语言学流派与发展2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载

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Chapter 1 Introduction:Linguistics and Schools of Linguistics1

1.1 What Is Linguistics?1

1.2 Schools of Linguistics2

Chapter 2 Traditional Grammar6

2.0 Introduction6

2.1 Sanskrit Grammar in Ancient India7

2.2 Grammar in Ancient Greece9

2.3 Grammar in Ancient Rome12

2.4 Grammar in the Middle Ages14

2.5 Linguistics from the Renaissance to the 18th Century16

2.6 Linguistic Tradition in the Middle East and China18

2.7 Summary21

Chapter 3 Historical and Comparative Linguistics23

3.0 Introduction23

3.1 Early Development of Historical Linguistics24

3.2 Rask,Grimm and Bopp25

3.3 Wilhelm von Humboldt29

3.4 Historical Linguistics in the Mid-19th Century31

3.5 The Study of Ablaut33

3.6 Neogrammarians34

3.7 Jespersen and International Phonetic Alphabet36

3.8 Summary38

Chapter 4 Schools of European Structuralism39

4.0 Introduction39

4.1 Saussure and Course in General Linguistics40

4.1.1 Historical Background and Sources of Saussure's Ideas40

4.1.2 Saussure's Contributions to General Linguistics41

4.1.2.1 Langue vs. Parole42

4.1.2.2 Signifier vs. Signified43

4.1.2.3 Arbitrariness44

4.1.2.4 Linear Nature(Syntagmatic vs. Paradigmatic)45

4.1.2.5 Synchronic Linguistics vs. Diachronic Linguistics46

4.1.3 Saussure's Impact and Legacy47

4.2 French School47

4.2.1 French Post-Saussurean Linguistics47

4.2.2 Martinet's Structural-Functional Linguistics48

4.3 Prague School50

4.3.1 Mathesius and Functional Sentence Perspective(FSP)51

4.3.2 Trubetzkoy and Principles of Phonology53

4.3.3 Jakobson and Distinctive Features55

4.3.4 Markedness Theory57

4.4 Copenhagen School59

4.4.1 Introduction to the Copenhagen Linguistic Circle59

4.4.2 Hielmslev and Glossematics60

4.5 Summary61

Chapter 5 Schools of American Descriptivism and Structuralism63

5.0 Introduction63

5.1 Early Period:Boas and Sapir64

5.1.1 Boas and his Linguistic Views64

5.1.2 Sapir and his Linguistic Method and Theories66

5.1.2.1 Sapir the Man66

5.1.2.2 Sapir's Linguistic Method and Theories67

5.1.3 The Sapir-Whorf Hypothesis69

5.2 Bloomfieldian Age71

5.2.1 Bloomfield and the Stimulus-Response Theory71

5.2.2 Immediate Constituent Analysis(IC Analysis)74

5.3 Post-Bloomfieldian Age76

5.3.1 Harris and his Linguistic Views77

5.3.2 Hockett and his Linguistic Views79

5.4 Summary82

Chapter 6 Generative Schools84

6.0 Introduction84

6.1 Chomsky and the Innateness Hypothesis85

6.2 Transformational-Generative Grammar87

6.2.1 The Classical Theory89

6.2.2 The Standard Theory91

6.2.3 The Extended Standard Theory93

6.2.4 Government and Binding Theory95

6.2.4.1 Phrase Structures and X-bar Theory96

6.2.4.2 C-Command and Government98

6.2.4.3 Binding Theory102

6.2.5 Minimalism104

6.3 Generative Phonology and Optimality Theory106

6.3.1 Generative Phonology106

6.3.2 Optimality Theory110

6.3.2.1 Input and GEN:the Candidate Set111

6.3.2.2 CON:the Constraint Set111

6.3.2.3 EVAL:Definition of Optimality112

