顾曰国，现任中国社会科学院语言研究所研究员，博士生导师，当代语言学研究室主任，《当代语言学》杂志主编之一；同时兼任北京外国语大学校长助理、网络教育学院常务副院长，博士生导师。1985年获英国兰开斯特大学语言学系语言研究优等硕士学位，1987年获该系语用学与修辞学博士学位，师从英国学术院院士Leech院士。在国际刊物上发表论文21篇，国内杂志上发表文章18篇，国际杂志特邀专号主编2期，合编著学术著作1部，英语和语言学教材32部。从1994年起，任国际《语用学》杂志咨询编审，2000年当选为国际语用学协会常务理事。2002年起，任国际《篇章学》杂志咨询编审。同时还任中国功能语言学协会常务理事；是教育部远程教育专家组成员。先后获霍英东教育基金1993年第四届青年教师科研类一等奖，1994年北京市哲学社会科学优秀论文一等奖，1995年中国“国氏”博士后奖，1997年英国学术院王宽城基金会奖。2002年获教育部中央电大系统优秀教材一等奖。国家“百千万工程”千名学术带头人之一。国内外大学兼职有：英国诺丁汉大学特聘教授、江西财经大学外语学院名誉院长、山西大学名誉教授等。短期专题讲学的大学有：香港大学、香港理工大学、香港浸会大学等。国际学术会议主题报告11次。
quoted from: http://ling.cass.cn/dangdai/editors/guyg_eng.htm
(including English version)
2009年5月16日 星期六
Geoffrey Leech. (quoted from wikipedia)
Geoffrey Leech was Professor of Linguistics and Modern English Language at Lancaster University from 1974 to 2002.He then became Research Professor in English Linguistics. He has been Emeritus Professor in the Department of Linguistics and English Language, Lancaster University, since 2002.
Leech's main academic interests are:English grammar；Semantics；Stylistics；Pragmatics； Corpus linguistics；Corpus-based natural language processing by computer. http://www.ling.lancs.ac.uk/profiles/Geoffrey-Leech/
Leech's main academic interests are:English grammar；Semantics；Stylistics；Pragmatics； Corpus linguistics；Corpus-based natural language processing by computer. http://www.ling.lancs.ac.uk/profiles/Geoffrey-Leech/
Something about multimodality. (quoted from wikipedia)
(1) An introduction to M.A.K Halliday---
Michael Alexander Kirkwood Halliday (often M.A.K. Halliday) (born 1925) is an Australian linguist who developed an internationally influential grammar model, the systemic functional grammar (which also goes by the name of systemic functional linguistics [SFL]).
Halliday was born and raised in England. He took a BA Honours degree in Modern Chinese Language and Literature (Mandarin) at the University of London. He then lived for three years in China, where he studied under Luo Changpei(羅常培) at Peking University and under Wang Li(王力) at Lingnan University, before returning to take a PhD in Chinese Linguistics at Cambridge. Having taught Chinese for a number of years, he changed his field of specialisation to linguistics, and developed systemic functional grammar, elaborating on the foundations laid by his British teacher J. R. Firth and a group of European linguists of the early 20th century, the Prague School. His seminal paper on this model was published in 1961. He became the Professor of Linguistics at the University of London in 1965. In 1976 he moved to Australia as Foundation Professor of Linguistics at the University of Sydney, where he remained until he retired. The impact of his work extends beyond linguistics into the study of visual and multimodal communication, and he is considered to have founded the field of social semiotics. He has worked in various regions of language study, both theoretical and applied, and has been especially concerned with applying the understanding of the basic principles of language to the theory and practices of education. He received the status of emeritus professor(榮譽教授) of the University of Sydney and Macquarie University, Sydney, in 1987, and is currently Distinguished Visiting Professor in the Faculty of Education, University of Hong Kong. With his seminal lecture "New Ways of Meaning: the Challenge to Applied Linguistics" held at the AILA conference in Saloniki (1990), he became one of the pioneers of eco-critical discourse analysis (a discipline of ecolinguistics).
