Практикум по функциональной грамматике коммуникативно-прагматический аспект (на материале английского языка). Учебное пособие
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Глава 1. Лингвистика об основах изучения речи
13.Что такое «речевое произведение»? Каким термином оно обозначается в коммуникативной грамматике?
14.Чем отличается «дискурс» от «текста»?
15.Что предполагает анализ дискурса как речевого произ- ведения?
16.Что такое полиинформативность устной речи и как она передаётся в письменной форме?
17.Каковы три составляющие звучащей речи как канала общения между людьми?
Практические задания Задание 1. Что имел в виду Б. Шоу, когда сказал, что есть
50 способов сказать «да», 500 способов сказать «нет» и только один способ это написать (цит. по: [3: 78]). Прокомментируйте различие в цифрах 50 и 500. Приведите примеры.
Задание 2. Прокомментируйте следующее высказыва- ние Й. Вахека: «Письменный язык – это система знаков, … функция которых отвечать данному стимулу … статическим образом, … устный язык – это система знаков, … функция которых – отвечать данному стимулу … динамическим обра-
зом, …» [1: 535].
Задание 3. Объясните, почему слова извинения, напеча- танныевуведомлениинастоликевресторане: “Sorry, reserved”, имеют для клиента гораздо меньшее значение, чем звучащие слова: “I’m sorry, this table is reserved”?
Задание 4. Замените описательную часть текста прямым диалогом в следующих фрагментах.
1.“Quit horsing around and put your coat on. Wash your hands first. Did you get your hat?”
Kenya said it was in her pocket, but once they were halfway to the shop and Tennessee told her to put it on, Kenya admitted to leaving it at home, saying that it made her head look lumpy. The child went out into the freezing cold night with no hat on and Tennessee scolded her while they stood on the corner and waited for the bus <…> [43: 127].
2.“You shouldn’t have to carry it.”
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Л. В. Кваскова. ПРАКТИКУМПОФУНКЦИОНАЛЬНОЙГРАММАТИКЕ: КОММУНИКАТИВНО-ПРАГМАТИЧЕСКИЙАСПЕКТ(наматериалеанглийскогоязыка)
Kenya shook her head. “I don’t mind it, and anyway, you still don’t feel good.”
“I’m better now.” He was perfectly capable of taking care of himself.
“Ariel can call the cab company.”
But Tip explained that the hospital was close. They could pick up the bus on the other side of the bridge.
Keya would have rather waited at the track. It was enough for her just to be in the building, standing on the right side of the glass, but she didn’t want to argue with Tip about transportation anymore [43: 282–283].
3.‘Lucy, darling, I’ve looked twice in your desk. It’s not there. You’ve got bills from 1932 there and recipes for fish soup and invitation to the wedding of two people who were divorced three years ago – but the bill from the garage is not there.’
She felt like crying. Whenever Oliver got after her for the inefficiency with which she ran the household accounts, she had a flustered, tragic sense that the modern world was too complicated for her, that unknown people came onto her room when she was absent and maliciously rifted her papers, that Oliver was sure she was an idiot and regretted marrying her [46: 53–54].
Задание 5. Перефразируйте следующие высказывания, при- дав им разговорную форму. Обоснуйте свой выбор.
1. For the remainder of the night we intently watched our TV but were depressed by the program we saw. 2. Would you be so kind as to wait for a minute, sir? 3. May I ask you to cross the street and kindly buy me some cigarettes at the corner shop, young man? 4. I would certainly want to meet the person who brought you into the world. I’d like to see those brothers of yours, too. Maybe if I could get out of this place they would meet me. 5. Now we have a plan: breakfast, packing, and then you’ll go for a run. Your mother said you were essentially worthless if you didn’t go running.
Задание 6. Перефразируйте следующие высказывания, при- дав им книжно-письменную форму. Обоснуйте свой выбор.
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Глава 1. Лингвистика об основах изучения речи
1.‘Hello, good buddy. How’s the truckin’?’ ‘Wonderful. I think I prefer the bus, though.’ ‘Next time we’ll try a train or something.’
2.‘Why Memphis?’
‘Ah, good question. Who would suspect a small firm in Memphis, Tennessee? There’s no mob activity down here.’
3.‘Tell him a million bucks won’t do it. You boys like to brag about spending billions fighting organized crime, so I say throw a little my way.’
4.‘You’re outta your mind, Mitch. If you think you can take your million and ride into the sunset, you’re a fool.’
5.‘We’re always a month behind, Avery. So what’s another week?
