Практикум по функциональной грамматике коммуникативно-прагматический аспект (на материале английского языка). Учебное пособие
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Глава 2. Языковые единицы и речь
He left school at 16 and went to work at Dixons, the British retail chain selling electronic goods. At the age of 36, after being a store manager for much of his career, it became clear to him that Dixons should offer Internet access.
2)Robert Dunne. Right, let’s start. The main item on the agenda is whether we reorganize our operations in France. I’d like to hear your views about this. Can you put us in the picture, John?
John Marsh. Yes. As you know, we set up a regional centre in Lille two years ago. We hoped it would be a base for expansion into other areas of France and Benelux. Unfortunately, I have to say that it hasn’t been a success. It hasn’t made the kind of impact we expected and, as I see it, it’s going to be very different to get much of a return on our investment.
3)The King Juan Carlos of Spain arrived in London today for a three day visit to the United Kingdom. He was met by the Queen and drove with her to the Buckingham Palace. Tomorrow he will have the lunch with the Governor of the Bank of England and in the evening he will have talks with the businessmen.
4)Mary: Hello, Liz, are you ready?
Liz: Yes, just about. All the luggage is here in the corridor. I hope I haven’t got too many cases.
Mary: Don’t worry. There’s plenty of room in the car.
Liz: Oh, good. I’ve packed rather a lot of things. I haven’t had much experienced of travelling in the mountains, so I wasn’t sure what to bring.
Mary: As long as you’ve got some warm sweaters for the evenings, and a good raincoat, you should be OK. The weather in the mountains is wonderful, but the scenery can change very suddenly.
Liz: Well, we’ve got a lovely day to start with.
Задание 3. Дайте интерпретацию следующих газетных за- главий как синтаксических форм, в которых взаимодействуют следующие речевые единицы – частное высказывание автора,
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Л. В. Кваскова. ПРАКТИКУМПОФУНКЦИОНАЛЬНОЙГРАММАТИКЕ: КОММУНИКАТИВНО-ПРАГМАТИЧЕСКИЙАСПЕКТ(наматериалеанглийскогоязыка)
диктема как тематическая единица дискурса и дискурс в целом
[32: 3, 4, 5].
1)Deputy prime minister vows referendum on voting system
2)Law on restricted abortion takes effect despite appeal
3)Bavaria bans smoking at Oktoberfest
4)Cypriot authorities searching Russian spy suspect’s laptop
5)Republicans assail words of chairman of Afghanistan
6)Agency is faulted for saying oil-spill risk to wildlife was ‘low’
7)Israel moves to improve relations with U.S.
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Глава 2. Языковые единицы и речь
ТЕМА 2. ПРЕДЛОЖЕНИЕ И ВЫСКАЗЫВАНИЕ
Вопросы для самоконтроля
1.Что понимается под дихотомией «предложение – высказы- вание» в функционально-прагматическом аспекте?
2.Что такое общая коммуникативная цель в речевом процес- се? Дайте примеры.
3.Что такое языковая коммуникативная цель в речевом обще- нии? Дайте примеры.
4.В чём заключается диалектический смысл термина «пред- ложение» с точки зрения теории семиотических знаков?
5.Какие четыре компонента позволяют рассматривать языко- вую единицу в качестве знака (согласно Ч. Моррису)?
6.В какие типы отношений вступает предложение как языко- вой знак?
7.Чем характеризуется предложение как номинативно-пре- дикативная структура?
8.Что такое семантическая основа предложения?
9.В чём заключаются разные подходы к изучению дихотомии «предложение – высказывание»?
10.Какова специфика системы коммуникативных типов пред- ложения в грамматическом строе английского языка?
11.Каким образом оппозиционно-сравнительный метод изуче- ния предложения позволяет выявить категорию субъекта речи?
12.Как формулируется система промежуточных коммуника- тивных типов предложения?
13.Что такое информативная перспектива в содержательной структуре предложения?
14.Как соотносятся номинативно-предикативное и актуальное членение английского предложения?
