Đang tải... (xem toàn văn)
Tài liệu contrastive linguistic (Ngôn ngữ học đối chiếu) dành cho tất cả các sinh viên đại học và cao học. Tài liệu chi tiết và đầy đủ, bao gồm các slide trình chiếu rõ ràng và tài liệu tham khảo đính kèm
CONTRASTIVE LINGUISTICS MA Students of English-Vietnamese Contrastive Linguistics A.Objectives: - understanding the nature of CL; - analyzing similarities and differences between English and Vietnamese; - applying to teaching translation and analyzing errors B.CONTENT: 1.Introduction to Contrastive linguistics 2.Contrastive Linguistics 3.Methodological steps in CL 4.Methods of linguistic description 5.Levels of CA C.References: 1.Bùi Mạnh Hùng (2008) NGÔN NGỮ HỌC ĐỐI CHIẾU, NXB Giáo dục 2.Chesterman, Andrew (1998) CONTRASTIVE FUNCTIONAL ANALYSIS, John Benjamins Publishing Company, Amsterdam/ Philadelphia 3.James, Carl (1992) CONTRASTIVE ANALYSIS, Longman, London and New York 4.Lado, Robert (1957) LINGUISTICS ACROSS CULTURES, Michigan University Press (NGÔN NGỮ HỌC QUA CÁC NỀN VĂN HỐ (2002) Bản dịch Hồng Văn Vân, NXB ĐHQG Hà Nội) 5.Lê Quang Thiêm (1989 tái bổ sung năm 2005) NGHIÊN CỨU ĐỐI CHIẾU CÁC NGÔN NGỮ, NXBĐHQG-Hà Nội 6.Nguyễn Văn Chiến (1992) NGÔN NGỮ HỌC ĐỐI CHIẾU VÀ ĐỐI CHIẾU CÁC NGÔN NGỮ ĐƠNG NAM Á, Viện KHXHVN, Viện Đơng Nam Á - Hà Nội 7.Nguyễn Thiện Giáp (2009) CÁC PHƯƠNG PHÁP NGHIÊN CỨU NGƠN NGỮ HỌC, NXB Gíao dục-Hà Nội Krzeszowski, Tomasz P (1990) CONTRASTING LANGUAGES: THE SCOPE OF CONTRASTIVE LINGUISTICS, Mouton de Gruyter, NY 9.Trần Hữu Mạnh (2007) NGÔN NGỮ HỌC ĐỐI CHIẾU - CÚ PHÁP TIẾNG ANH - TIẾNG VIỆT, NXB ĐHQG Hà Nội D.Assessment: 1.Active participation: 20% 2.Group work: 20% 3.Individual work: 60% 1.Introduction to Contrastive Linguistics 1.1.Historical development of Contrastive Linguistics 1.1.1.Contrastive analysis is a relatively modern discipline, emerging as a major linguistic tool during and after World War Two, particularly in the United States in the context of second and foreign language teaching, but it has antecedents - Contrastive analysis at its strongest, however, began to develop in the 1930s, and the American linguist Benjamin Lee Whorf (1941: 240) foresaw its place as a successor to the comparative study of languages 1.1.2.Historical linguistics (also called diachronic linguistics) is the study of language change It has five main concerns: • to describe and account for observed changes in particular languages • to reconstruct the pre-history of languages and determine their relatedness, grouping them into language families ( comparative linguistics) • to develop general theories about how and why language changes • to describe the history of speech communities • to study the history of words, i.e. etymology 1.1.3 Comparative linguistics (originally comparative philology) is a branch of historical linguistics that is concerned with comparing languages to establish their historical relatedness Genetic relatedness implies a common origin or proto-language, and comparative linguistics aims to construct language families, to reconstruct proto-languages and specify the changes that have resulted in the documented languages Scholars were concerned chiefly with establishing language families and reconstructing prehistoric proto-languages, using the comparative method and internal reconstruction The focus was initially on the well-known Indo-European languages, many of which had long written histories; the scholars also studied the Uralic languages, another European language family for which less early written material exists Since then, there has been significant comparative linguistic work expanding outside of European languages as well, such as on the Austronesian languages and various families of Native American languages, among many others 1.1.4.The fundamental technique of comparative linguistics is to compare phonological systems, morphological systems, syntax and the lexicon of two or more languages using techniques such as the comparative method In principle, every difference between two related