文體學在英語語篇分析中的作用論文
【摘 要】文體學是一門研究各種文體語言特點的學問。本文通過對特定兩種文體的具體分析，指出了該文體如何運用有效手段，達到傳遞文本信息的目的。
【關鍵詞】文體學；語篇；語言特點；信息傳遞
Abstract: Stylistics is used to study and analyze different kinds of articles. In order to show how the following two passages put forward the information successfully, this paper points out the characteristic ways the two passages employ.
Key Words: Stylistics, Passage, characteristics,information
文體學是研究文體的學問。文體有廣義和狹義之分。狹義的文體指的是文學文體，其中包括各個作家的風格。廣義的文體指的是一種語言中的各類文體，包括口語體和書面體，而在這兩者之間，還有若干過渡類型的文體。文學文體也包括在廣義的文體之中。文體學的任務是通過觀察和描述若干種主要文體的語言特點，即其各自的語音、詞匯、句法和篇章的特點，讓學習者能夠更好地了解這些文體所要表達的內容及其特有的表達方式，學會在適當的場合使用適當的文體。
雖然存在著各式各樣的文體，但真正代表一種文體特殊用法的詞句是很少的。真正被大量使用的還是那些按照普通方式運用的基本詞匯、基本句型和基本表達方式。這也就是所謂的共核語言(the common core) , 它的慣常用法構成語言的常規(norm) , 而一種文體的特殊用法則是對這種常規的變異(deviation) 。下文將通過對語言的各要素，即語音、詞匯、句法、語篇結構的分析來闡述它們在日常談話、即席解說中說什么和怎么說這個問題上所起的作用。
歐美的文體研究最早可以追溯到古希臘、古羅馬時期。亞里士多德曾經說過：“僅僅知道我們應該說什么還不夠，還必須以恰當的方式來表達�！敝袊奈捏w風格學在發展的早期與西方文體風格學很是相似，即兩者都是從修辭學發展而來。孔子曾說：“辭達而已矣”，就是在強調語言應該順暢地表達思想；孔子又說：“言之無文，行之不遠”，就點出了“文采”的社會功用。這一切都說明了自古以來文章的內容和形式的關系問題就一直受到高度的重視。
到目前為止，文體學已經被運用在包括翻譯學、商務英語、英語閱讀在內的許多領域中。
（一）日常談話：在日常生活中，人與人之間最常用的交流方式就是談話方式。我們將從這一最普通的文體的語音、詞匯、句法結構、語義等方面著手，進行具體分析，并探討這些因素對英語聽力教學的影響。以下是一篇訪談節目中主持人Irene對Beth，《為新母親的思索》一書的作者的談話摘錄。
B—Beth I—Irene
B: It’s a big challenge for mothers today, because oftentimes mothers feel like it’s an either /or proposition that they have to work or have a child. And the reality is more and more women are choosing to do both, and also not be superwomen, so it’s a tricky… it’s a tricky line to balance. But I do have a quote that says, “To choose to have a child is to choose forever to have your heart walk outside of your body,” which means, just as we’ve been talking about, that you are constantly attached to your child, no matter how old they get, but you will learn to walk those lines. And you will learn to create balance and harmony in your life, and you’ll realize that not everything you do is going to send your child to a therapist. And that’s wonderful.
I: Yes, yes. I’ve just always felt that if you loved them hard enough, and that you had … your heart kind of in the right place, which obviously is outside your own body, that there was very little that … that you could do wrong. I mean you …
B: Yes. I think that’s true. I think if you build a solid foundation with your child, especially in the early years, and …
I: How early are we talking “early years”? I mean, by what point is the child’s personality formed already?
