本书简短、浅显、理论完整、材料新鲜，作者本着英语文体学基础理论与实践并重的原则，简明阐述了当代文体学的理论框架和语言分析方法，探讨了语言使用场合与语言特征的相互关系，并结合一些听而可闻的语言文字现象，不再像那种虚无缥缈的理论那么乏味，是一部寓实用于理论的好教材。

  《英语文体学教程》 (初版为《现代英语文体学》)本着基础理论与实践并重的原则，简明阐述了当代文体学的理论框架和语言分析方法，具体探讨了语言使用的场合特征与语言特征的相互关系，详细分析了各体英语(包括方言和语域，主要是语域)的语言特点，重点指明了不同体裁文学作品(包括小说、戏剧和诗歌)的文字特色。本书对初步掌握文体学理论概貌和语言描述方法，系统了解各体英语特点，提高恰当运用英语的交际能力，逐步熟悉不同体裁文学作品的语言风格，加深对文学作品的理解和欣赏，无疑将起到一定的作用。本书可供大学英语专业高年级学生使用，也可供攻读硕士学位的研究生和其他英语工作者参考。《英语文体学教程》的编著者徐有志同志是英语语言文学资深教授、博士生导师，长期从事文体学教学与研究，在美进修期间又得到语言学博JsCarolyn Dirksen教授及人类学博J：Murl Dirksen教授的帮助。本书初版手稿曾由河南大学外语系名誉主任、英语语言文学研究所所长、博士生导师，华籍美人ShirleyWood教授审校，经中山大学外国语学院博士生导师王宗炎教授审阅并作序。