6.4 Generative Semantics116

6.5 Summary117

Chapter 7 London School119

7.0 Introduction119

7.1 Malinowski's Theories120

7.2 Firth's Theories121

7.2.1 Firth's Study of Meaning122

7.2.2 Firth's Prosodic Analysis124

7.3 Neo-Firthian Age126

7.3.1 Randolph Quirk and his Linguistic Studies126

7.3.2 Robins and his Linguistic Studies128

7.3.3 Sinclair and his Linguistic Studies129

7.3.4 John Lyons and his Linguistic Studies130

7.4 Summary131

Chapter 8 Systemic-Functional School133

8.0 Introduction133

8.1 Halliday and his Linguistic Views133

8.1.1 Halliday the Man133

8.1.2 Halliday's Linguistic Views134

8.1.3 Halliday's Early Study:Scale and Category Grammar136

8.2 Systemic Grammar136

8.2.1 Entry Condition138

8.2.2 Meaning Potential and Realization138

8.3 Functional Grammar139

8.3.1 Ideational Function140

8.3.1.1 Material Processes141

8.3.1.2 Mental Processes141

8.3.1.3 Relational Processes142

8.3.1.4 Verbal Processes143

8.3.1.5 Behavioural Processes143

8.3.1.6 Existential Processes143

8.3.2 Interpersonal Function144

8.3.3 Textual Function146

8.4 Register and Genre147

8.4.1 Context of Situation:Register148

8.4.1.1 Field148

8.4.1.2 Tenor148

8.4.1.3 Mode149

8.4.2 Context of Culture:Genre149

8.5 Cohesion and Coherence151

8.5.1 Cohesion151

8.5.2 Coherence153

8.6 Grammatical Metaphor155

8.6.1 Ideational Metaphor156

8.6.2 Interpersonal Metaphor157

8.6.2.1 Metaphor of Modality158

8.6.2.2 Metaphor of Mood158

8.6.3 Textual Metaphor158

8.7 Martin and Appraisal Theory159

8.7.1 Attitude:Ways of Feeling160

8.7.1.1 Affect160

8.7.1.2 Judgment161

8.7.1.3 Appreciation162

8.7.2 Engagement163

8.7.2.1 Disclaim165

8.7.2.2 Proclaim165

8.7.2.3 Entertain165

8.7.2.4 Attribute165

8.7.3 Graduation165

8.7.3.1 Force166

8.7.3.2 Focus166

8.8 Summary167

Chapter 9 American Functional Schools169

9.0 Introduction169

9.1 Pike and Tagmemics169

9.1.1 Pike and his Linguistic View169

9.1.2 Tagmemics171

9.2 Case Grammar172

9.3 Lamb's Stratificational Grammar176

9.4 Kuno's Functional Syntax177

9.5 Chafe Grammar182

9.6 Role and Reference Grammar183

9.7 West Coast Functionalism188

9.8 Summary189

Chapter 10 Cognitive Linguistic School191

10.0 Introduction191

10.1 Some Basic Concepts193

10.1.1 Categorization and Prototype193

10.1.2 Figure and Ground195

10.1.3 Frame,Domain,Script and ICM197

10.1.3.1 Frame197

10.1.3.2 Domain198

10.1.3.3 Script200

10.1.3.4 Idealized Cognitive Models(ICMs)200

10.1.4 Image Schemata201

10.2 Langacker and Cognitive Grammar202

10.2.1 The Relation of Grammar to Cognition203

10.2.2 Cognitive Grammar in Operation204

10.2.3 Construction Grammar205

10.3 Cognitive Semantics206

10.3.1 Embodied Realism207

10.3.2 Prototype Theory207

10.3.3 Lexical Network Theory208

10.3.4 Lakoff,Johnson,and Conceptual Metaphor Theory209

10.3.5 Conceptual Metonymy Theory212

10.3.6 Cognifive Pragmatics213

10.3.7 Fauconnier and his Mental Space Views214

10.3.7.1 Mental Space Theory214

10.3.7.2 Blending Theory216

10.4 Iconicity219

10.5 Grammaticalization222

10.6 Summary224