第一篇：文體學答案

A Ⅱ.Read the following short passages and answer the questions or do the assignment that follow(40 points).Question 1: a.lexical differences(5 points): length, formalityb.syntactic differences(5 points): length, structure Question 2: sample 2:oral,informal(2 points)

sample 3: formal,written(2 points)

sample 1: the style is between that ofsample1&2

Question 3: antithesis(2 points): not that……but that……

Rhetorical question(2 points): had you……to live all

freemen?

Parallelism: complete parallelism(2 points): as…I…

partial parallelism(2 points):tears for his love, joy

for his fortune……

repetition:(2 points)if any, speak, for him have I offended

Question 4(10 points):

without you have read=if you have not read2 pointsthat ain’t no matter=that isn’t matter2 pointsI never seen= I have never seen2 points Without it was Aunt Polly=it was not Aunt Polly2 pointsAunt Polly and Mary, and the widow Douglas is all told=Aunt Polly and Mary, and the widow Douglas are all told Question 5(5 points): lower class, less educated

III.Read the following passages and analyze the stylistic features of the following passages(30 points).1.total: 15 points

1)lexical(5 points): word length;word color;structure of

noun/verb group

2)syntactic(5 points): structure & type, tense, length

3)textual(5 points): news report;inverted pyramid;

paragraphing;inverted commas 2.total: 15 points

1)lexical(5 points): technical terms;word length;word color;structure of noun/verb group

2)syntactic(5 points): tense, structure, length, passive voice3)textual(5 points): research abstract;goal;method;

result/conclusion

IV.Read the poem below and analyze its language and style(10 points).1.phonological(3 points): iambic tetrameter;rhyme scheme

(aabb ccdd)

2.lexical(2 points): common words with one syllable and two

syllables

3.syntactic(2 points): using coordinated sentence structure to

weave contrasting ideas or elicit action.4.theme(3 points): describing the miserable life of British

people and giving them suggestions.B

Ⅱ.Read the following short passages and answer the questions or do the assignment that follow(40 points).Question 1: a.lexical differences(5 points): length, formalityb.syntactic differences(5 points): length, structure Question 2: sample 2:oral,informal(2 points)

sample 3: formal,written(2 points)

sample 1: the style is between that ofsample1&2

Question 3: antithesis(2 points): not that……but that……

Rhetorical question(2 points): had you……to live all

freemen?

Parallelism: complete parallelism(2 points): as…I…

partial parallelism(2 points):tears for his love, joy

for his fortune……

repetition:(2 points)if any, speak, for him have I offended

Question 4(10 points):

without you have read=if you have not read2 pointsthat ain’t no matter=that isn’t matter2 pointsI never seen= I have never seen2 points Without it was Aunt Polly=it was not Aunt Polly2 pointsAunt Polly and Mary, and the widow Douglas is all told=Aunt Polly and Mary, and the widow Douglas are all told Question 5(5 points): lower class, less educated

III.Read the following passages and analyze the stylistic features of the following passages(30 points).1.total: 15 points

1)lexical(5 points): word length;word color;structure of

noun/verb group

2)syntactic(5 points): structure & type, tense, length

3)textual(5 points): news report;inverted pyramid;

paragraphing;inverted commas 2.total: 15 points

1)lexical(5 points): technical terms;word length;word color;structure of noun/verb group

2)syntactic(5 points): tense, structure, length, passive voice3)textual(5 points): research abstract;goal;method;

result/conclusion

IV.Read the poem below and analyze its language and style(10 points).1.phonological(2 points): main metrical pattern(iambic

pentameter), rhyme scheme(abab)

2.lexical(2 points): common words with one syllable and two

syllables

3.syntactic(2 points): simple coordinated sentence structure 4.theme(4 points): living to love nature and pursue art rather

than strive for fame and fortune

第二篇：文體學學習心得

文體學學習心得

研究生的第一個學期，學校為我們翻譯專業安排了《文體學》這門課程。在付曉麗老師的指導下，我們對文體學這門課形成了系統的認識，對翻譯活動也有了更深層次的見解。通過這學期的學習，我不僅了解了文體學的相關理論，學會了用這些理論服務來于翻譯實踐，而且還發現了許多學習的樂趣，真正體會到生活處處皆學問的內涵。

