英语文体学教学大纲

第一篇：英语文体学教学大纲

《英语文体学》课程教学大纲

课程编号：ENGL3002 课程类别：专业选修课

授课对象：英语、英语师范专业 开课学期：秋（第7学期）学

分：2 主讲教师：王军

指定教材：《新编英语文体学教程》，董启明主编，外语教学与研究出版社，2008年。

教学目的：英语文体学是一门实用性非常强的学科,对阅读、翻译、文章分析、文章欣赏以及得体地使用英语都有很大的帮助，此外，英语文体学也是英语语言学研究重要的基础性学科之一。作为一门课程，英语文体学主要由两部分构成：其一为文体学研究主要内容介绍，包括文体类型、文体特征、文体价值等方面，其次为具体文体分析方法介绍。

第一课 Introduction to Stylistics 课时：第一周，共2课时

教学内容：What is stylistics and how is it associated with other linguistic studies? 第一节：

The position of stylistics in general linguistics.The importance of studying stylistics.第二节：

What is stylistics?

The major contents of this study.Issues that need to be born in mind.思考题：

1.How to do stylistics in the framework of literature or translation? 2.What do you expect to learn from this course?

第二课

Style and Stylistics 课时：第二周，共2课时

教学内容：The development and scope of stylistics 第一节：

The definition of style and stylistics.The relationship between appreciation and research.第二节：

The development of stylistics.The scope of stylistics.思考题：

1.What are the major differences between style and stylistics? 2.What areas in society can the knowledge of stylistics be applied to?

第三课 Procedure of stylistic analysis（1）

课时：第三周，共2课时

教学内容：Linguistic description 第一节：

Linguistic description: methods and procedures.第一节：

A checklist of linguistic description.The functions of each one.思考题：

1.Why do we need linguistic description? 2.Think about the significance of conducting linguistic description.第四课 Procedure of stylistic analysis（2）课时：第四周，共2课时

教学内容：Textual analysis and contextual factors analysis 第一节：

What is textual analysis?

How to conduct textual analysis? 第二节：

A classification of contextual factors.How to analyze contextual factors？ 思考题：

1.How do you understand the relationship between understanding and textual analysis? 2.Are there other ways to classify contextual factors?

第五课 Stylistic functions of linguistic items 课时：第五周，共2课时

教学内容：Stylistic functions as defined at different levels 第一节：

Stylistic functions of speech sounds.Stylistic functions of graphological items.第二节：

Stylistic functions of lexical items.Stylistic functions of syntactic/grammatical items.思考题：

1.How do you evaluate the different kinds of stylistic functions? 2.What is the significance of studying stylistic function?

第六课 Varieties in relation to regions 课时：第六周，共2课时 教学内容：Regional English 第一节：

A brief introduction to British English.The appearance of American English.第二节：

Differences between British English and American English.British and American regional dialects.思考题：

1.What are the major causes for the differences between British English and American English? 2.How to deal with the use of the two regional English in actual learning or daily communication?

第七课 Varieties in relation to media 课时：第七周，共2课时

教学内容：Spoken English and written English 第一节：

Major features of spoken English and written English.What are the standards of using spoken English or written English? 第二节：

Electronic English.思考题：

1.What is the situation like if one is only skilled in using spoken English or written English? 2.What is the role of electronic English in the course of learning English?

第八课 Varieties in relation to attitude 课时：第八周，共2课时

教学内容：Attitude-related styles 第一节：

Degree of formality.Politeness.第二节：

Impersonality.Accessibility.思考题：

1.Think about the relationship between meaning and emotion expressions.2.What do you think of the relationship between formality and politeness?

第九课 Varieties in relation to social factors 课时：第九周，共2课时

教学内容：Social factors and their constraints on language 第一节：

Women’s English.Black English.第二节：

Taboo and euphemism.Cultural factors involved in social factors.思考题：

1.What are the reasons that maintain the existence of women’s English?

2.How do you understand the status of black’s English and the black’s social status?

第十课 Review of the past lessons 课时：第十周，共2课时

教学内容：A summary and comment of the past lessons 第一节：

The watershed of the whole course.Recall what have been learned.第二节：

What are the sections that interest you the most?

Is there possibility for you to conduct further research?

