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语言学理论与流派

“十一五”国家规划教材
样章
作者：
胡壮麟 叶起昌
定价：
35.00元
ISBN：
978-7-04-028709-7
版面字数：
451.000千字
开本：
16开
全书页数：
292页
装帧形式：
平装
重点项目：
“十一五”国家规划教材
出版时间：
2010-11-15
读者对象：
高等教育
一级分类：
外语类
二级分类：
英语专业课程
三级分类：
英语语言学
暂无
  • 前辅文
  • Part One Linguistics in Antiquity
    • Chapter One The History of Linguistics Since Plato
      • 1.1 Plato
        • 1.1.1 Function of language
        • 1.1.2 Nature versus convention
        • 1.1.3 Idea and reality
        • 1.1.4 Denotation and connotation
      • 1.2 Aristotle
        • 1.2.1 Rhetoric
        • 1.2.2 Rational investigation of language
        • 1.2.3 Categories
        • 1.2.4 Form
        • 1.2.5 Poetics
      • 1.3 The Stoics
        • 1.3.1 Logic
        • 1.3.2 Signification, signifier and the name-bearer
      • 1.4 The Alexandrian School
        • 1.4.1 Meter and poetry
        • 1.4.2 Dionysius Thrax
        • 1.4.3 Apollonius Dyscolus
      • 1.5 Roman linguistics
        • 1.5.1 Varro
        • 1.5.2 Priscian
      • 1.6 Medieval linguistics
        • 1.6.1 Speculative grammar
        • 1.6.2 Modistae
      • 1.7 Cartesian linguistics
        • 1.7.1 Language is human-specific
        • 1.7.2 Mind and body
        • 1.7.3 Mind and ideas
        • 1.7.4 Semantic interpretation versus phonetic interpretation
        • 1.7.5 Universality and Port-Royal Grammar
      • 1.8 Historical-Comparative linguistics and Neogrammarian
        • 1.8.1 Historical linguistics
        • 1.8.2 Comparative linguistics
        • 1.8.3 The Neogrammarians
      • 1.9 Linguistics in ancient India
    • Chapter Two The History of Linguistics in China
      • 2.1 The Philosophy of language
        • 2.1.1 Laozi: Arbitrariness
        • 2.1.2 Confucius: Zhengming
        • 2.1.3 Mozi: Language utilitarianism
        • 2.1.4 Mencius: Innate moral intuition
        • 2.1.5 Later Mohist dialecticians
        • 2.1.6 Gongsun Long and Hui Shi:The School of Names
        • 2.1.7 Zhuangzi: Skeptical relativism
        • 2.1.8 Xunzi: Confucian conventionalism
      • 2.2 Phonology
        • 2.2.1 Old Chinese pronunciation studies
        • 2.2.2 The influence of Buddhism
        • 2.2.3 Middle Chinese phonological studies
        • 2.2.4 Phonological studies in Ming and Qing dynasties
      • 2.3 Chinese orthography
        • 2.3.1 The invention of Chinese characters
        • 2.3.2 The Six Scripts
        • 2.3.3 A Dictionary of Etymology
        • 2.3.4 The Right Element Principle
        • 2.3.5 The Qing period
      • 2.4 Philology
        • 2.4.1 Scope of the discipline
        • 2.4.2 Han dynasty scholars
        • 2.4.3 From Yuan to Qing dynasties
  • Part Two Structuralism
    • Chapter Three Saussure: The Path to Synchrony
      • 3.1 Background
      • 3.2 General ideas
        • 3.2.1 Issues of comparative and historical linguistics
        • 3.2.2 Sound and thought
        • 3.2.3 The role of linguistics in semiology
        • 3.2.4 Diachrony and synchrony in linguistics
        • 3.2.5 The langue-parole dichotomy
        • 3.2.6 Arbitrariness and linearity of signs
        • 3.2.7 Syntagmatic and associative relations
        • 3.2.8 Values and differences
        • 3.2.9 Syntagmatic and associative relations
      • 3.3 Assessment
        • 3.3.1 Merits
        • 3.3.2 Issues
    • Chapter Four American Structuralism
      • 4.1 Background
      • 4.2 Franz Boas
      • 4.3 Edward Sapir
        • 4.3.1 Background
        • 4.3.2 General ideas
        • 4.3.3 Basic tenets