一、《文體學》之前期準備

在開設這門課之前，對《文體學》這門課沒有絲毫的了解，甚至有同學猜測是不是跟瑜伽有關，聽上去很修身養性的課程名稱。后來在網上查了一下，才知道，“文體學，也稱語體學、風格學，現大都譯為文體學。它是一門研究文本體裁的特征、本質及其規律，介于語言學、文藝學、美學、心理學等學科之間，方興未艾的綜合性邊緣學科，目前正處于發展、完善的階段。”也有的說“文體學是一門教我們怎樣使用語言，怎樣使用不同風格的語言的一門學科。”不管哪種說法，跟翻譯聯系起來，給人的印象絕對是那種枯燥、乏味，且屬于純理論的課程。因此，在正式上課之前，潛意識里就斷定這門課肯定很沒有意思。

二、《文體學》之學習過程

剛上第一節課，便發現文體學老師講課很有意思，為人隨和、教學風格幽默，我們學生也不用一直拘謹，課堂氛圍非常活躍。后來才知道付老師在語言學方面的造詣相當深厚，經過老師精彩的講解，我們對文體學的概念及其在日常生活中的應用，有了初步了解，老師還用生活中的具體事例向我們展示了身邊的文體學，例如大家平時津津樂道的“甄嬛體”、“梨花體”、“淘寶體”等。這時候我才發現文體學與我想象中的完全不一樣，它不但不是純理論，而且與日常生活的關系還如此密切。

由于大家都很喜歡付老師的行事作風、講課風格，所以每次上課，大家都會積極配合。每一節課都會有新鮮的材料、新鮮的知識，發生在身邊、自己卻又沒有留意到的課堂素材，甚至連街上的雙語廣告單頁也可以拿來給我們作為平行文本進行分析，在一種輕松、愉悅的氛圍中，那種枯燥乏味的知識聽起來也變得有趣了許多，下課后還有意猶未盡的感覺，總想再多聽一會兒付老師的講解。有時候老師還會跟我們分享一些，她看到的雜志上的一些小篇幅文章，表面看來意義頗深，但對其深究，卻會發現其中的邏輯并不嚴謹。教導我們平時不僅要留心觀察，發現別人發現不到的問題，更要認真思考，對事情保有自己的看法。老師還教導我們平時應多讀一些優質文本，培養對語言的敏感度；多看一些專業相關的核心期刊，了解行業最新發展動態。

三、《文體學》之知識收獲

作為一名翻譯碩士，學習文體學的最終目的，無非是將其應用于翻譯實踐，完善翻譯文本。翻譯必須要符合源文本的本意，這就需要與句子結構、文體分析相結合，高質量的目標語文本不僅要傳達源語文本的信息，還要表現出源語文本的文體特征。文體學則是運用語言學的理論去研究文章表面意義與深層內涵、文體功用與實踐效果之間的關系，處理現代翻譯理論中的一個根本問題，即文體上的“形似”還是意義上的“神似”，或者說采用直譯還是意譯的問題。

學過文體學之后，每次做翻譯的時候，總要先通讀源文本，了解文本信息及其語言風格，然后盡量在準確傳遞信息的同時，采用源文本的語言風格。雖然現在能力有限，做不到風格的完全對等，但至少已經注意到了這個問題，并且在努力使其形式、風格更加接近。

現在，文體學課程已經全部結束了，在整個學習的過程中，可以說是受益匪淺，我將會在今后的翻譯實踐中，更多地注意這方面的問題，不斷學習、鞏固自己的翻譯技能，更好地把握文體學在翻譯中的應用。

