Практикум по функциональной грамматике коммуникативно-прагматический аспект (на материале английского языка). Учебное пособие

Глава 3. Языковые механизмы регуляции речи

Практические задания Задание 1. Прокомментируйте структуру и прагматическую

функцию указанных высказываний в скобках.

(1)As far as Byron knew, James did not believe in God (‘There is no proof,’ he said), but once he was engaged, as with most things, he took the business of praying very seriously [35: 34].

(2)Deirdre Witkins said she would never be satisfied with her Mini Cooper again. The Jaguar even smelt expensive, said the new mother. (No one had quite got her name.) [35: 39].

(3)James said someone had probably died in that chair, maybe even the woman who was Diana’s mother. (Byron could not call her Grandma because he had never met her.) [35: 47].

(4)With the exception of her younger sister, Princess Margaret (whose own messy love life would be a precursor of things to come), and her son Prince Andrew’s headline – making affair with soft-porn actress Koo Stark, the Windsors were by and large a tame and uninspiring lot [6: 2].

(5)The Place had objected to a rock star performing in Westminster Abby, but when Diana’s friend Elton John sat down at the piano to play his tribute to the Princess, “Candle in the Wind 1997”, no one was unmoved (The song, originally a homage to Marilyn Monroe, had been revised for Diana and would fast become the top-selling single of all time.) [6: 37].

(6)For the first full week of his life, however, the infant was simply known as “Baby Wales”. (It had also taken one week for the Spencers to name their daughter Diana.) [6: 45–46].

(7)‘What’s this, then?’ I asked Dr.Tapan Patel, painting out the brochure on his desk. I’d dropped by for a chat (OK, for a quick shot of face –filler) and spotted a picture of a device I’d never seen before... [18: 38].

(8)In Jane’s view, the optimum time that you can spend out of work is … no time at all. (Maternity leave excepted.) [18: 34].

(9)She had drawn critical acclaim for everything from period drama (Cranford) to move blockbusters (One Day) [18: 17].

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(10)I like the fact that I can hide the tracker from view and it has a pretty long battery life (about a week) and a portable, lightweight charger [18: 44].

Задание 2. Определите языковые средства авторизации в сле- дующих высказываниях (диктемах).

1)They all wish they were as lucky as me.

2)You might like to get in the left lane now, Diana.

3)I think this is why there was no mention of the two seconds.

4)Everything will be all right. I promise you.

5)Are they laughing at me?

6)The girls tell me you’re the gardener.

7)But how could a dog be a hat?

8)You have to think bigger than what you know.

9)I think it’s going to be another hot day.

10)It needs to be someone who would understand.

Задание 3. Докажите при помощи лингвистического анализа, что следующие высказывания являются формально неавторизо- ванными.

1.Aron, the narrator, is an odd child who struggles to make friends.

2.This is a rich, intricate, beautifully written novel, bursting and seeing with energy.

3.The woman behind the counter lit one cigarette after the other; she held smouldering stub of one to the fresh tip of the next.

4.The pain in his foot is as nothing, compared to this other wound that is deep inside.

5.When Byron confessed the truth, James’s face lost the little colour it had.

6.Only 120 live on St. Martin’s, one of the lesser known Isles of Scilly, so it’s surprising to hear that it is also home to a flower

farm, a vineyard, a bakery, art gallery, pub and diving school.

Задание 4. Определите коммуникативные тактики, связанные

сноминированием автора высказывания в следующих примерах.

1)‘We could wait a bit,’ he said. ‘I didn’t mean we had to do this today.’ [35: 163].

2)‘I think I will look at my letter from the Queen when we get home.’ [35: 114].

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3)What did she mean when she said she never got it right? [35: 97].

4)‘There will be a flowery tree. The gate comes right afterwards.’ [35: 168].

5)‘Don’t you think we should get something for Jeanie as well?’ [35: 178].

6)‘These days they do witness, protection and stuff.’ [35: 186].

7)‘Your colleague tells me you’re the victim of a violent crime.’ [35: 190].