(2) Social semiotics and multimodality---
Social semiotics is currently extending this general framework beyond its linguistic origins to account for the growing importance of sound and visual images, and how modes of communication are combined in both traditional and digital media (see, for example, Kress and van Leeuwen, 1996), thus approaching semiotics of culture (Randviir 2004). Theorists such as Gunther Kress and Theo van Leeuwen have built on Halliday's framework by providing new "grammars" for other semiotic modes. Like language, these grammars are seen as socially formed and changeable sets of available "resources" for making meaning, which are also shaped by the semiotic metafunctions originally identified by Halliday. The visual and aural modes have received particular attention. Accounting for multimodality (communication in and across a range of semiotic modes - verbal, visual, and aural) is considered a particularly important ongoing project, given the importance of the visual mode in contemporary communication.
Michael Alexander Kirkwood Halliday (often M.A.K. Halliday) (born 1925) is an Australian linguist who developed an internationally influential grammar model, the systemic functional grammar (which also goes by the name of systemic functional linguistics [SFL]).
Halliday was born and raised in England. He took a BA Honours degree in Modern Chinese Language and Literature (Mandarin) at the University of London. He then lived for three years in China, where he studied under Luo Changpei(羅常培) at Peking University and under Wang Li(王力) at Lingnan University, before returning to take a PhD in Chinese Linguistics at Cambridge. Having taught Chinese for a number of years, he changed his field of specialisation to linguistics, and developed systemic functional grammar, elaborating on the foundations laid by his British teacher J. R. Firth and a group of European linguists of the early 20th century, the Prague School. His seminal paper on this model was published in 1961. He became the Professor of Linguistics at the University of London in 1965. In 1976 he moved to Australia as Foundation Professor of Linguistics at the University of Sydney, where he remained until he retired. The impact of his work extends beyond linguistics into the study of visual and multimodal communication, and he is considered to have founded the field of social semiotics. He has worked in various regions of language study, both theoretical and applied, and has been especially concerned with applying the understanding of the basic principles of language to the theory and practices of education. He received the status of emeritus professor(榮譽教授) of the University of Sydney and Macquarie University, Sydney, in 1987, and is currently Distinguished Visiting Professor in the Faculty of Education, University of Hong Kong. With his seminal lecture "New Ways of Meaning: the Challenge to Applied Linguistics" held at the AILA conference in Saloniki (1990), he became one of the pioneers of eco-critical discourse analysis (a discipline of ecolinguistics).
(2) Social semiotics and multimodality---
Social semiotics is currently extending this general framework beyond its linguistic origins to account for the growing importance of sound and visual images, and how modes of communication are combined in both traditional and digital media (see, for example, Kress and van Leeuwen, 1996), thus approaching semiotics of culture (Randviir 2004). Theorists such as Gunther Kress and Theo van Leeuwen have built on Halliday's framework by providing new "grammars" for other semiotic modes. Like language, these grammars are seen as socially formed and changeable sets of available "resources" for making meaning, which are also shaped by the semiotic metafunctions originally identified by Halliday. The visual and aural modes have received particular attention. Accounting for multimodality (communication in and across a range of semiotic modes - verbal, visual, and aural) is considered a particularly important ongoing project, given the importance of the visual mode in contemporary communication.
John M. Swales. (quoted from wikipedia)
John Swales is a linguist known for his work on genre analysis in applied linguistics and ESL. He is a Professor of Linguistics and former Director of the English Language Institute at the University of Michigan. In addition to writing scholarly books and publications, John Swales is unique among applied linguists in that he is also the author of several writing textbooks for students whose native language is not English. http://www.lsa.umich.edu/ling/people/John_Swales.htm http://www.flipkart.com/genre-analysis-john-swales-michael/0521338131-fzw3f9osy2
2009年4月28日 星期二
Ferdinand de Saussure.(quoted from wikipedia)
Ferdinand de Saussure (26 November 1857 - 22 February 1913) was a Swiss linguist whose ideas laid a foundation for many significant developments in linguistics in the 20th century. Saussure is widely considered to be one of the fathers of 20th-century linguistics, and his ideas have had a monumental impact on literary and cultural theory and interpretation.
§ Biography §
Ferdinand Mongin de Saussure, born in Geneva in 1857, showed early signs of considerable talent and intellectual ability. After a year of studying Latin, Greek, Sanskrit, and a variety of courses at the University of Geneva, he commenced graduate work at the University of Leipzig(萊比錫) in 1876. Two years later at 21 years Saussure studied for a year at Berlin, where he wrote his only full-length work, Mémoire sur le système primitif des voyelles dans les langues indo-européenes (Thesis on the Primitive Vowel System in Indo-European Languages). He returned to Leipzig and was awarded his doctorate in 1880. Soon afterwards he relocated to Paris, where he would lecture on ancient and modern languages. He taught in Paris for 11 years before returning to Geneva in 1891. Saussure lectured on Sanskrit and Indo-European at the University of Geneva for the remainder of his life. It was not until 1906 that Saussure began teaching the Course of General Linguistics that would consume the greater part of his attention until his death in 1913.
