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1、<p><b> 原文:</b></p><p> Types of Grammatical Metaphors in Harry Potter and the Prisoner of Azkaban</p><p> Nesa Nabifar, Hamed Kazemzad</p><p> Grammatical Meta
2、phor (GM) is one of the fresh language phenomena introduced by Halliday (1985) in the framework of functional grammar. Thompson (2004) states that the salient source of GM would be ‘Nominalization’ where a noun form atte
3、mpts to represent a verb form or in other words, a verb form with its different process is represented in a noun form. He continues that any wording is ought to be either metaphorical or congruent wording. In this study
4、the story of Harry Potter and the Prisoner o</p><p> Keywords: Grammatical Metaphors, Types, Harry Potter and the Prisoner of Azkaban</p><p> Many language studies involve the exploration of t
5、he relationship between language and meaning. In fact, the relationship between words and meanings in one hand, and how they make such a meaningful make up on the other hand have always been of paramount interest for man
6、y of language scholars. Systemic Functional Linguistics (SFL), based on the work of Halliday (1985), deals with this relationship by developing the concept of Grammatical Metaphor (GM). GM is a phenomenon arising from th
7、e stratifi</p><p><b> Metaphor</b></p><p> Metaphor is one of the well-known phenomena in language and literature. It has always received a lot of attention from different discipli
8、nes such as philosophy, psychology, linguistics and literary studies (Taverniers, 2004). Metaphor, in fact, is a kind of movement in which one thing is moved beyond itself to be something different (Taverniers, 2004). Fo
9、llowing are two examples:</p><p> The present study was conducted with the aim of identifying types of ideational grammatical metaphors and types of processes in Harry Potter and the Prisoner of Azkaban. Th
10、is part elaborates on methodological dimensions, i.e., the data collection, explaining the procedure, the research design, as well as the data analysis.</p><p> Research Questions</p><p> Base
11、d on the nature of the comparative studies, the following study attempts to find the answer to the following questions:</p><p> Does J.K. Rowling employ GM in writing two chapters of the Harry Potter and th
12、e Prisoner of Azkaban?</p><p> b. Based on the first question, what is the semantic choice of GM in two chapters of Harry Potter and the Prisoner of Azkaban? </p><p><b> Material</b&
13、gt;</p><p> Harry Potter and the Prisoner of Azkaban is the third novel in the Harry Potter series written by J. K. Rowling. The book was published on 8 July 1999. The novel won the 1999 Whitbread Book Awar
14、d, the Bram Stoker Award, the 2000 Locus Award for the Best Fantasy Novel, and it was short-listed for other awards, including the Hugo. A film based on the novel was released on 31 May 2004, in the United Kingdom and 4
15、June 2004 in the U.S. as well as in many other countries. Two chapters of this book wa</p><p> In this part, the first two chapters of Harry Potter and the Prisoner of Azkaban is analyzed on the basis of th
16、e definitions of GM presented by Thompson (2004) and Ravelli (1985). As mentioned previously ,GM is a tool to express a verb form in a noun form in order to increase the lexical density of the language in one hand and ma
17、king it an adult way of speaking and writing on the other hand. GM seems to be a new notion for the researchers and research studies of language and to be specific, it i</p><p> Metaphorical Wording:</p&
18、gt;<p> Example 1. Remembering their last meeting as he stood in the dark window,</p><p> Congruent wording:</p><p> Example 2. Remembering the last time that they met each other as he
19、 stood in the dark window,</p><p> The lexical density acquired by Concordance software for the metaphorical wording is 11 words while the same for congruent wording is 16 words. As stated, a core character
20、istic of nominalization as a GM is that it turns actions into things, thus Nominalizations give existence to things; in particular, they create conceptual objects. </p><p> Conclusion</p><p>
21、This paper investigated a particular lexico-grammatical resource, to which SFL refers to as IGM, in the story of Harry Potter and the Prisoner of Azkaban, as one of the bestselling books with wide world critical and read
22、ership success. The reason for choosing this source for a detailed linguistic analysis was its global fame. In these two stories, the use of GM, as one of the main characteristics of highly literal texts, has made the to
23、ne of the writing to sound more abstract and more formal thr</p><p> References</p><p> Eggins, S. (1994). An introduction to systemic functional linguistics. London: Continuum.</p><
24、;p> Halliday, M.A.K. (1978). Language as a social semiotic. London: Edward Arnold.</p><p> Halliday, M. A. K. (1985). An introduction to functional grammar. London: Arnold.</p><p> Hallida
25、y, M. A. K.(1989).Spoken and written language. London:Oxford.</p><p> Halliday, M. A. K.(1998).Things and relations :Re-grammaticising experience as technical knowledge. In JR. Martin & R.Veelceds, Read
26、ing science :critical and functional perspectives on discourses of science (pp.185-235).London:Routledge..</p><p> Halliday, M. A. K. (1999). New ways of meaning: The challenge to applied Linguistics. In J.