8)‘Jeanie’s leg only got worse after your visit. <…>’ [35: 205].

9)<…> My mother would have called it the best room but Seymour never liked it.’ [35: 222].

10)‘And why is the lighter so important?’

‘Because it tells us more about the sort of person Beverly is.’ [35: 239].

11)‘It’s Seymore. His view is that women should stay at home with the children.’ [35: 245].

Задание 3. Определите прагматическую роль субъекта – тре- тьего лица в регуляции общения в следующих фрагментах (субъ- ект – наблюдатель, субъект – слышащий/подслушивающий, субъ- ект – неучастник речевой ситуации и т.п.).

1)‘Even Maria thinks this is crazy.” “You told her?”

“Of course I told her. We talk about everything.”

“I’m glad you’re so close to my ex-wife. But it’s none of your business. Or yours.”

“I’m just trying to talk some sense into you. This is happening too fast. You don’t know Lexie.”

“I’m going to keep saying it until you finally admit that you two are basically strangers” [49: 8].

2)The mother finally worked the baby free from the stroller and held the infant against her as the husband leaned toward her, patting the baby’s back.

“Don’t you think I’m trying to quiet her down?” she barked. “Deal with Elliot!”

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Chastised, the man bent down toward his son, who was kicking and pounding the floor, throwing the mother of all temper tantrums.

“Stop that screaming right now!” the husband said sternly, shaking his finger [49: 12].

3)Lexie, on the other hand, was glancing at the window and appeared troubled.

“What’s wrong?” he asked. “What if they don’t like me?”

“They’re going to love you. What’s not to love? And besides, you had a good lunch with my mom, right? You said you two really hit it off.”

“I know,” she said, sounding unconvinced. “Then what’s the problem?”

“What if they think I’m taking you away?” she asked. “What if your mom was just being nice, but deep down she feels resentment?”

“She doesn’t,” he said [49: 22].

4)Sophia and Anna had come rushing toward them, peppering practically every statement with the word.

“It’s about time we get to finally meet your fiancée!” “So what have you and your fiancée been doing?”

“Don’t you think you should get your fiancée something to drink?”

His brothers, on the other hand, hung back and avoided the word completely [49: 27].

5)His father started piling hot dogs on the plate.

“I haven’t had the chance to talk to her much, but Lexie seems like a nice young lady.”

“She is, Pop.”

“Ah, well, you deserve it. I never did like Maria very much,” he said. “Right from the get-go, she struck me as wrong somehow.” “You should have told me.”

“Nah. You wouldn’t have listened. You always knew everything, remember?” [49: 28].

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6)Lexie nodded toward Jeremy. “You can thank lead-food here. He regards the speed limit as more of a guideline than an actual rule.”

“Good for you, Jeremy,” Doris said with a wink. “Oh, we’ve got

somuch to talk about! I want to hear all about your week in New York. I want to hear all about everything. And where’s that ring you’ve been telling me about?” [49: 40].

Задание 6. Сгруппируйте следующие высказывания по при- знакам формально авторизованных и формально неавторизован- ных типов. Прокомментируйте свой выбор.

1)Using money to control the next generation can look as if you believe they’re incapable of running their own live.

2)According to Simon Bashorun, a financial planner with wealth management firm Investec, there are several reasons why the older generation increasingly have money to give away.

3)Teresa May and the Queen gave the US President the full redcarpet treatment.

4)As children, we were told that the best way to protect our eyesight was to crunch on a carrot.

5)Miss Winstead separated from her husband, director Riley Stearns, last year.

6)‘Our quarrel is not with the American people, our quarrel is with the American President and his values.

7)‘I believe we need a Trump on this country. He’s a businessman and knows how to look after his people.’

8)Mr. Trump replied that he had offered Mrs. May a ‘suggestion’ on how to approach her negotiations with the European Union but she had not taken it.

9)With the Guards Armoured Division, he joined the campaign to liberate France in June 1944.