B: Well, you know there’s a lot of information on that that definitely is conflicting. But there are new studies coming out that are just fascinating about how important, extremely important it is for a child to be with his/her mother until they’re close to four years old. Now, that doesn’t mean consistently. I’m not advocating that a mother stay home full time if she’s not so inclined. But there’s definite research that’s coming out saying that, y’know, a mother’s role is more important in some regards than we had thought, and that the bonding process lasts quite a bit longer. In fact, children go into shock oftentimes if they are separated too early. And that’s why I think a lot of us are fighting for parental leave and family leave, that allows both mother and father to have time with their children hopefully within the first two years, not just the first few months.
People need concrete support, and especially nowadays, I did write another meditation about people needing the support of community because nowadays we oftentimes don’t have our parents close by, or brothers and sisters live in another state or even in another country. And so especially when you come home for the first few months or the first few years, you may feel extremely isolated if you can’t hook up with a co-op, a babysitting co-op, or a mother’s group … And this is just a wonderful way to remind mothers that we have what Mary Catherine Bateson calls peripheral vision: the ability to be attentive to multiple demands and to think about more than one thing at a time. And I think that’s a very valuable trait that mothers do have. And sometimes we think of ourselves as being scattered and airheads because of it, and that’s been oftentimes how we’ve been portrayed, but this is a wonderful, wonderful trait that mothers develop especially in the first few years.
I: Well, we have eyes in the backs of our heads, right?
B: Exactly.
I: But we are also able to keep lots of balloons in the air, which means that what we do is, you get up in the morning and you say, “I need to do this, this, this, and I need to go to work, and what’s for dinner besides.”
B: Exactly.
I: You get it all in order before you leave the house in the morning.
B: Right, and you can take your needs into account as well as the needs of many other individuals, which is extremely important in this day and age. I mean we no longer can afford ecologically to have a one-track mind. We can no longer afford it in the family, in the work place, and I think that’s something that women very much have to offer.
I: I think that the “me” generation is over.
日常談話的特點：在語音方面是縮寫詞的出現。這種縮寫詞的出現是一種在很快的發音中通過省略某些音節而把兩個單個詞連讀成為一個詞的現象。在本文中有It’s, we’ve, I’ve, that’s, there’s, they’re, doesn’t, I’m等等。這些是經常用到的縮寫詞。還有一個省略得更多的詞是y’know。因為在對話中，許多不重要而又很容易猜出意思的詞發音可以一帶而過。另一方面，在文中還出現了一方并未說完而另一方就急著接話的情況。這在日常談話中是時常發生的話語的重疊。這一切都是為了使意思的表達更加迅速明了。
詞匯方面日常談話文體的用詞大多簡短易懂，很少使用難懂的大詞。這是因為談話人要把絕大部分的精力用于理解和回應對方，不可能在用詞上過分花哨，而是盡可能的平實。本文雖然是一個訪談實錄，但談論的仍是大眾普遍關心的問題，不可能使用深奧的詞匯。綜觀全文，我們可以發現除了ecologically外，都是通俗易懂的詞匯。同時，在面對面的交談中，常會出現一下子找不到確切的詞來表達某一思想，而需要用其它詞，或言語重復來填補空白維持對話的現象。例如文中的it’s a tricky… it’s a tricky line…there was very little that … that you could do …that you had … your heart kind of in the right place…
句法結構方面的特點是句子短結構簡單。動詞詞組也很簡單。用了不少諸如I think, I mean, well, you know 之類使談話人顯得較為客氣謙遜的詞語。被動語態很少出現。在時態的應用方面，一般過去時和一般現在時占統治地位。名詞詞組結構也很簡單，沒有復雜的前置修飾成分。句子種類主要是陳述句，疑問句，以陳述句為主。這一切都是為了更好地達到溝通這一目的而采取的手段。話語的快速流逝迫使交談雙方用盡可能簡單的`語言交流，并時時觀察對方的反應，對自己的說話進行調整。
語義方面，則是意義上的不確定。主要表現在不完全的語句。例如that there was very little that … that you could do wrong. I mean you …；especially in the early years, and … 這是因為交談雙方可以進行其它方式的交流（例如表情手勢等身體語言）來彌補語言的不足。因此不完全表述成了日常談話文體的一大特色。
(二) 即席解說：范圍很廣，主要有各種體育比賽的即席解說，還有就是對各種重大事件的解說。以下將以一篇天氣預報為例，從語音、詞匯、句法結構、語義等方面著手，進行具體分析，并探討這些因素對英語聽力教學的影響。
Announcer: And now over to Marsha Davenport for today’s weather forecast. Marsha?