15.Какими средствами маркируются тематические и ремати- ческие компоненты в актуальном членении английского предложения?
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Л. В. Кваскова. ПРАКТИКУМПОФУНКЦИОНАЛЬНОЙГРАММАТИКЕ: КОММУНИКАТИВНО-ПРАГМАТИЧЕСКИЙАСПЕКТ(наматериалеанглийскогоязыка)
16. Почему постановка вопроса не может рассматриваться
вкачестве научного критерия разграничения темы и ремы
впредложении?
Практические задания Задание 1. Определите общую и языковую коммуникатив-
ную цель говорящего в следующих диалогических единствах. Обоснуйте свой выбор.
(1)‘You don’t think you may perhaps be a bit young for the job?’ ‘Well, yes. It will be a big job and I’m sure that there will be times <…> when I should need the experience and advice of older and wiser heads.’ [20: 1].
(2)‘Will you stay on here?’
‘Oh. I think so. I like it here.’ [20: 23].
(3)‘Do you think when he went to London he was, er…’
‘I don’t know what he went for. He never told me about his work. <…> [20: 24].
(4)‘Lewis? Morse here.’ ‘Ah. Morning, sir.’
‘Lewis, do you take the Sunday Times?’
‘ ‘Fraid not, sir. We have the Sunday Mirrior.’ [20: 41].
(5)‘You did seem a bit tired, I thought, sir.’
‘Tired? Nonsense. You need another pint.’ [20: 55].
(6)‘Well?’ ‘Well what?’
‘Is it her writing?’
‘I can’t tell. Don’t her parents know?” [20: 63].
(7)‘I’ll give you one more chance, Maguire, but this time I want the truth – all of it.’
‘I’ve told you …’ [20: 85].
(8)‘You don’t honestly think the Taylors wrote the letter, do you?’ ‘Had the possibility not occurred to you?’ [20: 103].
(9)‘You mean having another woman, sir?’
‘How delicately you put things! Having another woman, yes. <…> [20: 145].
(10)“You went to see Baines? Why did you go to see him?’
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Глава 2. Языковые единицы и речь
‘I don’t know, really. I was getting a bit bored with the conference, and Baines lived fairly near. <…> [20: 228].
Задание2. Опишитеноминативно-предикативнуюисеманти- ческую структуру следующих предложений.
1.But I suppose we shall just have to try our best to find the man.
2.Yet she could find no sleep in the small hours of that Friday morning.
3.The room in which they sat was pleasantly furnished, with some good quality pieces, and several interesting and unusual reproductions of Dutch seventeenth-century paintings.
4.The faithful sergeant allowed himself a wry grin, and even Morse was vaguely smiling.
5.‘There’s no law against anyone having a look round the colleges, is there?’
6.He woke up a 2.50 a.m., his mouth very dry.
7.And he beamed a smile towards her, in fact welcoming rather than resenting the interruption.
8.An hour later, as he drove the pair of them down to Oxford, Lewis felt strangely content.
9.So! There was much to be done fairly quickly, was there not?
10.He had been trying to steal silently away from the post-lunch chatter, but was stopped in his tracks at the foot of the great
staircase.
Задание 3. Проведите сравнительный анализ номинативно- предикативного и актуального членения в следующих предложе- ниях.
1.There had been a huge plus from that brief time in Cambridge, though.
2.He had never replied to Jimmy.
3.But the next stop was Oxford.
4.Howard Brown, however, had been quite unaware of the exchange.
5.For once Mrs Johnson was unable to identify any obvious flaw in the procedures.
6.All in all, she was proving a very good employee.
7.To his audience he essayed a charming smile.
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Л. В. Кваскова. ПРАКТИКУМПОФУНКЦИОНАЛЬНОЙГРАММАТИКЕ: КОММУНИКАТИВНО-ПРАГМАТИЧЕСКИЙАСПЕКТ(наматериалеанглийскогоязыка)
8.The tour was pretty expensive, pretty exclusive business really.