27、 Webster (Eds.), (volume 3). London: Continuum.</p><p> Halliday, M. A. K. (2003). On the architecture of human language. In J. Webster (Eds.), On Language and Linguistics (volume 3,pp.123-150). London: Con
28、tinuum.</p><p> Halliday, M. A. K. & Matthiessen, C. M. I. M. (1999). Construing experience through meaning: Alanguage-based approach to cognition. london: continuum.</p><p> Halliday, M.A
29、.K. & Matthiessen,C.M. I. M. (2004). An introduction to functional grammar. London: Arnold.</p><p> Martin, J.R. (1992). English Text: System and structure. Amsterdam: Benjamins.</p><p> M
30、artin, J. R. , Matthiessen, M. I. M., & Painter, C. (1979). Working with functional grammar. New York: Arnold.</p><p> Painter, C. (2005). The development of language as a resource for learning. In A. H
31、ewings & M. Hewings (Eds.), Grammar and Context: An Advanced Resource Book, (pp.183-201). London: Routledge.</p><p> Ravelli, J.L.(1985). Metaphor, mode and complexity: An exploration of co-varying patt
32、erns. B.A. (Hons) thesis, Department of Linguistics, University of Sydney.</p><p> Ravelli, J. L. (1988). Grammatical metaphor: An initial analysis. In E. Steiner & R. Veitman (eds.) Oragmatics, Discour
33、se and text: Some systemically-inspired approaches (pp133-147). London & New York: Pinter.</p><p> Ravelli, J. L. (1999). Metaphor, mode and complexity: An exploration of co- varying patterns. (Monograp
34、hs in Systemic Linguistics, 12.) Nottingham: Department of English and Media Studies, Nottingham Trent University.</p><p> Ravelli, J. L. (2003). Renewal of Connection: Integrating Theory and Practice in an
35、 Understanding of Grammatical Metaphor. In A. Simon-Vandenbergen, M. Taverniers, & J. L. Ravelli (Eds.), Grammatical metaphor: views from systemic functional</p><p> linguistics, pp(234-332). Amsterdam/
36、Philadelphia: John Benjamins.</p><p> Taverniers. M. (2002) Systemic-Functional Linguistics and the notion of grammatical metaphor. A theoretical study and a proposal for a semiotic-functional integrative m
37、odel. PhD dissertation, University of Ghent.</p><p> Taverniers, M. (2004). Interpersonal grammatical metaphor as double scoping and double grounding. In A. Simon- Vandenbergen, M. Taverniers, & J. L. R
