语言学理论与流派

Part One Linguistics in Antiquity

Chapter One The History of Linguistics Since Plato

1.1 Plato

1.1.1 Function of language

1.1.2 Nature versus convention

1.1.3 Idea and reality

1.1.4 Denotation and connotation

1.2 Aristotle

1.2.1 Rhetoric

1.2.2 Rational investigation of language

1.2.3 Categories

1.2.4 Form

1.2.5 Poetics

1.3 The Stoics

1.3.1 Logic

1.3.2 Signification, signifier and the name-bearer

1.4 The Alexandrian School

1.4.1 Meter and poetry

1.4.2 Dionysius Thrax

1.4.3 Apollonius Dyscolus

1.5 Roman linguistics

1.5.1 Varro

1.5.2 Priscian

1.6 Medieval linguistics

1.6.1 Speculative grammar

1.6.2 Modistae

1.7 Cartesian linguistics

1.7.1 Language is human-specific

1.7.2 Mind and body

1.7.3 Mind and ideas

1.7.4 Semantic interpretation versus phonetic interpretation

1.7.5 Universality and Port-Royal Grammar

1.8 HistoricaI-Comparative linguistics and Neogrammarian

1.8.1 Historical linguistics

1.8.2 Comparative linguistics

1.8.3 The Neogrammarians

1.9 Linguistics in ancient India

Chapter Two The History of Linguistics in China

2.1 The Philosophy of language

2.1.1 Laozi: Arbitrariness

2.1.2 Confucius: Zhengming

2.1.3 Mozi: Language utilitarianism

2.1.4 Mencius: Innate moral intuition

2.1.5 Later Mohist dialecticians

2.1.6 Gongsun Long and Hui Shi:The School of Names

2.1.7 Zhuangzi: Skeptical relativism

2.1.8 Xunzi: Confucian conventionalism

2.2 Phonology

2.2.1 Old Chinese pronunciation studies

2.2.2 The influence of Buddhism

2.2.3 Middle Chinese phonological studies

2.2.4 Phonological studies in Ming and Qing dynasties

2.3 Chinese orthography

2.3.1 The invention of Chinese characters

2.3.2 The Six Scripts

2.3.3 A Dictionary of Etymology

2.3.4 The Right Element Principle

2.3.5 The Qing period

2.4 Philology

2.4.1 Scope of the discipline

2.4.2 Han dynasty scholars

2.4.3 From Yuan to Qing dynasties

Part Two Structuralism

Chapter Three Saussure: The Path to Synchrony

3.1 Background

3.2 General ideas

3.2.1 Issues of comparative and historical linguistics

3.2.2 Sound and thought

3.2.3 The role of linguistics in semiology

3.2.4 Diachrony and synchrony in linguistics

3.2.5 The langue-parole dichotomy

3.2.6 Arbitrariness and linearity of signs

3.2.7 SyntagmaUc and associative relations

3.2.8 Values and differences

3.2.9 Syntagmatic and associative relations

3.3 Assessment

3.3.1 Merits

3.3.2 Issues

Chapter Four American Structuralism

4.1 Background

4.2 Franz Boas

4.3 Edward Sapir

4.3.1 Background

4.3.2 General ideas

4.3.3 Basic tenets

4.4 Leonard Bloomfield

4.4.1 Background

4.4.2 General ideas

4.4.3 The Bloomfieldian assumptions

4.5 OtherAmerican Structuralists

4.5.1 Sapir's followers

4.5.2 Post-Bloomfieldian scholars

4.6 Assessment

4.6.1 Merits

4.6.2 Issues

Part Three Pioneers in Functionalism

Chapter Five The Prague School

5.1 Background

5.2 General ideas

5.3 Basic tenets

5.3.1 System and function

5.3.2 Synchronic phonology

5.3.3 Theory of linguistic onomatology

5.3.4 Theory of functional syntax: the movement of the mind in FSP

5.3.5 Linguistics and poetics

5.4 Assessment

5.4.1 Merits

5.5.2 Issues

Chapter Six The Copenhagen School

6.1 Background

6.2 General ideas

6.3 Basic tenets

6.3.1 Language is a form, not a substance

6.3.2 The four areas of study within every language

6.3.3 Certain relations in the process and the system

6.3.4 No one-to-one correspondents between content and expression

6. 3. 5 Linguistic theory prescribes a textual analysis

6.4 Assessment

6.4.1 Merits

6.4.2 Issues

Chapter Seven The London School

7.1 Background

7.2 General ideas

7.2.1 Bronislaw Kasper Malinowski

7.2.2 Firth

7.3 Basic tenets

《语言学理论与流派》特点：注重培养学生的跨文化交际能力和文化鉴赏与批判能力。在教材设计时体现“全球视野，中国视角”的理念。这就是说，本系列教材在保持各门课程的思想性和批判性的优良传统外，既向学生提供西方文化背景知识，也引导学生鉴赏和学习我国的优秀文化传统。让学生在多元文化背景下，熟悉掌握中外文化的共同点和差异。在这个基础上，培养学生的鉴别和比较能力，启发和诱导学生进行创新思维。
科学安排，系统设计。经过多年来对教学模式改革的探讨，我国英语专业教学已总结出良性的教学规律，一般将四年的教学过程分为两个阶段，即基础阶段（一年级和二年级）和高年级阶段（三年级和四年级）。按照此教学规律，本系列教材分为基础阶段教材和高年级阶段教材，同时悉心设计了基础阶段和高年级阶段的衔接。基础阶段教材的主要任务是传授英语基础知识，对学生进行全面的、严格的基本技能训练，培养学生实际运用语言的能力、良好的学风和正确的学习方法，为进入高年级学习打下扎实的专业基础。高年级阶段教材的主要任务是在继续打好语言基础的同时，学习英语专业知识和相关专业知识，进一步扩大知识面，增强对文化差异的敏感性，提高综合运用英语进行交际的能力。同时，根据《高等学校英语专业英语教学大纲》的课程设置，本系列教材将适用课程分为英语专业技能课、英语专业知识课和相关专业知识课三种类型，全面培养学生的语言能力、思维能力和终身学习能力，拓宽学生的知识面，同时帮助学生树立正确的人生观和价值观。