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Файл:Discourse Strategies in Use. Учебное пособие
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Министерство образования и науки Российской Федерации
Федеральное государственное бюджетное образовательное учреждение
высшего образования
«Оренбургский государственный университет»
А.В. Люлина
DISCOURSE STRATEGIES IN USE
Рекомендовано ученым советом федерального государственного бюджетного
образовательного учреждения высшего образования «Оренбургский
государственный университет» в качестве учебного пособия для студентов,
обучающихся по программам высшего образования по направлению подготовки
45.03.02 Лингвистика
Оренбург
2016
2
УДК 811.111'25(075.8)
ISBN 978-5-7410-1515-5
© Антонова А.В., 2016
© ОГУ, 2016
ББК 81.432.1–8я73
Л94
Рецензент – доцент, кандидат филологических наук О.А. Хрущева
Люлина, А.В.
Л94 Discourse Strategies in Use: учебное пособие / А.В. Люлина;
Оренбургский гос. ун-т. – Оренбург: ОГУ, 2016. – 102 с.
ISBN 978-5-7410-1515-5
Учебное пособие для самостоятельной работы по дисциплине
"Письменный перевод первого языка" представляет собой сборник
теоретических сведений и практических заданий для усвоения основных
дискурсивных стратегий английского языка, необходимых для
последующего успешного формирования переводческих навыков.
Учебное пособие предназначено для бакалавров направления подготовки
45.03.02 Лингвистика (профиль "Перевод и переводоведение").
УДК 811.111'25(075.8)
ББК 81.432.1–8я73
3
Содержание
Введение ............................................................................................................................... 4
1 Narrative Strategy ............................................................................................................... 5
1.1 Theory .............................................................................................................................. 5
1.2 Practical assignments ...................................................................................................... 6
1.3 Transitional words and phrases (discourse markers) .................................................... 10
1.4 Practical assignments .................................................................................................... 13
2 Descriptive Strategy ......................................................................................................... 20
2.1 Theory ............................................................................................................................ 20
2.2 Practical assignments .................................................................................................... 22
3 Conversational Strategy ................................................................................................... 36
3.1 Theory ............................................................................................................................ 36
3.2 Practical assignments .................................................................................................... 41
4 Rhetorical Strategy ........................................................................................................... 45
4.1 Theory ............................................................................................................................ 45
4.2 Practical assignments .................................................................................................... 48
5 Argumentative Strategy .................................................................................................... 55
5.1 Theory ............................................................................................................................ 55
5.2 Practical assignments .................................................................................................... 57
6 Stimulating Strategy ......................................................................................................... 65
6.1 Theory ............................................................................................................................ 65
6.2 Practical assignments .................................................................................................... 68
7 Promissive Strategy .......................................................................................................... 73
7.1 Theory ............................................................................................................................ 73
7.2 Practical assignments .................................................................................................... 74
8 Manipulative Strategy ...................................................................................................... 78
8.1 Theory ............................................................................................................................ 78
8.2 Practical assignments .................................................................................................... 83
Список использованных источников…………………………………………………...91
Приложение А .................................................................................................................... 92
4
Введение
Настоящее учебное пособие предназначено для самостоятельной работы
студентов направления "Лингвистика" и состоит из восьми разделов (Narrative
Strategy, Descriptive Strategy, Conversational Strategy, Argumentative Strategy,
Rhetorical Strategy, Stimulating Strategy, Promissive Strategy, Manipulative Strategy),
каждый из которых посвящен теоретическому (описание элементов стратегии) и
практическому (применение элементов стратегии) изучению определенной
дискурсивной стратегии с точки зрения ее использования в устной интенциональной
интеракции.
Каждый из разделов сопровождается упражнениями, ориентированными на
развитие навыков подготовленной и неподготовленной диалогической и
монологической речи, а также способствующими усвоению лексики, необходимой
для выстраивания стратегии, используемой в виде дискурса с определенной
интенцией. Оригинальные статьи для анализа в некоторых разделах предлагаются в
неадаптированном варианте.
Пособие содержит обязательное приложение с заданиями для полного
литературного перевода, основанного на принципе определении главной авторской
интенции сообщения.
Материал, представленный в пособии, рассчитан на студентов факультетов
иностранных языков вузов, владеющих теоретическими знаниями в области теории
дискурса, теории речевых актов, теории перевода, теории интенциональности
речевого поведения и стилистики английского языка.
5
1 Narrative Strategy
1.1 Theory
Narrative strategy is one of the most prevalent strategies in human communication.
We often want to tell people stories in the form of long narratives. It may be the story of a
film, or a book, or a true story of events that happened to us – or even a joke or a funny
story.
To keep the narrative going you need various “narrative techniques” to give variety
and interest to the story.
There are some main principles of “building” narrative strategy which we use in our
communication:
1) “Who? Where? When?” principle. No narrative story can exist without a
personage (personages), their temporal and locative belonging. So, don’t forget to mark
these things in the very beginning of your story for the listener to make a correct “image”
of your narration.
2) The principle of using proper discourse markers (unity principle). Narrative
stories are usually full of events. Not all of them are represented “iconically”, that is, in
right temporal succession. Temporal discourse markers help the listener to restore the
correct temporal pattern of your story. So, don’t forget to use the markers, such as after
that …, while doing this …, but before that …, what happened before was …, what
happened after was …, three days before …, that very day …and a great number of
others.
