Практикум по функциональной грамматике коммуникативно-прагматический аспект (на материале английского языка). Учебное пособие
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Глава 3. Языковые механизмы регуляции речи
Shall rise again to set things right! Hanson. Oh …
Maureen Arnie …
Arnie. Well, well, well. How are we all? Jeff? Hanson. I’m fine. Fine.
Arnie. And Maureen. How are you, my dear? Maureen. I’m well, Arnie.
Arnie. Just arrived, eh? Hanson. Yes. Yes. Just about.
Arnie. Though I heard sounds. Couldn’t be too sure. Got both my damned ears fastened up.
Maureen. And how are you, Arnie, yourself?
Arnie. Oh, not so bad. Not so bad. Can’t grumble. Can’t complain.
Hanson. The Head sends his felicitations, Arnie … Arnie. Fine. Fine.
Hanson. And the staff and pupils likewise. Looking forward, needless to say, to your early return to duties.
Arnie. Ah, yes.
Hanson. Brought a few essentials here, Arnie <…> Keep the system mobile, mind alert.
Arnie. Ah, yes! (Silence). Hanson. We were just remarking. Arnie. Yes.
Hanson. Vast changes since we were last here. Arnie. Changes.
Hanson. The room …
Arnie. Gave them all to the refuse – man, you know [54: 259–260].
(2)Kate (reflectively). Dark. (Pause.)
Deeley. Fat or thin?
Kate. Fuller than me. I think. Deeley. She was then? Kate. I think so.
Deeley. She may not be now.
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(Pause.)
Was she your best friend? Kate. Oh, what does that mean? Deeley. What?
Kate. The word friend… When you look back … all that time. Deeley. Can’t you remember what you felt?
(Pause.)
Kate. It is a very long time.
Deeley. But you remember her. She remembers you. Or why would she be coming here tonight?
Kate. I suppose because she remembers me. (Pause.)
If you have only one of something you can’t say it’s the best of anything.
Deeley. Because you have nothing to compare it with? Kate. Mmnn.
(Pause.)
Deeley (smiling). She was incomparable.
Kate. Oh, I’m sure she wasn’t <…> [44: 338–339].
Задание 5. Определите тактику говорения через анализ язы- ковых средств в следующих диалогических фрагментах (степень внимания говорящего к отбору языковых средств, учёт/игнориро- вание ответной реакции слушающего, преодоление альтернатив- ного поведения адресата).
(1)‘Haven’t you got a job to do?’ says Mr. Meade <…> ‘I’m s-s-‘
But Mr. Meade interrupts. <…> ‘And by the way, Jim, your hat is skew – whiff’ [35: 57].
(2)‘Are you all right about this morning?’ He cleared his throat. ‘About the thing that happened?’
‘What happened?’ said Lucy. <…>
‘When we went – to you know where.’ <…> ‘Oh,’ she said. ‘I didn’t like that.’
‘Did you – ? Did you see anything?’
‘I wasn’t looking. I was like this, Byron.’ … she demonstrated how frightened she had been [35: 49].
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Глава 3. Языковые механизмы регуляции речи
(3)‘Where’s Father?’
‘He went back to London. He had work to do.’ ‘He didn’t examine the Jaguar?’
She made a face as if she didn’t understand. ‘Why would he do that? He took a taxi to the station.’
‘Why didn’t you drive him?’
‘I don’t know. There wasn’t time. You’re asking a lot of questions, sweet heart’ [35: 79].
(4)‘Is Byron ill?’ said Andrea, nodding at him from the other end of the table.
‘He has a headache,’said Diana. ‘He’s not infectious. He doesn’t have lumps or spots.’
‘Goodness no,’ chorused the mothers. Who would bring an infectious child to a department store?’ [35: 109].
(5)‘Jim? What happened?’
‘You know this guy?’ says the young man.
‘I work with him. Up at the café. He does tables. I do food.’ ‘He’s been hit by a car.’
‘An accident?’ Her eyes widened. ‘The driver didn’t even stop.’
