西方語(yǔ)言學(xué)流派漫談北京理工大學(xué)

1、西方語(yǔ)言學(xué)流派漫談Schools of Linguistics: some random thoughts,北京外國(guó)語(yǔ)大學(xué)中國(guó)外語(yǔ)教育研究中心 劉潤(rùn)清,為何要講流派問(wèn)題？,我主張，進(jìn)入一個(gè)研究領(lǐng)域時(shí)， 第一要宏觀，第二要對(duì)思想（ideas) 感興趣。宏觀：做研究，別一下扎到一個(gè)小領(lǐng)域、小題目里去，那樣會(huì)見(jiàn)木不見(jiàn)林。了解宏觀背景，讓你不失迷方向。對(duì)思想、哲學(xué)理念感興趣，比只對(duì)純技術(shù)性的東西感興趣，更有意義。技術(shù)是手段，提

2、高認(rèn)識(shí)是追求。,1. 區(qū)分流派與分支,1.1 流派多指思潮, 有代表人物, 代表著作, 主要觀點(diǎn), 研究方法, 盛行時(shí)代,有其影 響, 往往有歷史視角。（它未必對(duì)領(lǐng)域中的諸多問(wèn)題都有論述。）Schools refer to trends of thought, with their representative figures, works, unique ideas, methods and influen

3、ce on later development; a diachronic perspective.,區(qū)分流派與分支,1.2 分支多指領(lǐng)域, 研究范圍, 也有經(jīng)典著作, 有影響的人物, 多用共時(shí)觀點(diǎn)?？赡芏鄠€(gè)流派都對(duì)它有過(guò)貢獻(xiàn)。 (Branches refer to areas of study, with their classics, and influential figures; often a synchronic pers

4、pective.),1. 區(qū)分流派與分支,1.3 歷史視角和共時(shí)視角 一起 可以畫(huà)出一個(gè)十字, 像一個(gè)坐標(biāo).The diachronic and synchronic perspectives will form a cross, which like a coordinate.,,Distinction between Schools and Branches,,,,1. 區(qū)分流派與分支,1.2 語(yǔ)言學(xué)的分支: Branches:

5、從內(nèi)部分:語(yǔ)音學(xué), 音系(位)學(xué), 詞匯學(xué), 形態(tài) 學(xué), 句法學(xué), 語(yǔ)義學(xué), 語(yǔ)用學(xué)(?) Distinction from within: phonetics, phonology, lexicology, morphology, syntax, semantic, pragmatics (?),1. 區(qū)分流派與分支,從外部分: 心理語(yǔ)言學(xué), 社會(huì)語(yǔ)言學(xué), 計(jì)算語(yǔ) 言學(xué), 神經(jīng)語(yǔ)言學(xué), 文化語(yǔ)言學(xué), 人類語(yǔ)言 學(xué)，語(yǔ)

6、料庫(kù)語(yǔ)言學(xué)等。 Distinction from without: psycholinguistics, sociolinguistics, computation linguistics, neurolinguistics, anthropological linguistics, cultural linguistics, corpus linguistics, etc.,1. 區(qū)分流派與分支,大分類: 理論語(yǔ)言學(xué), 應(yīng)用語(yǔ)言學(xué)

7、 Theoretical linguistics and applied linguistics.,1. 區(qū)分流派與分支,1.3 語(yǔ)言學(xué)流派: 傳統(tǒng)語(yǔ)法 (600BC—18世紀(jì))traditional grammar; 歷史語(yǔ)言學(xué)(19世紀(jì)100年) historical linguistics; 現(xiàn)代語(yǔ)言學(xué)開(kāi)端(索緖爾, 20世紀(jì)初) the beginning of modern linguistics;,1.

8、 區(qū)分流派與分支,歐洲功能主義(20世紀(jì)20-50)European functionalism倫敦學(xué)派(1940—50)The London School; 系統(tǒng)功能語(yǔ)法(1960—現(xiàn)在) Halliday’s Systemic-functional grammar,1. 區(qū)分流派與分支,美國(guó)結(jié)構(gòu)主義語(yǔ)言學(xué)(1930—50) American structuralism 美國(guó)轉(zhuǎn)換生成語(yǔ)法(1957—現(xiàn)) Chomsky’s

