语言学流派论文.docx

语言学流派论文.docx

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语言学流派论文

OnTheLondonSchool

Contents

Abstract………………………………………………………………………………1

摘要…………………………………………………………………………………2

Introduction………………………………………………………………………3

Chapter1BackgroundofTheLondonSchool……………………………………4

Chapter2DevelopmentoftheLondonSchool……………………………………5

Chapter3RepresentativesandTheirTheories.…………………………………6

Chapter4mentontheparisonBetweenFirthianLinguisticsandNoamChomsky’sGenerativeGrammar…………………………………………………7

Abstract

paredtootherschoolsofmodernlinguistics,theLondonSchool,foundedbyJ.R.Firth,ismoreinterestedininstrumentalityoflanguageandmeaningorfunctionincontext.InfluencedbyMalinowski'stheorizing,Firthandhisfollowersstressthefunctioningoflanguageandarguethatlanguagecannotbedisassociatedfrommeaningandshouldbelookedatfromasociologicalperspective.TheLondonSchoolandthesystemicfunctionalgrammar,whichhasdevelopedoutoftheLondonapproachtolanguage,considermeaningandfunctionasthebasisofhumanlanguageandmunicativeactivity.ThelinguistictheorizingintheLondonstyleisofpracticalsignificanceandthereforeismorerelevanttosociolinguistics,stylistics,literarycriticismandlanguageteaching.FromthelinguisticideasofafewimportantfiguresoftheLondonSchool,wemayseethedevelopmentalstagesthisSchoolhasgonethroughandhowthetraditionhasbeenestablishedfortheacademicdisciplineoflinguisticsinBritain.paredtootherschoolswecanseewhatdifferencesbetweenthem.

Keywords:

LondonSchool;linguistictheorizing;figures

摘要

与其他现代语言学学派相比，由弗斯创建的伦敦学派更注重语言的机构和语境中的意义及功能。

受Malinowski理论的影响，弗斯和他的跟随者都注重语言的功能，并且认为语言不能脱离意义，应该从社会的视角看待语言。

伦敦派和系统功能语法的发展已经从伦敦趋向语言，认为意义和功能是人类语言及交际活动的基础。

伦敦风格的语言学理论具有实际的重要性，因此，对于社会语言学、文体学、文学批判主义以及语言教学都有着重大的作用。

从伦敦学派的一些重要的代表人物的理论来看，我们可以看出这一学派的发展历程以及它的传统理论是如何在英国语言学术中被创立的。

把它与其他学派相比较，我们不难看出他们之间具体有何不同。

关键词：

伦敦学派语言学理论人物

Introduction

TheLondonSchoolgenerallyreferstothekindoflinguisticscholarshipinEngland,acountrythathasbothanunusuallyinlinguisticsandpeculiarfeaturesinmodernlinguistics.AndthereisafamousscholarrepresentingtheLondonSchool’slinguisticpoints,namedJ.R.Firth,andhewasthefirstprofessorofGeneralLinguisticsinGreatBritain.

J.R.FirthwasinfluencedbytheanthropologistB.Malinowski.Inturn,heinfluencedhisstudents,thewell-knownlinguistM.A.K.Halliday.Thethreemenallstressedtheimportanceofcontextofsituationandthesystemaspectoflanguage.Thus,londonschoolisalsoknownassystemiclinguisticsandfunctionallinguistics.

Chapter1BackgroundofTheLondonSchool

Thelondonschoolisoneoftheimportantmodernlinguisticsschools.Itwasfoundedinengland,acountryinwhichcertainaspectsoflinguisticshaveanunusuallylonghistory,byjohnrupertfirth（1890-1960）,thefirstgenerallinguisticsanthropologistandfatherofthelondonschool.J.R.FirthhadestablishedtheschooltogetherwithsomecolleaguesandapprenticeintheuniversityofLondonandtheAfricaninstitutespeechdepartment,sincethe1930s.In1960,afterthedeathofJ.R.Firth,theyscatteredintheU.K.andAustraliaandtheuniversityiesacrosstheUnitedStatestowork.paredtootherschoolsofmodernlinguistics,theLondonSchool,foundedbyJ.R.Firth,ismoreinterestedininstrumentalityoflanguageandmeaningorfunctionincontext.

From17to19century,theBritishempirewasexpandingterritoryandthelanguages,becameincreasinglyplex.ItneededtoestablishthestandardEnglish,whichcouldbeunderstoodbyallofpeopleandneededtobefamiliarwiththelanguageofpeoplewhosenationallanguageisnotEnglish.Therefore,theBritishresearchofthelanguagehaditsdefinitepracticalpurpose.TheBritishhadmadegreateffortonorthoepy,lexicography,stenographyandspellingreform.BeforeJ.R.Firth,HenrySweetandDanialJonesofhadmadegreatcontributiontophonetics.

Chapter2DevelopmentoftheLondonSchool

thedevelopmentofthelondonschoolwasconnectedwithseveralrepresentatives.Theirideasaboutlinguisticshadinheritanceanddevelopment,whichrepresentedthegermination,establishmentanddevelopmentandsooneachstageoftheLondonschool.Malinowski’s“meaningasfounctionsinthecontextofsituation”wasitssourceofideas.J.R.Firth’s“typicalcontextofsituation”wasthefoundationofit.AndHalliday’s“systemic-functionalgrammar”wasthedevelopmentofitsthought.Then“CognitiveGrammar”ofmatthiessen,fawcettandotherswasitstopofdevelopment,whichledtheresearchofthefunctionoflanguagetoturntothecognition.Thisisalinkprocess,evenisadifficultprocessoflanguagestudieshaveapproachedthenatureoflanguage,whichrepresentsitsthewholecontextoflinguisticsdevelopmentofthought.Inotherwords,theseseveralrepresentativefigureshavemadecontributionstothewholeLondonschoollinguistics,andthetrainofthoughtofthestudycanbetracedtoitstraditionalthought.