Still, it is always better to tell things the way they happened. So:
- set the scene
- tell what happened before the key event, the key event, after the key event
- try to put the most exciting part of your story at the end in order to keep the
listener in suspense.
3) “Involving the listener in the story” principle. In order to make your narration
interesting and emphatic, the speaker should involve the listener in the story by asking him
or her to guess what happened next, or how someone in the story felt:
6
“You can guess how he felt!”
“What do you think he did?”
“And then do you know what he did?”
“Imagine my surprise when he …”
“You’ll never guess what happened next!”
So, let’s hope that building your stories with the help of this narrative strategy will
make you the best narrator among your friends and relatives.
1.2 Practical assignments
1) The important part of your narration should be the so-called “pre-setting” or
“attractive” part. It should be the utterance, persuading the listener of the interestingness of
the story you are going to tell.
Ex: The story I’m going to tell you impressed me to the innermost of my heart.
You can’t imagine what happened to my brother this summer! You will rock
with laughter when you listen to it!
Just imagine what an interesting story my old friend told me yesterday!
TASK: Think over 3 variants of a pre-setting part for your story introducing
- a book plot,
- a film plot,
- a true story from your life experience.
2) Sometimes the “Who? Where? When?” principle may be observed in one and the
same setting utterance.
Ex: This happened with my sister during her London holidays last year.
The story I am going to tell you happened with my family in 2003, when I went to
France to see my relatives in Paris.
7
TASK: Think over 3 variants of a setting part for your story introducing
- a book plot,
- a film plot,
- a true story from your life experience.
3) According to the unity principle, all your utterances should be logically
connected. For this you should use various types of discourse markers (not only temporal
ones).
TASK 1: Connect the following events with the help of discourse markers (it’s up to
you to choose the succession of the actions):
- Jenny came home. She went to the shop to buy some tasty things for the party. She
didn’t find her favourite cake in the shop. Jenny went to another shop. She bought some
biscuits.
- Dick went fishing with his friends. They chose a good place for fishing and
picnicking. They packed their things and took their rods. They came to the place. They
returned home happy and relaxed.
TASK 2: Think over your own examples of stories without logical connection for
your fellow-students to insert necessary discourse markers (5-7 sentences).
4) Read a short story given below. Retell it using “Involving the listener in the
story” principle as if you were:
a) a husband;
b) a husband’s friend;
c) a wife.
8
A couple was celebrating their golden wedding anniversary. Their domestic
tranquility had long been the talk of the town. A local newspaper reporter was
inquiring as to the secret of their long and happy marriage.
“Well, it dates back to our honeymoon,” explained the man. “We visited the
Grand Canyon and took a trip down to the bottom on the canyon by pack mule.
We hadn't gone too far when my wife's mule stumbled. My wife quietly said:
“That's once”.
We proceeded a little further and the mule stumbled again. Once more my
wife quietly said: “That's twice”.
We hadn't gone a half-mile when the mule stumbled the third time. My wife
quietly removed a revolver from her pocket and shot the mule dead.
I started to protest over her treatment of the mule when she looked at me
and quietly said “That's once”.
5) Think over a narrative story with a setting “This story happened with my friend in
an Irish castle last winter”. One student begins the story, all the rest – add one sentence
each in turn.
6) Tell your fellow-students any interesting story using the principles of narrative
strategies. Let them analyze your story from the point of view of narrative rules.
* 7) Make up a narrative story using the first letters of a word given below for the
beginning of your sentences (articles may be omitted in the beginning).
S –
T –
O –
R –
Y –
Ex: Story I am going to tell you happened …
Tom and his friend …
9
8) Make up a narrative story using the pictures below (picture 1).
Picture 1 – A narrative story
10
1.3 Transitional words and phrases (discourse markers)
Category
Words and Phrases
1) Addition
And, in addition to, furthermore,
moreover, besides, than, too, also, bothand, another, equally important, first,
second, etc., again, further, last, finally,
not only-but also, as well as, in the
second place, next, likewise, similarly, in
fact, as a result, consequently, in the same
way, for example, for instance, however,
thus, therefore, otherwise.
2) Contrast
On the contrary, contrary to, contrarily,
notwithstanding, but, however,
Good narration depends upon a listener being able to follow the movement of a
speaker’s thought. Speakers help listeners understand the movement of their ideas by
providing connections between ideas which are often called transitions or discourse
markers. These can be signal words or phrases which indicate to a listener how ideas are
related to one another. An utterance that continues an idea previously stated will likely
contain transition that expresses “addition,” for example. An utterance that contradicts,
opposes, or offers an alternate viewpoint to an idea expressed earlier may contain a
transition that “contrasts.” Transitional words and phrases are subdivided into logic
transitions and transitions of thought.
Transitions of logic consist of words or phrases that convey “logical intent”: that is,
they show the logical connection between two ideas. Since there are several possible
logical connections (such as time, purpose, contrast), there are several categories of
transitions of logic. The table below lists many of these transitions, arranged by category
(table 1):
Table 1 – Transitions
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