§ Course in General Linguistics §
Saussure's most influential work, Course in General Linguistics (Cours de linguistique générale), was published posthumously in 1916 by former students Charles Bally and Albert Sechehaye on the basis of notes taken from Saussure's lectures at the University of Geneva. The Course became one of the seminal linguistics works of the 20th century, not primarily for the content (many of the ideas had been anticipated in the works of other 19th century linguists), but rather for the innovative approach that Saussure applied in discussing linguistic phenomena.
Its central notion is that language may be analyzed as a formal system of differential elements, apart from the messy dialectics of real-time production and comprehension. Examples of these elements include the notion of the linguistic sign, the signifier, the signified, and the referent.
In 1996, a manuscript of Saussure's was discovered in his house in Geneva. This text was published as Writings in General Linguistics, and offers significant clarifications of the Course.
§ Laryngeal theory§
While a student, Saussure published an important work in Indo-European philology(語文學，語文研究) that proposed the existence of a class of sounds in Proto-Indo-European called sonant coefficients. The Danish scholar Hermann Möller suggested that these might actually be laryngeal consonants, leading to what is now known as the laryngeal theory. It has been argued that the problem Saussure encountered, of trying to explain how he was able to make systematic and predictive hypotheses from known linguistic data to unknown linguistic data, stimulated his development of structuralism. Saussure's predictions about the existence of sonant coefficients/laryngeals and their evolution proved a resounding success when the Hittite texts were discovered and deciphered, some 20 years later.
§ Legacy §
The impact of Saussure's ideas on the development of linguistic theory in the first half of the 20th century cannot be overstated. Two currents of thought emerged independently of each other, one in Europe, the other in America. The results of each incorporated the basic notions of Saussurian thought in forming the central tenets of structural linguistics. (1)In Europe, the most important work was being done by the Prague School(布拉格學派). Most notably, Nikolay Trubetzkoy and Roman Jakobson headed the efforts of the Prague School in setting the course of phonological theory in the decades following 1940. Jakobson's universalizing structural-functional theory of phonology, based on a markedness hierarchy of distinctive features, was the first successful solution of a plane of linguistic analysis according to the Saussurean hypotheses. Elsewhere, Louis Hjelmslev and the Copenhagen School(哥本哈根學派) proposed new interpretations of linguistics from structuralist theoretical frameworks. (2)In America, Saussure's ideas informed the distributionalism of Leonard Bloomfield and the post-Bloomfieldian Structuralism of those scholars guided by and furthering the practices established in Bloomfield's investigations and analyses of language, such as Eugene Nida, Bernard Bloch, George L. Trager, Rulon S. Wells III, Charles Hockett, and through Zellig Harris, the young Noam Chomsky. In addition to Chomsky's theory of Transformational grammar, other contemporary developments of structuralism include Kenneth Pike's theory of tagmemics, Sidney Lamb's theory of stratificational grammar, and Michael Silverstein's work.
Outside linguistics, the principles and methods employed by structuralism were soon adopted by scholars and literary critics, such as Roland Barthes, Jacques Lacan, and Claude Lévi-Strauss, and implemented in their respective areas of study. However, their expansive interpretations of Saussure's theories, which contained ambiguities to begin with, and their application of those theories to non-linguistic fields of study such as sociology or anthropology, led to theoretical difficulties and proclamations of the end of structuralism in those disciplines.
§ Biography §
Ferdinand Mongin de Saussure, born in Geneva in 1857, showed early signs of considerable talent and intellectual ability. After a year of studying Latin, Greek, Sanskrit, and a variety of courses at the University of Geneva, he commenced graduate work at the University of Leipzig(萊比錫) in 1876. Two years later at 21 years Saussure studied for a year at Berlin, where he wrote his only full-length work, Mémoire sur le système primitif des voyelles dans les langues indo-européenes (Thesis on the Primitive Vowel System in Indo-European Languages). He returned to Leipzig and was awarded his doctorate in 1880. Soon afterwards he relocated to Paris, where he would lecture on ancient and modern languages. He taught in Paris for 11 years before returning to Geneva in 1891. Saussure lectured on Sanskrit and Indo-European at the University of Geneva for the remainder of his life. It was not until 1906 that Saussure began teaching the Course of General Linguistics that would consume the greater part of his attention until his death in 1913.
