文體學(xué)在英語(yǔ)語(yǔ)篇分析中的作用論文
【摘 要】文體學(xué)是一門(mén)研究各種文體語(yǔ)言特點(diǎn)的學(xué)問(wèn)。本文通過(guò)對(duì)特定兩種文體的具體分析，指出了該文體如何運(yùn)用有效手段，達(dá)到傳遞文本信息的目的。
【關(guān)鍵詞】文體學(xué)；語(yǔ)篇；語(yǔ)言特點(diǎn)；信息傳遞
Abstract: Stylistics is used to study and analyze different kinds of articles. In order to show how the following two passages put forward the information successfully, this paper points out the characteristic ways the two passages employ.
Key Words: Stylistics, Passage, characteristics,information
文體學(xué)是研究文體的學(xué)問(wèn)。文體有廣義和狹義之分。狹義的文體指的是文學(xué)文體，其中包括各個(gè)作家的風(fēng)格。廣義的文體指的是一種語(yǔ)言中的各類(lèi)文體，包括口語(yǔ)體和書(shū)面體，而在這兩者之間，還有若干過(guò)渡類(lèi)型的文體。文學(xué)文體也包括在廣義的文體之中。文體學(xué)的任務(wù)是通過(guò)觀察和描述若干種主要文體的語(yǔ)言特點(diǎn)，即其各自的語(yǔ)音、詞匯、句法和篇章的特點(diǎn)，讓學(xué)習(xí)者能夠更好地了解這些文體所要表達(dá)的內(nèi)容及其特有的表達(dá)方式，學(xué)會(huì)在適當(dāng)?shù)膱?chǎng)合使用適當(dāng)?shù)奈捏w。
雖然存在著各式各樣的文體，但真正代表一種文體特殊用法的詞句是很少的。真正被大量使用的還是那些按照普通方式運(yùn)用的基本詞匯、基本句型和基本表達(dá)方式。這也就是所謂的共核語(yǔ)言(the common core) , 它的慣常用法構(gòu)成語(yǔ)言的常規(guī)(norm) , 而一種文體的特殊用法則是對(duì)這種常規(guī)的變異(deviation) 。下文將通過(guò)對(duì)語(yǔ)言的各要素，即語(yǔ)音、詞匯、句法、語(yǔ)篇結(jié)構(gòu)的分析來(lái)闡述它們?cè)谌粘Ｕ勗�、即席解說(shuō)中說(shuō)什么和怎么說(shuō)這個(gè)問(wèn)題上所起的作用。
歐美的文體研究最早可以追溯到古希臘、古羅馬時(shí)期。亞里士多德曾經(jīng)說(shuō)過(guò)：“僅僅知道我們應(yīng)該說(shuō)什么還不夠，還必須以恰當(dāng)?shù)姆绞絹?lái)表達(dá)�！敝袊�(guó)的文體風(fēng)格學(xué)在發(fā)展的早期與西方文體風(fēng)格學(xué)很是相似，即兩者都是從修辭學(xué)發(fā)展而來(lái)�？鬃釉f(shuō)：“辭達(dá)而已矣”，就是在強(qiáng)調(diào)語(yǔ)言應(yīng)該順暢地表達(dá)思想；孔子又說(shuō)：“言之無(wú)文，行之不遠(yuǎn)”，就點(diǎn)出了“文采”的社會(huì)功用。這一切都說(shuō)明了自古以來(lái)文章的內(nèi)容和形式的關(guān)系問(wèn)題就一直受到高度的重視。
到目前為止，文體學(xué)已經(jīng)被運(yùn)用在包括翻譯學(xué)、商務(wù)英語(yǔ)、英語(yǔ)閱讀在內(nèi)的許多領(lǐng)域中。
�。ㄒ唬┤粘Ｕ勗挘涸谌粘Ｉ钪�，人與人之間最常用的交流方式就是談話方式。我們將從這一最普通的文體的語(yǔ)音、詞匯、句法結(jié)構(gòu)、語(yǔ)義等方面著手，進(jìn)行具體分析，并探討這些因素對(duì)英語(yǔ)聽(tīng)力教學(xué)的影響。以下是一篇訪談節(jié)目中主持人Irene對(duì)Beth，《為新母親的思索》一書(shū)的作者的談話摘錄。
B—Beth I—Irene
B: It’s a big challenge for mothers today, because oftentimes mothers feel like it’s an either /or proposition that they have to work or have a child. And the reality is more and more women are choosing to do both, and also not be superwomen, so it’s a tricky… it’s a tricky line to balance. But I do have a quote that says, “To choose to have a child is to choose forever to have your heart walk outside of your body,” which means, just as we’ve been talking about, that you are constantly attached to your child, no matter how old they get, but you will learn to walk those lines. And you will learn to create balance and harmony in your life, and you’ll realize that not everything you do is going to send your child to a therapist. And that’s wonderful.
