YEREVAN STATE UNIVERSITY GAYANE GIRUNYAN TEXT – DISCOURSE – KNOWLEDGE (An Introductory Course in Textlinguistics) YEREVAN YSU PRESS 2017 1 ՀՏԴ 81′42(075.8) ԳՄԴ 81.2-5ց73 Գ 610 Դասագիրքը երաշխավորված է ԵՊՀ անգլիական բանասիրության ամբիոնի և ռոմանագերմանական բանասիրության ֆակուլտետի գիտխորհրդի կողմից Խմբագիր՝ բ.գ.թ., պրոֆեսոր Ա. Չուբարյան Գրախոսներ՝ բ.գ.դ., պրոֆեսոր Շ. Պարոնյան բ.գ.թ., դոցենտ Գ. Հարությունյան բ.գ.թ., դոցենտ Գ. Հովսեփյան բ.գ.թ., դոցենտ Կ. Քոչունց Երևանի ռուս-հայկական համալսարանի օտար լեզուների ամբիոն ԵՊԼՀ անգլերենի բառագիտության և ոճաբանության ամբիոն Girunyan G. Գ 610 ՏԵՔՍՏ – ԴԻՍԿՈւՐՍ – ԳԻՏԵԼԻՔ. ՏԵՔՍՏԻ ԼԵԶՎԱԲԱՆՈւ- ԹՅԱՆ ՆԵՐԱԾՈւԹՅՈւՆ: Դասագիրք: -Եր.: ԵՊՀ հրատ., 2017, 376 էջ + 6 էջ ներդիր: Գիրքը նվիրված է լեզվական բարձրագույն միավորի՝ տեքստի առանձնահատ- կությունների տեսական լուսաբանմանը՝ տեքստ – դիսկուրս – գիտելիք թեմատիկ ծա- վալմամբ և ի մի է բերում միջգիտակարգային այս ոլորտին առնչվող հիմնական հարցադրումներն ու մոտեցումները: Այն նախատեսված է որպես դասագիրք մասնա- գիտական ֆակուլտետների մագիստրատուրայի բաժնի ուսանողների համար, ինչ- պես նաև կարող է օգտակար լինել տեքստի հետազոտությամբ զբաղվող մասնագետ- ների համար: ՀՏԴ 81′42(075.8) ԳՄԴ 81.2-5ց73 ISBN 978-5-8084-2204-9 YSU Press, 2017 Girunyan G., 2017 2 PREFACE The interdisciplinary field of textual studies is extensive, with significant theoretical developments on the basis of impressive bodies of empirical data. Along with the wealth of information on such studies, the complexities of presenting the sphere in the form of a textbook are also conditioned by the nature of the phenomenon of text itself, whose dimensions can be discovered from a variety of perspectives: linguistic, semiotic, pragmatic, psychological, cognitive, etc. The present textbook is an attempt to outline the sphere of textual studies along the axis text – discourse – knowledge: a framework, developing awareness of which is a worthwhile and at the same time demanding objective. And so a number of observations seem necessary from the start. The first is that no textbook can, or even should, cover all the issues of theoretical significance. Rather, it should be designed so as to enable students to explore their own routes to specialized knowledge, as well as motivate them to know more. Secondly, the now classical textbooks, or other informative sources keep their validity, and it is hardly a noble task to try to replace all of them with one book. Finally, as is the case with any textbook, this one too can be effective if it is used creatively (e.g. in choosing, or extending the readings), in accordance with the background of the students, their changing scholarly interests, etc. The textbook comprises five sections. Section A. Text – Textuality – Interdiscursivity – Context, includes lectures and speaking assignments, and is meant to guide into the next section. Section B. Reading Assignments, is composed of diverse passages from theoretical sources, and with the 3 questions following each passage is meant for further discussion. The readings are presented as thematic categories for convenience. However, such grouping is conventional to a certain extent, and as required by the academic process, structural variations/ combinations are possible (in choosing the topics, sources, etc, or specifying the tasks). Section C. Textual Genres: From Definition to Play, presents three co-authorship articles on text types and genres not published before. Along with the investigative aspects, the articles can be noted for the factual material of analysis: lectures, the genres of jocular definitions and riddles, the very choice of which is aimed to stress the awareness of transference of knowledge – whether in the context of academic communication, or as part of literary/ cultural tradition. D. Reflective-Creative Assignments are meant to activate the students’ meta-cognitive skills, and to enable a better awareness of text as a multi-modal phenomenon. Through text-production, and further reflection on their own verbalization, students are expected to test their knowledge of the field, exchange views and experiences. Reflecting on artistic compositions is seen here as a finer and more creative type of meta-awareness. Section E. Glossary of Terms (English- Armenian) includes the terminological lexis of the area, and their counterparts in Armenian (for part of the more recent terms having no equivalents in Armenian the author has proposed variants). Acknowledgements I would like to thank all those colleagues who have helped me with their specialist advice and practical support, as well as 4 those who have made their contribution in the form of the co- authorship articles presented in Section C of this book: Professor Astghik Chubaryan, and the younger researchers Lilit Sargsyan, Tatev Gyurjyan and Lilit Harutyunyan. 