论语境对语篇的影响 英文版PDF|Epub|txt|kindle电子书版本网盘下载

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Chapter 1 Introduction1

1.1 Rationale1

1.1.1 Motivation of this study3

1.1.1.1 Sterility of structuralist studies of language3

1.1.1.2 Limitations of Z.S.Harris's Discourse Analysis8

1.1.2 Insufficiency of Halliday's exploration of context and text11

1.1.3 Significance of this current study12

1.2 Research Methodology12

1.3 Collection and selection of corpora13

1.3.1 Data collection and selection13

l.3.2 Justification for the adoption of spoken prose as corpora13

l.3.3 Transcription of real-life spoken data14

1.4 Theoretical framework of this study15

1.5 Structure of this research16

Chapter 2 Literature Review on Context of and Text18

2.1 Introductory remarks18

2.2 Context18

2.2.1 Context defined by different linguists19

2.2.1.1 Malinowski's definition of context19

2.2.1.2 J.R.Firth's definition of context21

2.2.1.3 Halliday and Hasan's notion of context22

2.2.1.4 Roman Jacobson's definition of context23

2.2.1.5 D.Hymes's definition of context25

2.2.1.6 Elinor Ochs's definition of context29

2.2.1.7 CHEN Wangdao's definition of context30

2.2.2 Cognitive context31

2.2.2.1 Philosophers'statement of objective context and cognitive context32

2.2.2.2 Context in cognitive linguistics34

2.2.2.3 Problems with the theory of cognitive context35

2.3 Text35

2.3.1 Text,discourse,conversation35

2.3.1.1 van Dijk's definition of text and discourse36

2.3.1.2 Halliday and Hasan's definition of text37

2.3.1.3 Brown and Yule's definition of discourse and text38

2.3.1.4 Beaugrande and Dressler's definition of text38

2.3.1.5 Coulthard's definition of discourse40

2.3.1.6 Fowler's notion of text and discourse40

2.4 Text and Context in this research41

2.4.1 Text in this research42

2.4.1.1 Informativity42

2.4.1.2 Semantic compatibility47

2.4.1.3 Associability48

2.4.1.4 Cognitivity49

2.4.1.5 Length felicity51

2.4.2 Context in this research53

Chapter 3 Impact of Field upon Text55

3.1 Introductory remarks55

3.2 Field and its components56

3.2.1 Suzanne Eggins's description of field57

3.2.2 Leckie-Tarry's description of field58

3.2.2.1 Arena/activities58

3.2.2.2 Participants59

3.2.2.3 Semantic domain60

3.2.3 A brief summary61

3.3 The impact of field upon text63

3.3.1 The impact of subject matter upon text63

3.3.2 The impact of participants upon text68

3.3.3 The impact of setting upon text74

3.3.3.1 Conversation inside the classroom75

3.3.3.2 Conversation outside the classroom83

3.4 Summary86

Chapter 4 Impact of Tenor upon Text87

4.1 Introductory remarks87

4.2 Different definitions of tenor87

4.2.1 Gregory's definition of tenor88

4.2.1.1 Personal tenor88

4.2.1.2 Functional tenor89

4.2.2 Poynton's definition of tenor91

4.2.2.1 Power91

4.2.2.2 Contact92

4.2.2.3 Affective involvement92

4.2.3 Martin's definition of tenor93

4.2.3.1 Status93

4.2.3.2 Contact93

4.2.3.3 Affect94

4.2.4 Leckie-Tarry's definition of tenor94

4.2.4.1 Formality94

4.2.4.2 Role95

4.2.4.3 Focus95

4.2.5 A brief summary96

4.3 Impact of tenor upon text99

4.3.1 Impact of power upon text99

4.3.2 Impact of contact upon text105

4.3.3 Impact of affective involvement upon text113

4.4 Summary116

Chapter 5 Impact of Mode upon Text117

5.1 Introductory remarks117

5.2 Definitions of mode117

5.2.1 Halliday's definition of mode117

5.2.2 Leckie-Tarry's definition of mode118

5.2.2.1 Planning118

5.2.2.2 Feedback119

5.2.2.3 Contextualization120

5.2.2.4 Medium121

5.2.3 Martin's definition of mode122

5.2.3.1 Spatial/interpersonal distance122

5.2.3.2 Experiential distance123

5.2.4 Summary of the quoted definitions125

5.2.5 The definition of mode to be taken in this research126

5.3 Impact of mode upon text126

5.3.1 Differences between spoken mode and written mode126

5.3.1.1 Referential choices between spoken mode and written mode131

5.3.1.2 Nominalization:a typical feature of written mode132

5.3.2 Written-to-be-spoken mode and its actualization137

5.3.3 Internet relay chat and face-to-face conversation142

5.3.3.1 Sequential organization in QS-CMC:The misinterpretation of adjacency144

5.3.3.2 Phantom responsiveness and phantom adjacency pairs145

5.3.3.3 Turn-taking in QS-CMC:The problem of virtual simultaneity149

5.3.3.4 The misinterpretation of silence152

5.3.3.5 Miscommunication in QS-CMC153

5.4 Summary155

Chapter 6 Interaction between Contextual Factors and Its Impact upon Text156

6.1 Introductory remarks156

6.2 Contextual factors revisited157

6.3 Impact of field upon mode159

6.4 Impact of mode upon tenor163

6.5 Impact of tenor upon field169

6.6 Impact of tenor on mode170

6.7 Impact of field upon tenor176

6.8 Summary178

Chapter 7 Conclusion179

7.1 Conclusions179

7.2 Contributions of the current research179

7.3 Insufficiencies of the current research180

7.4 Suggestions for future research182

7.5 Pedagogical implications of this research183

References186