評(píng)估語(yǔ)言:英語(yǔ)評(píng)價(jià)系統(tǒng)(當(dāng)代國(guó)外語(yǔ)言學(xué)與應(yīng)用語(yǔ)言學(xué)文庫(kù) 升級(jí)版)
定 價(jià):51 元
叢書(shū)名:當(dāng)代國(guó)外語(yǔ)言學(xué)與應(yīng)用語(yǔ)言學(xué)文庫(kù)(升級(jí)版)
- 作者: J. R. Martin,P. R. R. White 著
- 出版時(shí)間:2021/9/1
- ISBN:9787521329568
- 出 版 社:外語(yǔ)教學(xué)與研究出版社
- 中圖法分類(lèi):H31
- 頁(yè)碼:328
- 紙張:膠版紙
- 版次:1
- 開(kāi)本:16開(kāi)
《評(píng)估語(yǔ)言:英語(yǔ)評(píng)價(jià)系統(tǒng)》是一部全面系統(tǒng)介紹語(yǔ)言評(píng)價(jià)系統(tǒng)框架的語(yǔ)言學(xué)專(zhuān)著,揭示了評(píng)估性語(yǔ)言的本質(zhì)及其社會(huì)功能和修辭功能,并通過(guò)對(duì)各種文本的分析,清晰闡明了評(píng)價(jià)系統(tǒng)在文本分析中的應(yīng)用,是了解、研究語(yǔ)篇語(yǔ)義學(xué)的必備參考書(shū)。
適讀人群 :學(xué)生,教師
“當(dāng)代國(guó)外語(yǔ)言學(xué)與應(yīng)用語(yǔ)言學(xué)文庫(kù)”(升級(jí)版)是主要面向高校英語(yǔ)專(zhuān)業(yè)高年級(jí)本科生、研究生及英語(yǔ)教師的一套大型、開(kāi)放的系列叢書(shū)。本升級(jí)版或保留原有經(jīng)典圖書(shū)品種,或繼之以經(jīng)典圖書(shū)的新版,或引進(jìn)國(guó)外語(yǔ)言學(xué)與應(yīng)用語(yǔ)言學(xué)領(lǐng)域的新銳力作以進(jìn)一步拓展學(xué)科領(lǐng)域,希望它能繼續(xù)對(duì)我國(guó)語(yǔ)言學(xué)教學(xué)與研究和外語(yǔ)教學(xué)與研究起到積極的推動(dòng)作用。
《評(píng)估語(yǔ)言:英語(yǔ)評(píng)價(jià)系統(tǒng)》是“當(dāng)代國(guó)外語(yǔ)言學(xué)與應(yīng)用語(yǔ)言學(xué)文庫(kù)”(升級(jí)版)中的一本,是頭一部全面系統(tǒng)介紹語(yǔ)言評(píng)價(jià)系統(tǒng)框架的語(yǔ)言學(xué)專(zhuān)著,是了解、研究語(yǔ)篇語(yǔ)義學(xué)的必讀參考書(shū)。
J. R. 馬。↗. R. Martin)是當(dāng)代知名語(yǔ)言學(xué)家、語(yǔ)言評(píng)價(jià)理論和積極性話語(yǔ)分析理論的創(chuàng)始人,悉尼學(xué)派語(yǔ)類(lèi)研究領(lǐng)頭人。
P. R. R. 懷特(P. R. R. White)在澳大利亞阿德萊德大學(xué)語(yǔ)言學(xué)系擔(dān)任講師,曾在澳大利亞的報(bào)紙和電臺(tái)擔(dān)任過(guò)記者和編輯。
Contents
List of Figures xxvii
List of Tables xxix
Acknowledgements xxx
Preface xxxi
1 Introduction 1
1.1 Modelling appraisal resources 1
1.2 Appraisal in a functional model of language 7
1.3 Situating appraisal in SFL 33
1.4 Appraisal - an overview 34
1.5 Appraisal and other traditions of evaluative language analysis 38
1.6 Outline of this book 40
2 Attitude: Ways of Feeling 42
2.1 Kinds of feeling 42
2.2 Affect 45
2.3 Judgement 52
2.4 Appreciation 56
2.5 Borders 58
2.6 Indirect realisations 61
2.7 Beyond attitude 68
2.8 Analysing attitude 69
3 Engagement and Graduation: Alignment, Solidarity and the Construed Reader 92
3.1 Introduction: a dialogic perspective 92
3.2 Value position, alignment and the putative reader 95
3.3 The resources of intersubjective stance: an overview of engagement 97
3.4 Engagement and the dialogistic status of bare assertions 98
3.5 Heteroglossia: dialogic contraction and expansion 102
3.6 Entertain: the dialogistic expansiveness of modality and evidentiality 104
3.7 Dialogistic expansion through the externalized proposition – attribution 111
3.8 The resources of dialogic contraction - overview: disclaim and proclaim 117
3.9 Disclaim: deny (negation) 118
3.10 Disclaim: counter 120
3.11 Proclaim: concur, pronounce and endorse 121
3.12 Proclaim: concur 122
3.13 Proclaim: endorsement 126
3.14 Proclaim: pronounce 127
3.15 Engagement, intertextuality and the grammar of reported speech 133
3.16 Graduation: an overview 135
3.17 Graduation: focus 137
3.18 Graduation: force - intensification and quantification 140
3.19 Force: intensification 141
3.20 Force: quantification 148
3.21 Force (intensification and quantification), attitude and writer-reader relationships 152
3.22 Analysing intersubjective positioning 153
4 Evaluative Key: Taking a Stance 161
4.1 Introduction 161
4.2 Evaluative key in journalistic discourse - the ‘voices’ of news, analysis and commentary 164
4.3 Evaluative key and the discourses of secondary-school history 184
4.4 Stance 186
4.5 Signature 203
4.6 Evaluation and reaction 206
4.7 Coda ... 207
5 Enacting Appraisal: Text Analysis 210
5.1 Appraising discourse 210
5.2 War or Peace: a rhetoric of grief and hatred 212
5.3 Mourning: an unfortunate case of keystone cops 234
5.4 Envoi 260
References 262
Index 274