I guess you want me to take my files with me?’ ‘Not a bad idea. I always do.’
Задание 7. Прокомментируйте элементы устно-письмен- ной и письменно-устной интерференции в следующих отрывках. Начните анализ словами: «Это пример устной/письменной речи
сэлементами письменной/устной речи».
1.Morse looked down vaguely at the slim volume thus presented: it could contain no more than – what? – some twenty – odd pages. He would certainly look at it later, as he’d promised. Tomorrow, perhaps. For the moment, he could think of nothing but closing his weary eyes once more. <…> Tomorrow, yes… [22: 24].
2.Of course, there had been some major disappointments in her life, as there had been, she knew, with most folk. Married at twenty-two, she had been a devorce at twenty-three. No other woman on his part; no other man on hers – although there’d been (still were) so many opportunities. No! It was simply that her husband had been immature and irresponsible – and, above all, so boring! [22: 64].
3.‘You see, Lewis, this is one of the most beautiful little deceptions we’ve ever come across. The problems inherent in the case – almost all of them – are resolved immediately once we take one further step into imaginative improbability.’
‘You’ve lost me already, sir,’ protested Lewis.
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Л. В. Кваскова. ПРАКТИКУМПОФУНКЦИОНАЛЬНОЙГРАММАТИКЕ: КОММУНИКАТИВНО-ПРАГМАТИЧЕСКИЙАСПЕКТ(наматериалеанглийскогоязыка)
‘No, I haven’t! Just take one more step yourself. <…> [22: 155].
4.How strange it was to think that a child he had never met could make up stories about the place he lived and that he would never have known it. “What kind of stories?” It was his legacy, this house. Doyle had bought it when people said the neighborhood was too close to Roxbury, too close to Cathedral [43: 99].
5.“’All that at present can be said with certainty is that , as with the individual, so with the species, the hour of life has run its course, and is spent,’” Doyle read, and closed the book. “And so ends chapter nine.”
The boys made small sounds of disappointment but did not ask
for more [43: 101].
Задание 8. Прокомментируйте значения двух следующих факторов разграничения письменной и устной речи: 1. Writing takes longer than speaking, 2. Writers do not have contact with readers.
Подтвердите свой вывод анализом фрагментов из газетной статьи, приведённых ниже.
A.Frazier could never match Ali’s charisma or his gift for the provocative quote. He was essentially a man devoted to a brutal craft, willing to give countless hours to his spartan trainingcamp routine and unsparing of his body inside the ring.
B.“The way I fight, it’s not me beatin’ the man: I make the man whip himself,” Frazier told Playboy in 1973. “Because I stay close to him. He can’t get out the way.” He added, “Before he knows it – whew! – he’s tired. And he can’t pick up his second
wind because I’m right back on him again.” [33: 12].
Задание 9. Дайте сопоставительный анализ рассказа-воспо- минанияоканикулах, проведённыхнаферме, иписьменногоизло- жения этой же темы в личном письме (различия в использовании лексики, синтаксиса, организации высказывания, структурирова- нии информации и т.п.) (из кн.: [3: 79, 80]).
Transcript of a Conversation
B: So what how did you map up your day (you had your breakfast in the kitchen).
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Глава 1. Лингвистика об основах изучения речи
A: We had our breakfast (laughs) in the kitchen + and then we sort of did what we liked + and + er + got ready to go out/ (mm)we usually went out quite soon after that/ + erm + the children were always up/ at the crack of dawn/ (mm) with thre farmer/ + and they went in the milking sheds/ and helped him feed pigs/ and all this/ you know we don’t see the children/ + and + er + then we used to go out/ we + we had super weather/ + absolutely super/ + and so we went to a beach/ usually for + er + but about four o’clock it + we were hot and we had to come off beach (mm) + so we’d generally go for a tea somewhere/ just in case supper was delayed you know/ (laughs) and then we’d get back/ and the children would go straight back on the farm/ <…>
Imaginary Letter Version
Dear B,
I thought I would write and tell you about your summer holidays, when we spent on a farm.
Every day, the children were up at the crack of dawn with the farmer. They went to the milking sheds with him and helped him feed the pigs, so that we barely saw them at all.
Then we would have our breakfast in the kitchen. After breakfast, we usually did what we liked for a short while, and then we went out.