第三篇：文體學論文

A Stylistic Analysis of the Speech I Have a dream

Course: English Stylistics and Rhetoric Lecturer: Zhang Xuhong Credit: 2 Time of Assigned on 28/11/2013 Time of Submission:19/12/2013 Student No:2010010225 Name:杜敏

Class:(Grade 2001)Class 1English Dept, Harbin Normal Univ.從文體學的角度分析演講稿《我有一個夢》

杜敏

摘要：本文根據文體學理論從文體手段角度試圖對美國著名黑人領袖馬丁.路德.金的著名演講《我有一個夢》中所使用的文體手段進行了詳盡的分析，作者在此基礎上進而對演講文體的風格進行了簡要的論述。本研究對演講稿的文體風格的選用具有啟示作用。

關鍵詞：文體學；文體學理論；文體手段；文體的風格；分析；演講

A Stylistic Analysis of the Speech I Have a dream

DuMin

Abstract: On the base of the definition of stylistics, this thesis gives a detailed analysis of some the of stylistic devices used in the famous speech by the well-known American civil rights movement leader Martin Luther King, Jr., and then probes into the stylistic characteristics of speech as a style.Key words: Stylistics, Stylistic devices, Analysis, Speech.Introduction As an interdisciplinary field of study, stylistics promises to offer useful insights into literary criticism and the teaching of literature with its explicit aims and effective techniques.It is very useful in the analysis of various styles of writing.In this thesis, the author tries to offer a stylistic analysis of the famous speech by Martin Luther king, Jr.I Have a Dream.1.Introduction: Definition of Stylistics and Stylistic Analysis As far as the definition of stylistics is concerned different scholars define the branch of study in different ways.Wales defines stylistics simply as “ the study of style”(1989:437), while Widdowson provides a more informative definition as “the study of literary discourse from a linguistic orientation” and takes “a view that what distinguishes stylistics from literary criticism on the one hand and linguistics on the other is that it is essentially a means of linking the two”(1975:3).Leech holds a similar view.He defines stylistics as the “study of the use of language in literature”(1969:1)and considers stylistics a “meeting-ground of linguistics and literary study”(1969:2).From what Widdowson and Leech say, we can see that stylistics is an area of study that straddles two disciplines: literary criticism and linguistics.It takes literary discourse(text)as its object of study and uses linguistics as a means to that end.Stylistic analysis is generally concerned with the uniqueness of a text;that is, what it is that is peculiar to the uses of language in a literary text for delivering the message.This naturally involves comparisons of the language of the text with that used in conventional types of discourse.Stylisticians may also wish to characterize the style of a literary text by Systematically comparing the language uses in that text with those in another.Halliday points out, “The text may be seen as ?this? in contrast with ?that?, with another poem or another novel;stylistics studies are essentially comparative in nature…”(1971:341).On this points, Widdowson is of the same opinion as Halliday.He says：“All literary appreciation is comparative, as indeed is a recognition of styles in general”(1975:84).Thus, we may conclude that stylistic analysis is an activity that is highly comparative in nature.2.A Stylistic Analysis of the Speech(An analysis of some of the stylistic devices used in the speech.Martin Luther King?s speech of August 28, 1963 is widely regarded as one of the most powerful ever delivered in the United States.Although this address was delivered orally, it was read from a written text composed with GREat care.It is an example of formal English with a convincing style.Here are some of the stylistic devices(which maybe considered traditionally as rhetorical devices)used by Dr King to inspire and persuade.2.1 Repetition Throughout the speech, Dr.King repeats words and sentence.This is a very outstanding feature in this speech called repetition.It belongs to the stylistic device of syntactic over-regularity.The term repetition is restricted to mean the case of exact copying of a certain previous unit in a text such as a word, phrase or even a sentence(Leech, 1969), because all the over-regular features in literature are in some sense repetitious.Used in speech, repetition not only makes it easy for the audience to follow what the speaker is saying, but also gives a strong rhythmic quality to the speech and makes it more memorable.In paragraphs 8 through 16, for example, King uses the words “I have a dream” nine times.This repetition helps to achieve the function of coherence in discourse and the function of reinforcement in mood and emotion, expressing the speaker?s strong emotion of longing for freedom, justice, righteousness and a much more united nation of all of God?s children.If we study the whole speech more carefully, it is easy for us to find many other examples of repetition used.(1)But one hundred years later, we must face the tragic fact that the Negro is still not free.One hundred years later, the life of the Negro(2)is still sadly crippled by the manacles of seGREgation and the chains of discrimination.One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity.One hundred years later, the Negro is still languishing in the corners of American society and finds himself an exile in his own land.Here the phrase “one hundred years later” has been repeated three times, seemingly indicating that it is really a long time for the Negro to wait for the coming of the time of justice and righteousness.(3)But we refuse to believe that the bank of justice is bankrupt.We refuse to believe that there are insufficient funds in the GREat vaults of opportunity of this nation.(Par.4)(4)Now is the time to make real the promises of democracy.Now is the time to rise from the dark and desolate valley of seGREgation to the sunlit path of racial justice.Now is the time to open the doors of opportunity to all of God?s Children.Now Is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood.(Par.4)In this short passage, the clause “Now is the time to…” has been used four times to emphasize the fierce urgency of “NOW” and to encourage and persuade the blacks to take immediate action to rise above and gain their own rights and freedom.2.2 Use of Parallelism Parallelism is another syntactic over-regularity.It means exact repetition in equivalent positions.It differs from simple repetition in that the identity does not extend to absolute duplication, it “requires some variable feature of the pattern-some contrasting elements which are ?parallel? with respect to their position in the pattern”(Leech, 1969:66).To put it simply, parallelism means the balancing of sentence elements that are grammatically equal.To take them parallel, balance nouns with nouns, verbs with verbs, prepositional phrases with prepositional phrases, clauses with clauses, and so forth.In his speech, Martin Luther King uses parallelism to create a strong rhythm to help the audience line up his ideas.Here are few examples:(5)…by the manacles of seGREgation and the chains of discrimination…(Par.2, two parallel noun phrases)(6)“This is no time to engage in the luxury of cooling off or to take the tranquilizing drag of gradualism.”(Par.4, two parallel infinitive phrases: “to engage…to take…”)