Chapter3RepresentativesandTheirTheories

Firth,ayorkshireman,readhistoryasanundergraduate.hewasprofessorofenglishattheuniversityofthepunjabfrom1919to1928,andreturnedinthelatteryeartoapostinthephoneticsdepartmentofuniversitycollege,london.in1938firthmovedtothelinguisticdepartmentoftheschooloforientalandafricanstudies,wherein1944hebecamethefirstprofessorofgenerallinguisticsingreatbritain.untilveryrecently,themajorityofuniversityteachersoflinguisticsinbritainwerepeoplewhohadtrainedunderfirth’saegisandwhoseworkreflectedhisideas.therearemanyotherbritishlinguistsinthisschool,suchasf.palmer,johnlyons,r.h.robinsandm.a.k.halliday.

Firth’stheory:

1）analysisoflanguage:

structure/system;2）hearguesnotonlysocialprocessbutalsoindividualhumanbeingsareinvolvedinthedevelopmentoflanguage.heemphasisthepersonalsideofhumanbeing.hedidnotagreesaussurandictum,langueandparole,languageisasetofmensions,andmodeofaction.3）speechistheessenceoflanguage.4）languageisdevelopedasaresultofinter-natureandnurture.people’slearningprocessoflanguagethetargetlanguageusedbypeopleinreality.

Duringthedevelopment,thereweretwooutstandingaspectsthatarealwaysassociatedwiththenameoffirth:

contextofsituationtheoryandprosody.thecontextofsituationtheoryisthefoundationoflinguistics.firthinsistedthatsoundandmeaninginlanguageweremoredirectlyrelatedthantheyareusuallytakentobe.meaningisthefocusoflinguisticstudy;contextmaybeemployedtobethetheoryandapproachofanalysis.meaningdoesnotefromtheideaofthewordprisedthesituationby,orfromtherelation.

Malinowski’stheories:

（1）professorofanthropologyatthelondonschoolofeconomicsfrom1927onward.Themostimportantaspectofhistheoriesconcernedaboutthefunctioningoflanguage.languageisregardedtobeamodeofaction.

（2）basedontwokindsofobservations:

first,inprimitivemunitiesthereisnowriting,andlanguagehasonlyonetypeofuse.Second,inallsocieties,childrenlearntheirlanguagesinthisway.（3）utterancesandsituationareboundupwitheachotherandthecontextofsituationisindispensablefortheunderstandingofwords.

HallidayhasdevelopedtheideasstemmingfromFirth’stheoriesinthelondonschool.Hissystemic-functionalgrammarisasociologicallyorientedfunctionallinguisticapproachandoneofthemostinfluentiallinguistictheoriesinthetwentiethcentury.systemic-functionalgrammarcontainstwoponents:

systemicgrammarandfunctionalgrammar.Systemicgrammaraimstoexplaintheinternalrelationsinlanguageasasystemnetwork,ormeaningpotential.Functionalgrammaraimstorevealthatlanguageisameansofsocialinteraction.

Chapter4mentontheparisonBetweenFirthianLinguisticsandNoamChomsky’sGenerativeGrammar

Syntacticanalysisinthelondonstyleismonlycalled“systemicgrammar”（other,lesssignificanttermshavealsobeenused）.a“system”infirthianlanguage,remembers,isasetofmutuallyexclusiveoptionsthateintoplayatsomepointinalinguisticstructure.thisisthecluetolondonschoolsyntax:

likefirthanphonology,itisprimarilyconcernedwiththenatureandimportofthevariouschoiceswhichonemakes（consciouslyorunconsciously）indecidingtoutteroneparticularsentenceoutoftheinfinitelynumeroussentencesthatone’slanguagemakesavailable.

Tomakethisclearer,wemaycontrastthesystemicapproachwithchomsky’sapproachtogrammar.achomskyangrammardefinestheclassofwell-formedsentencesinalanguagebyprovidingasetofrulesforrewritingsymbolsasothersymbols,suchthatifonebeginswiththespecifiedinitialsymbolsandappliestherulesrepeatedlytheend-resultwillbeoneofthetargetsentences.suchagrammarcansucceedindefiningarangeofdifferentsentences,clearly,onlybecauseinapplyingtherulesoneisoftenfacedwithchoices.butinachomskygrammarthechoice-pointsarediffusedthroughoutthedescription,andnospecialattentionisdrawntothem.manychoicesaremadeintheconstituencybase:

agivencategorysymbolisexpandedbymeansofbracesormasintoalternativerewriters,orbracketsareusedtoshowthatsomeelementmayormaynotoccurintherewriterofacategorysymbol.otherchoicesariseinapplyingtransformations:

certaintransformationsareoptional,otherscanapplyinalternativeways,and（insomeversionsoftransformationaltheory）therearealternativeordersforapplyingtransformations,withthenatureoftheultimateresultvaryingaccordingtowhichorderisselected.oftenitwouldbethecasethatsomechoiceinapplyingtransformati