9、 Generative Grammar 認(rèn)知語(yǔ)言學(xué) （today） Cognitive linguistics,2. 宏觀區(qū)分流派 A More Macro Distinction,2.1 形式派 注重分析語(yǔ)言的形式, 結(jié)構(gòu), 成分和成分的分布, 對(duì)語(yǔ)言進(jìn)行形式描寫(xiě)和描寫(xiě)的形式化, 考慮語(yǔ)言的心理性.The formal school: emphasize the formal, structur

10、al aspects of L, and distribution of elements; formalize the description of L; a psychological perspective.,2. 宏觀區(qū)分流派 A More Macro Distinction,2.2 功能派 注重分析語(yǔ)言的功能, 分析不同層次上的成分的語(yǔ)義功能, 認(rèn)為功能決定形式, 考慮語(yǔ)言的社會(huì)性. The functional sc

11、hool: emphasize the functional nature of L; analyze the semantic function of elements on all levels; function determines form; a sociolinguistic perspective.,2. 宏觀區(qū)分流派 A More Macro Distinction,2.3 兩派的區(qū)別形式主義者認(rèn)為語(yǔ)言是心理現(xiàn)象;功

12、能主義者說(shuō)語(yǔ)言是社會(huì)現(xiàn)象. The formal camp say language is a psychological fact; the functional camp say language is a social fact.,2. 宏觀區(qū)分流派 A More Macro Distinction,2. 形式主義者說(shuō)語(yǔ)言普遍現(xiàn)象是人類生理遺傳;功能主義者說(shuō)是來(lái)自社會(huì)對(duì)語(yǔ)言的普遍運(yùn)用. The formal camp say l

13、inguistic universals are men’s biological inheritance; the functional camp say language similarities come from the common use of language.,2. 宏觀區(qū)分流派 A More Macro Distinction,3.形式主義者 說(shuō)兒童習(xí)得語(yǔ)言是人類的內(nèi)在能力;功能主義者說(shuō)這是兒童交際的需要和能力的

14、發(fā)展. The formal camp say that children are born with the ability to acquire language; the functional camp say that language learning comes from children’s needs and development.,2. 宏觀區(qū)分流派 A More Macro Distinction,4.形式主義者

15、把語(yǔ)言當(dāng)成獨(dú)立系統(tǒng)研究；功能主義者把語(yǔ)言放在社會(huì)功能中研究。The formalists regard language as an independent system; the formalists study language in the social context by referring to its social function.,2.宏觀區(qū)分流派,2.4 韓禮德: 20世紀(jì)下半葉的基本對(duì)立陣營(yíng)不是結(jié)構(gòu)主義與生成語(yǔ)法

16、。最根本的兩大陣營(yíng)是：以組合關(guān)系為取向的形式派（形式語(yǔ)法， 源于邏輯和哲學(xué)），和以聚合關(guān)系為取向的功能派（功能語(yǔ)法， 源于修辭和人種學(xué)）。形式派把語(yǔ)言看成一系列的結(jié)構(gòu)， 這些結(jié)構(gòu)之間可以找出固定的關(guān)系（所以才有轉(zhuǎn)換一說(shuō)）；他們強(qiáng)調(diào)語(yǔ)言的普遍性，把語(yǔ)法（他們稱之為句法）看成是語(yǔ)言的基礎(chǔ)（所以語(yǔ)法是任意的），因此語(yǔ)法圍繞著句子而展開(kāi)。,2.宏觀區(qū)分流派,Halliday: The basic opposition is not that b

17、etween ‘structural’ and ‘generative’ grammars . The more fundamental opposition is between those that are primarily symtagmatic in orientation (by and large the formal grammars, with their roots in logic and philosophy),

18、2.宏觀區(qū)分流派,and those that are primarily paradigmatic (by and large the functional ones, with their roots in rhetoric and ethnography). The former interpret a language a list of structures, among which, regular relationshi

19、ps may be established,2.宏觀區(qū)分流派,(hence the introduction of transformation); they tend to emphasize universal features of language, to take grammar (which they call syntax) as the foundation of language (hence the grammar

20、is arbitrary), and so to be organized around the sentence.,2.宏觀區(qū)分流派,功能派把語(yǔ)言看成是一個(gè)關(guān)系網(wǎng)，其基本關(guān)系借助于結(jié)構(gòu)加以實(shí)現(xiàn)；他們強(qiáng)調(diào)語(yǔ)言之間的不同點(diǎn)，把語(yǔ)義看做語(yǔ)言的基礎(chǔ)（所以語(yǔ)法是自然的），因此語(yǔ)法是圍繞著文本或語(yǔ)篇而展開(kāi)的。兩個(gè)陣營(yíng)之間有許多交叉，也有互相借鑒， 但從思潮上講二者是很不同的，兩大陣營(yíng)開(kāi)展對(duì)話也很困難。,2.宏觀區(qū)分流派,The functiona