(7)“there will be neither rest nor tranquility in America…”(Par.5, two parallel nouns joined with “neither…nor”)

It is traditionally believed that parallelism is used for the purpose of emphasizing and enhancing, esp.in speech, the ideas expressed by the speaker(or author in written versions), thus always encouraging and inspiring the audience.We need not to be very carefully to find out many more examples of parallelism used in King?s speech and classified as is followed: 2.2.1 Parallel Nouns:(8)This not was a promise that all men would be guaranteed the inalienable rights of life, liberty and the pursuit of happiness.(Par.3, three parallel nouns as attributive)(9)1963 is not an end, but a beginning(Par.5, two parallel nouns joined with “not…but…”)(10)Again and again we must rise to the majestic heights of meeting physical force with soul force.(Par.6)2.2.2 Parallel Noun Phrases:(11)So we have to came to cash this check-a check that will give as upon demand the riches of freedom and The security of justice.(Par.4)(12)I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave-owners will be able to sit down together at the table of brother hood(Par.10)2.2.3 Parallel Infinitive Phrases:(13)It would be fetal for the nation to overlook the urgency of the moment and to underestimate the determination of the Negro.(Par.5, two parallel infinitive phrases)(14)With this faith, we will be able to work together, to pray together, to straggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day.(Par.7, five parallel infinitive phrases).2.2.4 Parallel Prepositional Phrases(15)I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.(Par.12)(16)…, when we let it ring from every village and every hamlet, from every state and every city, …(Par.25)

