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Lecture 2. Different directions of text linguistics
Problems for discussion:
The direction of the general theory of the text.
Text grammar and its research objects and tasks.
Text semantics and its research problems.
Text stylistics. The main problems of text stylistics. Cognitive style. Conceptual of stylistic means importance
Composition structure. The author's concept of idiocy.
1. Text as an Object of Linguistic Research
The text is a unit of language in use. It applies to any passage, spoken or
written, of whatever length, that does form a unified whole – a semantic unit. The
text is the object of studies of the branch of linguistics called text linguistics. Text
lingustics is a relatively new branch of language studies that deals with texts as
communication systems. At the early stage of its development in the 60s of the 20th
century, text linguistics dealt mainly with ways of expressing cohesion and
coherence and distribution of the theme and the rheme of an utterance according to
the rules of the functional sentence perspective. Its original aims lay in uncovering
and describing text grammars. The application of text linguistics has, however,
evolved from this approach to a point in which text is viewed in much broader
terms that go beyond a mere extension of traditional grammar towards an entire
text.
Contemporary text linguistics studies the text and its structure, its categories
and components as well as ways of constructing texts. Text linguistics takes into
account the form of the text, but also its setting, i.e. the way in which it is situated
in an interactional, communicative context. Both the author of a (written or
spoken) text as well as its addressee are taken into consideration in their respective
(social and/or institutonal) roles in the specific communicative context. In general
it is an application of linguistic analysis at the much broader level of text, rather
than just a sentence or word.
Despite the fact that there are many publications devoted to problems of text
linguistics, there does not exist an adequate definition of the text that would find
satisfaction with all researchers. The difficulties that arise when trying to work out
a universally acceptable definition of the text can be explained by the fact that
scholars study the text in its various aspects: grammatical, stylistic, semantic,
functional and so on.
The text can be studied as a product (text grammar) or as a process (theory
of text). The text-as-a-product approach is focused on the text cohesion, coherence,
topical organization, illocutionary structure and communicative functions; the textas-
a-process perspective studies the text production, reception and interpretation.
Text can be understood as an instance of (spoken or written) language use
(an act of parole), a relatively self-contained unit of communication. As a
‘communicative occurrence’ it meets seven criteria of textuality (the constitutive
principles of textual communication): cohesion, coherence, intentionality,
acceptability, informativity, situationality and intertextuality, and three regulative
principles of textual communication: efficiency, effectiveness and appropriateness
(cf. de Beaugrande and Dressler 1981, Malmjaer 1991)
Regulative Principles of Textual Communication
The principle of efficiency requires that a text should be used with a
minimum effort - hence the use of plain (stereotyped and unimaginative) language
which, however boring and unimpressive, is easy to produce and comprehend.
In contrast, effectiveness presumes leaving a strong impression and the
creation of favourable conditions for attaining a communicative goal; this
presupposes the use of creative (original, imaginative) language which, however
effective, may lead to communicative breakdown.
+The principle of appropriateness attempts to balance off the two above
principles by seeking an accord between the text setting and standards of textuality.
2. Cohesion and Coherence
Cohesion can be defined as the links that hold a text together and give it
meaning. The term cohesion was introduced by Halliday and Hasan in 1976 to
denote the way in which linguistic items of which texts are constituted are
meaningfully interconnected in sequences. Each piece of text must be cohesive
with the adjacent ones for a successful communication.
There are two main types of cohesion: grammatical, referring to the
structural content, and lexical, referring to the language content of the piece and a
cohesive text is created through many different ways. In Cohesion in English,
M.A.K. Halliday and Ruqaiya Hasan identify five general categories of cohesive
devices that create coherence in texts: reference, ellipsis, substitution, lexical
cohesion, and conjunction.
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