话语分析
2009-4
科学出版社
张发祥 (作者), 康立新 (作者), 赵文超 (作者)
210
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自zellig Harris于1952年在Language杂志上发表“Discourse Analvsis”一文以来，话语分析已有五十多年的发展历史。其间，话语分析作为一门研究语言使用的学科，在理论上“博采众学科之精华”。它不仅从系统功能语言学、语用学、认知语用学等各种语言理论中寻找对话语分析有用的部分并加以应用，还从社会学、人类学、教育学、心理学、认知科学、计算机科学、哲学、人类学等许多学科中吸收了许多有益的理论和方法。这种多源的学科发展历史注定了话语分析是一个“杂交”的学科，多种学科思想、理论精神和研究方法在话语分析领域得到彰显、演绎、融合和升华。在应用范围上，话语分析的对象也可谓“包罗语言之万象”，它不仅分析日常会话、还分析书面文本，它不仅考察语言与教育的相互关系，还关注语言与社会的相互关系，更重视语言和思维的相互关系。
话语分析作为一门研究语言使用的学科，在理论上“博采众学科之精华”，在应用范围上，话语分析的对象也可谓“包罗语言之万象”，至今已有五十多年的发展历史。 本书是在广泛收集语料的基础上，在这一领域现有的研究成果的基础上，力图进行实例分析方面的补充。全书分两大部分：第一部分为理论论述，第二部分为实例分析，共分五章。
前言Part One Discourse Analysis Theory Chapter 1 An Introduction to Discourse AnaIysis 1.0 Introduction 1.1 Definition of discourse 1.2 Discourse analysis: its definition and development 1.3 “Text”, “context” and “discourse” 1.4 An understanding of DA as a discipline 1.5 Conversation analysis and conversational principles 1.5.1 Conversation analysis 1.5.2 Conversational principles 1.6 Eclecticism in discourse analysis 1.7 DA and pragmatics Chapter 2 Methodology of Discourse Analysis 2.0 Introduction 2.1 Methods of doing discourse analysis 2.1.1 Structural discourse analysis 2.1.2 Socio-cultural discourse analysis 2.1.3 Cognitive discourse analysis 2.1.4 Critical discourse analysis 2.1.5 Integrated discourse analysis 2.2 Understanding the methods 2.2.1 In terms of focus 2.2.2 In terms of aim 2.2.3 In terms of technique 2.3 Summary Chapter 3 Theoretical Thoughts about Discourse 3.0 Introduction 3.1 Speech act theory 3.2 Cooperative principle theory 3.3 Face and politeness principle theory 3.4 Relevance theory 3.5 The study of stylistic variation and registers 3.6 Schema theory 3.6.1 The terminology of schema theory 3.6.2 Evidence for schemata 3.6.3 The origins of schema theory 3.7 Post-structuralist theory about discourse 3.7.1 Michel Foucault's thoughts about discourse 3.7.2 M.M. Bakhtin's dialogic view on discourse 3.8 Genre theories 3.8.1 The problem of definition 3.8.2 Definitions in applied linguistics 3.8.3 Systems of genre studies 3.9 Summary Chapter 4 Discourse Analysis and Second Language Teaching. 4.0 Introduction 4.1 Application of discourse analysis to grammar teaching 4.2 Application of discourse analysis to vocabulary teaching 4.3 Application of discourse analysis to text interpretation teaching 4.3.1 Top-down and bottom-up text processing 4.3.2 Types of text 4.3.3 Patterns in text 4.4 Application of discourse analysis to conversational interaction teaching 4.5 SummaryPart Two Cases Analysis Chapter 5 Discourse Types 5.0 Introduction 5.1 News discourse analysis 5.1.1 Vocabulary analysis 5.1.2 Word features 5.1.3 Syntactical analysis 5.2 Public discourse analysis 5.2.1 Modal verb analysis 5.2.2 Analysis of pronoun 5.3 Advertising discourse analysis 5.3.1 Lexical features 5.3.2 Syntactic features in advertising discourse 5.3.3 Rhetorical features in advertising discourse 5.4 Diplomatic discourse analysis 5.4.1 Forms of achieving vagueness in diplomatic discourse 5.4.2 Functions of vagueness in diplomatic discourse 5.5 Teacher-student discourse analysis 5.5.1 Elements of structure in classroom interaction 5.5.2 Classes of acts 5.5.3 Classes of moves 5.5.4 Classes of exchanges 5.6 Humorous discourse analysis 5.6.1 Remarkable characteristics of humor 5.6.2 Cooperative principle and humor 5.6.3 Speech act and humor 5.7 Network discourse analysis 5.7.1 Reasons for the formation of network discourse 5.7.2 Development of network discourse 5.7.3 Classifications of network vocabulary 5.7.4 Characteristics of network discourseReferences
It was the particular search for the （purely） constatives （utterances which describe something outside the text and can therefore be judged true or false） which prompted John L. Austin （1962） to direct his attention to the distinction with the so-called performatives, i.e. utterances which are neither true or false but which bring about a particular social effect by being uttered （e.g. "With this ring I thee wed"-by speaking the utterance you perform the act）. For a performative to have the desired effect, it has to meet certain social and cultural criteria, also called felicity conditions. Further on in his essay, Austin abandoned the distinction between constatives and performatives and replaced it by a new distinction between three different "aspects" of an utterance against the background of a generalized claim that all utterances are really performatives. This generalized claim is the key assumption of speech act theory （the theory of "how to do things with words"）, viz. by making an utterance, language users perform one or more social acts. These are called "speech acts". The threefold distinction is that between different types of action. For instance, by speaking an utterance （locution）, you may perform the social act of making a promise （illocution-what the speaker does by using the utterance） and, as a result, convince your audience of your commitment （perlocution-what the speakers done, having made the utterance）.
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关于话语分析介绍较为详尽的书，还配有案例，更加实用。包装有点小豪华
国人编写，逻辑思维容易跟上，不难理解，理论与案例相结合的DA教材