第十一课 The English of conversation 课时：第十一周，共2课时

教学内容：Conversational English 第一节：

A general introduction to what to learn in the latter half of the term.About conversation.Phonological features.第二节：

Lexical features.Syntactic/grammatical features.Semantic features.Sample analysis of a student.思考题：

1.How do you understand conversation in terms of direct speech and indirect speech? 2.Is conversational English always informal?

第十二课 The English of public speaking 课时：第十二周，共2课时

教学内容：Public speech and its features 第一节：

What is public speech?

Public speeches’ phonological features.Lexical features.第二节：

Syntactic/grammatical features.Semantic features.Sample analysis of a student.思考题：

1.What are the major differences between public speaking and conversation? 2.What are the major differences between public speech and written English?

第十三课 The English of news reporting（1）课时：第十三周，共2课时

教学内容：General knowledge about news reporting 第一节：

What are news reports?

Different kinds of newspapers and magazines.第二节：

The make-up of news reports.A sample analysis of a piece of newspaper(New York Times/China Daily)思考题：

1.Is there any difference between formal news report and informal news release? 2.Specify the make-up of some pages of newspaper, both English and Chinese.第十四课 The English of news reporting（2）课时：第十四周，共2课时

教学内容：Stylistic features of news reporting 第一节：

Graphological features.Lexical features.第二节：

Syntactic/grammatical features.Semantic features.Sample analysis of a student.思考题：

1.What are the functions of each group of stylistic features in news reporting? 2.What are the stylistic features that distinguish news reporting from other textual styles?

第十五课 The English of Advertising 课时：第十五周，共2课时

教学内容：The language styles in advertising English 第一节：

Something about advertisements.Graphological features.第二节：

Lexical features.Syntactic/grammatical features.Semantic features.Sample analysis of a student.思考题：

1.What are the major purposes of advertisements? 2.Give some advertising examples that show the violation of some basic language rules in advertising.第十六课 Literary English 课时：第十六周，共2课时

教学内容：Literary English: novel and poetry

第一节：

Some basic facts about the novel.Aspects for the analysis of the novel.General stylistic features of the novel.第二节：

Some basic facts about the poetry.Prosody.General stylistic features of poetry.思考题：

1.Between fiction and reality, what kinds of stylistic features are most suitable for the novel? 2.What effects does it have on appreciation to analyze the novel’s stylistic features? 3.How to balance meaning expression and poetic features in poetry? 4.What are the common stylistic features between poetry and novel?

第十七课：The English of science and technology 课时：第十七周，共2课时 教学内容：Technical English 第一节：

Graphological features.Lexical features 第二节：

Syntactic/grammatical features.Semantic features.思考题：

1.How to handle formality and politeness issues in technical English? 2.How is objectivity achieved in technical English?

第十八课：Review and answer questions 课时：第十八周，共2课时

教学内容：Review and answer questions 第一节：

Review.第二节：

Answer questions.参考书目：

1.王守元.《英语文体学要略》.济南：山东大学出版社，2000.2.徐有志.《英语文体学教程》.北京：高等教育出版社，2005.3.Thornborrow,J.Patterns in Language: Stylistics for Students of Language and Literature.Beijing: Foreign Language Teaching and Research Press, 2000.4.Wright, L.Stylistics: A Practical Coursebook.Beijing: Foreign Language Teaching and Research Press, 2000.

第二篇：英语文体学教案LectureThreeThreeViewsofStyle

Lecture Two: Three Views of Style We have seen the definition of stylistics and some definitions of style.Next we will see some most influential and representative views of style.Style as form.（Aristotle）（form and content）Style as eloquence.（Cicero）（skill to use L persuasively）（the relation with rhetoric）Style is the man.（Buffon）（L use is using it in discourse）Style as personal idiosyncrasy.（Murry）

Saying the right thing in the most effective way.（Enkvist）Style as the choice between alternatve expressions.（Ibid）Style as equivalence.（Roman Jacobson）（between form and function）Style as foregrounding.（Leech Mukarovsky）Style as deviation.（Mukarovsky & Spitzer）Style as prominence.（Halliday）

Style as the selections features partly determined by the demands of genre, form, themes, etc.（Traugott & Pratt）

