,etc.

Studiesoftheidiomsandmetaphoricalusesshowthatwordsare“idiomatically-governed”and“culturally-specific”.Moreandmorecommonexpressionsbecomeidiomaticormetaphoric.

4.Cultureinlanguageclassroom:

isbeingstressedinlanguageteaching.

5.Homework:

previewnextsection

Lecture3

LanguageandSociety

Inthislecture,weshallfirstofallhaveabriefreviewofthelastlesson.Thentheteacherwillstarttheclassbyaskingquestionsrelatedtothetopicofthislecture.Fromthelecture,theywillgettoknowmoreabouttherelationsbetweenlanguageandsociety.

1.Briefreviewofthelastclass

2.Classactivities:

What’stherelationbetweenlanguageandsociety?

Whydoweneedtostudythesocietywhilelearningalanguage?

3.Therelationbetweenlanguageandsociety

Therelationshipbetweenlanguageandsocietybecameafocusofstudyinthe1960s,alongwiththedevelopmentofsocio-linguisticsasanoppositiontothedominanttheoryofChomskyanlinguisticswhichismonistic（一元的）orautonomous（自足的）.

1）Situationalvariationsinlanguage

a.EgsofvariationsinJavaneseindifferentsocialcontext.

b.Lakoff（1991）“Youarewhatyousay.”Histhreebooksonmetaphorare“MetaphorsWeLiveBy”《我们赖以生存的隐喻》（1980，withJohnson）,“Women,Fire,andDangerousThings”（1987）,and“PhilosophyintheFlesh”Lakoff&Johnson（1999）.“Ourwayofthinkingismetaphorical”.

c.Labov’sstudyconcernstherelationbetweenpeople’ssocialstatusandtheirphonologicalvariations/differences.

d.Thestudyofgendereffectsuponone’slinguisticbehaviorbyLakoff（1973）suggeststhatthereexistsawomenregisterinthelanguagethattakesitsownfeatures.

Linguisticsexismreferstolanguageusesthatindicatestatusofdifferentsexinsociety.

2）2socio-linguisticstudies

Socio-linguisticstudyofsociety

Socio-linguisticstudyoflanguage

3）Implication