The Concern of Stylistics   1

1．1 Stylistics  2  

1．2 Language 3 

 1．3 Aspects ofthe Speech Event 4  

 1．4 Language Varieties and Function  5

 1．5 Style  7

 1．6 The Study ofStyle  9

 1．7 The Concern of Stylistic Study  7 7

 1．8 Stylistics and Other Spheres of Study  1 2

2 The Need for Stylistic Study  14

 2．1 Stylistic Study Helps Cultivate a Sense of Ap．．

propriateness  1 5

 2．2 Stylistic Study Sharpens the Understanding

and Appreciation of Literary Works  7 7

 2．3 Stylistic Study Helps Achieve Adaptation in

Translation  21

3 Varieties of Language  24

 3．1 Two Kinds ofVarieties  25

 3．2 Dialects  26

 3．3 Registers  32

 3．4 The Mutual Dependence Between Register and

Dialect  38

 3．5 The Social Meaning of Language Varieties 39

4 Linguistic Description 41

 4·l The Aims of Stylistics in Linguistic Descrip-

tion  42

 4．2 Levels of Language 42

 4．3 Stylistic Features 44

 4．4 Procedure of Linguistic Description  68

4.5 The Practical Description and Analysis This Book 69

5 Formal vs Informal Language  72

5.1 The Interpersonal Function of Language 73

5.2 Degres of Formality  74

5.3 Functional Tenor and Degress of Formality

76

5.4 Matin Joes"Classification   78

5.5 Speech Situation and Formality 80

5.6 Formality and Linguistic Features 82

5.7Sets of Co-occurring Features 86

5.8 Involved vs Informational Texts 87

5.9 Tenors, Field ,and Mode  89

6 Spoken vs Written Language 91

6.1 Striking Differences  92

6.2 Stylistic Differences  94

6.3 Examples of Contrast 98

6.4 More Delicate Distinctions Amongst Modes of Discourse

100

6.5 Mode ,Field ,and Tenors

7 The English of Conversation 105

7.1 Necessity of Studying Speech 106

7.2 Necessity of Sudying Conversation 106

7.3 Object of Study  106

7.4 An Adapted Way of Transcription 108

7.5 A Sample Text of Casual Conversation 108

7.6 General Features  109

7.7 Stylistic Features in Terms of Levels of Language  110

7.8 Summary  118

7．9 Other Kinds 0t Conversation  1 1 9

8 The English of Public Speech  121

 8．1 Scope of Public Speech  122

 8．2 A Sample Text for Analysis  122

 8．3 General Features of Public Speech  124

 8．4 Stylistic Features of Public Speech  124

9 The English of Advertising  135

 9．1 Advertising English as a Variety  136

 9．2 Newspaper Advertising  137

 9．3 Radio Advertising  154

10 The English of News Reporting  157

 l 0．1 The English of News Reporting as a Variety

158

 10．2 Two Sample Texts for Analysis  158

 1 0．3 General Features of Newspaper Reporting

763

 10．4 Stylistic Features of Newspaper Reporting

763

 10．5 Stylistic Features of Radio and Television

News  176

1 1 The English of Science and Technology  180

 1 1．1 The Scope of the English of Science and Tech-

nology  181

 1 1．2 Sample Texts for Analysis  181

 l 1．3 General Features of EST  785

 1 1．4 Stylistic Features of EST  1 86

 1 1．5 Features of Spoken EST  198

12 The English of Legal Documents  200

 12．1 The English of Legal Documents as a Variety

201

 12．2 Sample Texts for Analysis  201

 1 2．3 Stylistic Features of Legal English  206

13 The English of Literature(I)

 一General Remarks  218

13．1 Literature as Language Art  219

 13．2 Literary Language and Ordinary Language

219

 1 3．3 Literary English as fl Variety  224

14 The English of Literature(II)

 ___--The Language of Fiction  226

 14．1 Manipulation of Semantic Roles  228

 14．2 Creation of Images and Symbols  231

 14．3 Preference in Diction  232

 14．4 Artistic Manipulation of Sentence Variety and

Rhythm  234

 14．5 Employment of Various Points of View

239

14．6 The Subtle Workings of Authorial Tone

247

 14．7 Various Ways of Presenting Speech and

Thought  242

15 The English of Literature(III)

 ---The Language of Drama  247

15．1 Manipulation of the Naturalness of Characters"

Speech  249

 1 5．2 Exploitation of Different Speech Act．Turn-

taking and Politeness Patterns  253

1 5．3 Use of Assumptions，PresuppositiOns and

Conversational Implicature  262

16 The English of Literature(IV)

 ·。--The Language of Poetry  269

 1 6．1 Various Devices for Compression  270

 16．2 Extreme Care in Word Choice  274

 1 6．3 Free Arrangement of Word Order  277

 16．4 Lexical and Syntactical Repetition  278

 1 6．5 Full Manipulation of Sound Effects  279

 1 6．6 The Manipulation of Sight  288

 16．7 Analysis of Poems at All Levels  293

Glossary  300

Bibliography  315

  What is stylistics?Simply defined，STYLISTICS is a discipline that studies the ways in which language is used；it is a discipline that studies the styles of language in use．This definition，however，needs elucidation．The stylistics we are discussing here is MODERN STYLISTICS，a discipline that applies concepts and techniques of modern linguistics to the study ofstyles oflanguage use．It has two subdivisions：GENERAL STYLISTICS and LITER ARY STYLISTICS．with the latter concentrating solely on unique features of various literary works，and the former on the general features ofvarious types oflanguage use．"Stylistics"，in this book，is general stylistics：one that studies the stylistic features of the main varieties of language，covering the functional varieties from the dimension of fields of discourse(different social activities)，formal vs informal varieties from the dimension of tenors of discourse differentaddresser-addressee relationships)，and the spoken VS wriRen varieties from the dimension of modes of discourse(different mediums)．Meanwhile，general stylistics covers the various genres of literature (fiction，drama，poetry)in its study．But it focuses on the interpretationofthe over~l characteristies of respective genres．with selected extracts of literary texts as samples．                                PAGE2First，we need to clarify our views on language．We must be clear about what language is，or how we should look at language．There are many definitions of language，or many ways of looking at it．Modern linguistics which began with Saussure"S lectures on general linguistics in 1906-11 regards language as a system of signs．Meanwhile，American structuralism represented by Bloomfield regards language as a unified structure，a collection of habits．From the late 1950s on．the fact that"man talks"and the implications of this human capacity have been at the centre of investigation in the linguistic sciences．The transformational-generative(TG)linguists headed by Noam Chomsky have been concerned with the innate and infinite capacity of the human mind．This approach sees language as a system of innate rules(Chomsky，1957)．The approach advocated by the systemic-functional linguists headed by M．A．K．Halliday sees language as a"social semiotic"，as an instrument used to perform various functions in social interaction．This approach holds that in many crucial respects，what is more important is not SO much that"man talks"as that"men talk"；that is，that language is essentially a social activity(Halliday，1978)．                                 PAGE3