21、lists interpret language as a network of relations, with structures coming in as the realization of these relationships; they tend to emphasize variables among languages, to take semantics as the foundation (hence the gr

22、ammar is natural), and so to be organized around the text, or discourse.,2.宏觀區(qū)分流派,There are many cross-currents, with insights borrowed from one to the other; but they are ideologically fairly difficult and it is often

23、difficulty to maintain a dialogue.,2.宏觀區(qū)分流派,韓禮德還說(shuō)：功能語(yǔ)法屬于應(yīng)用研究，形式語(yǔ)法屬于純理論研究；功能語(yǔ)法更近于修辭， 形式語(yǔ)法更近于邏輯；功能語(yǔ)法研究實(shí)際語(yǔ)言能力，形式語(yǔ)法研究理想的語(yǔ)言能力；功能語(yǔ)法研究文本/語(yǔ)篇，形式語(yǔ)法研究句子。功能語(yǔ)法把文本分析看做行為方式，語(yǔ)言理論是成事之手段。,2.宏觀區(qū)分流派,Halliday: In general the functional appro

24、ach leans towards the applied rather than the pure, the rhetorical rather than the logical, the actual rather the ideal, the functional rather than the formal, the text rather than the sentence.,2.宏觀區(qū)分流派,The emphasis is

25、on text analysis as a mode of action, a theory of language as a means of getting things done.研究流派更具理論價(jià)值: 從哲學(xué)上看, 如何看待世界就如何看待語(yǔ)言;從心理學(xué)上看, “白板說(shuō)” 和“內(nèi)容說(shuō)”也區(qū)分兩派;從方法論上看, 歸納法, 演繹法, 證實(shí)，證偽，還是二者結(jié)合等,也有不同。,3. 流派與分支的價(jià)值Significance of t

26、he Two,It’s more theoretically significant to study schools; they involve philosophy, psychology (blank slate/content approach), and methodology (induction， deduction，verification, falsification, abduction).,3. 流派與分支的

27、價(jià)值Significance of the Two,研究分支更具使用價(jià)值: 語(yǔ)言內(nèi)部分支也有理論價(jià)值, 但有更多的使用價(jià)值;外部分支既有理論價(jià)值,又有應(yīng)用價(jià)值.It’s more significant in practice to study the various branches of linguistics, not without theoretical significance.,3. 流派與分支的價(jià)值Signific

28、ance of the Two,任何學(xué)科內(nèi), 不應(yīng)該只注重應(yīng)用研究, 基礎(chǔ)理論研究十分重要。基礎(chǔ)研究費(fèi)時(shí)費(fèi)力，見(jiàn)效慢；應(yīng)用研究見(jiàn)效快。In any discipline we should take seriously both basic, pure research and applied research. Both are useful and important.,5. 流派介紹 ：傳統(tǒng)語(yǔ)法,4.1 傳統(tǒng)語(yǔ)法: 從希臘語(yǔ)到拉

29、丁語(yǔ), 再?gòu)睦≌Z(yǔ)到其他歐洲語(yǔ)言;注重語(yǔ)音和詞匯, 句法很少, 以教學(xué)語(yǔ)法為主,多為規(guī)定性語(yǔ)法,不是描寫(xiě)性語(yǔ)法;影響很大,時(shí)間很長(zhǎng); 其貢獻(xiàn)是創(chuàng)造了描寫(xiě)工具(其術(shù)語(yǔ)今天還在使用).Traditional Grammar: focus on phonetics and words; school grammar, prescriptive; influential; its terms still in use today.,5. 流派

30、介紹：歷史語(yǔ)言學(xué),4.2 歷史語(yǔ)言學(xué): 語(yǔ)言比較,語(yǔ)言歷史,語(yǔ)言譜系, 語(yǔ)音變化規(guī)律;其后期的新語(yǔ)法學(xué)派為避免20世紀(jì)培養(yǎng)了人才;歷史語(yǔ)言學(xué)為避免20世紀(jì)現(xiàn)代語(yǔ)言學(xué)開(kāi)端鋪平道路。 Historical Linguistics: language comparison, family trees of languages; laws of sound change; Neogrammarians; paved the way for m