We had absolutely super weather, and so we usually went to a beach. But about four o’clock we were hot and had to come off the beach. Then we’d generally go and have tea somewhere just in case supper was delayed. When we got back, the children would go straight back on the farm <…>
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Л. В. Кваскова. ПРАКТИКУМПОФУНКЦИОНАЛЬНОЙГРАММАТИКЕ: КОММУНИКАТИВНО-ПРАГМАТИЧЕСКИЙАСПЕКТ(наматериалеанглийскогоязыка)
ТЕМА 2. ВИДЫ РЕЧИ
Вопросы для самоконтроля
1.В каких структурно-содержательных формах проявляется процесс речевой коммуникации?
2.Какая речь называется монологической? Что такое моноло- гический текст?
3.Какая речь называется диалогической? Что такое диалоги- ческий текст?
4.Какие черты объединяют монологическую и диалогиче- скую речь?
5.Какова специфика построения монологического и диалоги- ческого текста?
6.Каковы особенности коммуникативной организации моно- логического и диалогического текста?
7.В чём заключается лексико-грамматическая связность
вмонологическом тексте? В чём проявляется её нарратив- ный характер?
8.Каковы языковые средства, отражающие спонтанный, ре- активный характер диалогической речи?
9.Как обозначаются смешанные формы монолога и диалога
вживом общении?
10.Каковы основные типы устных и письменных монологов?
11.Каковы основные типы устных и письменных диалогов?
12.Как проявляются смешанные виды речи?
13.Что такое «диалог с односторонней организацией»?
14.Какие языковые компоненты отражают «диалогичность»
вмонологической части диалога с односторонней органи- зацией?
15.Ккакомусмешанномувидуречиможноотнестидискуссию и ток-шоу (talk show)? Почему?
Практические задания Задание 1. Определите, почему следующие фрагменты отно-
сятся к монологическому типу текста.
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Глава 1. Лингвистика об основах изучения речи
1)He wandered along a line of people queuing outside a cinema for the last show, looking at every face, his own face burning so oddly that it provoked giggles from one of a pair of girls standing there; and a policeman standing a little away along looked his way, as though expecting that Christie might at any moment whip off his cap and break into an illegal song and dance [7: 42].
2)‘I know you’re a tip-top man at this sort of thing. I made enquiries and I was told that you were the best man available. I mean to get to the bottom of this business, and I don’t grudge the expense. That’s why I got you to come here.’ [16: 111].
3)Little did he know. Sometimes in my dreams Miriam returns to visit me; but she has begun to fade. Only now I have got into the habit of by-passing Paris on my journeys. A man of my age and in my position of trust can’t be too careful, can he? [23: 155].
4)Then, as they paid no attention, she waved her arms. The nearest boat came straight at the ship. Then, cutting its motor, swerved to come alongside. The engine went into reverse, kicking up a mound of turbulent water at the stern. A seaman with a boathook laid hold of the ladder [26: 166].
5)‘For the time being I am staying at a commercial guest house in Cedars Road. I have only linoleum covering the floor of my room, there is nothing cooked at breakfast. I am not accustomed to luxury, Miss Fanshaw, you will understand that from what I have told you of my life, but I think I am entitled to comfort at the end of the working day.’ [30: 207].
6)The pub had been paneled in dark wood. It was ugly and comforting. Now it had half a dozen bright wall-papers and areas of shining paint, and Charlie’s stomach moved again, light filled his eyes, and he set his elbows hard down for support, and put his chin on his two fists [36: 236].
7)His voice was very strange. Was it her fancy that he had difficulty in keeping it quite steady? She felt a little pang in
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Л. В. Кваскова. ПРАКТИКУМПОФУНКЦИОНАЛЬНОЙГРАММАТИКЕ: КОММУНИКАТИВНО-ПРАГМАТИЧЕСКИЙАСПЕКТ(наматериалеанглийскогоязыка)
her heart because he was in distress, and she put her hand gently into his. He drew it away [37: 263].
Задание 2. Назовите особенности коммуникативной орга- низации в следующих текстовых единицах.
1)‘If you want me to help, I’d be delighted,’ said Smiley at last. ‘But give me the facts first.’ [11: 35].
2)‘What’s his subject?’ They were back in Fielding’s study. ‘Subject! I’m afraid we don’t have subjects here…’ [11: 50].
3)Smiley looked at him and wondered. His dinner-jacket was faded, green with age. Smiley could almost hear him saying it had belonged to his grandfather. The skin of his face was so unlined that he somehow suggested fatness without being fat [11: 55].
4)‘You were with Miss Brimley in the war, were you?’ ‘I worked with John Landsbury, yes.’
‘I see. That’s why she came, do you?’ ‘Yes.’
‘Are you Chapel?’ ‘No.’ [11: 85].