Her eyes pop. ‘A hit-and-run? You’re joking.’
‘He says he’s OK but he’s in shock. He needs to go to hospital. He needs an X-ray and shit’ [35: 121].
(6)‘Are you saying you knocked over Jeanie in your car?’ said Walt at last. <…>
‘I should have stopped. I don’t know why I didn’t. I don’t know why I didn’t get out. Is your daughter – is she all right?’
Walt stared at Beverly, with a questioning look. She stared too. ‘There must be a mistake,’ he said at last. ‘Are you sure it was
Jeanie?’ [35: 174].
Задание6. Определитетактикуслушаниячерезанализязыко- вых средств в диалогических фрагментах задания 5 (желает и уме- ет слушать/не желает и не умеет слушать).
Задание 7. Опишите языковые средства репрезентатив- ной стратегии речевого поведения (изображение фактов и собы- тий, невербальные компоненты, звукоизобразительные средства,
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имитация действий) в следующих отрывках устного рассказа. Приведите свои примеры.
(1)She says, ‘Someone gave me a bonsai tree once. Biggest mistake of my life, accepting the gift. And the thing is, I really wanted to look after it. I read the leaflet. I put it in the right spot by the window. I watered it with this thimble. I even bought a pair of mini clippers. And then, guess what? The … withered up and died on me. I came down one morning and it had dropped its piddly leaves all over the floor. It was actually hanging sideways.’ She gives an impression of a tiny dead tree. He wants to laugh [35: 87].
(2)‘I knew a woman once who could dance the flamenco. She had the dress and everything. You should have seen her. She would put up her hands like this and bang her feet and it was the most beautiful thing.’ His mother held her hands in an arch over her head. She stamped several times and her heels rang out [35: 229].
Задание 8. Определите, почему стратегия поведения в следу- ющих отрывках является репрезентативно-символической (моде- лирование событий языковыми единицами разных уровней).
(1)‘It would have been four weeks ago,’ she continued. ‘Now I think about it, it must have been that day. Four weeks is a long time, of course. But there was blood on her sock. It wasn’t a deep cut. I had to find a new pair of socks, remember? I had to fetch a plaster’ [35: 175].
(2)‘Yes. Jeanie’s my daughter. She is in her first year at school. Not Winston House, just the local. But she was hurt in an accident. Involving a car. The driver didn’t stop at the time but there’s no hard feeling. They came back in the end. And nothing broken.
That’s the main thing. Nothing apart from skin. She had a stitch. Two actually. Two stitches. That’s all’ [35: 202].
Задание 9. Определите, какая из двух представленных нарра- тивных стратегий устного рассказа является объективно-аналити- ческой и субъективно-аналитической и почему.
(1)Basho. I’ve been back two years. I felt my old hut up there in the orchard and moved here farther down the river, away
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Глава 3. Языковые механизмы регуляции речи
from the city. My old hut was by the place where they throw people in the river. Their friends and relatives used to come and stand quietly on the bank, with Shogo expressions on their faces. But when it was over they ran round looking for somewhere quiet to cry, and they always ended up behind my hut, crying on my vegetables and treading on them. <…> I think the head of the city will put me in the sack next. Like people who know something he doesn’t. <…> [8: 284].
(2) ‘But how could a dog be a hat?’ Byron had asked. <…> ‘I am only saying hat and dog are words that someone has chosen. And if they are only words someone has chosen, it stands to reason they may have got the wrong ones. Also, maybe not all dogs are dogs. Maybe they are different. Just because we have given them all one name, doesn’t mean all dogs are actually dogs.’
‘But they are still not hats,’ said Byron. ‘And they are not chest freezers either.’
‘You have to think bigger than what you know,’ James had said [35: 94].
Задание 10. Определите тип текста и его стратегию в сле- дующих английских пословицах. Используйте четырёхступен- чатую организацию текста: 1. Структурно-семантическое зна- чение предикативной основы текста. 2. Принадлежность этой основы к речевому регистру. 3. Тактика текста. 4. Стратегия текста.