31、odern linguistics in the 20th century.,5. 流派介紹：歷史語(yǔ)言學(xué),5. 流派介紹：歷史語(yǔ)言學(xué),,6. 流派介紹：現(xiàn)代語(yǔ)言學(xué)開(kāi)端,4.3 索緒爾: 現(xiàn)代語(yǔ)言學(xué)鼻祖;區(qū)分了語(yǔ)言和言語(yǔ),歷時(shí)語(yǔ)言學(xué)和共時(shí)語(yǔ)言學(xué), 語(yǔ)言符號(hào)的任意性,所指和能指都是任意的; 語(yǔ)言是一個(gè)系統(tǒng), 一個(gè)關(guān)系系統(tǒng)(在系統(tǒng)中的位置決定其意義); 語(yǔ)言是符號(hào)學(xué)中最典型的代表.其理論影響深遠(yuǎn). Saussure: father of mo

32、dern linguistics; language/speech; arbitrariness of language; synchronic/diachronic; signifier/signified; system of signs,德克海姆 E. Durkheim,佛洛依德 Sigmund Freud,6. 流派介紹：現(xiàn)代語(yǔ)言學(xué)開(kāi)端,德國(guó)哲學(xué)家 Ernst Cassirer把索緒爾與伽利略相提并論: “In the w

33、hole history of science there is perhaps no more fascinating a chapter than the rise of the new science of linguistics. In its importance it may very well be compared to the new science of Galileo, which in the 17th cent

34、ury, changed our whole concept of the physical world.”,7. 流派介紹：早期功能學(xué)派,4.4 歐洲功能學(xué)派: 布拉格學(xué)派,哥本哈根學(xué)派;貢獻(xiàn):音位學(xué),已知信息和待傳信息;主位和述位;主題和評(píng)述;影響大;功能主義鼻祖。Functional schools in Europe: the Prague School ; the Copenhagen School: contributio

35、n to phonology; given/new information; theme/rheme; topic/comment; influential around 1920-40,8. 流派介紹 ：美國(guó)結(jié)構(gòu)主義,4.5 美國(guó)結(jié)構(gòu)主義: 博厄斯, 薩裴爾,布龍菲爾德, 哈利斯,豪克特等; 薩裴爾-沃爾夫假說(shuō), 又稱語(yǔ)言相對(duì)論;哲學(xué)上的實(shí)證主義和 “百板說(shuō)”; 心理學(xué)上的行為主義; American structuralism

36、: F. Boaz, E. Sapir, Leonard Bloomfield, Z. Hariss, C. Hockett, the Sapir-Whorf hypothesis, empiricism in philosophy, ‘blank slate’, behaviorism in psychology.,博厄斯 Boaz,薩佩爾 Sapir,L. Bloomfield,布龍菲爾德,馮特 Wundt,華生

37、 Watson,斯金納 Skinner,8. 流派介紹：美國(guó)結(jié)構(gòu)主義,嚴(yán)格的 “發(fā)現(xiàn)程序”,二分法,不問(wèn)意義和功能,看結(jié)構(gòu)分布; 重證據(jù),不看主觀印象;教學(xué)上的 “聽(tīng)說(shuō)法”影響外語(yǔ)教學(xué)幾十年.豪克特的確16個(gè)語(yǔ)言設(shè)計(jì)特征十分重要.Rigid ‘procedure of discovery’, binary cutting, ignore meaning; distribution of elements; emphasis on

38、 evidence than impression; audio-lingual method in teaching; design features of language.,9. 流派介紹：?jiǎn)棠匪够?生成語(yǔ)法,4.5 美國(guó)的喬姆斯基:生成語(yǔ)法 語(yǔ)言上的一場(chǎng)革命;其語(yǔ)言觀, 哲學(xué)上的唯理主義,心理學(xué)上認(rèn)知主義; 語(yǔ)言與生俱來(lái),強(qiáng)調(diào)大腦的初始狀態(tài);目標(biāo)是揭示語(yǔ)言本質(zhì)和人類本質(zhì); Chomsky’s Generative g

