英语语篇分析

英语系 庞中兰

目录

  • 1 Introduction to Discourse Analysis
    • 1.1 Live Broadcast of the First Lesson
    • 1.2 Introduction of English Discourse Analysis
    • 1.3 Introduction of H.G. Widdowson'sTextbook
    • 1.4 Language in Use
      • 1.4.1 A Text
      • 1.4.2 Spoken and Written text
      • 1.4.3 Live Broadcast of 1.4.2
      • 1.4.4 Multimodal Discourse Analysis
      • 1.4.5 Live Broadcast of MDA
      • 1.4.6 Analysis of Five Models of MDA
      • 1.4.7 Live Broadcast of Analysis of Five Models
      • 1.4.8 MDA in Visual Grammatical Perspective
      • 1.4.9 Videos of Teacher's and Students'Presentation of Class One-Six
      • 1.4.10 Videos of Teacher’s and Students‘ Presentations of Class Five &Six
      • 1.4.11 Videos of Teacher’s and Students‘ Presentations of Class Three &Four
      • 1.4.12 Videos of Teacher’s and Students‘ Presentations of Class One &Two
      • 1.4.13 Videos about Conferring The Awards
      • 1.4.14 Videos of Teacher's and Students' Presentations
      • 1.4.15 Semantic Features
      • 1.4.16 Conclusion
    • 1.5 A Test 1 for Overview of the Course
    • 1.6 A Test 2 for Langauge in Use
    • 1.7 A Test 3 for Multimodal Discourse Analysis
    • 1.8 A Test 4 for Analysis of Five Models
    • 1.9 A Test 5 for Semantic Features
    • 1.10 A Test 6 for Unit 1
    • 1.11 Mindmap(English)
  • 2 Communication
    • 2.1 Grammar and Communication
      • 2.1.1 Test 1 for 2.1
      • 2.1.2 Test 2 for 2.1
      • 2.1.3 Live Broadcast of Grammar and Communication
      • 2.1.4 Live Broadcast of 2.1(Class1/2)
    • 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
      • 2.2.17 Live Broadcast of Grammar
    • 2.3 Three Kinds of Pragmatic Meaning
    • 2.4 Live Broadcast of Three Kinds of Pragmatic Meaning
    • 2.5 Analysis of Examples Based on Speech Act Theory
    • 2.6 Pragmatics
    • 2.7 John Austin
    • 2.8 Communicative Competence
    • 2.9 Live Broadcast of Communicative Competence
    • 2.10 Communicative Competence and Language Teaching
    • 2.11 A Test for Pragmatic Meaning
    • 2.12 A Test for Pragmatics and John Austin
    • 2.13 A Test for Communicative Competence
    • 2.14 Mindmap(Chinese)
  • 3 Context
    • 3.1 Context
    • 3.2 Context and Shared Knowledge
      • 3.2.1 A Test for Context
      • 3.2.2 Live Broadcast of Context and shared knowledge
    • 3.3 Text-activated Context
    • 3.4 Live Broadcast of Text-activated Context
    • 3.5 Unshared Contexts
    • 3.6 Context and Shared Values
    • 3.7 Live Broadcast of  Unshared Contexts and Shared Values
    • 3.8 A Test for 3.3, 3.4, 3.5 and 3.6
    • 3.9 The Prague School
    • 3.10 A Test for The Prague School
    • 3.11 Roman Jakobson
    • 3.12 The London School
    • 3.13 A Test for The London School
  • 4 Schematic Conventions
    • 4.1 Context And Situation
    • 4.2 Schema
      • 4.2.1 A Test for Schema
      • 4.2.2 A Test for 4.1 and 4.2
      • 4.2.3 Live Broadcast of Schema
    • 4.3 Frames of Reference
    • 4.4 Live Broadcast of Schema and Frames of Reference
    • 4.5 Frames and Cultural Assumptions
    • 4.6 Live Broadcast of Frames and Cultural Assumptions
    • 4.7 Interpersonal Routines
      • 4.7.1 George Bernard Shaw
      • 4.7.2 A Test for George Bernard Shaw
    • 4.8 Adjacency Pairs
    • 4.9 Live Broadcast of George Bernard Shaw and Adjacency Pairs
    • 4.10 Genres and Conclusion
      • 4.10.1 A Bird Came Down the Walk
      • 4.10.2 An Ecological Analysis of A Bird
      • 4.10.3 A Test for 4.10
    • 4.11 A Test for Unit 4
  • 5 Cotextual Relations
    • 5.1 Information Structure
      • 5.1.1 Live Broadcast of Information Structure
      • 5.1.2 A Test for Information Structure
      • 5.1.3 Application of Patterns of Thematic Progression
      • 5.1.4 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 Live Broadcast of Cohesion and the Least Effort Principle
    • 5.7 Coherence & Cohesion
    • 5.8 A Test for 5.2
    • 5.9 A Test for 5.4,5.5, 5.6 and 5.7
    • 5.10 A Test for Unit 5
  • 6 The Negotiation of Meaning
    • 6.1 Systemic and Schematic Knowledge
    • 6.2 Communicative Convergence; Negotiating Convergence
    • 6.3 Live Broadcast of Systemic and Schematic Knowledge
    • 6.4 The Co-operative Principle
      • 6.4.1 A Test for CP
      • 6.4.2 Analysis of Examples Based on CP
    • 6.5 Live Broadcast of CP
    • 6.6 Conversational Implicature
      • 6.6.1 Characteristics of Implicature-1 and 2
      • 6.6.2 Characteristics of Implicature-3 and 4
      • 6.6.3 Language and Cognition
      • 6.6.4 Post-Gricean Developments
    • 6.7 The Maxims of Quality, Relation, and Manner
    • 6.8 The Interpersonal Grammatical Metaphor in Literary Works
    • 6.9 A Test for 6.8
    • 6.10 The Analysis of Auto Slogans
    • 6.11 A Test for 6.10
    • 6.12 Analysis of Cooperative principle in Internet Buzzwords
    • 6.13 Co-operative and Territorial Imperatives
    • 6.14 Live Broadacast of Conversational Implicature
    • 6.15 Live Broadcast of Conversational Implicatures in Legend of Zhenhuan
    • 6.16 Live Broadcast of Conversational Implicature in Better Days
    • 6.17 A Test for Unit 6
  • 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 -7.4
    • 7.5 The Implicatures of Textual Choice, Lexical Choice
    • 7.6 Implicatures and Grammatical Choice
    • 7.7 Live Broadcast of Unit 7
    • 7.8 Live Broadcast of CDA
    • 7.9 A Test for 7.6 and 7.7
    • 7.10 A Test for Unit 7
  • 8 Text Analysis
    • 8.1 Actually Attested Language; Norms of Usage
    • 8.2 Patterns of Collocation
    • 8.3 Semantic Prosodies
    • 8.4 Live Broadcast of Text Analysis
    • 8.5 The Theory and Methods of Semantic Prosody
    • 8.6 Live Broadcast of Irony
    • 8.7 Live Broadcast of Functional Discourse Analysis in the Post Covid-19 Era
    • 8.8 A Test for 8.3 - 8.5
    • 8.9 Conclusion
    • 8.10 A Test for Unit 8
Co-operative and Territorial Imperatives