languages should be explicable to a high degree of plausibility, and systematic changes, for example in phonological or morphological systems, are expected to be highly regular (i.e consistent) In practice, the comparison may be more restricted, e.g just to the lexicon In some methods it may be possible to reconstruct an earlier proto-language Although the proto-languages reconstructed by the comparative method are hypothetical, a reconstruction may have predictive power • 1.Introduction to Contrastive Linguistics 1.2.Theoretical Background 1.2.1.CL based its theory on transfer theory of behaviorism in psychology The psychological basis of CL is Transfer Theory, elaborated and formulated within a Stimulus (S) – Response (S) (Behaviorist) theory of psychology: “One explanation [of L2 errors] is that the learner is carrying over the habits of his mother tongue into the second language Clearly, this explanation is related to a view of language as some sort of habitstructure” CL was used extensively in the field of Second Language Acquisition (SLA) in the 1960s and early 1970s, as a method of explaining why some features of a Target Language were more difficult to acquire than others According to the behaviourist theories prevailing at the time, language learning was a question of habit formation, and this could be reinforced or impeded by existing habits Therefore, the difficulty in mastering certain structures in a second language (L2) depended on the difference between the learners' mother language (L1) and the language they were trying to learn 10 3.Methodological steps in Contrastive linguistics 3.1.The following guiding principles for contrastive study: (1) To analyze the mother tongue and the target language independently and completely (2) To compare the two languages item-wise-item at all levels of their structure (3) To arrive at the categories of a/ similar features b/ partially similar features c/ dissimilar features – for the target language (4) To arrive at principles of text preparation, test framing and target language teaching in general 37 3.2.In general, there are basic steps for CA: (1) Description: - selection of items to be compared - characterisation of items in terms of some language independent theoretical model - use of qualitative and quantitative methods; - use of internal linguistic descriptive analysis, external linguistic descriptive analysis and technical analysis/methods (2) Juxtaposition: - search for and identification of cross-linguistic equivalent (3) Contrast: - specification of degree & type of correspondence b/t compared items 38 4.Methods of linguistic description 4.1.Internal descriptive methods (qualitative methods): 4.1.1.Separating items, structures from the system Ex: When a sudden storm blew up at the sea, a young woman leaning against the ship’s rail lost her balance and was thrown overboard Clause 1: When a sudden storm blew up at the sea, Clause 2: a young woman leaning against the ship’s rail Clause 3: a young woman lost her balance Clause 4: and a young woman was thrown overboard 4.1.2.Classifying Ex: When a sudden storm blew up at the sea, a young woman leaning against the ship’s rail lost her balance and was thrown overboard N: storm, sea, woman, ship, rail, balance,… V: blew (up), leaning (against), lost, (was) thrown,… Adj: sudden, young, Prep: at, against, Art: a, the 39 4.1.3.Systematization Ex: When a sudden storm blew up at the sea, a young woman leaning against the ship’s rail lost her balance and was thrown overboard S NP + VP: a sudden storm blew up at the sea; a young woman leaning against the ship’s rail ; a young woman lost her balance; a young woman was thrown overboard NP Art + N: a storm, a woman, the ship, Adj + N: sudden storm, young woman, 4.1.4.IC (Immediate Constituents) Ex: Immediately another figure plunged into the waves beside her … IC1: immediate + ly IC2: another figure + plunged into the waves beside her IC3: another + figure IC4: an + other 40 4.1.5.Componential Analysis Ex: Colorless green ideas slept furiously 1.Colorless [no color] 2.Green [having color][for physical entity] 3.Ideas [mental entity] 4.Slept [quietly/calmly][no activity/rest] 5.Furiously [noisily][many activities] 6.Colorless #green 7.Green # ideas 8.Slept # furiously 9.Ideas # slept 41 4.1.6.Predication Analysis Ex: a sudden storm blew up at the sea (APC) => Argument + Predicate + Circumstance => A+BLOW UP+C => Phenomenon + Action + Locative who pushed me (APA) => Argument + Predicate + Argument => A1+PUSH+A2 => Actor + Action + Effected/Patient She wrote many poems (APA) => Argument + Predicate + Argument => A1+WRITE+A2 => Agent/Creator + Action + Resultant Object 42 4.2.Technical descriptive methods (qualitative & quantitative methods): 4.2.1.Tree-branching diagrams 4.2.2.Bracketting 4.2.3.Box diagram 4.2.4.Tables, Figures, Flowcharts… 4.2.5.Statistic analysis Example 1.Thủ pháp luận giải kỹ thuật công thức viết tắt cho luận giải bên thành phần câu: A sudden storm (S) + blew up at the sea (P) Example 2.Thủ pháp luận giải kỹ thuật cho luận giải bên phân tích đơn vị quan hệ câu: S NP VP Art Art NP Adj VP N V Particle Art Adj N V Particle # A sudden storm blew up at PP P NP P Art N the sea # 44 4.Methods of linguistic description 4.3.External descriptive methods (qualitative methods): 4.3.1.Transformational methods: 1.Distribution Ex: 1.Art+N (a book) = LT+D (cái bàn, gái ) 2.Num+N (two books) = ST+D (hai bác, 10 gói…) 3.Dem+N (this man) = D+TT (nhà này, anh kia…) 4.Adj+N (good morning) = D+T (nhà đẹp, người đẹp) 5.Indef+N (any time) = TBĐ+D (vài người…) 2.Addition/ Completion Ex:- The lamb is too hot to eat The lamb is too hot to eat its food 2.She is eager to please - She is eager to please everyone 3.Embedding Ex: - I want that she always goes home early - I want her always to go home early 4.Conjoining Ex: -She slept and she was glaring at me -She slept glaring at me 5.Insertion Ex: 1.The lamb is too hot to eat -The lamb is too hot for the diners to eat 2.Nhà bạn -Nhà bạn 6.Inversion Ex: - She is easy to please -It is easy to please her (she) 7.Substitution/Replacement Ex: synonyms: I love/like/worship/loathe her 8.Deletion/ellipsis Ex:- You must come here and stay here sometime 9.Reconstruction Ex: - Where are you from? - Vietnam ( I am from Vietnam) 4.3.2.Semantic fields, Collocation Analysis Ex: *Nghĩa kết hợp:Trời + xanh, Mây + trắng, Đen + bạc, Đỏ + tình, Đau + tim/đầu/lòng/ … *Trường nghĩa 1: {Màu sắc} (xanh, đỏ, vàng, tím…) *Trường nghĩa 2: {Education} (Black Monday, blackboard, black ink, white board, red ink) 4.3.3.Co-text analysis Ex: Nghĩa từ xác định mối quan hệ với từ đứng quanh Old + man (ơng già) – Old + books (sách cũ), Old + days (những ngày xưa) 48 4.3.4 Context of situation analysis: Ex: 1.Tautology: Đàn bà đàn bà 2.Today is Black Monday 3.As strong as a horse 4.Mạnh trâu 5.I like yours Yours is longer and stronger than my boyfriend’s A That's the telephone B I'm in the bath A O.K 4.3.5.Pragmatic Analysis Ex: Have your family lived here for very long? (a)- Five and half years (b)-Yes, I love living here 49 4.Methods of linguistic description 4.3.6.Discourse Analysis/ Text Analysis/Conversation Analysis 4.3.7.Genre Analysis/ Stylistic Analysis 4.3.8.Sociolinguistic Analysis 4.3.9.Psychological Analysis 5.Levels of CA 1.Phonology 2.Grammar: Morphology 3.Grammar: Syntax 4.Lexical semantics/ Lexis 5.Pragmatics 6.Text/Discourse 7.Culture (Cultural Analysis) 51 ... (1992) NGÔN NGỮ HỌC ĐỐI CHIẾU VÀ ĐỐI CHIẾU CÁC NGƠN NGỮ ĐƠNG NAM Á, Viện KHXHVN, Viện Đơng Nam Á - Hà Nội 7.Nguyễn Thiện Giáp (2009) CÁC PHƯƠNG PHÁP NGHIÊN CỨU NGƠN NGỮ HỌC, NXB Gíao dục-Hà Nội... to Contrastive linguistics 2 .Contrastive Linguistics 3.Methodological steps in CL 4.Methods of linguistic description 5.Levels of CA C.References: 1.Bùi Mạnh Hùng (2008) NGÔN NGỮ HỌC ĐỐI CHIẾU,... (1990) CONTRASTING LANGUAGES: THE SCOPE OF CONTRASTIVE LINGUISTICS, Mouton de Gruyter, NY 9.Trần Hữu Mạnh (2007) NGÔN NGỮ HỌC ĐỐI CHIẾU - CÚ PHÁP TIẾNG ANH - TIẾNG VIỆT, NXB ĐHQG Hà Nội D.Assessment: