語言、語境和語篇：社會符號學視角下的語言面面觀（簡體書）

《西方語言學與應用語言學視野．語言、語境和語篇：社會符號學視角下的語言面面觀》的主體內容分為兩部分，分別由韓禮德和韓茹凱撰寫。韓禮德所撰寫的三章分別討論了情景語境、語言功能和語域變化三個關鍵的概念。他認為情景語境通常包含三個重要特徵：語場、語旨和語式；語言具有經驗功能、人際功能、邏輯功能和語篇功能四種主要的功能；語域是根據情景的需要，由語場、語旨和語式組成的不同的配置。韓茹凱分別從語篇結構和語篇組織的角度來探討語篇的整體性問題，認為語篇成分之間有明確的意義關係時，語篇才具有語篇組織或“語篇性”。《西方語言學與應用語言學視野．語言、語境和語篇：社會符號學視角下的語言面面觀》篇幅不長，內容精練，一直被視為系統功能語言學的奠基之作。．

韓禮德（Halliday），世界著名的語言學家。他在1947年至1950年先後於北京大學和嶺南大學在羅常培先生和王力先生的指導下學習；1951年至1955年跟隨劍橋大學弗斯（Firth）教授攻讀博士學位。韓禮德的系統功能語言學學說在世界，包括中國的語言學界產生了很大的影響。韓茹凱（RuqaiyaHasan），現任澳大利亞麥考瑞大學資深教授。她在文體學、文化、語境與語篇、詞匯語法及語義變異等領域進行了大量的研究，對系統功能語言學的發展作出了重大貢獻。．

《語言、語境和語篇:社會符號學視角下的語言面面觀》篇幅不長，內容精練，一直被視為系統功能語言學的奠基之作。

《西方語言學視野》總序《語言、語境和語篇——社會符號學視角下的語言面面觀》導讀作者簡介原書第一部分 韓禮德第1章 情景語篇導論社會符號學視角下的語言語言、語境與語篇什麼是語篇情景語篇的三個特徵第2章 語言的功能導論功能是語言的基本屬性語篇與情景語境的關係語篇中的功能和意義第3章 語域變化導論語言學與語境的情景特徵語篇的語場語篇的語旨語篇的語式語境與語篇——二者相互預測語域的概論語域的變化語域和方言小結 語篇、語境與學習作為元功能結構的語篇情景語境文化語境互文性連貫性語篇、語境與學習第二部分 韓茹凱第4章 語篇結構導論什麼是語篇結構語篇及其語境語境配置語篇4.1及其語境語篇4.1的結構語篇及其體裁——語類結構潛勢結構潛勢中必選成分的作用語境、類型和語篇結構第5章 語篇組織導論什麼是語篇組織語篇組織、銜接紐帶和銜接手段語篇5.1和5.2的語篇組織語篇組織和語篇的連貫語篇組織、連貫和教師第6章 語篇的身份導論配置的要素體裁的要素語篇及其獨特性小結 通過語境中的語篇進行學習參考文獻推薦閱讀書目專業術語致謝．

In presenting the texts, Malinowski adopted various methods. Hegave a free translation, which was intelligible, but conveyed nothingof the language or the culture; and a literal translation, which mimickedthe original, but was unintelligible to an English reader. His principaltechnique, however, was to provide a rather extended commentary. Thiscommentary, clearly, was not the same thing as the kind of commen-tary that a classical philologist engages in when he or she edits and trans-lates some ancient written text. Rather it was the kind of commentarythat placed the text in its living environment. Up to that time, the word'context'in English had meant 'con-text'; that is to say, the words andthe sentences before and after the particular sentence that one waslooking at. Malinowski needed a term that expressed the total environ-ment, including the verbal environment, but also including the situa-tion in which the text was uttered. So with some apologies, in an articlewritten in 1923, he coined the term CONTEXT OF SITUATION （Malinowski1923）. By context of situation, he meant the environment of the text.
For example, Malinowski studied the language used in a fishingexpedition when the islanders went in their canoes outside the lagooninto the open sea to fish; when they had caught a cargo of fish, theyhad the problem of navigating a rather difficult course through the reefsand back into the lagoon. As they came in, they were constantly in com-munication with those on the shore. They could shout instructions toeach other, and they were, so to speak, talked in, in the way that anaircraft is talked down when it is coming in to land. Furthermore, therewas an clement of competition, a race between the different canoes.
This kind of language was very much pragmatic language. It waslanguage in action, in which it was impossible to understand the messageunless you knew what was going on, unless you had some sort of audio-video record of what was actually happening at the time. So Malinowskiprovided this account in his work. He described the fishing expedition.He described the return of the canoes and the way in which the peoplein the boats and the people on the shore were interacting with each other.
But he also saw that it was necessary to give more than theimmediate environment. He saw that in any adequate description, itwas necessary to provide information not only about what was hap-pening at the time but also about the total cultural background, becauseinvolved in any kind of linguistic interaction, in any kind of conversa-tional exchange, were not only the immediate sights and sounds sur-rounding the event but also the whole cultural history behind theparticipants, and behind the kind of practices that they were engagingin, determining their significance for the culture, whether practical orritual. All these played a part in the interpretation of the meaning.