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1、Chapter 12Theories and Schools of Modern Linguistics1 1Chapter 12Chapter 12In EuropeIn USABirth of Modern Linguistics1907 1916Prague School1926 London School1944 American Structuralism1911 Bloomfield Era1933 1950Post-Bloomfieldian Linguistics1950 TG Grammar1957 Case Grammar1968 2 2Chapter 12Chapter
2、12Birth of Modern LinguisticslWhen is the beginning of modern linguistics? We date modern linguistics from the early twentieth century when scholars worked out detailed scientific methods for establishing relationships among languages. This is marked by the publication of Ferdinand de Saussures book
3、 Course in General Linguistics (1916).3 3Chapter 12Chapter 12Birth of Modern LinguisticslDuring the years between 1907 to 1911, Saussure lectured on general linguistics in the University of Geneva. After he died in 1913, two of his students, C. Bally and A. Sechehaye, collected lecture notes from st
4、udents and put them together to produce the great work, Course in General Linguistics, in 1916.4 4Chapter 12Chapter 12Birth of Modern LinguisticslThis book became the most important source of Saussures ideas and of his influence upon succeeding generations of linguists. Saussures ideas were develope
5、d along three lines: linguistics, sociology, and psychology.5 5Chapter 12Chapter 12Birth of Modern LinguisticslWhy is Saussure hailed as the father of modern linguistics? (1) The book “Course in General Linguistics” (1916), which is the most important source of Saussures ideas, marked the beginning
6、of modern linguistics.6 6Chapter 12Chapter 12Birth of Modern Linguistics (2) Saussure was the first to notice the complexities of language which direct our attention to essentials of language and make clear the object of study for linguistics as a science. He believed that language is a SYSTEM OF SI
7、GNS, called conventions. He held this sign is the union of a form and an idea, which he called the signifier (能指) and the signified (所指).7 7Chapter 12Chapter 12l索绪尔指出，语言符号是概念和音响形象 的结合。然而，在日常生活使用中，语言 符号这个术语一般只指音响形象，结果让 部分要素包含了符号整体。为了避免出现 这种混淆，索氏称： “我们建议保留用符 号这一词表示整体，用所指和能指分别代 替概念和音响形象。” 8 8Chapter 12
8、Chapter 12l索绪尔认为，任何语言符号是由“能指”和“ 所指”构成的，“能指”指语言的声音形象， “所指”指语言所反映的事物的概念。符号 的任意性就是说，所指与能指的联系是任 意的，两者之间没有任何内在的、自然的 联系。 9 9Chapter 12Chapter 12Birth of Modern Linguistics (3) Saussures ideas on the arbitrary nature of sign, on the relational nature of linguistic units, on the distinction of LANGUE and PA
9、ROLE and of SYNCHRONIC and DIACHRONIC linguistics, etc. pushed linguistics into a brand new stage.1010Chapter 12Chapter 12concept thought（思维）or reference（关联意义）wordthing symbol（符号） referent（所指 ） or form（形式）Birth of Modern Linguistics1111Chapter 12Chapter 12The Prague SchoollThe Prague School (Circle
10、of Linguistics of Prague) can be traced back to its first meeting under the leadership of V. Mathesius (1882 - 1946) in 1926. Activists in the Prague School included R. Jakobson (1896 - 1982) and N. Trubetzkoy (1890-1938).1212Chapter 12Chapter 12The Prague SchoollThis school practised a special styl
11、e of synchronic linguistics, and its most important contribution to linguistics is that it sees language in terms of FUNCTION. It has been an extremely important source of influence in linguistics, as has been stated that “No other European group has wielded quite as much influence as this one“, and
12、 it “has influenced every important development in the United States“ (Bolinger, 1968). 1313Chapter 12Chapter 12The Prague SchoollOf the many ideas developed in Prague School, three points are of special importance. First, it was stressed that the synchronic study of language is fully justified as i
13、t can draw on complete and controllable material for investigation. Second, there was an emphasis on the systemic character of language. Third, language was looked on as functional in another sense, that is, as a tool performing a number of essential functions or tasks for the community using it.141
14、4Chapter 12Chapter 12l第一、强调语言的共时研究，因为共时研 究可以从完整、可控制的语言材料中抽取 素材，但也没有严格从理论上将之与历时 语言研究分隔开；l第二、强调语言的系统性这一本质属性， 指出语言系统中的任何成分，如果从孤立 的观点去研究，都不会得到正确的分析和 评价，只有明确该成分与同一语言中其它 共存成分之间的关系，才能做出正确评价 。1515Chapter 12Chapter 12l第三、布拉格学派在另一种意义上把语言 看作功能，即语言是使用语言的社团完成 一系列基本功能和任务的工具。1616Chapter 12Chapter 12The Prague Scho
15、oll1. Phonology and phonological oppositions The Prague School is best known and remembered for its contribution to phonology and the distinction between phonetics and phonology. The most influential scholar in this connection is Trubetzkoy, whose most complete and authoritative statements of princi
16、ple are formulated in his Principles of Phonology published in 1939. Following Saussures distinction between langue and parole, he argued that phonetics belonged to parole whereas phonology belonged to langue. 1717Chapter 12Chapter 12The Prague Schooll1. Phonology and phonological oppositions（ 音位对立） On this basis he developed the notion of “phoneme“ as an abstract unit of the so
