Stylistics 3.pptVIP

Stylistics Chapter 3 Varieties Co-text and Context 1, Context may be linguistic or extra-linguistic. 2, Linguistic context is alternatively termed as Co-text, which refers to the linguistic units preceding and/or following a particular linguistic unit in a text. 3, Extra-linguistic context is also termed Context of Situation. It refers to the relevant features of the situation in which a text has meaning. Chapter 3 Varieties The constant features of the situational circumstances of speech events fall into two main groups: User (dialect) and Use (register). Chapter 3 Varieties Dialect (According to different user) 1, Idiolect 2, Temporal dialect 3, regional dialect 4, Social dialect (status, ethnic, gender, age) 5, Standard dialect Chapter 3 Varieties Register (According to different use) 1, Field of discourse (the type of social activity. E.g. phatic communion, legal document, news report, advertisement…) 2, Mode of discourse (the medium. E.g. speaking, writing, audiovisual medium, hyper text…) 3, Tenor of discourse (the relationship between speaker/writer and hearer/reader. E.g. Personal tenor, functional tenor) Chapter 3 Varieties Register (According to different use) As contextual categories, field, mode and tenors of discourse are interrelated. Actually many texts can be seen as a configuration of the three contextual features. Chapter 3 Varieties Chapter 3 Varieties Registers can be defined in terms of phonological, lexical, and grammatical features. A language user can speak in many registers, but he does not normally speak in dialects of other regions, classes, or ethnic groups. Foreign Languages College copyright@yang Yang Xueqian Mar 1, 2011 行为主义将语言当作习惯成自然，习惯是不需要太多大脑加工的。没有实在意义的句型操练。听说法。 认知理论强调语言是一门科学，是可以穷尽分析的。语法受到推崇。 人本主义充分考虑学习者的积极主动性，建构主义强调学习者对知识的自我构建，习得理论与认知理论相反，淡化系统性，强调感觉。 引入： 1、基础教育英语教师的现状：培训频繁但是都在经验和技能上炒作；英语学科知识不足、退化，英语教学知识更新不快，理论学习储备不足、积极性不高。 2、对英语教师的期望：不要畏惧理论，只有理论的指导，才有实践的进步，渔优于鱼；用反思的态度对待一切行动，理论可以因你而进步； 3、本讲座探究技能背后的