英语语篇分析

英语系 庞中兰

目录

  • 1 Introduction to Discourse Analysis
    • 1.1 Introduction of English Discourse Analysis
    • 1.2 Introduction of H.G. Widdowson'sTextbook
    • 1.3 Language in Use
      • 1.3.1 A Text
      • 1.3.2 Spoken and Written text
      • 1.3.3 Multimodal Discourse Analysis
      • 1.3.4 Analysis of Five Models
      • 1.3.5 MDA in Visual Grammatical Perspective
      • 1.3.6 Videos of Teacher's and Students'Presentation of Class One-Six
      • 1.3.7 Videos of Teacher’s and Students‘ Presentations of Class Five &Six
      • 1.3.8 Videos of Teacher’s and Students‘ Presentations of Class Three &Four
      • 1.3.9 Videos of Teacher’s and Students‘ Presentations of Class One &Two
      • 1.3.10 Videos about Conferring The Awards
      • 1.3.11 Semantic Features
      • 1.3.12 Conclusion
    • 1.4 A Test 1 for Overview of the Course
    • 1.5 A Test 2 for Langauge in Use
    • 1.6 A Test 3 for Multimodal Discourse Analysis
    • 1.7 A Test 4 for Analysis of Five Models
    • 1.8 A Test 5 for Semantic Features
    • 1.9 A Test 6 for Unit 1
    • 1.10 Unit 1 Teaching Plan
  • 2 Communication
    • 2.1 Grammar and Communication
      • 2.1.1 A Test for 2.1
    • 2.2 Grammar
      • 2.2.1 Traditional Grammar
      • 2.2.2 Universal Grammar
      • 2.2.3 SF Grammar
      • 2.2.4 M.A.K. Halliday
      • 2.2.5 A Test for SF Grammar and M.A.K.Halliday
      • 2.2.6 Structural Grammar
      • 2.2.7 Transformational-Generative Grammar
      • 2.2.8 Noam Chomsky
      • 2.2.9 A Test for Noam Chomsky
      • 2.2.10 Case Grammar
      • 2.2.11 Cognitive Grammar
      • 2.2.12 Langacker's Cognitive Grammar
      • 2.2.13 Cognitive Linguistics
      • 2.2.14 A Test for Cognitive Grammar
      • 2.2.15 Development and Schools of Linguistics
      • 2.2.16 A Test 1 for 2.2
    • 2.3 Three Kinds of Pragmatic Meaning
    • 2.4 Analysis of Examples Based on Speech Act Theory
    • 2.5 Pragmatics
    • 2.6 John Austin
    • 2.7 Communicative Competence
    • 2.8 Communicative Competence and Language Teaching
    • 2.9 A Test for Pragmatic Meaning
    • 2.10 A Test for Pragmatics and John Austin
    • 2.11 A Test for 2.6 and 2.7
    • 2.12 Unit 2 Teaching Plan
  • 3 Context
    • 3.1 Context
    • 3.2 Context and Shared Knowledge
      • 3.2.1 A Test for Context
    • 3.3 Text-activated Context
    • 3.4 Unshared Contexts
    • 3.5 Context and Shared Values
    • 3.6 A Test for 3.3, 3.4 and 3.5
    • 3.7 The Prague School
    • 3.8 A Test for The Prague School
    • 3.9 Roman Jakobson
    • 3.10 The London School
    • 3.11 A Test for The London School
    • 3.12 Unit 3 Teaching Plan
  • 4 Schematic Conventions
    • 4.1 Context And Situation
    • 4.2 Schema
      • 4.2.1 A Test for Schema
    • 4.3 Frames of Reference
    • 4.4 Frames and Cultural Assumptions
    • 4.5 Interpersonal Routines
      • 4.5.1 George Bernard Shaw
      • 4.5.2 A Test for 4.5
    • 4.6 Adjacency Pairs
    • 4.7 Genres and Conclusion
      • 4.7.1 A Bird Came Down the Walk
      • 4.7.2 An Ecological Analysis of A Bird
      • 4.7.3 A Test for 4.7
    • 4.8 A Test for Unit 4
    • 4.9 Unit 4 Teaching Plan
  • 5 Cotextual Relations
    • 5.1 Information Structure
      • 5.1.1 A Test for Information Structure
      • 5.1.2 Application of Patterns of Thematic Progression
      • 5.1.3 Meanings of "Meaning"
    • 5.2 Text Linkage; Anaphora and Pro-forms
    • 5.3 Sense Relations
    • 5.4 Cohesion