9.Too long had Morse been in the police business for him to believe it.
10.Not that he was even remotely hopeful about the theft.
Задание 4. В следующих диалогических единствах определи-
те тип промежуточной коммуникативной установки в стимулиру- ющей реплике и приведите возможную ответную реплику.
(1)– You know where he was going?
–<…>
(2)– We are hoping you might be able to help us.
–<…>
(3)– But you want to know what went between us.
–<…>
(4)– You can’t mean that he was murdered?
–<…>
(5)– It’ll be just as well if you don’t say anything to the group about it.
–<…>
(6)– Did you know that before nine o’clock the third-class rail fare is about more expensive?
–<…>
(7)– I shall be greatful if you can help in one or two practical ways.
–<…>
(8)– Don’t tell me he was murdered, please!
–<…>
(9)– I asked if I could get a drink – anything.
–<…>
(10)– Do you think you should do it, sir?
–<…>
Задание5. Определитеремувследующихэмоциональныхвы- сказываниях. Укажите языковое средство её усиления. Приведите нейтральный вариант высказывания. Например: It is not me who disgraced you! > You are not disgraced by me (рема – me; средство – эмфатическая конструкция it is not … who).
1.That’s what I said!
2.But it’s a million to one chance – getting a big win.
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Глава 2. Языковые единицы и речь
3.What a bloody fool he had been!
4.So this was where he came.
5.Tube from Putney Bridge to Piccadilly Circus – that’s the way he goes.
6.The real thing this is, sir.
7.It’s just that I don’t think he’s completely above-board with me, that’s all.
8.I don’t want to get too serious about things – not tonight!
9.How good it is for Dr. Kemp and myself to meet a scholar like you, Mrs. Roscoe!
10.It’s John Ashenden who’s the tour leader.
11.Not that I needed much direction.
12.Off we go!
Задание 6. Закончите синтаксические парадигмы по схеме «сообщение – запрос – побуждение», исходя из следующих пред-
ложений. Например: Are you going there then? – I am going there then. – Please, go there then.
1.She moves a little closer.
2.You can forge a letter, though.
3.Does she say why?
4.Come off it!
5.Don’t you think it might be a good idea?
6.I’ll try to ring him later.
7.I ought to follow your advice after all.
8.Don’t think so.
9.Then we find her there.
10.Do we start from here?
11.Don’t forget you’re a policeman.
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Л. В. Кваскова. ПРАКТИКУМПОФУНКЦИОНАЛЬНОЙГРАММАТИКЕ: КОММУНИКАТИВНО-ПРАГМАТИЧЕСКИЙАСПЕКТ(наматериалеанглийскогоязыка)
ТЕМА 3. ДИКТЕМА И ТЕКСТ (ДИСКУРС)
Вопросы для самоконтроля
1.Что означает описание высказывания в терминах уровне- вой системы языка и в терминах текстовой связи?
2.Какое место занимает текст в уровневой структуре языка?
3.Что такое диктема как единица языка?
4.Каковы структурные границы диктемы в тексте?
5.Каковы отличия высказывания-диктемы от высказывания- предложения?
6.Что такое уровневая тематическая структура текста с точки зрения диктемной теории?
7.Что такое прагматическое описание высказывания?
8.Какие составные части входят в структуру высказывания как речевого акта?
9.Какие две части всегда присутствуют в содержании выска- зывания как речевого действия?
10.Какие языковые категории в структуре высказывания ори- ентированы: на говорящего? на слушающего? на отраже- ние отношений между ними?
11.Что такое «фатическое общение»? Какие языковые средст- ва указывают на его этапы?
12.В чём выражается связь высказывания – речевого акта с ре- чевым контекстом?
13.Что такое «пресуппозиция»?
14.Чем отличается семантическая пресуппозиция от прагма- тической пресуппозиции?
15.Чтотакое«ложнаяпресуппозиция»? (Приведитепримеры.)
16.Вчёмзаключаетсяпроблемаразграничения«текста» и«ди- скурса»?
