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Лингвистический анализ текста

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Т. В. Сенюшкина

ПОСОБИЕ

ПО ЛИНГВОСТИЛИСТИЧЕСКОМУ

АНАЛИЗУ ТЕКСТА

(АНГЛИЙСКИЙ ЯЗЫК)

Часть II

ЛЕКСИЧЕСКИЕ СТИЛИСТИЧЕСКИЕ СРЕДСТВА

Для студентов факультета лингвистики

Москва

Институт международного права и экономики имени А.С. Грибоедова

2008

0

Т. В. Сенюшкина

ПОСОБИЕ ПО ЛИНГВОСТИЛИСТИЧЕСКОМУ

АНАЛИЗУ ТЕКСТА

(АНГЛИЙСКИЙ ЯЗЫК)

Часть II

ЛЕКСИЧЕСКИЕ СТИЛИСТИЧЕСКИЕ СРЕДСТВА

Москва Институт международного права и экономики имени А.С. Грибоедова

2008

1

УТВЕРЖДЕНО кафедрой английского языка

С о с т а в и т е л ь – Т.В. Сенюшкина

Пособие по лингвостилистическому анализу текста (английский язык). Ч. II: Лексические стилистические средства. – М.: ИМПЭ им. А.С. Грибое-

дова, 2008. – 86 с.

Пособие предназначено для студентов-лингвистов 3–5 курсов и ставит целью ознакомление студентов с особенностями лексических и отчасти лексикосинтаксических средств английского языка. Теоретическая составляющая пособия представляет собой сопоставление материала учебников по стилистике английского языка И.Р. Гальперина, В.А. Кухаренко, Ю.М. Скребнева и других. В практической части приведены примеры из английской и американской литературы; даны задания, направленные на отработку теоретического материала и нацеленные на формирование у студентов навыка нахождения в тексте означенных стилистических средств и умение их интерпретировать.

Подготовлено на факультете лингвистики.

© Сенюшкина Т.В., 2008

2

CONTENTS

Lead-in

Rhetorical and Figurative Language

Expressive Means

4

Chapter 1

Figures of Quality

7

Unit 1

Transfer by Similarity

7 Unit 2

Transfer by Contiguity

43 Unit 3

Miscellany

48

Chapter 2

Figures of Quantity

63

Chapter 3

Figures of Contrast

78

References

86

3

Lead-in

Rhetorical and Figurative

Language

Expressive Means

1. Comment on the following quotation:

“Style in painting is the same as in writing, a power over materials, whether words or colours, by which conceptions or sentiments are conveyed”.

Sir Joshua Reynolds

Name the literary means of making “materials” serve your purpose,any means that can contribute to a better style.

Rhetoric and Figurative Language

Figurative Language is used to express a particular feeling or encourage imagination by a well-developed means of creating images, its purpose being to improve the effectiveness, clarity, and enjoyment of both written and oral communication.

Figurative language has developed alongside rhetoric, both rooted as far back in history as the times of such classical rhetoricians as Aristotle, Quintillion, and

Cicero.

Rhetoric is usually defined as the art of persuasion. Aristotle and Quintillion developed a system of methods and tools of persuasion claiming that a rhetorical discourse should consist of

-"invention" (developing arguments)

-"disposition" (organizing one's subject)

-"style" (the means of persuasion).

In the modern era "style" and “disposition” (as well as “invention”, though) are still very important form-making categories. They are known as stylistic language means.

4

Expressive Means and Stylistic Devices

In modern linguistics there are different terms to denote those particular means by which a writer or a speaker obtains a particular effect. According to Galperin, all stylistic means of a language can be divided into expressive means, those units of a language that are used in some specific way, and special devices called stylistic devices.

Galperin defines expressive means as follows: they are those phonetic means, morphological forms, means of word-building, and lexical, phraseological and syntactical forms, all of which function in the language for emotional or logical intensification of the utterance. These intensifying forms of the language, wrought by social usage and recognized by their semantic function have been fixed in grammars and dictionaries.

Note1. Some of them are normalized. In most cases they have corresponding neutral synonymous forms.

The table to follow gives some examples of expressive means, which are grouped in accordance with the levels of language.

Levels of

Language

Phonetics

Morphology

Vocabulary

Syntax

Expressive Means

pitch

drawling

melody

drawling out certain syllables

stress

whispering

pausation

a sing-song manner of speech

 

 

 

 

grammar means (e.g. shifts in tenses, the usage of obsolete forms as in He hath brethren.)

word-building means (e.g. the usage of diminutive suffixes to add some emotional colouring to words as –y(i.e.) in birdie, and –let in streamlet, piglet)

words with emotive meaning only, like interjections

words with both referential and emotive meaning, like some of the qualitative adjectives

words with twofold meaning, denotative and connotative

words belonging to different strata of English

set expressions, idioms, proverbs and sayings

constructions containing emphatic elements of different kinds (e.g. constructions of dummy subjects)

5

CHECK 1

Read this anecdote; find expressive means and comment on their usage. Distribute them according to the levels of language.

***

One Kentucky gentleman meets another Kentucky gentleman, and they address one another with that solemn earnestness which is characteristic of Southern high life:

“Good morning, sah. Hope you are well, sah. Where have you been this morning?” “I have come from the court-house, sah. Senator Blackburn has been making a speech – the finest speech I have heard since the wah. He is a born orator, sah – a born orator!”

“Excuse me, sah, what do you mean by ‘a born orator’?”