  两年前，有一位在大学教英语的朋友写信告诉我："教英语文体学这门课，好比骑自行车上白云山。有明确的目标，也很有兴趣，可是有些路段很吃力。"如果这封信今天才寄到，我会这样回答：你不妨试用徐有志编著、Shirley Wood审校的English Stylistics。我估计，你会觉得你那辆自行车佛安上了个小摩托，爬30度坡也不那么费劲了。一般大学英语教师都觉得，讲英语文体学，不如讲理论语言学或者文艺学引论那么负担沉重。这门课平易切实，没有很多玄虚缥缈的话头。内容是具体的，所讨论的都是视而可见、听而可闻的语言文字现象；目的是实用的，不管学生毕业以后要当教师、当译员、当行政人员、经理人员或科技工作者，文体学知识对他多多少少，总有些用处。但是，也正因为这门学科的内容平易切实，--我应该说除谈现代诗风部分外一般平易切实，--它就很难讲得好。第一，既然讲的是一些具体的语言文字方面的东西，教师自己就得耳聪目明，能观察到一般人注意不到，可很有意义的现象。第二，这门课的基础是语音、语法、词汇、文字各方面的初步知识，这些知识大学高年级生或研究生多半已经具备，倘若教师讲问题不能讲得深些透些，就有炒冷饭之嫌。第三，文体学是个海洋，广大无边。即使你学富五车，可是一个人经验范围有限，你怎么能既知道Mona Van Duyn如何在诗歌节奏上模仿摩托车快跑的声音，又注意到The Hartford Mutual InsuraNce Company的保险单的写法?怎么能既有时间研究美国The Washington Post中新闻报道的特点，又把弛e Canadian d4edicalASSocl"atl"on、lournal中的论文的文体钻研一番?何况英语不是你的母语，你怎么能一一碰到英语中那说也说不完的各种语言变体和文章体裁，并且条分缕析，讲得头头是道?上面这些难题，徐有志老师分明是仔细考虑过的。他想出了个聪明主意--自己编讲义，请两位美国专家帮助，再请Shirley Wood教授审校。这个药方果然奏效，他终于编出了一本好教材：简短、浅显、理论完整、材料新鲜，既合平教师也合乎学生之用。依我看来，对于一本教材，教师和学生的要求有同也有异，然而教材编者都要留神。

在教师方面，最大的困难一般是学科内容多，上课时数少。要讲得全面，就休想深入；要讲得透彻，就难免遗漏。所以站在教师的立场看，一本英语文体学教材应该有个完整的理论框架，又清楚地指出各种材料的分析方法；既阐明不同文体的使用场合，又摆出文章样本，并告诉人们怎么处理里边那些具体问题。由于本书已经按这些原则编写，我在本文开头谈到的那位朋友大可以把大部分内容留给学生自学，自己只要选择若干重点题目深入探讨，并且用心批改作业就行了。 我不是学生，他们对于教材的要求我不能说得很准。依我的估计，学生首先希望于教材的是篇幅不太多，文字也浅易，既便于阅读，又便于复习。(谁不怕考试?)其次，内容最好津津有味，好像风味小吃，引人人胜，不是只罗列一些死板枯燥的规则。(参见本书5-3&8．4．4)又其次，书中资料应该是新的，信息是灵的。(如：美国做广告的新手法，见9．2．3．3．3；新闻报道的新技巧，见10．4．4．1) 关于本书编撰者和审校者如何竭力求新，求有趣，不妨举一个例子：1992年George Bush竞选美国总统，回到他的第二家乡得克萨斯州活动。他原是马萨诸塞州人，不过政治基地是得州，很熟悉得州话。由于他是全国性要人，自然平时说的不是得州乡音，而是美国普通话。但是本书编者(或者是审校者)注意到，他一到得州，就改口不说普通话，只说得州话了。为什么?因为说这种方言，乡亲们就觉得亲切，大选时就会投他的票；再说，说得州话比美国普通话来得more he-man，有更多的须眉男子气，也会赢得多一些选票。(见8．4．2．2)我认为这个例子很好，既新鲜，又有真实感。不过我想补充一点：本书没有指出，许多美国人认为Bush有点wimpy，即weak，ineffectual and dull，所以他想凭说得州话来把自己的形象刷新一下。编出了这本书，徐老师是否还有事可做、要做呢?我看有。这里只提两点：(1)编一系列的练习，摆出一些文章样品，让学生分析和讨论。(2)根据学生自己的反映和他们的练习成绩，针对他们的特殊需要和我国改革开放的一般需要，补充一些材料，再写一本(最好用汉语)讲英语文体学的姊妹篇。

 王宗炎

于中山大学回春楼