Style as linguistic features that communicate emotions and thought.（Enkvist）

When writers write, they will naturaly try to make their language difffernt from the others’, so as to attract the attention of the readers and also to ensure and secure an independent existence.Or to stand out from the multitude of men of letters.Or just a special position for his writing.And that is to depart from the normal way of expression in a certain sense.Style as deviance.This view of stylistics comes from Widdowson’s remark of style holding that stylistic analysis has no fixed procedure and the technique of doing this kind of analysis is to pick on features in the text which appear to first impressions as unusual or striking in some way and then explore their ramifications.This remark implies that only those unusual or striking features are stylistically relevant.And the implied assumption is that the literary aesthetic effects can only be achieved through deviance.Though some stylisticians hold different views.It leads to such an assumption as that the distinctiveness of a literary text lies in its departure from the characteristics of what is communicatively normal.It also gives birth to the approach to style as deviance from the norms of a given language.Mukarovsky is another famous proponent and founder of this view of style.In his famous article Standard Language and Poetic Language, he speaks of style as foregrounding.He asserts that the violation of the norm of standard, especially, its systematic violation, is what makes possible the poetic utilization of language;without this possibility there would be no poetry.According to Mukarovsky normal use of language “automatizes” language to such an extent that the users no longer see its expressive or aesthetic power;poetry must de-automatize or foreground language by breaking the rules of everyday language.P13 Such as the expression “a grief ago”“a presidency ago” “Mr.Smarter”“Mr.Bumble””

The advantage of this approach to style is that it helps us keep in mind the there is a difference between everyday language and the language of literature.The disadvantages are that: a.It is difficult to define the norm from which the style of a text deviates.Bloch considers the basis of norm to e statistical, that is, to determine style by counting or resorting to the frequency distributions of linguistic features as they differ from that of the language as a whole.b.It tends to lead the readers and stylisticians to value only the language of the grammatically highly deviant authors and under value those authors that do not deviate or do not deviate so much from the norms of language.And generally speaking, it tends to lead underestimation of the non-deviant language both within literature and without.Style as choice.Style results from a tendency of speaker or writer to consistently choose certain structures over others available in the language.The difference between L and style is that L is the sum total of the structures available to the speaker, while style concerns the characteristic choices by a certain writer either consistently or in a given text or context.To say that style is choice of words is not the same thing as saying that it is always a conscious choice, though of course if the writer always chooses his word scrutinously the effect of his way of using L will be all the more obvious as a style.Then that is pick his way forward among words, and it is hard to imagine how much literary work can there be by now.The stock of literature of we human kind no doubt will be greatly diminished.But most, almost all poets, and some writers, and all writers at certain points in their writing do write that way, that is, they a kind of choose scrutinously and seem to pick their way forward among the forest of words.E.g.we Chinese posts have a tradition of refining words.吟得一字安，捻断数茎须。语不惊人死不休。一字之得，旬月踯躅。

Style as choice is often considered as a matter concerned with form or expression rather than meaning.That is, when the meaning is the same what makes a writer as a writer is his peculiar way of saying that, and a person’s of speaking or writing is to a very large extent his consistent choice of a special type of expressions.It dose imply that writers do choose their content in their writing, but it is true that style and stylistic study is mainly concerned with the choice of forms at different levels of L system, i.e.phonology, lexicon, syntax, and discourse.Consequently, a stylistician should first identify those words or forms of other levels of the linguistic hierarchy which are obviously the results of choice.Of though the elements o in a text are all the choices of the writer, but in practice, we only focus on the most peculiar and outstanding ones that are most expressive and most relevant to the meaning and interpretation of the text.Actually, all writings, if the writer is conscientious enough, are essentially speaking processes of choosing of words from the whole repertoire of language of a nation.So what is the implication here?

