《英语文体学教程》

Chapter 1 Intro duction1

1.1 Definition of Stylistics1

1.2 Emergence of Stylistics as an Interdisciplinary Field of Study2

1.3 Two Import ant Assumptions of Stylistics5

1.4 The Goals，Components and Procedure of Stylistic Inquiry7

1.5 The Nature of Stylistic Analysis11

Notes12

Exercises13

2.1 Style as Deviance15

Chapter 2 Th ree Views on Style15

2.2 Style as Choice19

2.3 Style as Foregrounding23

Notes28

Exercises29

Chapter 3 Surface-structure Deviation30

3.1 Phonological Deviation30

3.1.1 Omission30

3.1.2 Mispronunciation and Sub-standard Pronunciation31

3.1.3 Special Pronunciation35

3.1.4 Change of Stress35

3.2.1 Shape of Text36

3.2 Grapho1ogical Deviation36

3.2.2 Type of Print38

3.2.3 Grammetrics41

3.3 Syntactic Deviation46

3.3.1 Unusual Clause Theme47

3.3.2 Deviant Phrase Structure50

3.3.3 Ellipsis52

3.4 Lexical Deviation54

3.4.1 Affixation55

3.4.2 Compounding57

3.4.3 Conversion59

Notes60

Exercises61

Chapter 4 Deep-structure Deviation72

4.1 Contradiction72

4.1.1 O xymoron72

4.1.2 Paradox73

4.2 Transference74

4.2.1 Synecdoche75

4.2.2 Metonymy76

4.2.3 Metaphor77

4.3.1 Overstatement81

4.3 Deception81

4.3.2 Understatement83

4.3.3 Irony86

4.4 Ambiguity89

Notes93

Exercises93

Chapter 5 Phonological Overregularity106

5.1 Phonemic P at terning106

5.1.1 Alliteration106

5.1.2 Rhyme109

5.1.3 Assonance117

5.1.4 Consonance119

5.1.5 Onomatopoeia120

5.2 Rhythmic Patterning125

5.2.1 Stress125

5.2.2 Metre127

5.2.3 Metrical Variation132

Notes138

Exercises138

6.1 Repetition148

6.1.1 Immediate Repetition148

Chapter 6 Syntactic Overregularity148

6.1.2 Intermittent Repetition150

6.2 Parallelism151

6.2.1 Large-scale Parallelism152

6.2.2 Small-scale Parallelism161

Notes163

Exercises164

Chapter 7 Cohesion of Foregrounded Features174

7.1 Example One174

7.2 Example Two176

7.3 Example Three181

Notes184

Exercises184

Chapter 8 Implications of Styli stice for Teaching English Lite rature189

8.1 A Brief Description of Students189

8.2 Implications of Stylistics for Defining the Aims of Teaching Literature191

8.3 Implication s of Stylistics for Devising class-room Literary Exercises194

8.4 The Advantages and Challenge s of a Sty-listic Approach to Teaching Literature207

Notes211

Exerci ses211

Bibliography213

General Indexwith Chinese Transiation)220