(1)All’s well that ends well (=a successful outcome is worth the effort).
(2)An early bird catches the worm (=arriving early give one an advantage).
(3)If the shoe fits, wear it (=admit the truth).
(4)Let sleeping dog lie (=do not agitate a potential source of trouble).
(5)People who live in glass houses shouldn’t throw stones (=one should not criticize when one is equally at fault).
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ТЕМА 4. ФАТИЧЕСКОЕ ОБЩЕНИЕ
Вопросы для самоконтроля
1.Что такое «фатическое общение» как предмет исследо- вания в рамках прагматики и теории коммуникации?
2.Какие формы имеет коммуникативный контакт?
3.Какие четыре степени измерения прямого коммуника- тивного контакта выделяются в паралингвистике?
4.Что такое опосредованный коммуникативный контакт?
5.Что такое фатическое речевое поведение?
6.Какими признаками характеризуется фатическое пове- дение?
7.Что такое «общение ради общения»? О чём оно свиде- тельствует?
8.Какова роль small talk в «кооперативном общении»?
9.Как фатическое поведение связано с нефатической ком- муникацией?
10.Что относится к вербальным средствам реализации фа- тического поведения?
11.В чём заключается «системность» речи?
12.Что входит в систему фатического общения?
13.Каковы фазы речевого контакта в диалоге?
14.Каковы системообразующие языковые средства началь- ной фазы контакта?
15.Каковы функции английского вокатива?
16.Какова формула вокатива для формального общения?
17.Чем характеризуются вокативные формулы в нефор- мальном общении?
18.В чём заключается риторический эффект вокативных формул?
19.В чём заключается отрицательное влияние на контакт неадекватного использования вокатива?
20.Как характеризуются приветствия с грамматической точки зрения?
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Глава 3. Языковые механизмы регуляции речи
21.Какова связь между формой и содержанием приветствен- ной реплики и частотой контактирования коммуникантов?
22.Какова вторая фаза фатического общения и в чём заключа- ется её цель?
23.Каковы роли говорящего и слушающего во второй фазе фа- тического общения?
24.Какие грамматические структуры использует говорящий и слушающий для реализации своей фатичекой роли?
25.В чём выражается активная позиция слушающего в фати- ческом общении?
26.Каковы вербальные средства эмоционального слушания?
27.При каком условии возможна реализация второй фазы фа- тического общения? Что является вербальным критерием выполнения этого условия?
28.Какова коммуникативно-прагматическая задача третьего, завершающего этапа фатического общения?
29.Как формируется вербальная организация общения на этом этапе?
30.В каком случае один из коммуникантов может прибегнуть к тактическому приёму дополнительного развития ситуа- ции во время завершающего этапа контакта?
Практические задания Задание 1. Выделите и опишите «фатическую рамку» в сле-
дующих диалогических фрагментах.
(1)Clive (to Stanley). Good morning.
Stanley. Morning. (He turns towards the table.) Clive. Very becoming.
Stanley (vaguely). What? Clive. I said, “very becoming.”
Stanley (sitting at the upstage end of the table). Oh [45: 39].
(2)Walter (warmly). You have a wonderful mother, you know. Pamela. Yes, I suppose so.
Walter. Only suppose?
Pamela. People who make you feel stupid are always called wonderful [45: 101].
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(3)Walter. Clive, I’m sorry I ran out on you last night. Clive. Let’s forget it.
Walter. It was kind of you to suggest a holiday together <…> I know you’re not happy here – I would be honored of you could talk to me. If there are things you want to say – like last night I felt there were things.
Clive (darker). I think we’ll forget it [45: 120].
(4)Arnie. Well. Well. Shipshape. Someone has been up early, I can see.
Joan. I’ve made coffee. Is that all right? Arnie. Ah. Fine. Fine.
Joan. I haven’t cooked anything. I didn’t think anyone would feel like eating.
Arnie. Quite true. Quite true. (He comes to the table, looks round at the various objects on it.) Well. Well. Well. That was a very frivolous evening, Joan. All that booze. We shan’t go through that again. Not for a very long time. No, we shan’t. We certainly shan’t. What? We shan’t (He yawns. Snaps his mouth
shut…) [54: 244].