39、rammar: a revolution; rationalism in philosophy; cognitive psychology; language is innate; initial state of mind; reveal nature of L to show nature of man.,喬姆斯基 Chomsky,流派介紹：?jiǎn)棠匪够?生成語(yǔ)法,萊茵斯評(píng)喬氏：“Chomky’s position is not

40、 only unique within linguistics at the present time, but is probably unprecedented in the whole history of the subject…Right or wrong, Chomsky’s theory of grammar is undoubtedly the most dynamic and influential, and no l

41、inguist who wishes to keep abreast of current developments in his subject can afford to ignore Chomsky’s theoretical pronouncements.” – John Lyons,Chomsky,“It seems plain that language acquisition is based on the child’s

42、 discovery of what from a formal point of view is a deep and abstract theory – a generative grammar of his language – many of the concepts and principles of which are only remotely related to experience by long and intri

43、cate chains of the unconscious quasi-inferential steps. A consideration of the character of the grammar that is acquired, the,Chomsky,degenerate quality and narrowly limited extent of the available data, the striking uni

44、formity of the resulting grammar, and their independence of intelligence, motivation, and emotional state, over wide range of variation, leave little hope that much of the structure of the language can be learned by an o

45、rganism initially uninformed as to its general character.(-- Chomsky 1965：Aspects of the theory of syntax),,“顯然，語(yǔ)言習(xí)得基于兒童發(fā)現(xiàn)從形式角度看是一種深?yuàn)W、抽象的理論—即母語(yǔ)的一種生成語(yǔ)法。這種語(yǔ)法的許多概念和原則必須經(jīng)過(guò)漫長(zhǎng)、復(fù)雜的無(wú)意識(shí)的亞推理過(guò)程，才與經(jīng)驗(yàn)稍稍相連。 稍微想一想兒童習(xí)得的語(yǔ)法性質(zhì)，他接觸到的語(yǔ)料質(zhì)量之差和

46、范圍之小，兒童習(xí)得語(yǔ)言與智力、動(dòng)機(jī)、情緒毫無(wú)關(guān)系，而且他們的環(huán)境因素千差萬(wàn)別，最后所得語(yǔ)法的卻驚人地相似，讓我們很難相信，一個(gè)對(duì)語(yǔ)法沒(méi)有大致了解的有機(jī)體，能夠?qū)W到這麼多語(yǔ)言結(jié)構(gòu)知識(shí)?！?喬氏，1965 《句法理論面面觀》,9. 流派介紹：?jiǎn)棠匪够?生成語(yǔ)法,語(yǔ)言描寫(xiě)力求形式化;句法獨(dú)立,句法為核心;觀察充分, 描寫(xiě)充分, 解釋充分;其影響深遠(yuǎn),令人耳目一新;喬氏理論對(duì)哲學(xué),心理學(xué),計(jì)算機(jī)語(yǔ)言,形式化等, 都有貢獻(xiàn). To formali

47、ze the description of L; independence of syntax; emphasis on explanatory power; contribution to philosophy, psychology, computer science; biology; bio-linguistics,Chomsky:語(yǔ)言天賦,In “The Architecture of Language” (2002:50)

48、he wrote: “Lots of people reject the proposal that language is innate but nobody answers them. The reason why nobody answers is that their arguments would make no sense. There’s no way to answer them. To say that ‘langu

49、age is not innate’ is to say that there is no difference between my granddaughter, a rock and a rabbit. In other words, if you take a rock, a rabbit and,Chomsky：語(yǔ)言天賦,my granddaughter and put them in a community where peo

50、ple are talking English, they’ll all learn English. If people believe that, then they believe that language is not innate. If they believe that there is a difference between my granddaughter, a rabbit and a rock, then th

51、ey believe that language is innate.”,Chomsky:語(yǔ)言教學(xué),Chomsky (1988)” … teaching should not be compared to filling a bottle with water but rather to helping a flower to grow in its own way. As any good teacher knows, the me

52、thods of instruction and range of material covered are of small important as compared with the success in arousing the natural curiosity of the students喚起學(xué)生的自然好奇心 and stimulating their interest in,Chomsky：語(yǔ)言教學(xué),exploring

53、on their own激勵(lì)他們?nèi)プ晕姨剿鞯呐d趣. What the students learn passively will be quickly forgotten. What the students discover for themselves when their natural curiosity and creative impulses are aroused not only will be remembered