5)They ate in a small French restaurant, by candlelight. The food was good and they had the third bottle of wine of the day and they looked at each other with affection, untroubled for the moment by desire [47: 65].
6)‘He said you were a very good ski teacher and that they tried to prevail upon you to get you to come back.’
‘He said that?’
‘You sound surprised.’
‘I thought we didn’t part exactly, friends’, Michael said [47: 147].
7)Michael took his skis off the rack and put them and his poles in the hotel ski room. Then he went to the front desk and asked if there were any messages for him from Mrs Heggener. There was a message. Mrs Heggener wished to ski at two-thirty this afternoon [47: 188].
8)The eyes may be windows to the soul, but the retina is the brain’s window to the world. When the retina is injured,
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Глава 1. Лингвистика об основах изучения речи
vision can be lost entirely if the problem is not quickly addressed [33: 7].
Задание 3. Определите тематическую структуру в следую- щих фрагментах и назовите тип текста.
1)Leonard made no earnest effort to put him at his ease. Embarrassed and hence stubborn. Jack laydown on the shallow ledge designed to set off the exhibits, in a place just behind the table supporting the still life, and smiled up quizzically at the faces of the painters. He meant to look debonair, bur in the lambent atmosphere he looked ponderous, with all that leather and wool. The impression of mass was so intense Leonard feared he might move and break one of the casts. Leonard had not noticed on the street how big his fellow West Virginian had grown. The weight was mostly in flesh: broad beefy hands folded on his vest, corpulent legs uneasily crossed on the cold stone floor [58: 27].
2)‘Hi, Billy’ <…> ‘Hi. How are you?’
‘Fine.’ Her smile broadened out from the F of the word. <…>
‘Du-did you get through cheer-cheer-cheer-leading?’
‘Yes. Thank God. Oh, she’s so awful. She makes us do the same stupid locomotives for ever cheer; I told her, no wonder nobody cheers any more.’
‘This is M-M-Miss Potter?’ He blushed, feeling that he
made an ugly face in getting past the M. <…>
‘Yes, Potbottom Potter,’ she said, ‘she’s just aching for a man and takes it out on us. I wish she would get one. Honestly, Billy, I have half a mind to quit. I’ll be so glad when June comes, I’ll never set foot in this idiotic building again.’ [58: 65].
3)He took an apple and went out on the porch, eating it, and looked at the lake. It was a cold day and the lake looked grey and mean. He wished the sun would come out so he could go swimming. He finished the apple and wound up carefully
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Л. В. Кваскова. ПРАКТИКУМПОФУНКЦИОНАЛЬНОЙГРАММАТИКЕ: КОММУНИКАТИВНО-ПРАГМАТИЧЕСКИЙАСПЕКТ(наматериалеанглийскогоязыка)
and threw it at a tree. He missed the tree. Apple cores didn’t have enough weight for accurate pitching, he decided. He thought of trying to get a lift into town with the hotel bus to look for his mother. Then he decided against that. Whenever he went looking for her and found her she would smile at first and seem very glad to see him and then she’d say, ‘Now, Tony, you mustn’t tag after me all the time.’ [46: 80].
4)Lucy took Oliver’s hand and led him to the couch. ‘Come over here and sit down,’ she said. ‘You look tired. Can I get you something? A drink? A sandwich?’
‘Nothing,’ said Oliver, ‘I ate on the road.’
Jeff looked at his watch. ‘It’s getting late,’ he said. ‘I guess I might as well be moving on.’
‘Oh, no. Please stay,’ Oliver said. He wasn’t sure whether Lucy glanced at him uneasily or not. ‘There are a few things I’d like to talk to you about. Unless you’re busy.’
‘No,’ said Jeff. ‘I’m not busy.’ ‘Have you seen Tony?’ Lucy asked.
‘Yes,’ said Oliver. ‘He’s inside. In the bathroom.’ ‘Doesn’t he look marvelous?’ Lucy asked. Oliver nodded. ‘Marvelous.’ [46: 101].
Задание 4. Приведите примеры смешанных видов речи и прокомментируйте их.
Задание 5. Определите структурный тип диалога в следу- ющих примерах. Обоснуйте свой выбор.
1)Stanley. You were in late last night… Why? Clive (avoiding his eye). I – I got involved. Stanley. Involved?
Clive. Well, I had some work to do in London. Stanley. Work?
Clive (nervously). Well, not exactly work – sort of criticism, really. I promised to review something. It’s going to be printed …
Stanley. In a paper? Clive. Sort of paper.
Stanley (sarcastically). Oh, The Times I suppose?
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