    • 5.5 Cohesion and  the least effort principle
    • 5.6 Coherence & Cohesion
    • 5.7 A Test for 5.2
    • 5.8 A Test for 5.4, 5.5 and 5.6
    • 5.9 A Test for Unit 5
    • 5.10 Unit 5 Teaching Plan
  • 6 The Negotiation of Meaning
    • 6.1 Systemic and Schematic Knowledge
    • 6.2 Communicative Convergence; Negotiating Convergence
    • 6.3 The Co-operative Principle
      • 6.3.1 A Test for CP
      • 6.3.2 Analysis of Examples Based on CP
    • 6.4 Conversational Implicature
      • 6.4.1 Characteristics of Implicature-1 and 2
      • 6.4.2 Characteristics of Implicature-3 and 4
      • 6.4.3 Language and Cognition
      • 6.4.4 Post-Gricean Developments
    • 6.5 The Maxims of Quality, Relation, and Manner
    • 6.6 The Interpersonal Grammatical Metaphor in Literary Works
    • 6.7 A Test for 6.6
    • 6.8 The Analysis of Auto Slogans
    • 6.9 A Test for 6.8
    • 6.10 Analysis of Cooperative principle in Internet Buzzwords
    • 6.11 Co-operative and Territorial Imperatives
    • 6.12 The Third Functional Linguistics Fusion, Creativity and Development Forum
    • 6.13 A Test for Unit 6
    • 6.14 Teaching Plan
  • 7 Critical Analysis
    • 7.1 Positioning; Terms of Reference
    • 7.2 Alternative Wordings and Persuasive Purpose;Critical Discourse Analysis
    • 7.3 Theories & Methods of CDA
    • 7.4 A Test for 7.2 and 7.3
    • 7.5 The Implicatures of Textual Choice, Lexical Choice
    • 7.6 Implicatures and Grammatical Choice
    • 7.7 A Test for 7.5 and 7.6
    • 7.8 A Test for Unit 7
    • 7.9 Unit 7 Teaching Plan
  • 8 Text Analysis
    • 8.1 Actually Attested Language; Norms of Usage
    • 8.2 Patterns of Collocation
    • 8.3 Semantic Prosodies
    • 8.4 The Theory and Methods of Semantic Prosody
    • 8.5 A Test for 8.3 and 8.4
    • 8.6 Conclusion
    • 8.7 A Test for Unit 8
    • 8.8 Unit 8 Teacing Plan
Implicatures and Grammatical Choice
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Implicatures and grammatical choice

There are three grammatical alternatives here and which is used depends on the writer's take on this event.

If the intention is to represent it as something that just happens to the refugees, then the structure to go for would be the passive with the agent deleted and the refugees as theme. This choice would then indicate an attitude favourable to the police.

if, on the other hand, the writer wanted to focus on what the police did to the refugees, then the preferred structure would be the active variant with the police thematized, thereby reflecting an unfavourable attitude to them.

Only when we look at textual continuity can we decide on whether or not the writer is conforming to the quantity maxim. 

How a particular part of a text is understood depend on its connection with what has gone before.

Cohesive devices we considered there follow a least effort principle. As such they serve an essentially co-operative purpose, for their function is to regulate information in relation to what is already given or known to make it easier to process. 

 the point is that we cannot tell from the simple fact of its occurrence in a text. The structure alone does not signal its own significance.

Conclusion

Developments in corpus linguistics over recent years have revealed other kinds of co-textual connections. What these are, and how far they contribute to a better informed and more critical understanding of discourse are matters taken up in Unit 8.