E.Parallel clauses:(17)…, have come to realize that their destiny is tied up with our destiny and(that)their freedom is inextricably bound t our freedom.(Par.6, two parallel objective clause)2.3 Use of Similes and Metaphors As two very important types of meaning transference in literature, similes and metaphors are comparisons that show similarities in things that are basically different, which can be used to add vividness and vitality to writing.As Leech points out, metaphor is associated with a particular rule of transference which may be called the “metaphoric rule”(1969: 151).That is, the figurative meaning is derived from the literal meaning or it is, as it were, the literal meaning.Throughout the speech, King makes extensive use of similes and metaphors.In paragraph 1, for example, King compares The Emancipation Proclamation to two forms of brilliant light cutting through darkness.The first-“a joyous daybreak”-compares it to the sunrise, which(in this case)ends “the long night of captivity”.In paragraph 2, he speaks of “the manacles of seGREgation and the chains of discrimination,” comparing segregation and discrimination under which the Negro people live to the manacles and chains once used on slaves.Therefore, it is very clear that the using of similes and metaphors can definitely add vividness and vitality to writing and make it easy for the readers or audience to understand.Now let?s cite some of the similes and metaphors used in King?s speech.(18)One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity.(Par.2, metaphors)(19)But we refuse to believe that the bank of justice is bankrupt.We refuse to believe that there are insufficient funds in the GREat vaults of opportunity for this nation(Par.4, metaphors)(20)This is no time … to take the tranquilizing drag of gradualism.(Par.4, metaphor)2.4 Use of Contrast Although maybe a rhetorical device instead of a stylistic one, contrast has also been used effectively, like repetition, in this speech, achieving the function of making clear the ideas of the speaker.In paragraph l, for example, “GREat beacon light of hope” is contrasted with “flames of withering injustice,” and “joyous daybreak” with long night of captivity.”

As it is defined, contrast is used to show the difference between two things.Therefore, it is not very difficult for us to understand why the speaker king uses so many contrasts in his speech.(21)One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity.(Par.2)(22)Now is the time to rise from the dark and desolate valley of seGREgation to the sunlit path of racial justice.(Par.4)(23)Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood(Par.4)

Conclusion

As we have analyzed above, stylistic devices are frequently used in the discourse of literary works especially in speech, to achieve certain specific purposes.Thus making the style of a speech somewhat particular to the others.Generally speaking, a speech may have the following stylistic characteristics: To begin with, it must be very persuasive.Thus the sentence patterns are very well-organized, with repetitions, parallelism and contrasts frequently used.Secondly, it should be emotional so as to be convincing, because the speaker should face the audience directly and his words should not only be orderly and informative but also be expressive and inspiring.Therefore, the stylistic devices such as similes and metaphors are often involved.Finally, in many cases, written-conversational style is usually used with not very formal diction and not very complicated sentence structure.Reference [1].Martin Luther King, Jr., I Have a Dream, August 28, 1963 [2].Wang Shouyuan, Essentials of English Stylistics, Shandong University Press, July, 2000 [3].Pan Shaozhang, English Rhetoric and Writing, Shanghai Transportation University Press, December, 1998 [4].Widdowson, H.G.Stylistics and the Teaching of Literature, Longman, 1975

[5].Leech, G.N.“ ?This bread I break? Language and interpretation”.In D.C.Freeman.(ed.).Linguistics and Literature Style.New York:Holt, Rinhart & Winston.

第四篇：修辭學與文體學

修辭學與文體學

“修辭”顧名思義就是修辭。人們在講話或寫作時總是要用到修辭，以使表達出來的語句得體、準確，具有較強感染力。“修辭”是語言運用中的一個重要方面。自古以來，人們對修辭活動做過不少研究，并創建了有關的學科。在法語中，研究修辭的學科主要有兩種：