      • 4.4 Leonard Bloomfield
        • 4.4.1 Background
        • 4.4.2 General ideas
        • 4.4.3 The Bloomfieldian assumptions
      • 4.5 Other American Structuralists
        • 4.5.1 Sapir’s followers 75 4.5.2 Post-Bloomfieldian scholars
      • 4.6 Assessment
        • 4.6.1 Merits
        • 4.6.2 Issues
  • Part Three Pioneers in Functionalism
    • Chapter Five The Prague School
      • 5.1 Background
      • 5.2 General ideas
      • 5.3 Basic tenets
        • 5.3.1 System and function
        • 5.3.2 Synchronic phonology
        • 5.3.3 Theory of linguistic onomatology
        • 5.3.4 Theory of functional syntax: the movement of the mind in FSP
        • 5.3.5 Linguistics and poetics
      • 5.4 Assessment
        • 5.4.1 Merits
        • 5.5.2 Issues
    • Chapter Six The Copenhagen School
      • 6.1 Background
      • 6.2 General ideas
      • 6.3 Basic tenets
        • 6.3.1 Language is a form, not a substance
        • 6.3.2 The four areas of study within every language
        • 6.3.3 Certain relations in the process and the system
        • 6.3.4 No one-to-one correspondents between content
        • and expression
        • 6.3.5 Linguistic theory prescribes a textual analysis
      • 6.4 Assessment
        • 6.4.1 Merits
        • 6.4.2 Issues
    • Chapter Seven The London School
      • 7.1 Background
      • 7.2 General ideas
        • 7.2.1 Bronislaw Kasper Malinowski
        • 7.2.2 Firth
      • 7.3 Basic tenets
        • 7.3.1 Context of culture and context of situation
        • 7.3.2 Meaning = function in context
        • 7.3.3 Prosodic phonology
        • 7.3.4 Some principles in Firthian linguistics
      • 7.4 Neo-Firthian linguistics
        • 7.4.1 Scale and category grammar
        • 7.4.2 John Sinclair
        • 7.4.3 Michael Gregory
      • 7.5 Assessment
        • 7.5.1 Merits
        • 7.5.2 Issues
  • Part Four Functionalism
    • Chapter Eight Systemic-Functional Linguistics
      • 8.1 Background
      • 8.2 General ideas
      • 8.3 M.A.K. Halliday
        • 8.3.1 Metafunctions
        • 8.3.2 System
        • 8.3.3 Stratification
        • 8.3.4 Function
        • 8.3.5 Context
        • 8.3.6 Probabilistic
        • 8.3.7 Text and cohesion
        • 8.3.8 Register
        • 8.3.9 Language as Social Semiotic
        • 8.3.10 Child language development
        • 8.3.11 Grammatical metaphor
        • 8.3.12 Appliable linguistics
      • 8.4 Systemicists around M.A.K. Halliday
        • 8.4.1 Ruqaiya Hasan
        • 8.4.2 James R. Martin
        • 8.4.3 Christian M.I.M. Matthiessen
        • 8.4.4 Robin Fawcett
      • 8.5 Assessment
        • 8.5.1 Those outside the camp
        • 8.5.2 Former systemic linguists
        • 8.5.3 Views from the macro-perspective
    • Chapter Nine André Martinet and Robert de Beaugrande
      • 9.1 André Martinet
        • 9.1.1 Background
        • 9.1.2 General ideas
        • 9.1.3 Basic tenets
        • 9.1.4 Assessment
      • 9.2 Robert de Beaugrande
        • 9.2.1 Background
        • 9.2.2 General ideas
        • 9.2.3 Basic tenets
    • Chapter Ten American Functionalism
      • 10.1 Background
      • 10.2 Kenneth Pike
        • 10.2.1 Background
        • 10.2.2 General ideas and tenets
        • 10.2.3 Assessment
      • 10.3 Sydney Lamb
        • 10.3.1 Background
        • 10.3.2 General ideas
        • 10.3.3 Chief tenets
      • 10.4 Wallace Chafe
        • 10.4.1 Background
        • 10.4.2 General ideas
        • 10.4.3 Chief tenets
        • 10.4.4 Assessment
