基本介绍

内容简介

《实用文体学》：牛津应用语言学丛书

作者简介

作者：（英国）威多森（H.G.Widdowson）

图书目录

Acknowledgements Introduction PART ONE The significance of poetry 1 To begin with: common features and uncouth rhymes 2 Significance beyond plain speaking 3 Procedures for interpretation: reference and representation 4 Dissociation from context: the poem on the page 5 Verbal patterning and the grammar of representation 6 Time and place in a different dimension 7 Other patterns, alternative realities 8 Parallel lines and parallel texts 9 Intertextual associations 10 Aesthetic effects and relative values 11 So the meaning escapes. 12 In summary PART TWO The teaching of poetry 1 The point of poetry 2 Educational relevance; recreation and language awareness 3 Pedagogic approaches; against exegesis 4 Composing poetic text:line assembly 5 Completing poetic text: verse blanks 6 Intertextual comparison and the use of variants 7 Comparing poems with prose description 8 Deriving poems from prose description 9 Deriving and comparing poetic variants 10 Progressive derivation: composing interim versions 11 Using prose paraphrases 12 Comparing derived and authorized versions 13 Comparing different modes of poetic writing 14 In conclusion Notes Appendix Bibliography Index Index of poets

文摘

In an earlier chapter of this book, I expressed the view that themodest graveyard inscriptions with which I began should beacknowledged as kin to the grander works of established poetsand （in Auden's words） 'share in the total literary glory'. In thepreceding chapter I have argued against privileged interpreta-tions, and have taken the position that there are no criteria, exceptthose imposed by fiat, which can assign different values tovariable responses. But does this mean that all poems areaesthetically equal, that claims to superior artistic quality areunfounded, that the odes of Keats, say, or the sonnets ofShakespeare, are only accounted great poetry, and other poeticefforts dismissed as lightweight, because those in a position to setstandards of excellence have told us so？ One might accept thatdoggerel is kin to works like these, but surely they are humble kin,remote country cousins with no rights to any artistic heritage inthe poetic tradition. What is it, then, which constitutes aesthetic quality？ How canwe make a judgement about the relative artistic value of differentpoems？ I would suggest that the point made in the precedingchapter about the poetic containment of divergent meanings pro-vides us with at least a partial answer. It seems to me that the aes-thetic effects of a poem （as with other forms of art） depend on thesatisfaction of two conditions. The first is that it disperses mean-ings and disrupts established ideas, or what T.S. Eliot referred toas 'stock responses'. This （following the reference to Siva in thepreceding chapter） we might call the destructive or divergent con-dition. In respect to this condition, the greater the incongruity ofthe poem, the more difficult it is to accommodate within acceptedstructures of reality, and therefore the more variable responses itevokes, the greater its aesthetic potential.

序言

这是一部讨论诗歌在文体学中的地位、诗歌的意义和价值、以及如何进行诗歌教学的学术专著。作者H·G·威多森为伦敦大学教育学院对外英语教授，著名应用语言学家，从事应用语言学研究近40年，成果丰硕，对该学科的发展有深远的影响。 在书中，作者阐述了他对于诗歌作为语言创作形式的本质的理解，指出了这种理解对于教育所具有的意义，并具体说明了在实践中应采用何种教学方法才能真正达到诗歌教学的目的。 全书分为两大部分。第一部分题为“诗歌的意义”，主要探讨诗歌作为一种语言创作形式的本质。作者指出语言中尚存在着许多未被人们意识到的可能性，而诗歌正是运用了语言的这些可能性来表达社会现实。那么，诗歌的存在意义何在？尤其是它在教育中有什么价值？作者认为人们对诗歌的理解普遍存在误区，而且在诗歌的教学方法上也存在偏差，从而使得我们几乎无法证明诗歌教育仍然存在的合理性。习惯上，因为诗歌语言表达的非常规性，人们已不知不觉地将诗歌神圣化，将之归为一种特权话语，一种只有少数精英才能理解、欣赏的话语。它被视为一种遥不可及，同时又无实用价值、不被需要的东西，而在进行诗歌教学上我们又往往要求学生按照权威的注释去理解诗歌。这不仅使得诗歌在人们心目中变得高高在上，而且因为学习的被动性使得学生对诗歌学习感到索然无味。威多森提出应当揭开诗歌的神秘面纱，去掉它头上的光环，让它走近生活；应当允许并鼓励人们对诗歌有自己独特的理解。而诗歌教学的价值在于它给学生提供了一种自娱的方式。