The awareness of the criteria for choosing is important.The language ability of a person lies in the following: 1.The awareness of the criteria for choosing is important.2.The ability to determine and distinguish the deviant choices from the non-deviant choices 3.The ability to choose 4.A large enough store of different choices（at different levels: sounds, words, sentence patterns, the format of text）.5.the ability to transform the different forms, especially, the different sentence patterns into each other.6.The ability to break away from the constraints of norms.Style as foregrounding.Foreground

A term used in pictoral art / close to the viewers Originally applied to the literature by Mularovsky to refer to the departure from the accepted use or norm of language.P18 This essentially speaking is to add a striking feature to one’s language.The departure from the norms（either in terms of structure or semantics）results in a kind of novelty or extraordinary feature, which is sight attracting.Another way of foregrounding one’s language is not to deviate from norms, but to achieve a less radical form of foregrounding, i.e.to manage a striking feature such as uniformity of structure, symmetrical structure, or just something uncommon or striking in general.e.g.1.Do not presume God to scan, The proper study of Humankind is but Man.2.Degeneration is comfortable disease.3.Be what you seem, and seem what you are.A good way of understanding style as choices is put forward by Short（p19）: a.When a writer writes he is constantly making choices between one word and another, one structure and another, and so on.Actually it is a matter of making choices from among different ways of expressions in general rather than a choice from two alternatives.b.Examination of the choices one makes as opposed to the ones he rejects can help us more fully understand the meaning he is trying to create and the effects he is striving to achieve.c.He can make choices from both inside and outside of the language system.And the choices from outside the language system are deviant and therefore foreground the language of his writing.d.Over regularity of one’s choices within the language system also makes the effect of foregrounding.The above discussion of style as choices implies that: 1.There are two kinds of choices that are worthwhile for stylistic analysis: deviant choices & choices that are not deviant 2.It is fore grounded choices that are covered and directly concerned in stylistic analysis.Fore-grounded choices include two kinds: the deviant choices and the choices from inside the language system that form a kind of over regularity.In other words, foregrounding is achieved through either deviation or overregularity in language use.3.Style is foregrounding.Deviation can be classified according to its linguistic levels, namely: Phonological level Lexical level Syntactic level Discoursal level The above are different kinds of surface structure deviations.Over regularity is surface phenomenon and mainly exists in the forms of the linguistic segments of different levels.Semantic level（deep structure deviation, for it is concerned with what is later called deep structure）.This definition of style integrates the previous two definitions（style as deviation and style as choices）

The two advantages of this view: a.It can account for the non-deviant use of language in literaturewhich might also form the style of its own, while the definition of style as deviance fails to cover this kind of language use.b.Compared to the definition of style as choice, the view of style as foregrounding leaves much less to personal judgment.（The selection and identification of the stylistically relevant features are less of a problem fro those taking the view of style as foregrounding.）

Notice: This does not mean the distinction between the deviant and non-deviant use of language or stylistically relevant and non-relevant choices is not important.Neither dose it mean that the analyst should give equal attention to these two kinds of choices.A sum up:

Style as foregrounding and the different ways of foregrounding（surface structure）;a.By frequency, high: some consistent choice within a context or a whole text/ consistent choice of an author/an inclination of choosing language forms/an exhibition of preference of some forms over some other forms b.Successive and consistent choice of certain element/s within a relative shorter stretch of text

c.By putting some L elements in the prominent positions, such as the beginning or end of a sentence d.By deviation

Different kinds of deviation: Deviation can be classified according to its linguistic levels, namely: a.Phonological level b.Lexical level c.Syntactic level d.Discoursal level e.The above are different kinds of surface structure deviations.Over regularity is surface phenomenon and mainly exists in the forms of the linguistic segments of different levels.And this is also a kind of deviation from the norm of language use.It is not a deviation through violating rules but a deviation through exhibiting extraordinary consistency in choice of forms or extraordinary preference of certain forms over other forms.Semantic level（deep structure deviation, for it is concerned with what is later called deep structure）.

第三篇：英语文体学论文范式

题目：1)stylistic analysis of …………..2)comparative study of a and b from the perspective of stylistics

abstract in english

key words（3-5）

introduction（the text you analyze）

ⅰat the phonological level

ⅱat the graphological level

ⅲat the lexical level

ⅳat the syntactic level

ⅴat the semantic level

conclusion

references(including at least 2 references)

appendix（the text you analyze）

1.根据所学内容对某个文本进行分析。论文里若引用别人的观点必须用夹注标明，格式为（thomas, XX: 12）；论文末尾列出的参考文献必须是论文里引用过的。引用别人的内容不得超过15%，否则视为抄袭。切忌拼凑。

2.格式要求按以上模板，统一用times new roman五号字体，每部分大标题用黑体，1.25倍行距,页面两端对齐。使用英文标点。

3字数要求：1500以内

文末参考文献格式：

论文

thomas, j.d.XX.“science and the sacred: intertextuality in richard powers's the gold bug variations.” critique 51, no.1: 18-31.academic source premier, ebscohost(accessed december 7, XX).专著

hung, eva.XX(ed.).teaching translation and interpretation 4: building bridges.amsterdam-philadelphia: john benjamins.4.论文截止时间：18周周二三四节，打印版：a4纸打印，（学委收齐后按学号排序）

电子版（文件名：班级+中文姓名+论文题目）由学委收齐后，按学号排序，打包压缩发至（电子版可延至18周周五交。）

5.评分标准：原创性；语言流畅地道；格式符合要求；按时与否

第四篇：文体学答案

A Ⅱ.Read the following short passages and answer the questions or do the assignment that follow(40 points).Question 1: a.lexical differences(5 points): length, formalityb.syntactic differences(5 points): length, structure Question 2: sample 2:oral,informal(2 points)

sample 3: formal,written(2 points)

sample 1: the style is between that ofsample1&2

Question 3: antithesis(2 points): not that……but that……

Rhetorical question(2 points): had you……to live all

freemen?

Parallelism: complete parallelism(2 points): as…I…

partial parallelism(2 points):tears for his love, joy

for his fortune……

repetition:(2 points)if any, speak, for him have I offended

Question 4(10 points):

without you have read=if you have not read2 pointsthat ain’t no matter=that isn’t matter2 pointsI never seen= I have never seen2 points Without it was Aunt Polly=it was not Aunt Polly2 pointsAunt Polly and Mary, and the widow Douglas is all told=Aunt Polly and Mary, and the widow Douglas are all told Question 5(5 points): lower class, less educated

III.Read the following passages and analyze the stylistic features of the following passages(30 points).1.total: 15 points

1)lexical(5 points): word length;word color;structure of

noun/verb group

2)syntactic(5 points): structure & type, tense, length

3)textual(5 points): news report;inverted pyramid;

paragraphing;inverted commas 2.total: 15 points

1)lexical(5 points): technical terms;word length;word color;structure of noun/verb group

2)syntactic(5 points): tense, structure, length, passive voice3)textual(5 points): research abstract;goal;method;

result/conclusion

IV.Read the poem below and analyze its language and style(10 points).1.phonological(3 points): iambic tetrameter;rhyme scheme

(aabb ccdd)

2.lexical(2 points): common words with one syllable and two

syllables

3.syntactic(2 points): using coordinated sentence structure to

weave contrasting ideas or elicit action.4.theme(3 points): describing the miserable life of British

people and giving them suggestions.B

Ⅱ.Read the following short passages and answer the questions or do the assignment that follow(40 points).Question 1: a.lexical differences(5 points): length, formalityb.syntactic differences(5 points): length, structure Question 2: sample 2:oral,informal(2 points)

sample 3: formal,written(2 points)

sample 1: the style is between that ofsample1&2

Question 3: antithesis(2 points): not that……but that……

Rhetorical question(2 points): had you……to live all

freemen?

Parallelism: complete parallelism(2 points): as…I…

partial parallelism(2 points):tears for his love, joy

for his fortune……

repetition:(2 points)if any, speak, for him have I offended

Question 4(10 points):

without you have read=if you have not read2 pointsthat ain’t no matter=that isn’t matter2 pointsI never seen= I have never seen2 points Without it was Aunt Polly=it was not Aunt Polly2 pointsAunt Polly and Mary, and the widow Douglas is all told=Aunt Polly and Mary, and the widow Douglas are all told Question 5(5 points): lower class, less educated

III.Read the following passages and analyze the stylistic features of the following passages(30 points).1.total: 15 points

1)lexical(5 points): word length;word color;structure of

noun/verb group

2)syntactic(5 points): structure & type, tense, length

3)textual(5 points): news report;inverted pyramid;

paragraphing;inverted commas 2.total: 15 points

1)lexical(5 points): technical terms;word length;word color;structure of noun/verb group

2)syntactic(5 points): tense, structure, length, passive voice3)textual(5 points): research abstract;goal;method;

result/conclusion

IV.Read the poem below and analyze its language and style(10 points).1.phonological(2 points): main metrical pattern(iambic

pentameter), rhyme scheme(abab)