38、avelli (Eds.),</p><p> Grammatical metaphor: Views from systemic functional linguistics (pp.26-45). Amsterdam/Philadelphia: John Benjamins.</p><p> Thompson, J. (2004). Introducing functional
39、grammar. London: Arnold.</p><p> Vandenbergen, S., Marie, A., Taverniers, M., & Ravelli, L. (2003).Grammatical metaphor: views from systemic functional linguistics (ed.). Amsterdam: Benjamins.</p>
40、<p> Yanning, Y. (2008). Typological interpretation of differences between Chinese and English ingrammatical metaphor. Language Sciences Issue( 7). 30-34.</p><p><b> 譯文:</b></p>&
41、lt;p> 《哈利波特與阿茲卡班的囚徒》中語(yǔ)法隱喻類型</p><p> Nesa Nabifar, Hamed Kazemzad</p><p> 如覺(jué)得本文不是很契合您的要求,可伽恢信:jpd八八零三一五。(八八零三一五是數(shù)字),本人多年的找外文文獻(xiàn)經(jīng)驗(yàn)以及多年的翻譯經(jīng)驗(yàn)可以幫助您哦。</p><p> 語(yǔ)法隱喻(GM)是韓禮德Halliday(1
42、985)在功能語(yǔ)法框架中介紹的新語(yǔ)言現(xiàn)象之一。 湯普森(2004)指出很明顯GM的來(lái)源是'名詞化',意在試圖用名詞形式去表示動(dòng)詞形式,換而言之就是用名詞形式去替代具有不同動(dòng)作的動(dòng)詞形式。他繼續(xù)說(shuō)道任何措辭都應(yīng)該是隱喻性的或者一致性的。在這項(xiàng)研究中,對(duì)哈利波特與阿茲卡班囚徒故事的前兩章進(jìn)行了分析以探尋語(yǔ)法隱喻(GM)在其中的應(yīng)用。本次研究研究?jī)A向于在哈利波特和阿茲卡班的囚徒的頭兩章中去識(shí)別語(yǔ)法隱喻名詞化類型的實(shí)例,并提供一
43、致性的措詞。接下來(lái)就是將一致性的措辭與隱喻性措辭進(jìn)行比較,以便找出每個(gè)措辭的詞匯密度。 通過(guò)使用Concordance軟件獲得詞匯密度。研究的結(jié)果以一種非常明確的方式表明了語(yǔ)法隱喻(GM)在成人寫(xiě)作中的優(yōu)勢(shì),這被韓禮德(1985)認(rèn)為是關(guān)于語(yǔ)法隱喻(GM)最值得關(guān)注的一點(diǎn)。統(tǒng)計(jì)的結(jié)果顯示,語(yǔ)法隱喻(GM)的應(yīng)用提升了詞匯密度,這也是Halliday(2004)聲稱的關(guān)于GM的另一突出的特點(diǎn)。根據(jù)這項(xiàng)研究的結(jié)果,可以為學(xué)術(shù)寫(xiě)作和閱讀以及參
44、與寫(xiě)作和閱讀教學(xué)的教師提供一些啟示。</p><p> 關(guān)鍵詞:語(yǔ)法隱喻(GM),類型,哈利波特與阿茲卡班的囚徒</p><p> 許多的語(yǔ)言研究大部分都是涉及語(yǔ)言和語(yǔ)意之間關(guān)系的探索。 事實(shí)上,語(yǔ)言與語(yǔ)意之間的關(guān)系是研究的一方面,而另一方面如何進(jìn)行有意義的構(gòu)造一直是許多語(yǔ)言學(xué)者最感興趣的問(wèn)題。基于Halliday(1985)之前所做的研究工作,系統(tǒng)功能語(yǔ)言學(xué)(SFL)通過(guò)進(jìn)一步拓展語(yǔ)
45、法隱喻(GM)的概念來(lái)處理這種關(guān)系。語(yǔ)法隱喻是一種語(yǔ)言內(nèi)容層面的分層現(xiàn)象。 根據(jù)SFL,語(yǔ)言是一個(gè)復(fù)雜的符號(hào)系統(tǒng),具有不同的層次(Halliday&Matthiessen,1999)。另一方面,任何語(yǔ)言的內(nèi)容層面都圍繞著語(yǔ)義學(xué)和詞法學(xué)這兩個(gè)層面展開(kāi)的(Yanning,2008)。</p><p> 語(yǔ)義層面說(shuō)的是將人類經(jīng)驗(yàn)和人際交往關(guān)系轉(zhuǎn)化為意義的過(guò)程,而詞匯語(yǔ)法層面則融合了語(yǔ)言的詞匯和語(yǔ)法部分,它更進(jìn)一步地將
46、語(yǔ)意轉(zhuǎn)化為措詞。 Halliday和Matthiessen(1999)表示語(yǔ)言中的語(yǔ)義和詞匯語(yǔ)法層次是可以建立起聯(lián)系的。在人類語(yǔ)言的發(fā)展過(guò)程中,這種關(guān)系的實(shí)現(xiàn)首先演變?yōu)閷⒄Z(yǔ)義單元一致映射到詞匯語(yǔ)法單元的模式。例如,語(yǔ)義單位序列是通過(guò)復(fù)合詞的語(yǔ)法范疇來(lái)一致實(shí)現(xiàn)的。一致模式并不是唯一的實(shí)現(xiàn)形式,因?yàn)榉謱觾?nèi)容有可能重新調(diào)整語(yǔ)義單元和詞法單元之間的映射關(guān)系。例如,語(yǔ)義單位序列可以在語(yǔ)法上整理為一個(gè)子句,甚至是一組語(yǔ)句而不是一個(gè)子句復(fù)合體。正如H