§ Course in General Linguistics §
Saussure's most influential work, Course in General Linguistics (Cours de linguistique générale), was published posthumously in 1916 by former students Charles Bally and Albert Sechehaye on the basis of notes taken from Saussure's lectures at the University of Geneva. The Course became one of the seminal linguistics works of the 20th century, not primarily for the content (many of the ideas had been anticipated in the works of other 19th century linguists), but rather for the innovative approach that Saussure applied in discussing linguistic phenomena.
Its central notion is that language may be analyzed as a formal system of differential elements, apart from the messy dialectics of real-time production and comprehension. Examples of these elements include the notion of the linguistic sign, the signifier, the signified, and the referent.
In 1996, a manuscript of Saussure's was discovered in his house in Geneva. This text was published as Writings in General Linguistics, and offers significant clarifications of the Course.
§ Laryngeal theory§
While a student, Saussure published an important work in Indo-European philology(語文學，語文研究) that proposed the existence of a class of sounds in Proto-Indo-European called sonant coefficients. The Danish scholar Hermann Möller suggested that these might actually be laryngeal consonants, leading to what is now known as the laryngeal theory. It has been argued that the problem Saussure encountered, of trying to explain how he was able to make systematic and predictive hypotheses from known linguistic data to unknown linguistic data, stimulated his development of structuralism. Saussure's predictions about the existence of sonant coefficients/laryngeals and their evolution proved a resounding success when the Hittite texts were discovered and deciphered, some 20 years later.
§ Legacy §
The impact of Saussure's ideas on the development of linguistic theory in the first half of the 20th century cannot be overstated. Two currents of thought emerged independently of each other, one in Europe, the other in America. The results of each incorporated the basic notions of Saussurian thought in forming the central tenets of structural linguistics. (1)In Europe, the most important work was being done by the Prague School(布拉格學派). Most notably, Nikolay Trubetzkoy and Roman Jakobson headed the efforts of the Prague School in setting the course of phonological theory in the decades following 1940. Jakobson's universalizing structural-functional theory of phonology, based on a markedness hierarchy of distinctive features, was the first successful solution of a plane of linguistic analysis according to the Saussurean hypotheses. Elsewhere, Louis Hjelmslev and the Copenhagen School(哥本哈根學派) proposed new interpretations of linguistics from structuralist theoretical frameworks. (2)In America, Saussure's ideas informed the distributionalism of Leonard Bloomfield and the post-Bloomfieldian Structuralism of those scholars guided by and furthering the practices established in Bloomfield's investigations and analyses of language, such as Eugene Nida, Bernard Bloch, George L. Trager, Rulon S. Wells III, Charles Hockett, and through Zellig Harris, the young Noam Chomsky. In addition to Chomsky's theory of Transformational grammar, other contemporary developments of structuralism include Kenneth Pike's theory of tagmemics, Sidney Lamb's theory of stratificational grammar, and Michael Silverstein's work.
Outside linguistics, the principles and methods employed by structuralism were soon adopted by scholars and literary critics, such as Roland Barthes, Jacques Lacan, and Claude Lévi-Strauss, and implemented in their respective areas of study. However, their expansive interpretations of Saussure's theories, which contained ambiguities to begin with, and their application of those theories to non-linguistic fields of study such as sociology or anthropology, led to theoretical difficulties and proclamations of the end of structuralism in those disciplines.
Syllable weight.(quoted from wikipedia)
In linguistics, syllable weight is the concept that syllables pattern together according to the number and/or duration of segments(=phonemes) in the rime(=rhyme. The rime/rhyme of a syllable consists of a nucleus and an optional coda.). In classical poetry, both Greek and Latin, distinctions of syllable weight were fundamental to the meter(=metre. The basic rhythmic structure of a verse.) of the line.