10)The PM denies she cleared her Brexit deal with Angela Merkel before putting it to the Cabinet.

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ТЕМА 3.

СТРАТЕГИИ И ТАКТИКИ РЕЧЕВОГО ПОВЕДЕНИЯ

Вопросы для самоконтроля

1)Что такое «поведение человека»?

2)Что входит в понятие «речевое поведение»?

3)Какопределяетсявербальнаясоставляющаяречевогопове- дения?

4)Почему стандартизация присуща как стандартному, так и нестандартному поведению языковой личности?

5) Чем обусловлено использование терминов «стратегия»

и «тактика» в коммуникативной грамматике?

6)В чём заключается проблема разграничения терминов «стратегия» и «тактика» общения?

7)В чём заключаются особенности коммуникативной страте- гии, по мнению зарубежных исследователей лингвистиче- ской прагматики?

8)Какие типы стратегий могут выделяться в рамках изучения дискурса?

9)Что лежит в основе определения коммуникативной стра- тегии?

10)Какие цели общения определяются как первичные и вто- ричные?

11)Какие стратегии исследователь О.С. Иссерс относит к ос- новным и вспомогательным?

12)Как различаются коммуникативные стратегии и тактики в спонтанном и подготовленном общении?

13)Что является объединяющей стратегией говорящего и слу- шающего при различиях их речевого поведения?

14)Что может являться примером сложности стратегии рече- вого поведения?

15)Какова схема взаимодействия речевого поведения комму- никантов и конкретной ситуации общения?

16)Что такое речевые тактики говорения?

17)Каковы категории коммуникативной тактики слушания?

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18)Чем характеризуются коммуникативные тактики говоря- щего?

19)Какова роль ответного речевого поведения адресата в регу- ляции общения?

20)Чемхарактеризуютсястратегииитактикиречевогоповеде- ния в монологическом общении?

21)Чемобусловленвыборстратегийитактиквустномиписьмен- номмонологическомобщении?

22)Какова классификация коммуникативных стратегий ре- чевого поведения говорящего рассказчика по концепции К.Ф. Седова?

23)Вчёмзаключаетсярепрезентативно-иконическаястратегия речевого поведения рассказчика?

24)В чём заключается нарративная стратегия построения уст- ного рассказа?

25)Чем характеризуется объективно-аналитическая стратегия построения нарратива устного рассказа?

26)Чемхарактеризуетсясубъективно-аналитическаястратегия построения нарратива устного рассказа?

27)Что подразумевает композиция текста в широком смысле слова?

28)Как можно определить речевое поведение пишущего по от- ношению к результату письма, т.е. тексту, и будущему его читателю?

29)Какие четыре ступени в структуре текста определяют рече- вое поведение (действие) автора (пишущего)?

30)Что такое коммуникативная тактика текста и коммуника- тивная стратегия текста?

Практические задания Задание1. Определите, естьлиуучастниковдиалоговединая

стратегия поведения или это его функциональные варианты.

(1)Clive (to Stanley). Good morning.

Stanley (crossing about the table and putting the cartridges on the sideboard). ‘Morning. (He turns towards the table.)

Clive. Very becoming.

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Stanley (vaguely). What? Clive. I said, “very becoming.”

Stanley (sitting at the upstage end of the table). Oh [45: 39].

(2)Hanson (raised voice). My dear Joan, I wouldn’t believe a word of it.

Joan (heard). It was absolutely nothing at all. Hanson. Absolutely.

Joan. We were drunk. Hanson. Of course.

Joan (heard). We’d all had too much. Hanson. Naturally.

Joan. So whatever he’s told you…

Hanson. My dear china, he told me nothing. All we’ve heard are hints from you [54: 193].

(3)Mrs. Ellis. You know, Arnie …

Joan. She’s been in such a funny mood today. Arnie. Yes.

Mrs. Ellis. You’ve stopped listening, haven’t you? Arnie. I have not.

Mrs. Ellis. She’s been suggesting, you know … that I wasn’t much use to anyone.