Задание 2. Определите и прокомментируйте, в каком из двух диалогов фатическое поведение направлено на достижение цели: а) «общения ради общения»; б) способствовать решению практи- ческой задачи.
(1)“I bought you something,” I finally said to her. “A gift, I mean” <…> She turned from the tree to face me, smiling softly. “You didn’t have to do it.” <…> “I know,” I said. “But I wanted to” <…> “Could you open it for me? My hands are kind of full right now.” <…>
“You don’t have to open it now, if you’d rather not,” I said, shrugging, “it’s really not that big of a deal.”
“Don’t be silly,” she said. “I would only open it in front of you.” [50: 151].
(2)And after ten rounds of unlocking the door and stepping inside, <…> she said at last:
‘You haven’t said anything to me.’ ‘I beg your pardon?’
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Глава 3. Языковые механизмы регуляции речи
‘ You haven’t said, Eilleen hello.’ ‘But you are not part of my van.’ ‘I might be,’ she said.
‘You are not an inanimate object.’
‘I’m not saying you have to. I’m just saying it might be nice.’ After that he lost heart [35: 434].
Задание 3. Укажите тип грамматических средств реализации фатического поведения в следующих диалогических фрагментах.
(1)– When did you buy it?
–What?
–When did you buy it?
–A few days ago.
(2)Clive. What’s the matter with Walter?
Louise. He’s a little upset. There’s some supper here for you – you’d better eat it.
Clive. Why is he upset? What’s been going on down here? Louise. I think it’s better if we don’t talk about it [45: 148].
(3)“Well, I’d invite you in, but my father isn’t home, and he doesn’t allow boys in the house while he’s not around.”
“Oh,” I said dejectedly, “that’s okey. We can talk out here, I guess” [50: 40].
(4)“You did really well today,” she said. “With your lines, I mean.” “Thanks,” I said <…> “I still haven’t learned my beats, though,” I offered <…>
“You will. They’re easy once you know you all the words.” “I hope so.” [50: 97].
(5)‘Beveley,’ he called up the stairs.
A thin voice answered. ‘What now, Walt?’ ‘Visitors, Bev.’
‘What do you mean, visitors?’
People to see us. They want to talk about Jeanie’ [35: 170].
Задание 4. Прокомментируйте языковые средства, маркиру- ющие вступление в речевой контакт, в следующих диалогических фрагментах.
(1)A bar at the edge of the city. <…> Westray is wearing dark glasses
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Westray. Counselor.
Counselor. It’s not dark enough in here for you? Westray removes the glasses to reveal a black eye. Counselor. Wow. That’s a dandy. What happened?
Westray. Confrontation with a doorman. Who bore a disquietly resemblance to Proconsul.
Counselor. A confrontation? Westray shrugs. <…> [38: 50].
(2)A small and bare conference room for lawyers and their clients at the Taxas State Penitentiary for Women.
Counselor. Hey.
Ruth. Did you bring cigarettes? Coumselor. Yeah.
He digs into his briefcase and comes up with a carton of cigarettes <…>
Counselor (Arranging his files on the table). I know you use those things to trade with but I still don’t understand what it is that you trade for.
Ruth (Opening a pack of cigarettes and tapping one out). You don’t want to know <…> [38: 65].
(3)Coffee shop of an elegant downtown hotel. Westray. Morning.
Counselor. Good morning.
Westray lays the paper on the table and sits. Westray. Do you know who the Green Hornet is? Counselor. The Green Hornet.
Westray. Yes.
Counselor. He’s a cartoon character.
Westray. It’s all right. The newspaper doesn’t know either. He’s a biker.
Counselor. Shit. (Leaning back) All right. What? Is he in custody?
Westray. In a manner of speaking, yes <…> [38: 106–107].
(4)“Hello, Noah. It’s good to see you again.”
Her comment startled him, and he looked at her with amazement in his eyes. <…>
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