Difference between revisions of "Classroom:TYSK3302 Discourse relations"
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Latest revision as of 19:51, 1 April 2017
Discourse Relationen
--Dorothee (talk) 21:40, 1 April 2017 (CEST) Die Textanalyse wird in der Übersetzungswissenschaft immer wieder als ein wichtiger Bestandteil des Übersetzens selbst. aber auch der Übersetzungstheorie genannt. Im Folgenden führe ich einige Relationen auf, die Halliday lexikalisch fundierte Discourse Relationen nennt.[1]
In unseren Übungen haben wir einige dieser Relationen benutzt, um ein kleines informellen Modell für zwei norwegische Ausgangstexte zu bilden. Für den Sachtext den wir untersucht haben, war es wichtig, die Argumentationsstruktur zu erkennen und bestimmte rhetorische Figuren zu bennen. Einen Sketch dieses Modells finden Sie in Ihren Unterrichtunterlagen online. Für den literarischen Text, den wir untersucht haben, haben wir festgestellt, dass es wichtig ist mit "Ankern" zu arbeiten, die uns die temporale, räumliche und soziale Verankerung des Textes darstellen lassen. Wir haben den Handlungsverlauf beschrieben und Hauptszenen und ihren gefühlten "Wert" für uns die Leser versucht darzustellen.
Lexikalisch fundierte Discourse Relationen finden Sie in den folgenden sortierbaren Tabellen. Die Tabellen und damit auch die eingeführten Kategorien sind in Englisch gehalten.
Lexikalisch fundierte Discourse Relationen
| Sense | Grammatical category | Connective |
|---|---|---|
| condition | conjunction | hvis |
| condition | conjunction | når |
| goal | conjunction | for å |
| sequence/temporal | conjunction | og |
| list | conjunction | og |
| precedence | adverb | etterpå |
| precedence | adverb | så |
| specification | multi-word expression | for eksempel |
| supplement | adverb | alias |
| disjunction | conjunction | eller |
| temporal | conjunction | når |
Tags für Discourse Relationen und ihre Bedeutung
| Sense tag | Meaning | Descriptive Definition | Example |
|---|---|---|---|
| ASS | assert | Introduces a (new) topic, normally to be developed in the following sequence | Jeg og vennene mine driver med blogg. |
| COM | compare | Point out similarity or points of correspondence
between two states, events, ideas, objects or statements |
(Jeg tror at barna hadde det fint) men ikke like fint som vi har det i dag |
| ASSdesc | assert through description | Introduce a new setting, character or atmosphere of a narrative | Det var morgen. (Morten våknet til en ny dag...) |
| ASSnar | assert through narration | Introduce a new narrative event or action that is not causally or hyponymically related to a previous event or action | (nytt avsnitt:)Morten gikk ut av teltet og bort til bålet. |
| CONCES | concession | (Vi hadde det bra i hula) selv om det var lite mat noen ganger | |
| COND | condition | Når man går går på skulen, lærer ein å lese, skrive, rekne... | |
| CAUS | cause | Identify the external cause of an event or evaluation. To be distinguished from reason
or purpose |
(Det er bra å gå på skule) for da får dei vener (og da...) |
| CONCLD | conclude | Draw a logical conclusion on the basis of previously
presented premises |
|
| EVAL | evaluate | Make a value judgement, state an opinion or
indicate a preference. Also used to indicate the significance of an object, idea or event previously introduced |
(Alle skal få ein utdanning), og det er bra at barn går på skule... |
| META | meta-statement | Make a statement about the text itself | Nå skal jeg svare på spørsmålene dine! |
| QUE | question | Ask a question that will be answered in a
following unit. |
Hva ville du gjort? (Valgt en venn som...) |
| RESULT | result | Indicate an effect, outcome, result or
consequence |
(Pappa og mamma jobber så mye) så jeg er ofte alene hjemme |
| SUM | summarise | Make a statement that summarises previous,
more specific statements, without drawing logical conclusions (vs. conclude) |
Ja, det var det jeg gjør på dataen. |
| CONT | contrast | Point out difference(s) between two events,
objects or ideas, openly signalled or inferred |
(FNs barnekomvensjon har bestemt at barn skal få gå på skulen). Det er 75 mill som ikkje får skulegang. [inferred contrast] |
| DIS | disjunction | ||
| PURP | purpose | ||
| GEN | generalise | Make a more general statement that builds
on/includes previous specific statements |
|
| JUX | juxtapose [=alternative?] | <Could you give an example? cf (...hvis vennen din bommer på målet... Du må si: )Ååh, så synd. Du klarer det neste gang, ikke : Herregud, hvorfor gjorde du det, din fjott? | |
| LIST | list | <how is this tag different from Conjunction? NP list here, or clause list? | |
| PRES | precedence | <hov is tis different from ASSnarr or SEQ? | |
| REASON | reason | Indicate the internal reason of an animate subject for some (course of) action or inference | Jeg var sint (så jeg ville ikke snakke med henne) |
| RESTATE | restate | Rephrase or repeat a a previous assertion at
approximately the same level of generality |
|
| SEQ | sequence temporally | Indicate the temporal unfolding of a sequence of events or actions | |
| SPEC | specify | enumerate specific facts or details | (Jeg og vennene mine driver med blogg.) Blogg er en nettside om meg selv. |
| REACT | physical or mental actions | Indicates physical or mental actions or change of states of
animates which result from previously introduced actions, events or states. REACT is differentiated from RESULT by being open to choice or idiosyncracy |
|
| RESP | respond | Reply to a question in dialogue (direct, indirect
or inferred) |
|
| N-FUNC | non-functional |
- ↑ Halliday, M.A.K. 1994. Introduction to Functional Grammar London, New York, Arnold.