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嬰幼兒的語言

出版社：北京大學出版社出版時間：2007-11-01
開本： 16開 頁數(shù)： 415
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嬰幼兒的語言 版權信息

嬰幼兒的語言 本書特色

As this volume in the Collected Works makes clear, Halliday's interest in early
language development is not just an interesting sideline, distinct from his major
work in developing a systemic functional account of language. Halliday's
trail-blazing and detailed study of what children progressively become able to do
through acts of meaning is at the same time an attempt to understand how
language gradually developed in the human species, as a resource for both
construing experience and enacting interpersonal relationships. The chapters in
this volume constitute an important contribution to both these agendas.
Halliday's work on language development has also been instrumental in gaining
recognition for the central role of linguistic meaning making in the successive
phases of education, from pre-school chat to academic writing. This important
collection has much to offer to all social scientists and educators as well as to
students of language development.'
PROFESSOR GORDON WELLS, University of California, Santa Cruz.
The Language of Early Childhood contains sixteen papers presented in three parts:
infancy and protolanguage; the transition from child tongue to mother tongue; and early
language and learning. The transcripts of Professor Halliday's sociolinguistic account of
the early linguistic development of one particular child, Nigel, are included on the CD
accompanying this volume.
Professor M. A. K. Halliday (b. 1925) was Foundation Professor of Linguistics at the
University of Sydney until his retirement and has taught as a Visiting Professor around
the world. As a self-styled‘generalist' he has published in many branches of linguistics.
Jonathan J. Webster is Head of the Department of Chinese, Translation and Linguistics
at the City University of Hong Kong.

嬰幼兒的語言 節(jié)選

nbsp; 序
    胡壯麟
    由香港城市大學漢語、翻譯和語言學系系主任Jonathan J．
Webster教授主編的，并由英國Continuum公司自2002年陸續(xù)出版
的《韓禮德文集》，總共10卷，已全部出齊。北京大學出版社獲得
Continuum公司的授權后，負責文集在中國境內(nèi)的出版，并組織國內(nèi)
專家為讀者撰寫導讀。這無疑是我國出版界和語言學界的一件大事。
    就當代語言學研究來說，20世紀下半葉一直表現(xiàn)為生成語言學
和功能語言學的對峙，說得具體些，當喬姆斯基在50年代末一度以他
的轉(zhuǎn)換生成語法掀起一場革命，并成為國際上，特別是美國的語言學
研究的主流時，能揭竿而起并與之抗衡的便是韓禮德的系統(tǒng)功能語
法。①如果說喬姆斯基的理論得益于后來成為他“革命”對象的美國結(jié)
構(gòu)主義，韓禮德則公開宣稱他繼承和發(fā)展了歐洲的弗斯學派、布拉格
學派和哥本哈根學派。正是這兩種力量的沖突、挑戰(zhàn)和互補推動了這
半個世紀精彩紛呈的語言學研究。
    《韓禮德文集二》在中國的出版還具有重要的意義，那就是韓禮德的
成就除了受到歐洲語言學傳統(tǒng)的影響外，也從中國語言學傳統(tǒng)獲得滋
養(yǎng)。他早年師從羅常培先生和王力先生，在韓禮德的論著中不時綻放
出這些大師的思想火花。②《文集》的第8卷是*好的歷史見證，在這
個意義上，《文集》的出版是一次學術上的回歸，為我國語言學研究如
何實現(xiàn)全球化和本土化的結(jié)合提供了寶貴的經(jīng)驗。為此，北京大學出
 版社采納了我們的建議，在出版10卷《文集》的同時，將第8卷全部譯
成中文，另行出版中文版，以供漢語界參考。
    《文集》充分反映了韓禮德所走過的治學道路，其軌跡分見于各卷
的主要內(nèi)容。韓禮德首先研究現(xiàn)代漢語(第8卷)，打好了音系學和方
言調(diào)查的扎實基礎；赜，進入對普通語言學的研究(第1卷和
第3卷)，繼承、發(fā)展和建立科學的語言學研究的理論，把握前進的方
向。為了在歐美學術界獲得一席之地，韓禮德在此時期把英語作為研
究分析對象(第7卷)。在研究方法上，他注意**手材料的收集(第4
卷)，將語言學研究從句子層面提高到在具體語境中出現(xiàn)的語篇和話
語(第2卷)，因此他的研究是經(jīng)得起實際的檢驗的。韓禮德特別注意
語言學理論的價值在于它的應用，能否說明社會生活中的問題，并為
社會服務，前者見之于第10卷的“語言與社會”，后者反映于第9卷的
“語言與教育”。曾經(jīng)有位學者向韓禮德提問，為什么轉(zhuǎn)換生成語法在
中國國內(nèi)打不開局面，而系統(tǒng)功能語法卻響應者眾多?這兩卷的內(nèi)容
有助于人們找到答案。20世紀下半葉是現(xiàn)代科學技術，特別是電子
技術，獲得飛速發(fā)展的時代。韓禮德時年七八十歲，他能在自己的晚
年，關注語言與科學技術的關系(第5卷和第6卷)，這種活到老、學到
老的精神令人欽佩不已。
    *后，《文集》只概括了韓禮德2002年以前的主要論著和節(jié)選，因
此有關韓禮德的學術思想和成就有待我們進一步挖掘和學習。其次，
這幾年韓本人一直是老驥伏櫪，筆耕不輟，勤于思索。如2006年3月
26日韓禮德教授在香港城市大學的“韓禮德語言研究智能應用中心”
成立大會上，做了題目為“研究意義：建立一個適用語言學”的主旨報
告。韓提出適用語言學(appliable linguistics)的長期目標是為了建立
語言的意義發(fā)生系統(tǒng)，其工作機制是以社會理據(jù)來解釋和描寫語義發(fā)
生，可見韓禮德已經(jīng)認識到語言學研究*終要解決對“意義”的描寫。
對這個問題，結(jié)構(gòu)主義和生成主義學派是不研究的，系統(tǒng)功能語言學
在功能語義學方面只是剛剛起步，這將是語言學界在新世紀為之共叵
奮斗的目標。
    參加《韓禮德文集》導讀編寫者均為我國著名學府的學者，在系統(tǒng)
功能語言學研究方面享有盛譽，僅在此表示感謝。
 卷別／導讀作者
第1卷  論語法／黃國文(中山大學教授／博導)
第2卷  語篇和話語的語言學研究／朱永生(復旦大學教授／博導)
第3卷論語言和語言學／方  琰(清華大學教授)
第4卷  嬰幼兒的語言／李戰(zhàn)子(南京國際關系學院教授／博導)
第5卷科學語言／楊信彰(廈門大學教授／博導)
第6卷  計算機與定量語言／林允清(北京師范大學教授／博導)
    ／于  暉(解放軍外國語學院副教授／博士)
第7卷  英語語言研究／何偉(北京科技大學副教授／博士)
第8卷  漢語語言研究／彭宣維(北京師范大學教授／博導)
第8卷  漢語語言研究(漢譯版)／彭宣維(北京師范大學教授／博導)
第9卷  語言與教育／張德祿(中國海洋大學教授／博導)
第10卷  語言與社會／任紹曾(浙江大學教授)