一、修辭學；

二、文體學。

法語修辭研究的內容很廣，它研究一切非語言因素對語言運用活動的作用。眾所周知，語言是人類的交際手段（Moyen de communication），人們在運用這一手段進行交際時會受到很多因素的制約，我們可以把這些因素簡單地分為語言因素和非語言因素。語言因素是指語言本身的一些規律，例如其中的語法。人們在講話或寫作時應遵循語法來組詞、造句，不能隨心所欲，否則就無法使人理解了。非語言因素是指言者本身的情緒、年齡、地位、職業、文化修養等因素，以及交際場合、聽者或讀者的情緒、年齡、地位、職業、文化修養等因素。這些非語言因素也會對寫、說者產生一種制約力，使之自覺、不自覺地考慮這些因素來修飾自己的辭語。法語修辭主要是研究后一類因素即非語言因素對語言運用的影響，下面略舉幾例說明：

a.-C’est laid.這很丑。

--Qelle horreur!真是丑死了！

這兩個例句的意思基本相同，句子結構也都正確。但是第二句的言者在表達自己看法的同時流露出了內心強烈的厭惡情緒。這說明一個人的感情、內心活動可以通過他使用的語言形式反映出來，不同的感情會產生不同形式的語句。

b.–Dis-moi su ce spectacle t’a plu.告訴我，你喜歡這場演出嗎？

-Ce spectacle vous a-t-il plu,monsieur?先生，您是否喜歡這場演出？

這兩個例句從語法角度來說都正確，意思也大致相同。但是，我們可以清楚地感覺到第一句的言者是在向一個熟人或者地位比自己低的人發問；而第二句的言者卻是在向一個不很熟悉的人或者地位比自己高的人發問。可見對不同類型的人，一般都要采用不同的語言形式來表達思想。

c.-Il est atteint de surdité.他失聰了。

-Il est sourd.他是聾子。

這兩句話的意思也基本相同，句子結構也都符合語法規定。但是，第一句話是醫學的術語，只有在醫院里或學術會議上，或其它正式場合才使用；而第二句話在任何一般場合，尤其是在日常會話中就可以聽到。可見場合不同，用詞造句的方式也不相同。

d.-Je suis las de cet homme.我對此人感到厭煩。

-J’en ai assez de cet homme.我討厭這個人。

-Ce type-là,ras de bol!這家伙，真討厭！

這三個例句意思相同，語句結構都正確。但是我們可以感覺到這三句話的言者的文化修養不盡相同。第一句話給人的印象文縐縐的，其言者一般來說具有一定的文化修養；第二句話是一般人常用的句型；第三句話給人的感覺是很隨便。甚至有點俗，其言者大多是文化修養不很高的人。這一組例句表明言者的文化修養（以及社會地位）會在語言表達形式上留下痕跡。

以上四組例句表明語言的運用并不是一件簡單的事，我們不僅要學會用語法組詞造句，還要學會根據不同的情況（即考慮各種非語言因素）選用恰當的語言形式，準確、得體地表達自己的思想感情。這就是修辭研究的內容。

從上面的闡述中可以看出語言的準確性和得體性對語言交際功能的發揮有著重要的意義。下面談談準確、得體的涵義：

“準確”即選用的詞和句型能真正反映言者的思想感情和意圖，語氣要適當。例如，對于一般的違法行為，如果你不想夸大其辭，就應選用“délit”而不是“crime”（指殺人放火等罪行）來表達；當你對某人的行為感到氣憤時可以說：?a,c’est le comble!（這簡直糟糕透頂！）；若對某人行為只想一般性表示異議就應該改換口氣：Je ne compends pas ce que vous avez fait.(我對你的行動很不理解)；如果你想告訴別人你是在上海長大的，可以說：J’ai grandi à Shanghai.若你想突出強調你成長的地方是上海而不是別的地方就應該說：C’est à shanghai que j’ai grandi.“得體”即選用的詞和句型要適合言者自己的身份、年齡、社會地位、文化修養。例如成年人就不應該使用小孩子的語言；教師不應該對學生使用粗俗的語言。在此同時，還要注意使自己的語言適合對方的年齡、身份、地位、文化修養。例如，對小孩與對大人講話的口氣應是不一樣的；對高級知識分子講話一般可以用較規范的語言，而對一般文化水平的人講話就必須使用通俗易懂的語言；對下級、對下屬講話可以用命令式口吻講話，但對上級、長輩一般不能使用這種口氣。

“得體”還意味著選用的詞句與交際場合相適應。如，在外交場合一般力求措辭高雅，但是在家里可以使用通俗語；在學術會議上大多使用嚴肅的專業詞匯，而在聯歡會上宜用風趣輕松的語言。

總之，修辭所說的準確、得體可以歸納為一句話：寫文章、講話、要因人、因時、因地而異。

第五篇：英語文體學教學大綱

《英語文體學》課程教學大綱

課程編號：ENGL3002 課程類別：專業選修課

授課對象：英語、英語師范專業 開課學期：秋（第7學期）學

分：2 主講教師：王軍

指定教材：《新編英語文體學教程》，董啟明主編，外語教學與研究出版社，2008年。

教學目的：英語文體學是一門實用性非常強的學科,對閱讀、翻譯、文章分析、文章欣賞以及得體地使用英語都有很大的幫助，此外，英語文體學也是英語語言學研究重要的基礎性學科之一。作為一門課程，英語文體學主要由兩部分構成：其一為文體學研究主要內容介紹，包括文體類型、文體特征、文體價值等方面，其次為具體文體分析方法介紹。

第一課 Introduction to Stylistics 課時：第一周，共2課時

教學內容：What is stylistics and how is it associated with other linguistic studies? 第一節：

The position of stylistics in general linguistics.The importance of studying stylistics.第二節：

What is stylistics?

The major contents of this study.Issues that need to be born in mind.思考題：

1.How to do stylistics in the framework of literature or translation? 2.What do you expect to learn from this course?

第二課

Style and Stylistics 課時：第二周，共2課時

教學內容：The development and scope of stylistics 第一節：

The definition of style and stylistics.The relationship between appreciation and research.第二節：

The development of stylistics.The scope of stylistics.思考題：

1.What are the major differences between style and stylistics? 2.What areas in society can the knowledge of stylistics be applied to?

第三課 Procedure of stylistic analysis（1）

課時：第三周，共2課時

教學內容：Linguistic description 第一節：

Linguistic description: methods and procedures.第一節：

A checklist of linguistic description.The functions of each one.思考題：

1.Why do we need linguistic description? 2.Think about the significance of conducting linguistic description.第四課 Procedure of stylistic analysis（2）課時：第四周，共2課時

教學內容：Textual analysis and contextual factors analysis 第一節：

What is textual analysis?

How to conduct textual analysis? 第二節：

A classification of contextual factors.How to analyze contextual factors？ 思考題：

1.How do you understand the relationship between understanding and textual analysis? 2.Are there other ways to classify contextual factors?

第五課 Stylistic functions of linguistic items 課時：第五周，共2課時

教學內容：Stylistic functions as defined at different levels 第一節：

Stylistic functions of speech sounds.Stylistic functions of graphological items.第二節：

Stylistic functions of lexical items.Stylistic functions of syntactic/grammatical items.思考題：

1.How do you evaluate the different kinds of stylistic functions? 2.What is the significance of studying stylistic function?

第六課 Varieties in relation to regions 課時：第六周，共2課時 教學內容：Regional English 第一節：

A brief introduction to British English.The appearance of American English.第二節：

Differences between British English and American English.British and American regional dialects.思考題：

1.What are the major causes for the differences between British English and American English? 2.How to deal with the use of the two regional English in actual learning or daily communication?

第七課 Varieties in relation to media 課時：第七周，共2課時

教學內容：Spoken English and written English 第一節：

Major features of spoken English and written English.What are the standards of using spoken English or written English? 第二節：

Electronic English.思考題：

1.What is the situation like if one is only skilled in using spoken English or written English? 2.What is the role of electronic English in the course of learning English?

第八課 Varieties in relation to attitude 課時：第八周，共2課時

教學內容：Attitude-related styles 第一節：

Degree of formality.Politeness.第二節：

Impersonality.Accessibility.思考題：

1.Think about the relationship between meaning and emotion expressions.2.What do you think of the relationship between formality and politeness?