Weather reporter: Thanks, Peter. Well, as you can see from the weather map, there’s varied weather activity across the United States and Canada today. Let’s start with the west coast, where it’s raining from British Columbia down to northern California. The high in Seattle will be 50 degrees. Southern California will be in better shape today – they’ll have sunny skies and warmer temperatures. We’re looking for a high of 78 degrees in San Diego. The Midwest will be having clear but windy weather. Oklahoma City will see a high of 65 and sunny skies, with very strong winds. Down in Houston we’re looking for cloudy skies and a high of 69. Over to the east in Miami we expect the thermometer to reach 64 degrees, but it’ll be cloudy and quite windy. Up in the northeast, it looks like winter just won’t let go! New York City will be having another day of heavy rains, high winds, and cold temperatures, with a high of only 35 degrees expected. Further north in Montreal it’s even colder – 28 degrees, with snow flurries expected today. Over in Toronto it’s sunny but a cold 30 degrees.
And that’s this morning’s weather forecast. We’ll have a complete weather at noon.
即席解說的特點：在語音方面由于語速較快，一些音發生了減弱或合并現象。例如范文中的Let’s，it’s，they’ll，We’re，it’ll，won’t和We’ll 等等。但是與日常談話不同的是解說員與聽眾不是面對面的交流，如果發音不清楚，就沒有第二次解釋的機會了。因此在解說過程中，解說員必須發音清楚響亮，而不可以發生日常談話中常有的語音含混不清現象。
詞匯方面的特色是結構簡單，專用術語多，無意義的詞較少。例如在本文中除了人名地名以外，基本上都是氣象學方面的術語，而且是偏簡單的那種。因為考慮到受眾是普通大眾，易于接受是首要任務。單詞都很簡單，即使是較長的詞匯，也是反復出現的常用詞匯，例如 temperatures。雖然解說文體和日常談話文體都有即席發揮的特色，但解說文體中卻沒有日常談話文體中常見的為了填充空白而出現的無意義的詞匯。因為在解說過程中并沒有多余的時間用在無意義詞匯上，而且解說員的專業素養也使他必須在工作中保持自信確定的口吻，不能犯錯。
句法結構方面的特點同樣是句子短結構簡單，以簡單句為主。動詞詞組也非常簡單。因為預告的是接下來的天氣狀況，所以用了不少將來時。在這類文體中，被動語態的使用非常少見。名詞詞組也很簡單。在表達所屬關系時，主要使用“’s”而較少使用“of”。例如today’s，this morning’s等等。這些都是為了節省時間，使表達精煉。句子的類型以陳述句為主。
語義方面，則與日常談話文體相差很大。因為在解說時，必須精確到位，而不能像談話體那樣，因為有著面對面的交流，而使很多事物的表達只要借助含糊的指示詞就可使談話雙方自己清楚明白。解說員并不能面對觀眾，只能盡可能地用簡單的術語解說清楚，達到傳達信息的效果。
參考文獻
[1]張民倫 主編.《Step By Step英語聽力入門2000》[M].上海:華東師范大學出版社, 2002.
[2]何其莘等 編. 《英語中級聽力 Listen To This: 2》[M].北京:外語教學與研究出版社, 2005.
[3]王佐良 丁往道 主編. 《英語文體學引論》[M]. 北京:外語教學與研究出版社,2001.
[4]Wright, Laura Hope, Jonathan. Stylistics: A Practical Coursebook [M]. 北京:外語教學與研究出版社, 2000.
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