54、but will be the basis for further exploration and inquiry and perhaps significant intellectual contributions.,10. 流派介紹：系統(tǒng)功能語(yǔ)言學(xué),4.6倫敦語(yǔ)言學(xué)派: 英國(guó)有悠久語(yǔ)言研究傳統(tǒng)，人造語(yǔ)言、速寫(xiě)、拼法改革等起于英國(guó)，著名語(yǔ)音學(xué)家丹尼爾·瓊斯Daniel Jones 、亨利·斯威特Henry Swe

55、et生于這里。倫敦學(xué)派后來(lái)成為系統(tǒng)功能語(yǔ)法學(xué)派。馬林諾夫斯基, 佛斯, 韓禮德等.意義即使用. 語(yǔ)言環(huán)境決定意義；結(jié)構(gòu)與系統(tǒng)； 語(yǔ)言潛勢(shì)和語(yǔ)言實(shí)際行為;組合關(guān)系和聚合關(guān)系；語(yǔ)言功能分類,10. 流派介紹：系統(tǒng)功能語(yǔ)言學(xué),The London School: Britain has a long tradition of language studies. The great phoneticians Henry Sweet， Dani

56、el Jones。 Malinovki, J.R. Firth, M.A.K. Halliday; meaning is use; context determines meaning; emphasis on both structure and system; linguistic potential and actual behavior; paradigmatic/ syntagmatic relations; types of

57、 functions of language,Malinovski 馬林諾夫斯基,,佛斯J. R. Firth,M.A.K. Halliday,韓禮德MAK Halliday,10. 流派介紹：系統(tǒng)功能語(yǔ)言學(xué),語(yǔ)言是許多小系統(tǒng)組成的大系統(tǒng).語(yǔ)言的結(jié)構(gòu)由社會(huì)功能所決定.語(yǔ)言的三大功能;兒童語(yǔ)言的七大功能. 在教學(xué)上和文體學(xué)上都有貢獻(xiàn). Language is a system of many sub-systems; three m

58、acro function of language (ideational, interpersonal, textual function); children’s seven functions; contribution to language teaching and stylistics; popular in China.,語(yǔ)言系統(tǒng),The material process: action and event.The tr

59、ansitivity system及物性系統(tǒng): material process, mental process, relational process, verbal and behavioral process, existential process.The action process: intention process and supervention process.The mental process: inter

60、nalized process and externalized process.,語(yǔ)言系統(tǒng),The internalized process: 1. perception, 2. reaction and 3. cognition processes. (p.322)There are realization relationships between various levels. The choice of meaning i

61、s realized by the choice of form, which in turn is realized by the choice of sounds. What can be done is realized by what can be meant, which is realized by what can be said.,語(yǔ)言功能,Functions of Children’s Language:The in

62、strumental function: to meet his material needs and services;（工具）The regulatory function: to control others’ behavior;（調(diào)節(jié)）The interactional function: to talk with others;（交際）The personal function: to express his feeli

63、ngs;（個(gè)人表達(dá)）,語(yǔ)言功能,5. The heuristic function: to know about his own surroundings;（探索）6. The imaginative function: to create surroundings;（想象）7. The informative function: to provide information for others.（告知）The adult’s

64、language has to serve many functions, these are gradually reduced to a set of highly coded and abstract functions.,語(yǔ)言功能,Functions of adult’s language: Ideational function, interpersonal function and textual function.概念功能

65、、人際功能、語(yǔ)篇功能The Ideational function（ 概念功能）： to convey new information unknown to the hearer. It is the meaning potential, used in all languages. It is to refer to categories of experience of the world.,語(yǔ)言功能,2.The interper

66、sonal function（人際功能）: it embodies all the uses of language to express social and personal relations; the ways the speaker enters into a speech situation and performs a speech act. It is realized by mood語(yǔ)氣 and modality情態(tài).

67、,語(yǔ)言功能,The Textual Function（語(yǔ)篇功能）: Language has mechanisms to make any stretch of spoken or written discourse into a coherent and unified text and make a living message different from a random list of sentences. “John saw

68、 a handbag in a field. John walked across a field and picked up a handbag.John took a handbag to the police station and John handed a handbag to a policeman.”,11. 一個(gè)新學(xué)派 ：認(rèn)知語(yǔ)言學(xué),認(rèn)知語(yǔ)言學(xué): 是不是一個(gè)新流派? 還是一個(gè)分支? 始于20世紀(jì)70年代, 關(guān)心語(yǔ)言與心智