5 Contents PREFACE .................................................................................. 3 A. TEXT – TEXTUALITY – INTERDISCURSIVITY – CONTEXT TEXT LINGUISTICS: Introduction ........................................... 8 TEXT LINGUISTICS: General Tendencies and Main Areas of Investigation ...................................................... 17 DISCOURSE AND TEXT ....................................................... 29 TEXT AS A PRODUCT OF VERBAL ART ........................... 41 TEXTUALITY: Standards ........................................................ 52 TYPOLOGY OF TEXTS: Functional Styles, Genres; Text-Typological Competence .................................................. 65 TEXT, COMMUNICATION, MULTIMODALITY ............... 78 KNOWLEDGE AND THE COGNITIVE DIMENSION OF TEXT .................................................................................. 88 Speaking Assignments ............................................................ 126 B. FURTHER READING ASSIGNMENTS Text, Discourse, Context ......................................................... 134 Verbal Interacton, Utterance, Interactants, Speech Act Analysis ............................................................... 153 Information Structure, Coherence, Inferencing, Interpretation ........................................................................... 177 Cohesion, Discourse Markers, Deixis, Textual Resources ..... 192 The Cognitive Perspective: Entailment, Presupposition, Conceptual Domains ............................................................... 207 Socio-Cognitive Aspects of Discourse and Interaction .......... 215 Style, Register, Norm, Cultural Connotations ........................ 229 Development of the Discipline ............................................... 244 6 C. TEXTUAL GENRES: FROM DEFINITION TO PLAY Astghik Chubaryan, Lilit Sargsyan THE TEXT-ORGANIZING FUNCTION OF COMPRESSION IN ENGLISH SCIENTIFIC DISCOURSE ............................ 270 Gayane Girunyan, Tatev Gyurjyan WORD-PLAY IN JOCULAR DEFINITIONS ...................... 286 Gayane Girunyan, Lilit Harutyunyan THE RIDDLE IN THE (INTER)TEXTUAL DIMENSION .. 314 D. REFLECTIVE-CREATIVE ASSIGNMENTS ............. 340 E. GLOSSARY OF TERMS (English-Armenian) ............................................................. .346 7 A. TEXT – TEXTUALITY – INTERDISCURSIVITY – CONTEXT TEXT LINGUISTICS: Introduction The sphere of linguistic concerns whose object of investigation is the text as a complex multi-level system displaying semantic, structural and functional unity is referred to as text linguistics, and alternatively (with subsequent differences) as discourse analysis. To develop a better awareness of this domain of scholarly study, we need to know the differences between the central categories and their extensive elaboration in different traditions. Thus, at first sight, i.e. if we proceed from the everyday popular use, the term ‘text’ (as expressing the central notion in text linguistics) is applicable to written language and its realization in the form of articles, adverts, fiction, essays, etc; and ‘discourse’ (the major focus in discourse analysis) – to spoken language realized, for example, as conversations, lectures, etc. However, all the complexities of definition arise because ‘text’ is understood as every type of utterance (much wider) and as a communicative event. Moreover, we will later see that the modern notion of text implies dynamic features as well. As for ‘discourse’, it involves whatever is beyond text – context 8 including (note that the definitions of discourse vary too). Considering the utmost extent of the concepts of ‘text’ and ‘discourse’, and their theoretical evaluation, there is a considerable overlap between text linguistics and discourse analysis. One such shared problem extensively discussed in both traditions is the phenomenon of coherence. To test our impressionistic observations about the similarities and differences that occur in the field(s), we will consult a dictionary of linguistics. What we see is that the entry of one (text linguistics) refers to the other (discourse analysis), specifying that “text linguistics is the linguistic analysis of description of extended texts, either written or spoken. Originally in German (‘Textlinguistik’) and involving in particular, the concept of a ‘text grammar’ or generative grammar for texts, analogous to a grammar generating sentences” (OLD). As for discourse analysis, it is presented as a closely related and earlier development in linguistics, “an attempt by various linguists to extend the methods of analysis for the description of words and sentences to the study of larger structures in, or involved in the production of connected discourse” (OLD). It should