§ Syllable weight in linguistics §
A heavy syllable is a syllable with a branching nucleus or a branching rime. A branching nucleus generally means the syllable has a long vowel or a diphthong; this type of syllable is abbreviated CVV. A syllable with a branching rime is a closed syllable, that is, one with a coda (one or more consonants at the end of the syllable); this type of syllable is abbreviated CVC. In some languages, both CVV and CVC syllables are heavy, while a syllable with a short vowel as the nucleus and no coda (a CV syllable) is a light syllable. In other languages, only CVV syllables are heavy, while CVC and CV syllables are light. Some languages distinguish a third type, CVVC syllables (with both a branching nucleus and a coda) and/or CVCC syllables (with a coda consisting of two or more consonants) as superheavy syllables.
In moraic theory, heavy syllables are analyzed as containing two moras, light syllables one, and superheavy syllables three.
The distinction between heavy and light syllables plays an important role in the phonology of some languages, especially with regards to the assignment of stress. For instance, in the Sezer stress pattern in Turkish, the main stress occurs as an iamb (i.e. penultimate(倒數第二的) stress) one syllable to the left of the final syllable: (L'L)σ. However, when the foot contains a heavy syllable in the first syllable, the iamb shifts to a trochee (i.e. antepenultimate stress) because there is a requirement that main stress fall on a heavy syllable whenever possible: ('HL)σ, and not *(H'L)σ.
§ Syllable weight in linguistics §
A heavy syllable is a syllable with a branching nucleus or a branching rime. A branching nucleus generally means the syllable has a long vowel or a diphthong; this type of syllable is abbreviated CVV. A syllable with a branching rime is a closed syllable, that is, one with a coda (one or more consonants at the end of the syllable); this type of syllable is abbreviated CVC. In some languages, both CVV and CVC syllables are heavy, while a syllable with a short vowel as the nucleus and no coda (a CV syllable) is a light syllable. In other languages, only CVV syllables are heavy, while CVC and CV syllables are light. Some languages distinguish a third type, CVVC syllables (with both a branching nucleus and a coda) and/or CVCC syllables (with a coda consisting of two or more consonants) as superheavy syllables.
In moraic theory, heavy syllables are analyzed as containing two moras, light syllables one, and superheavy syllables three.
The distinction between heavy and light syllables plays an important role in the phonology of some languages, especially with regards to the assignment of stress. For instance, in the Sezer stress pattern in Turkish, the main stress occurs as an iamb (i.e. penultimate(倒數第二的) stress) one syllable to the left of the final syllable: (L'L)σ. However, when the foot contains a heavy syllable in the first syllable, the iamb shifts to a trochee (i.e. antepenultimate stress) because there is a requirement that main stress fall on a heavy syllable whenever possible: ('HL)σ, and not *(H'L)σ.
Phonological hierarchy.(quoted from wikipedia)
Phonological hierarchy describes a series of increasingly smaller regions of a phonological utterance. From larger to smaller units, it is as follows:
(1)Utterance
(2)Prosodic declination unit (DU) / intonational phrase (I-phrase)
(3)Prosodic intonation unit (IU) / phonological phrase (P-phrase)
(4)Prosodic list unit (LU)
(5)Clitic group
(6)Phonological word (P-word, ω)
(7)Foot (F): "strong-weak" syllable sequences such as English ladder, button, eat it
(8)Syllable (σ): e.g. cat (one syllable), ladder (two syllables)
(9)Mora (μ) ("half-syllable")
(10)Segment (phoneme): e.g. [k], [æ] and [t] in cat
(11)Feature
The hierarchy from the mora upwards is also called the prosodic hierarchy.
Phonologists disagree on the arrangement and inclusion of units in the hierarchy. For example, the clitic group is not universally recognised, and the P-phrase and IU come from different traditions and have different definitions.
(1)Utterance
(2)Prosodic declination unit (DU) / intonational phrase (I-phrase)
(3)Prosodic intonation unit (IU) / phonological phrase (P-phrase)
(4)Prosodic list unit (LU)
(5)Clitic group
(6)Phonological word (P-word, ω)
(7)Foot (F): "strong-weak" syllable sequences such as English ladder, button, eat it
(8)Syllable (σ): e.g. cat (one syllable), ladder (two syllables)
(9)Mora (μ) ("half-syllable")
(10)Segment (phoneme): e.g. [k], [æ] and [t] in cat
(11)Feature
The hierarchy from the mora upwards is also called the prosodic hierarchy.
Phonologists disagree on the arrangement and inclusion of units in the hierarchy. For example, the clitic group is not universally recognised, and the P-phrase and IU come from different traditions and have different definitions.
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