I: Yes, yes. I’ve just always felt that if you loved them hard enough, and that you had … your heart kind of in the right place, which obviously is outside your own body, that there was very little that … that you could do wrong. I mean you …
B: Yes. I think that’s true. I think if you build a solid foundation with your child, especially in the early years, and …
I: How early are we talking “early years”? I mean, by what point is the child’s personality formed already?
B: Well, you know there’s a lot of information on that that definitely is conflicting. But there are new studies coming out that are just fascinating about how important, extremely important it is for a child to be with his/her mother until they’re close to four years old. Now, that doesn’t mean consistently. I’m not advocating that a mother stay home full time if she’s not so inclined. But there’s definite research that’s coming out saying that, y’know, a mother’s role is more important in some regards than we had thought, and that the bonding process lasts quite a bit longer. In fact, children go into shock oftentimes if they are separated too early. And that’s why I think a lot of us are fighting for parental leave and family leave, that allows both mother and father to have time with their children hopefully within the first two years, not just the first few months.
People need concrete support, and especially nowadays, I did write another meditation about people needing the support of community because nowadays we oftentimes don’t have our parents close by, or brothers and sisters live in another state or even in another country. And so especially when you come home for the first few months or the first few years, you may feel extremely isolated if you can’t hook up with a co-op, a babysitting co-op, or a mother’s group … And this is just a wonderful way to remind mothers that we have what Mary Catherine Bateson calls peripheral vision: the ability to be attentive to multiple demands and to think about more than one thing at a time. And I think that’s a very valuable trait that mothers do have. And sometimes we think of ourselves as being scattered and airheads because of it, and that’s been oftentimes how we’ve been portrayed, but this is a wonderful, wonderful trait that mothers develop especially in the first few years.
I: Well, we have eyes in the backs of our heads, right?
B: Exactly.
I: But we are also able to keep lots of balloons in the air, which means that what we do is, you get up in the morning and you say, “I need to do this, this, this, and I need to go to work, and what’s for dinner besides.”
B: Exactly.
I: You get it all in order before you leave the house in the morning.
B: Right, and you can take your needs into account as well as the needs of many other individuals, which is extremely important in this day and age. I mean we no longer can afford ecologically to have a one-track mind. We can no longer afford it in the family, in the work place, and I think that’s something that women very much have to offer.
I: I think that the “me” generation is over.