Co-operative and territorial imperatives

So, on the one hand, for communication to take place at all, you have to co-operate, but, on the other hand, there is always the risk that this will compromise your own individuality.

So this co-operative imperative (refers to the instinctive need for people to make contact and co-operate with others) is countered by another that acts against it---a territorial imperative, a need to preserve and protect one's own space---just as powerfully instinctive in humans as in other creatures, and there is continual tension between them which has to be somehow reconciled.

Position---refers to the attitude or point of view taken up by P1 in producing a text, or by P2 in interpreting it .

Co-operation involves encroachment, and this will often need to be tactfully managed. An incursion into the other's space may not be welcome. 

It may involve an adjustment the other is not prepared to make, or a threat to face or self-esteem, and this may cause offence, or embarrassment, a 'loss of face'.

The other may react in ways that threaten your own face. It is generally in our interests to maintain good relations by a mutual respect for face and the territorial rights of the other.

This kind of co-operation which, paradoxically enough, calls for the non-cooperative departure from the maxims, goes under the general name of politeness .

Although the violation of the maxims of the kind we have been considering have to do with small-sale adjustments that are made in conventional negotiation, they are symptomatic of how the co-operative and territorial imperatives operate in discourse as a whole, written as well as spoken, for the assertion of self and the manipulation of the other, and generally of how language is used for persuasion and the control of opinion.