EDITOR'S INTRODUCTION
The mozher tongue is a very natural extension of the child tongue. The
chapters in this part focus on the evolution from child to adult language,
through transitional Phase II to mastery of the adult system in Phase III.
The distinction between the pragmatic and the mathetic - "language as
action, and language as reflection" - gradually gives way as utterances
become at once both ideational and interpersonal. Both lexicogrammar
and texture are added to the system. In Chapter 7, 'Into the Adult
Language' (1975), Professor Halliday explains that mastery of the adult
system, at about the end of the child's second year, means that the child
has successfully "constructed for hirhself a three-level semiotic system
which is organized the way the adult language is”. Ofcourse, this is not
to say that the chfid has already mastered the language; but the
foundations are now firmly in place.
   Chapter 7 also looks at the development of text-forming resources in
 Nigel's speech. Nigel's control of information structure is evidenced by
 "his ability to assign a focus of information by locating the tonic
 prominence". About the second halfofhis second year, Nigel develops
 certain semantic patterns for giving cohesion to discourse. His speech,
 also, exhibits sensitivity to the particular generic structures associated
 with narrative and dialogue modes.
    "Child language studies", writes Professor Halliday in Chapter 8,
 'The Contribution of Developmental Linguistics to the Interpretation
 of Language as a System' (1980), "point strongly to a functional
 interpretation of the linguistic system; and in doing so, they help to
 provide a wider context for theories of language". Ifwe follow the route
 by which the simple contrast of pragmafic/mathetic, which is Nigel's
 functional setting for the transition from protolanguage to language,
 develops into the metafunctional framework of the adult semantic
 system, we can appreciate "exactly how the functional demands that are
 made on language have shaped the linguistic system". Studies from both
 linguistic and developmental perspectives are mutually enriched when
approached from "an interactional, functional and meaning-oriented,
or semiotic, standpoint", argues Professor Halliday in Chapter 9, 'On
the Transition from Child Tongue to Mother Tongue' (1983). Having
pioneered research into the child's construal of his mother tongue,
Professor Halliday had to wait until the early 1980s - when this chapter
was first published - before detailed accounts of other participant-
observers of children's speech were available for comparison with his
own findings. As he notes in this chapter, "the figures are remarkably
similar".
   Looking at dialogue “as a form of the exchange of social meanings ...
as a semiotic process, and therefore as one that is in principle capable of
being realized through systems other than language", Professor Halliday
presents some examples in Chapter 10, 'A Systemic-Functional
Interpretation of the Nature and Ontogenesis of Dialogue', of
exchanges between Nigel and his parents, and also discusses how
Nigel developed his system of dialogue. Chapter 11, 'The Place of
Dialogue in Children's Construction of Meaning', further explores the
ontogenesis of dialogue, showing “how the text interacts with its
environment, such that meaning is created at the intersection of two
contradictions; the experiential one, between the material and the
conscious modes of experience, and the interpersonal one, between the
different personal histories of the interactants taking part”.
 INTO THE ADULT LANGUAGE
                     (1975)
1 Reality at nine months (NL 1)
Here we shall try to take further the interpretation of Nigel's progress
through Phase II, the transition from his own protolanguage into the
mother tongue. In Phase I, Nigel had constructed a semiotic based on
the primary distinction between himself and the rest of reality, the
environment of people and of things.
   This pattern begins to emerge already at NL 1, and underlies the
functional system that was discussed in previous chapters． At that stage,
Nigel's semiotic universe consists of a self and a non-self, the
environment; the environment consists of persons and of objects; and
the persons figure in the two contexts of interaction and of control.
   I. THE SELF. The meanings that are associated with the self ('personal'
function) realize the states and processes of his own consciousness. The
orientation may be either inward (withdrawal into the self: ‘I’m sleepy') or
outward; within the latter there is a distinction between the affect function
(pleasure, in general and specifically focused on taste) and the curiosity
function (interest, in general and specifically focused on movement).



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