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1、 The Appropriateness and StylisticsAbstract: Style may be seen as the various characteristic uses of language that a person or a group of persons make in various social contexts. Linguistics is the academic diesoline which studies language scientifically. Stylistics, studying certain aspects languag
2、e variation is therefore essentially a part of this dieseline. Meanwhile, it has some connection with aesthetics, literary critic and rhetoric.Keywords:style,linguistics,language development,adult languageMainbody:Stylistics studies the characteristics of situational-distinctive uses of language, wi
3、th particular reference to literary language and choices made by individuals and social groups in their use of language. It is also the study of style, just as style can be viewed in several ways, so there are several different stylistic approaches and literary civism.Pedagogically speaking, stylist
4、ics analysis firstly is a linguistics approach to the analysis of any text (written or spoken literary or nonliterary). Second, it also provides a basis for fuller understanding, appreciation and interpretation of any text. It helps us understand not only what a text means, but also that text means.
5、 Third, it can help English It is customary not only to talk a bout the language of a text or author, but more specifically about the “style”. People speak of racy, pompous, formal, colloquial, and inflammatory. Or even nominal and verbal styles .How can such generalizations be characterized linguis
6、tically? One way is to say that style results from a tendency of a speaker of writer to consistently choose certain structures over others available in the language. With this view, we can distinguish between “styles” and “language” by saying that language is the sum total of the structures availabl
7、e to the speaker, while style concerns the characteristic choices in a given context. In this sense ,in writing a grammar of a text ,We will probably be more concerned with the style than with the language ,for it is not so much that every possible structure available is interesting ,as those which
8、dominate a text , or part of itEven outside the laboratory, one can make many interesting observations that one can make about the course of language development. Many of the most complex aspects of language are mastered by three- and four-year-old children. It is astonishing for most parents to wat
9、ch the process unfold. What many parents dont realize is that all children follow roughly the same path in language development. And all children reach essentially many of the same conclusions about language, despite differences in experience. All preschool children, for example, have mastered sever
10、al complex aspects of the syntax and semantics of the language they are learning. This suggests that certain aspects of syntax and semantics are not taught to children. Further underscoring this conclusion is the finding, from experimental studies with children, that knowledge about some aspects of
11、syntax and semantics sometimes develops in the absence of corresponding evidence from the environment. To explain this remarkable collection of facts about language development, linguists have attempted to formulate a theory of linguistic principles that apply to all natural languages (as opposed to
12、 artificial languages, such as programming languages). These principles, known as linguistic universals, offer insight into the acquisition scenario set out before us: why language is universal, why it is mastered so rapidly, why there are often only loose or incomplete connections between linguisti
13、c knowledge and experience. These features of development follow from a single premise-that linguistic universals are part of a human instinct to learn language, i.e., part of a biological blueprint for language development. There is another way in which knowledge of language and real-world experien
14、ce is kept apart in the minds of children; they do not always base their understanding of language on what they have come to know from experience. For example, children do not combine the words of the sentence Mice chase cats in a way that conforms with their experience; if they did, they would unde
15、rstand it to mean that cats chase mice, not the reverse. In other words, children are able to tell when sentences are false, as well as when they are true. This means that children use their knowledge of language structure in comprehending sentences, even if it means ignoring their wishes and the be
16、liefs they have formed about the world around themResearch on adult language understanding is also concerned with the architecture of the mind and with the possibility that linguistic knowledge and belief-systems reside in separate modules. To investigate the issue of modularity, studies of adult language understanding ask when different sources of information are used in processing sentences that have more than one possible interpretation. It is in the nature of language th