第九課 Varieties in relation to social factors 課時：第九周，共2課時

教學內容：Social factors and their constraints on language 第一節：

Women’s English.Black English.第二節：

Taboo and euphemism.Cultural factors involved in social factors.思考題：

1.What are the reasons that maintain the existence of women’s English?

2.How do you understand the status of black’s English and the black’s social status?

第十課 Review of the past lessons 課時：第十周，共2課時

教學內容：A summary and comment of the past lessons 第一節：

The watershed of the whole course.Recall what have been learned.第二節：

What are the sections that interest you the most?

Is there possibility for you to conduct further research?

第十一課 The English of conversation 課時：第十一周，共2課時

教學內容：Conversational English 第一節：

A general introduction to what to learn in the latter half of the term.About conversation.Phonological features.第二節：

Lexical features.Syntactic/grammatical features.Semantic features.Sample analysis of a student.思考題：

1.How do you understand conversation in terms of direct speech and indirect speech? 2.Is conversational English always informal?

第十二課 The English of public speaking 課時：第十二周，共2課時

教學內容：Public speech and its features 第一節：

What is public speech?

Public speeches’ phonological features.Lexical features.第二節：

Syntactic/grammatical features.Semantic features.Sample analysis of a student.思考題：

1.What are the major differences between public speaking and conversation? 2.What are the major differences between public speech and written English?

第十三課 The English of news reporting（1）課時：第十三周，共2課時

教學內容：General knowledge about news reporting 第一節：

What are news reports?

Different kinds of newspapers and magazines.第二節：

The make-up of news reports.A sample analysis of a piece of newspaper(New York Times/China Daily)思考題：

1.Is there any difference between formal news report and informal news release? 2.Specify the make-up of some pages of newspaper, both English and Chinese.第十四課 The English of news reporting（2）課時：第十四周，共2課時

教學內容：Stylistic features of news reporting 第一節：

Graphological features.Lexical features.第二節：

Syntactic/grammatical features.Semantic features.Sample analysis of a student.思考題：

1.What are the functions of each group of stylistic features in news reporting? 2.What are the stylistic features that distinguish news reporting from other textual styles?

第十五課 The English of Advertising 課時：第十五周，共2課時

教學內容：The language styles in advertising English 第一節：

Something about advertisements.Graphological features.第二節：

Lexical features.Syntactic/grammatical features.Semantic features.Sample analysis of a student.思考題：

1.What are the major purposes of advertisements? 2.Give some advertising examples that show the violation of some basic language rules in advertising.第十六課 Literary English 課時：第十六周，共2課時

教學內容：Literary English: novel and poetry

第一節：

Some basic facts about the novel.Aspects for the analysis of the novel.General stylistic features of the novel.第二節：

Some basic facts about the poetry.Prosody.General stylistic features of poetry.思考題：

1.Between fiction and reality, what kinds of stylistic features are most suitable for the novel? 2.What effects does it have on appreciation to analyze the novel’s stylistic features? 3.How to balance meaning expression and poetic features in poetry? 4.What are the common stylistic features between poetry and novel?

第十七課：The English of science and technology 課時：第十七周，共2課時 教學內容：Technical English 第一節：

Graphological features.Lexical features 第二節：

Syntactic/grammatical features.Semantic features.思考題：

1.How to handle formality and politeness issues in technical English? 2.How is objectivity achieved in technical English?

第十八課：Review and answer questions 課時：第十八周，共2課時

教學內容：Review and answer questions 第一節：

Review.第二節：

Answer questions.參考書目：

1.王守元.《英語文體學要略》.濟南：山東大學出版社，2000.2.徐有志.《英語文體學教程》.北京：高等教育出版社，2005.3.Thornborrow,J.Patterns in Language: Stylistics for Students of Language and Literature.Beijing: Foreign Language Teaching and Research Press, 2000.4.Wright, L.Stylistics: A Practical Coursebook.Beijing: Foreign Language Teaching and Research Press, 2000.