17.Каковы три подхода к толкованию термина «дискурс»?
18.Чемотличаютсяграмматическаяикоммуникативнаяструк- туры текста от грамматической и коммуникативной струк- тур дискурса?
19.Что делает последовательность предложений текстом?
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Глава 2. Языковые единицы и речь
20.Каковы семь критериев текстуальности?
21.Чем отличается когезия от кореференции? (Приведите при- меры.)
22.В чём выражаются грамматическая и лексическая когезии?
23.Что лежит в основе разграничения «лингвистики текста» и «дискурс-анализа»?
24.Какие понятия отражены в дефинициях: «текст плюс ситу- ация», «дискурс минус ситуация»? Что это означает?
25.Что лежит в основе системных противопоставлений: пред- ложение – высказывание; текст – дискурс?
Практические задания Задание 1. Определите количество высказываний и диктем
вследующих фрагментах. Обоснуйте свой вывод.
1.“’That dirty bird is dead, and don’t you dare touch it!” Mrs. Harley shouted.
“The pretty pigeon is sleeping”, Deborah said. Her face clouded suddenly and tears came into her eyes <…> [14: 62].
2.Robert went down again. The police car was still parked in front of the house. A policeman came up to Robert, and they talked for a while. “I’m going to look around the neighborhood again,” the policeman said, “ if you want to come with me.” Robert said that he would go. He noticed that the policeman carried a flashlight [14: 81].
3.Randy worshipped his thin wife, and she took full advantage of his protection. She came out onto the porch one evening when they were drinking before dinner and sat down beside Mrs. Nudd. She had the baby in her arms [14: 124].
4.‘Listen here, Lucas. I’ve been studying you, and I know what goes on in your mind. Ever since you came in the apartment you’ve been looking at me and thinking, “I’d like to put this little Jew-boy in his place,” that’s what you were thinking.” [40: 16].
5.Approaching it from a different angle he saw that the light was on in the kitchen. A small dog inside the house barked the moment he stopped on the driveway, and when he reached the
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Л. В. Кваскова. ПРАКТИКУМПОФУНКЦИОНАЛЬНОЙГРАММАТИКЕ: КОММУНИКАТИВНО-ПРАГМАТИЧЕСКИЙАСПЕКТ(наматериалеанглийскогоязыка)
kitchen door it was open. A woman’s voice called, ‘Come in, Ed.’ [40: 86].
6.Many people interested in education got trapped into trying to answer the question, “Which is the better educational system, the American, the British, or some others?” That question cannot be answered. A more appropriate question is, “What are the advantages and disadvantages of the American educational system?” We will return to that question at the end of this chapter, after considering a number of issues related to it [5: 53].
7.There are many ways to improve your English: Watch television (for Standard American English). Listen to the radio. Read a local newspaper. Take an English class (helpful for beginners and low intermediate-level users of English, but less helpful at more advanced levels) [5: 158].
8.Meanwhile, Diana’s treatment at the hands of the nannies hired by her father of ten verged on the Dickensian. One routinely struck Diana on the head with a wooden spoon, another banged brother Charles’s and Diana’s heads together when they misbehaved.
Even then, Diana showed a natural material instinct. When her three-year-old brother cried for his mummy at night, it was Diana, then six, who made her way down the darkened hallway to comfort him [6: 49].
9.Diana repeatedly referred to Wills as “DDC” (Drop Dead
Gorgeous). “Oh, Mum,” Wills would protest as he rolled his eyes skyward, “don’t say that. Please.” [6: 216].
Задание 2. Определите структурные границы диктем в следу- ющих текстовых фрагментах.
1.Bernadette smiled, “That’s what you’ll say when I’m old,” she said to her husband. “Look at that statue over there. That’s what Bernadette used to look like.”
Doyle leaned over and kissed the part of his wife’s hair. “You’ll never be old.” [43: 8].
2.Kenya gave him a quick look that made it clear she wasn’t a fool and then she let it go. “Did you know they put fifteen stitches
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