“A born orator! Don’t you know what a born orator is? Why, sah, you and I would say, ‘two and two make four’, but a born orator would say, ‘When in the course of human events, it becomes necessary to expedient to coalesce two integers and two other integers, the result, – I declare it boldly and without fear or favor – the result, by a simple arithmetical calculation termed addition, is four!’ That’s a born orator, sah!”

Stylistic devices are used in speech with the same aim of intensifying the emotional or logical emphasis that the information transferred should convey. Stylistic devices are represented by two categories:

1."figures of thought" (tropes, from the Greek tropos ‘turning’), which deviate from common usage mainly in the meaning of words, i.e. when a word (or a combination of words) is used to denote an object that is not usually correlated with this word; this double meaning creates what is called an image;

2."figures of speech" (rhetorical figures, or schemes), whose stylistic effect is achieved by means of an unusual arrangement of linguistic units, unusual construction or extension of an utterance, etc.; in other words which deviate from normal language mainly in terms of syntax.

Note2. This arbitrary division of stylistic means into expressive means and stylistic devices does not necessarily mean that these groups cannot overlap. On the contrary, the striking effect of many a stylistic device is based on the logical or emotional emphasis contained in the corresponding expressive means and vice versa: a formerly genuine stylistic device can become an expressive means (idioms at large).

6

Chapter 1

Figures of Quality

Unit 1

Transfer by Similarity

1.Using a dictionary, match the animals to the verbs. Sometimes more than one collocation is possible.

Cats

Owls

grunt

squawk

 

Crows

bleat

roar

Lions

Horses

cackle

bark

 

Sheep

whinny

Hens

Dogs Pigs

purr

hoot

 

 

 

 

2.The meaning of the word in activity 1 can be extended to apply to the way that humans speak or react. Use some of the verbs to show how the person in each picture is speaking. Sometimes more than one word is possible.

“Get your hair cut!” he _____.

“Hmmph! The country is going to the dogs”, she _____.

“Get out of my house and don’t come back”, he _____.

“Another one for the basket”, she ____.

7

“Ooh, that’s funny”, she _____.

“A ghost in my house? Eeeek!” he _____.

“B-b-b-ut I don’t w-want to”, he ____.

“I like it when you bring me presents”, she _____.

3.Comment on the stylistic effect produced in the sentences in activity 2 and the means by which it is reached. Would these verbs collocate with words naming human beings if there were no emphasis laid?

Thus, in activity 2 you dealt with the substitution of vocabulary for a word whose meaning is close to the original but still far from equal. In other words, you used the verbs figuratively. Cases like these are based on metaphoric transfer.

Metaphor (Greek metaphora – “transference’) is a trope that involves the use of words (word-combinations) in transferred meanings by way of similarity, resemblance or analogy between them.

Let us study the following metaphor:

From Settin in the Baltic to Trestie in the Adriatic, an iron curtain has descended across the continent. (Winston Churchill)

Technically, the subject to which the metaphor is applied is the tenor ("political situation, resulting in the division of the world into two antagonistic parts" in the example above), whereas the metaphorical term is the vehicle ("an iron curtain"). The third notional element of metaphor is the ground, i.e. the basis for drawing the comparison, the feature the tenor and the vehicle have in common.

There are three types of metaphorical transfer possible:

1.

the transfer of the name of one object to another:

 

 

e.g.

Life’s but a walking shadow; a poor player

(Shakespeare)

2.

the transfer of the mode of action:

 

 

e.g.

I hope this will have cushioned your loss.

 

8

Leaving Daniel to his fate, she was conscious of joy springing in her heart. (Bennett)

3. the transfer of the typical characteristics:

 

e.g. The fog comes on little cat feet.

(Sandburg)

CHECK 1

1. Study the following examples of metaphor identifying the tenor, vehicle and ground for comparison as well as naming the type of metaphorical transfer:

1)She looked down on Gopher Prairie. The snow stretching without break from street to devouring prairie beyond, wiped out the town’s pretence of being a shelter. The houses were black specks on a white sheet. (Lewis)

2)I was staring directly in front of me, at the back of the driver’s neck, which

was a relief map of boil scars.

(Salinger)

3)She was handsome in a rather leonine way. Where this girl was a lioness, the other was a panther – lithe and quick. (Christie)

4)Wisdom has reference only to the past. The future remains for ever an infi-

 

nite field for mistakes. You can’t know beforehand.

(Lawrence)

5)

The man stood there in the middle of the street with the deserted dawnlit

 

boulevard telescoping out behind him.

(Howard)

6)

He smelled the ever-beautiful smell of coffee imprisoned in the can.

 

 

 

(Steinbeck)

7)

We talked and talked and talked, easily, sympathetically, wedding her ex-

 

perience with my articulation.

 

(John Barth)

8)

She and the kids have filled his sister’s house and their welcome is wearing

 

thinner and thinner.

 

(John Updike)

9)He had hoped that Sally would laugh at this, and she did, and in a sudden mutual gush they cashed into the silver of laughter all the sad secrets they

could find in their pockets.

(John Updike)

As far as structure is concerned, metaphor can be conveyed through any notional part of speech and in any part of the sentence.

CHECK 2

Study the following examples of sentences with metaphors. Name the parts of the sentence marked by this stylistic device.

1)

… beauty’s ensign yet

 

 

Is crimson in thy lips and thy cheeks,

 

 

And death’s pale flag is not advanced there.

(Shakespeare)

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