47、alliday和Matthiessen(1999)所定義的,這種語(yǔ)義和詞匯語(yǔ)法之間關(guān)系的重新排序是一種語(yǔ)法隱喻現(xiàn)象。出于這個(gè)原因,研究人員希望本研究能夠揭示關(guān)于哈利波特與阿茲卡班囚徒所使用的語(yǔ)法隱喻的語(yǔ)言學(xué)知識(shí)以幫助作家、讀者、教師、學(xué)生和翻譯者更有效地理解語(yǔ)言。</p><p><b> 隱喻</b></p><p> 隱喻是語(yǔ)言和文學(xué)中眾所周知的現(xiàn)象之一。 它
48、一直受到哲學(xué)、心理學(xué)、語(yǔ)言學(xué)和文學(xué)研究等不同學(xué)科的重視(Taverniers,2004)。 事實(shí)上,隱喻是一種轉(zhuǎn)移,在轉(zhuǎn)移的過(guò)程中,某一事物超越自我的范疇而變得與之前不同(Taverniers,2004)。 </p><p> 本研究旨在確定哈利波特與阿茲卡班囚徒的語(yǔ)法隱喻類型和過(guò)程類型。 這一部分詳細(xì)闡述了研究方法這一維度,即數(shù)據(jù)收集、解析步驟、研究設(shè)計(jì)以及數(shù)據(jù)分析。</p><p>
49、<b> 研究的問(wèn)題</b></p><p> 基于比較研究的本質(zhì),接下來(lái)的研究試圖找到以下問(wèn)題的答案:</p><p> a. J.K. 羅琳在編寫(xiě)哈利波特與阿茲卡班囚徒前兩章的時(shí)候是否運(yùn)用了 語(yǔ)法隱喻?</p><p> b. 基于第一個(gè)問(wèn)題,哈利波特與阿茲卡班囚徒的前兩章中語(yǔ)法隱喻的語(yǔ)義選擇是什么?</p>
50、;<p><b> 材料</b></p><p> 哈利波特與阿茲卡班的囚徒是J. K. 羅玲編寫(xiě)的第三部哈利波特系列小說(shuō)。 這本書(shū)于1999年7月8日出版。這部小說(shuō)贏得了1999年惠特布萊德圖書(shū)獎(jiǎng),布萊姆斯托克獎(jiǎng),2000年度最佳幻想小說(shuō)洛克斯獎(jiǎng),并且還獲得了包括雨果文學(xué)獎(jiǎng)在內(nèi)的其他獎(jiǎng)項(xiàng)。 基于這部小說(shuō)的電影于2004年5月31日在英國(guó)和2004年6月4日在美國(guó)以及其他許
51、多國(guó)家發(fā)行。 本書(shū)的兩章被選中用于識(shí)別IGM。</p><p> 在這一部分,根據(jù)湯普森(2004)和拉韋利(1985)提出的對(duì)GM的定義,分析了哈利波特和阿茲卡班囚徒的前兩章。 如前所述,GM是一種用名詞形式表達(dá)動(dòng)詞形式的載體以便一方面增加語(yǔ)言的詞匯密度,另一方面使其成為一種成人說(shuō)話和寫(xiě)作的方式。語(yǔ)法隱喻似乎是研究者和語(yǔ)言研究的新領(lǐng)域,具體而言,它是對(duì)系統(tǒng)功能語(yǔ)言學(xué)感興趣的學(xué)者們新的研究對(duì)象。</p&g
52、t;<p><b> 隱喻式</b></p><p> 例一:他站在漆黑的窗戶旁邊,記住了他們之間的最后一次會(huì)面。</p><p><b> 一致式</b></p><p> 例二:他站在漆黑的窗戶旁邊,記住了他們最后一次彼此相遇的時(shí)間。</p><p> 通過(guò)Concord
53、ance軟件獲得了隱喻式的詞匯密度為11個(gè)單詞,而對(duì)應(yīng)的一致式詞匯密度為16個(gè)單詞。如前所述,作為語(yǔ)法隱喻的名詞化的核心特征是它將行動(dòng)轉(zhuǎn)化為事物,因此名詞化為事物提供了存在的可能性;特別是他們創(chuàng)造了概念性的對(duì)象。</p><p><b> 結(jié)論</b></p><p> 本文究了作為世界上最受好評(píng)和最暢銷書(shū)之一的利波特與阿茲卡班囚徒的故事中的一種獨(dú)特的詞匯語(yǔ)法資源
54、,也就是SFL所指的IGM。選擇這個(gè)它作為資料來(lái)源進(jìn)行詳細(xì)的語(yǔ)言分析是原因它享譽(yù)全球。在這兩個(gè)故事中,使用了語(yǔ)法隱喻作為高度文字化文本的主要特征之一,通過(guò)以簡(jiǎn)明扼要的方式高質(zhì)量地傳遞信息,為寫(xiě)作定下更抽象和更正式的基調(diào)。因此,可以得出結(jié)論,語(yǔ)法隱喻的使用是文學(xué)話語(yǔ)中的理想手段。</p><p><b> 參考文獻(xiàn)</b></p><p> Eggins, S. (
55、1994). An introduction to systemic functional linguistics. London: Continuum.</p><p> Halliday, M.A.K. (1978). Language as a social semiotic. London: Edward Arnold.</p><p> Halliday, M. A. K.