日常談話的特點(diǎn)：在語(yǔ)音方面是縮寫(xiě)詞的出現(xiàn)。這種縮寫(xiě)詞的出現(xiàn)是一種在很快的發(fā)音中通過(guò)省略某些音節(jié)而把兩個(gè)單個(gè)詞連讀成為一個(gè)詞的現(xiàn)象。在本文中有It’s, we’ve, I’ve, that’s, there’s, they’re, doesn’t, I’m等等。這些是經(jīng)常用到的縮寫(xiě)詞。還有一個(gè)省略得更多的詞是y’know。因?yàn)樵趯?duì)話中，許多不重要而又很容易猜出意思的詞發(fā)音可以一帶而過(guò)。另一方面，在文中還出現(xiàn)了一方并未說(shuō)完而另一方就急著接話的情況。這在日常談話中是時(shí)常發(fā)生的話語(yǔ)的重疊。這一切都是為了使意思的表達(dá)更加迅速明了。
詞匯方面日常談話文體的用詞大多簡(jiǎn)短易懂，很少使用難懂的大詞。這是因?yàn)檎勗捜艘呀^大部分的精力用于理解和回應(yīng)對(duì)方，不可能在用詞上過(guò)分花哨，而是盡可能的平實(shí)。本文雖然是一個(gè)訪談實(shí)錄，但談?wù)摰娜允谴蟊娖毡殛P(guān)心的問(wèn)題，不可能使用深?yuàn)W的詞匯。綜觀全文，我們可以發(fā)現(xiàn)除了ecologically外，都是通俗易懂的詞匯。同時(shí)，在面對(duì)面的交談中，常會(huì)出現(xiàn)一下子找不到確切的詞來(lái)表達(dá)某一思想，而需要用其它詞，或言語(yǔ)重復(fù)來(lái)填補(bǔ)空白維持對(duì)話的現(xiàn)象。例如文中的it’s a tricky… it’s a tricky line…there was very little that … that you could do …that you had … your heart kind of in the right place…
句法結(jié)構(gòu)方面的特點(diǎn)是句子短結(jié)構(gòu)簡(jiǎn)單。動(dòng)詞詞組也很簡(jiǎn)單。用了不少諸如I think, I mean, well, you know 之類(lèi)使談話人顯得較為客氣謙遜的詞語(yǔ)。被動(dòng)語(yǔ)態(tài)很少出現(xiàn)。在時(shí)態(tài)的應(yīng)用方面，一般過(guò)去時(shí)和一般現(xiàn)在時(shí)占統(tǒng)治地位。名詞詞組結(jié)構(gòu)也很簡(jiǎn)單，沒(méi)有復(fù)雜的前置修飾成分。句子種類(lèi)主要是陳述句，疑問(wèn)句，以陳述句為主。這一切都是為了更好地達(dá)到溝通這一目的而采取的手段。話語(yǔ)的快速流逝迫使交談雙方用盡可能簡(jiǎn)單的`語(yǔ)言交流，并時(shí)時(shí)觀察對(duì)方的反應(yīng)，對(duì)自己的說(shuō)話進(jìn)行調(diào)整。
語(yǔ)義方面，則是意義上的不確定。主要表現(xiàn)在不完全的語(yǔ)句。例如that there was very little that … that you could do wrong. I mean you …；especially in the early years, and … 這是因?yàn)榻徽勲p方可以進(jìn)行其它方式的交流（例如表情手勢(shì)等身體語(yǔ)言）來(lái)彌補(bǔ)語(yǔ)言的不足。因此不完全表述成了日常談話文體的一大特色。
(二) 即席解說(shuō)：范圍很廣，主要有各種體育比賽的即席解說(shuō)，還有就是對(duì)各種重大事件的解說(shuō)。以下將以一篇天氣預(yù)報(bào)為例，從語(yǔ)音、詞匯、句法結(jié)構(gòu)、語(yǔ)義等方面著手，進(jìn)行具體分析，并探討這些因素對(duì)英語(yǔ)聽(tīng)力教學(xué)的影響。
Announcer: And now over to Marsha Davenport for today’s weather forecast. Marsha?
Weather reporter: Thanks, Peter. Well, as you can see from the weather map, there’s varied weather activity across the United States and Canada today. Let’s start with the west coast, where it’s raining from British Columbia down to northern California. The high in Seattle will be 50 degrees. Southern California will be in better shape today – they’ll have sunny skies and warmer temperatures. We’re looking for a high of 78 degrees in San Diego. The Midwest will be having clear but windy weather. Oklahoma City will see a high of 65 and sunny skies, with very strong winds. Down in Houston we’re looking for cloudy skies and a high of 69. Over to the east in Miami we expect the thermometer to reach 64 degrees, but it’ll be cloudy and quite windy. Up in the northeast, it looks like winter just won’t let go! New York City will be having another day of heavy rains, high winds, and cold temperatures, with a high of only 35 degrees expected. Further north in Montreal it’s even colder – 28 degrees, with snow flurries expected today. Over in Toronto it’s sunny but a cold 30 degrees.