2.lexical(2 points): common words with one syllable and two

syllables

3.syntactic(2 points): simple coordinated sentence structure 4.theme(4 points): living to love nature and pursue art rather

than strive for fame and fortune

第五篇：文体学学习心得

文体学学习心得

研究生的第一个学期，学校为我们翻译专业安排了《文体学》这门课程。在付晓丽老师的指导下，我们对文体学这门课形成了系统的认识，对翻译活动也有了更深层次的见解。通过这学期的学习，我不仅了解了文体学的相关理论，学会了用这些理论服务来于翻译实践，而且还发现了许多学习的乐趣，真正体会到生活处处皆学问的内涵。

一、《文体学》之前期准备

在开设这门课之前，对《文体学》这门课没有丝毫的了解，甚至有同学猜测是不是跟瑜伽有关，听上去很修身养性的课程名称。后来在网上查了一下，才知道，“文体学，也称语体学、风格学，现大都译为文体学。它是一门研究文本体裁的特征、本质及其规律，介于语言学、文艺学、美学、心理学等学科之间，方兴未艾的综合性边缘学科，目前正处于发展、完善的阶段。”也有的说“文体学是一门教我们怎样使用语言，怎样使用不同风格的语言的一门学科。”不管哪种说法，跟翻译联系起来，给人的印象绝对是那种枯燥、乏味，且属于纯理论的课程。因此，在正式上课之前，潜意识里就断定这门课肯定很没有意思。

二、《文体学》之学习过程

刚上第一节课，便发现文体学老师讲课很有意思，为人随和、教学风格幽默，我们学生也不用一直拘谨，课堂氛围非常活跃。后来才知道付老师在语言学方面的造诣相当深厚，经过老师精彩的讲解，我们对文体学的概念及其在日常生活中的应用，有了初步了解，老师还用生活中的具体事例向我们展示了身边的文体学，例如大家平时津津乐道的“甄嬛体”、“梨花体”、“淘宝体”等。这时候我才发现文体学与我想象中的完全不一样，它不但不是纯理论，而且与日常生活的关系还如此密切。

由于大家都很喜欢付老师的行事作风、讲课风格，所以每次上课，大家都会积极配合。每一节课都会有新鲜的材料、新鲜的知识，发生在身边、自己却又没有留意到的课堂素材，甚至连街上的双语广告单页也可以拿来给我们作为平行文本进行分析，在一种轻松、愉悦的氛围中，那种枯燥乏味的知识听起来也变得有趣了许多，下课后还有意犹未尽的感觉，总想再多听一会儿付老师的讲解。有时候老师还会跟我们分享一些，她看到的杂志上的一些小篇幅文章，表面看来意义颇深，但对其深究，却会发现其中的逻辑并不严谨。教导我们平时不仅要留心观察，发现别人发现不到的问题，更要认真思考，对事情保有自己的看法。老师还教导我们平时应多读一些优质文本，培养对语言的敏感度；多看一些专业相关的核心期刊，了解行业最新发展动态。

三、《文体学》之知识收获

作为一名翻译硕士，学习文体学的最终目的，无非是将其应用于翻译实践，完善翻译文本。翻译必须要符合源文本的本意，这就需要与句子结构、文体分析相结合，高质量的目标语文本不仅要传达源语文本的信息，还要表现出源语文本的文体特征。文体学则是运用语言学的理论去研究文章表面意义与深层内涵、文体功用与实践效果之间的关系，处理现代翻译理论中的一个根本问题，即文体上的“形似”还是意义上的“神似”，或者说采用直译还是意译的问题。

学过文体学之后，每次做翻译的时候，总要先通读源文本，了解文本信息及其语言风格，然后尽量在准确传递信息的同时，采用源文本的语言风格。虽然现在能力有限，做不到风格的完全对等，但至少已经注意到了这个问题，并且在努力使其形式、风格更加接近。

现在，文体学课程已经全部结束了，在整个学习的过程中，可以说是受益匪浅，我将会在今后的翻译实践中，更多地注意这方面的问题，不断学习、巩固自己的翻译技能，更好地把握文体学在翻译中的应用。