Arnie. You know, Edie, I’ve told you before. I’m not stepping in between your women’s fights.

Mrs. Ellis (coming to the table). Do you want another cup?

Arnie. Thanks [54: 172].

Задание 2. Определите, сколько коммуникативных тактик ис- пользуют участники в каждом диалоге.

(1)Walter. Come on, we’re ten minutes late already.

Pamela (running up the stairs). If I get up there first – no French today.

Walter. You’re not going to get out of it that way. (He calls into the bedroom.) Now we do the French. (He moves to R of the schoolroom table and puts the flowers on it.)

Pamela (moving to L of the table). It’s too cold to think in French, Walter.

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Walter. Very well. I’ll light the fire. (He takes a box of matches from the bookshelves, motions Pamela to sit L of the table, and lights the gas-fire.) And now – parler to talk. Future tense. Think hard.

Pamela. Je parlerai ...? Walter. Good [45: 49].

(2)Clive. Look – in four weeks my term end. Come away. Out of this. We could go somewhere; to the West Country if you like. Wells Cathedral is the most astonishing thing in England. It’s like walking down the throat of a whale: a skeleton whale, with the vertebrae showing. No-one will be there at Christmas. Cheddar Gorge without a single charabanc. That’s a bus, you know.

Walter (smiling). Yes, I know.

Clive. Please, say ‘yes’. You’d love it.

Walter (with a shy smile). I’m sorry. Christmas is a family time. For so long I have missed it. This year I wish very much to pass it here.

Clive (insistently). Well, afterwards. I could wait.

Walter (awkwardly; <…>). I’m afraid it’s not possible. My lessons, you see. I have been paid already to the end of January.

Clive. So what? Everyone takes Christmas off. Walter. I do not think I can go away just now. Clive. Because you’ve been paid?

Walter. No. Clive. Then why?

Walter. I – I have an obligation. Clive. To my mother?

Walter. Yes. An obligation.

Clive. Is that what you call it – obligation? <…> [45: 88].

Задание 3. Выделите языковые средства, указывающие на нисходящий профиль коммуникативной тактики в следую- щих диалогах (статус одного коммуниканта приоритетен по от- ношению к другому). Прокомментируйте свой выбор.

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(1)Clive (nervously). I think Pam likes to get the French over with early. Still, it’s a bit desperate, starting the day with irregular verbs.

Stanley (brusquely). You know who we are? We’re millionairs. Clive. What?

Stanley. Now we’ve got a tutor we must be. We don’t send our girl to anything so common as a school. You like the idea, I suppose?

Clive (eager to agree). As a matter of fact, I think it’s ridiculous – I mean, well – unnecessary, really.

Stanley. Your mother thinks different. Apparently the best people have tutors, and since we’re going to be the best people whether we like it or not, we must have a tutor, too. Herr Walter Langer, if you please. Ten quid a week and a whole term’s fees to the school we didn’t send her to. Did you know that?

Clive. No [45: 40].

(2)Louise (crossing to Walter and putting the album into his hands). Walter, my dear, I do hope I didn’t disturb your lesson. I’m simply longing to hear you try my little piano.

Walter. I should be delighted to, Mrs. Harrington.

Louise. You have such beautiful hands. <…> I remember once shaking hand with Paderewski <…> Of course it was many years ago, and I was only a girl. But I’ve never forgotten it. He had hands almost exactly like yours, my dear boy. Much older, of course – but the same bone formation, the same delicacy. That was my mother’s album.

Walter. It’s charming.

Louise. What are you going to play for me? Something Viennese,

of course.

Walter. What would you like? Beethoven – Brahms?

Louise. Wonderful! And you can explain to me all about it. I mean where it was written and who for. <…> [45: 56–57].

Задание 4. Выделите языковые средства, сигнализирующие о восходящем профиле коммуникативной тактики (статус комму- никантов одинаковый). Прокомментируйте свой выбор.

(1) Arnie. The King, though broken by his plight,

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