And that’s this morning’s weather forecast. We’ll have a complete weather at noon.
即席解說(shuō)的特點(diǎn)：在語(yǔ)音方面由于語(yǔ)速較快，一些音發(fā)生了減弱或合并現(xiàn)象。例如范文中的Let’s，it’s，they’ll，We’re，it’ll，won’t和We’ll 等等。但是與日常談話不同的是解說(shuō)員與聽(tīng)眾不是面對(duì)面的交流，如果發(fā)音不清楚，就沒(méi)有第二次解釋的機(jī)會(huì)了。因此在解說(shuō)過(guò)程中，解說(shuō)員必須發(fā)音清楚響亮，而不可以發(fā)生日常談話中常有的語(yǔ)音含混不清現(xiàn)象。
詞匯方面的特色是結(jié)構(gòu)簡(jiǎn)單，專用術(shù)語(yǔ)多，無(wú)意義的詞較少。例如在本文中除了人名地名以外，基本上都是氣象學(xué)方面的術(shù)語(yǔ)，而且是偏簡(jiǎn)單的那種。因?yàn)榭紤]到受眾是普通大眾，易于接受是首要任務(wù)。單詞都很簡(jiǎn)單，即使是較長(zhǎng)的詞匯，也是反復(fù)出現(xiàn)的常用詞匯，例如 temperatures。雖然解說(shuō)文體和日常談話文體都有即席發(fā)揮的特色，但解說(shuō)文體中卻沒(méi)有日常談話文體中常見(jiàn)的為了填充空白而出現(xiàn)的無(wú)意義的詞匯。因?yàn)樵诮庹f(shuō)過(guò)程中并沒(méi)有多余的時(shí)間用在無(wú)意義詞匯上，而且解說(shuō)員的專業(yè)素養(yǎng)也使他必須在工作中保持自信確定的口吻，不能犯錯(cuò)。
句法結(jié)構(gòu)方面的特點(diǎn)同樣是句子短結(jié)構(gòu)簡(jiǎn)單，以簡(jiǎn)單句為主。動(dòng)詞詞組也非常簡(jiǎn)單。因?yàn)轭A(yù)告的是接下來(lái)的天氣狀況，所以用了不少將來(lái)時(shí)。在這類(lèi)文體中，被動(dòng)語(yǔ)態(tài)的使用非常少見(jiàn)。名詞詞組也很簡(jiǎn)單。在表達(dá)所屬關(guān)系時(shí)，主要使用“’s”而較少使用“of”。例如today’s，this morning’s等等。這些都是為了節(jié)省時(shí)間，使表達(dá)精煉。句子的類(lèi)型以陳述句為主。
語(yǔ)義方面，則與日常談話文體相差很大。因?yàn)樵诮庹f(shuō)時(shí)，必須精確到位，而不能像談話體那樣，因?yàn)橛兄鎸?duì)面的交流，而使很多事物的表達(dá)只要借助含糊的指示詞就可使談話雙方自己清楚明白。解說(shuō)員并不能面對(duì)觀眾，只能盡可能地用簡(jiǎn)單的術(shù)語(yǔ)解說(shuō)清楚，達(dá)到傳達(dá)信息的效果。
參考文獻(xiàn)
[1]張民倫 主編.《Step By Step英語(yǔ)聽(tīng)力入門(mén)2000》[M].上海:華東師范大學(xué)出版社, 2002.
[2]何其莘等 編. 《英語(yǔ)中級(jí)聽(tīng)力 Listen To This: 2》[M].北京:外語(yǔ)教學(xué)與研究出版社, 2005.
[3]王佐良 丁往道 主編. 《英語(yǔ)文體學(xué)引論》[M]. 北京:外語(yǔ)教學(xué)與研究出版社,2001.
[4]Wright, Laura Hope, Jonathan. Stylistics: A Practical Coursebook [M]. 北京:外語(yǔ)教學(xué)與研究出版社, 2000.
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