      • 10.5 Talmy Givón
        • 10.5.1 Background
        • 10.5.2 General ideas
        • 10.5.3 Chief tenets
        • 10.5.4 Assessment
      • 10.6 Thompson, Li and Mann
        • 10.6.1 Background
        • 10.6.2 Ideas and tenets
      • 10.7 Hopper, Bybee & Traugott
        • 10.7.1 Background
        • 10.7.2 General ideas and tenets
      • 10.8 John Haiman
    • Chapter Eleven Pragmatics
      • 11.1 Background
      • 11.2 Main approaches
        • 11.2.1 John Langshaw Austin
        • 11.2.2 John R. Searle
        • 11.2.3 Herbert Paul Grice
        • 11.2.4 Kent Bach and Robert Harnish
        • 11.2.5 David Benjamin Kaplan
        • 11.2.6 Robert Stalnaker
        • 11.2.7 Dan Sperber & Deirdre Wilson
      • 11.3 Assessment
  • Part Five Generativism
    • Chapter Twelve Transformational Generative Grammar
      • 12.1 Background
      • 12.2 General ideas
      • 12.3 Chief tenets
        • 12.3.1 Transformational Grammar
        • 12.3.2 Generative Grammar
        • 12.3.3 Government and binding (1981—1990) 210 12.3.4 Minimalist Program (1990—present)
        • 12.3.5 Phonology
        • 12.3.6 Contributions to psychology
      • 12.4 Assessment
    • Chapter Thirteen Non-Transformational Approaches
      • 13.1 Background
      • 13.2 Generative semantics
        • 13.2.1 Background
        • 13.2.2 General ideas and chief tenets
        • 13.2.3 Assessment
      • 13.3 Montague grammar
        • 13.3.1 Background
        • 13.3.2 General ideas
        • 13.3.3 Chief tenets
        • 13.3.4 Assessment
      • 13.4 Lexical functional grammar
        • 13.4.1 Background
        • 13.4.2 General ideas and tenets
      • 13.5 Generalized Phrase Structure Grammar
        • 13.5.1 Background
        • 13.5.2 General ideas and chief tenets
      • 13.6 Head-driven Phrase Structure Grammar
        • 13.6.1 Background
        • 13.6.2 General ideas
        • 13.6.3 Chief tenets
        • 13.6.4 Assessment
      • 13.7 Relational Grammar
        • 13.7.1 Background
        • 13.7.2 General ideas and chief tenets
      • 13.8 Conceptual Semantics
        • 13.8.1 Background
        • 13.8.2 General ideas
        • 13.8.3 Chief tenets
        • 13.8.4 Assessment
  • Part Six Cognitivism
    • Chapter Fourteen Conceptual Metaphor Theory
      • 14.1 Background
      • 14.2 General ideas
      • 14.3 Chief tenets
        • 14.3.1 The role of metaphor
        • 14.3.2 Categorization
        • 14.3.3 Human reason
        • 14.3.4 Embodiment
        • 14.3.5 Conceptual Blending
        • 14.3.6 Economy and Eliza Effect
        • 14.3.7 Operational uniformity
        • 14.3.8 Cognitive generalization
      • 14.4 Assessment
        • 14.4.1 Merits
        • 14.4.2 Issues
    • Chapter Fifteen Cognitive Grammar and Construction Grammar
      • 15.1 Cognitive Grammar
        • 15.1.1 Background
        • 15.1.2 General ideas
        • 15.1.3 Chief tenets
        • 15.1.4 Assessment
      • 15.2 Construction Grammar
        • 15.2.1 Background
        • 15.2.2 General ideas and chief tenets
      • 15.3 Other strands of Construction Grammar
        • 15.3.1 Radical Construction Grammar
        • 15.3.2 Embodied Construction Grammar
        • 15.3.3 Fluid Construction Grammar
    • Chapter Sixteen Cognitive Semantics
      • 16.1 Background
      • 16.2 General ideas and chief tenets
        • 16.2.1 Design features
        • 16.2.2 Imaging systems
        • 16.2.3 Force dynamics
      • 16.3 Assessment

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