56、(1985). An introduction to functional grammar. London: Arnold.</p><p> Halliday, M. A. K.(1989).Spoken and written language. London:Oxford.</p><p> Halliday, M. A. K.(1998).Things and relation
57、s :Re-grammaticising experience as technical knowledge. In JR. Martin & R.Veelceds, Reading science :critical and functional perspectives on discourses of science (pp.185-235).London:Routledge..</p><p>
58、 Halliday, M. A. K. (1999). New ways of meaning: The challenge to applied Linguistics. In J. Webster (Eds.), (volume 3). London: Continuum.</p><p> Halliday, M. A. K. (2003). On the architecture of human la
59、nguage. In J. Webster (Eds.), On Language and Linguistics (volume 3,pp.123-150). London: Continuum.</p><p> Halliday, M. A. K. & Matthiessen, C. M. I. M. (1999). Construing experience through meaning: A
60、language-based approach to cognition. london: continuum.</p><p> Halliday, M.A.K. & Matthiessen,C.M. I. M. (2004). An introduction to functional grammar. London: Arnold.</p><p> Martin, J.
61、R. (1992). English Text: System and structure. Amsterdam: Benjamins.</p><p> Martin, J. R. , Matthiessen, M. I. M., & Painter, C. (1979). Working with functional grammar. New York: Arnold.</p>&l
62、t;p> Painter, C. (2005). The development of language as a resource for learning. In A. Hewings & M. Hewings (Eds.), Grammar and Context: An Advanced Resource Book, (pp.183-201). London: Routledge.</p><
63、p> Ravelli, J.L.(1985). Metaphor, mode and complexity: An exploration of co-varying patterns. B.A. (Hons) thesis, Department of Linguistics, University of Sydney.</p><p> Ravelli, J. L. (1988). Grammati
64、cal metaphor: An initial analysis. In E. Steiner & R. Veitman (eds.) Oragmatics, Discourse and text: Some systemically-inspired approaches (pp133-147). London & New York: Pinter.</p><p> Ravelli, J.
65、 L. (1999). Metaphor, mode and complexity: An exploration of co- varying patterns. (Monographs in Systemic Linguistics, 12.) Nottingham: Department of English and Media Studies, Nottingham Trent University.</p>&l
66、t;p> Ravelli, J. L. (2003). Renewal of Connection: Integrating Theory and Practice in an Understanding of Grammatical Metaphor. In A. Simon-Vandenbergen, M. Taverniers, & J. L. Ravelli (Eds.), Grammatical metapho
67、r: views from systemic functional</p><p> linguistics, pp(234-332). Amsterdam/Philadelphia: John Benjamins.</p><p> Taverniers. M. (2002) Systemic-Functional Linguistics and the notion of gram
68、matical metaphor. A theoretical study and a proposal for a semiotic-functional integrative model. PhD dissertation, University of Ghent.</p><p> Taverniers, M. (2004). Interpersonal grammatical metaphor as
69、double scoping and double grounding. In A. Simon- Vandenbergen, M. Taverniers, & J. L. Ravelli (Eds.),</p><p> Grammatical metaphor: Views from systemic functional linguistics (pp.26-45). Amsterdam/Phil
70、adelphia: John Benjamins.</p><p> Thompson, J. (2004). Introducing functional grammar. London: Arnold.</p><p> Vandenbergen, S., Marie, A., Taverniers, M., & Ravelli, L. (2003).Grammatical
71、 metaphor: views from systemic functional linguistics (ed.). Amsterdam: Benjamins.</p><p> Yanning, Y. (2008). Typological interpretation of differences between Chinese and English ingrammatical metaphor. L
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