張帥

摘 要 以功能語法為理論基礎(chǔ)，分析中英文高校簡(jiǎn)介文本（中英各一篇）在概念、人際、語篇三個(gè)方面的異同。研究發(fā)現(xiàn)，兩類高校簡(jiǎn)介文本在其功能方面既有相同點(diǎn)又有不同點(diǎn)。該個(gè)案研究對(duì)外宣語篇的漢英翻譯有所啟示。

關(guān)鍵詞 功能語法 語篇分析 對(duì)比研究 翻譯

中圖分類號(hào)：G649.3 文獻(xiàn)標(biāo)識(shí)碼：A

A Comparative Study of Chinese and English University Profiles

from the Perspective of Functional Grammar

ZHANG Shuai

（School of Foreign Languages， Northeast Normal University， Changchun， Jilin， 130024）

Abstract With functional grammar as the theoretical basis， two university profiles are analyzed from the perspective of functional grammar， namely the ideational perspective， the interpersonal perspective and the textual perspective. Similarities as well as differences have been found in terms of the functions the texts serve. This case study has implications for Chinese-English translation of publicity-oriented texts.

Key words functional grammar； text analysis； comparative study； translation

1 Background information of the texts

University profiles are publicity-oriented texts. A comparative study of Chinese and English university profiles from the perspective of functional grammar will provide us with a better understanding of the similarities and differences in terms of the ideational function， the interpersonal function， and the textual function.① It can also provide translators with implications in translating Chinese university profiles into English. The two university profiles are chosen from websites of McGill University and Liaoning University which are both key universities in their own countries.

2 Text analysis from the perspective of functional grammar

2.1 Text analysis from an ideational perspective

The texts are divided into clauses for the convenience of further analysis. The core meanings are realized by processes. ② Processes and participants constitute the experiential center. Among the clauses of the Chinese text， 51.7% them are relational， 20.7% material， and 27.6% existential. Among the clauses of the English text， 28.6% of them are relational， 61.9% material and 9.5% mental. The information focus of the Chinese university profile is the universitys conditions for offering education， including equipments and faculty members in Liaoning University. Different from the Chinese text， the propositional content of the English text is mainly expressed in terms of material processes when talking about the academic achievements and the way the faculty members and McGill students work. Relational processes which express relationship between McGill and the attributes.endprint

2.2 Text analysis from an interpersonal perspective

The subject and finite make up a component of the clause that realizes the interactive function called mood.③ Subject is something by reference to which the proposition can be affirmed or denied.④ The finite signals the validity of the proposition by tense， polarity and modality； while the residue is made up by three functional elements， i.e. predicator， complement and adjunct. First， there is no modal verb in the English university profile， which， in most cases， expresses the speakers attitude at the time of speaking. The only modal verb in the Chinese text is “力爭(zhēng)” which is a desiderative and reveals the universitys determination to make improvements. Second， the approximate occurrence rate of the clauses that contains a predicator in the English text is 28.6% while that in the Chinese text is 8.6%. The predicator reveals aspects of the processes， such as starting indicated in “面對(duì)21世紀(jì)社會(huì)發(fā)展”， achieving indicated in “自建校以來”， etc. Third， there is no modal complement in the English text. The only modal complement in the Chinese text is “高水平大學(xué)”. Fourth， adjunct is typically realized by an adverbial group or a prepositional phrase. The approximate occurrence rate of the clauses that contain modal adjuncts is 23.8%， including since then， each year， today， in addition to， in 1821. In the Chinese text， the approximate occurrence rate is 20.1% and “現(xiàn)” is most frequently occurred.

2.3 Text analysis from a textual perspective

As for the Chinese text， the basic patterns include liner theme pattern， derived theme pattern and constant theme pattern； as for the English text， the basic pattern of paragraph consists of liner theme pattern and derived theme pattern. The basic thematic progression pattern that makes the Chinese university profile globally coherent is the constant theme pattern while derived themes are the basic thematic progression pattern that makes the English university profile globally coherent. Theme and rheme function together to contribute to textual organization. The thematic progression patterns make each paragraph and the whole text extraordinarily coherent.

3 Conclusion

Ideationally， the propositional content of the Chinese text is mainly expressed in terms of relational processes while the propositional content of the English text is mainly expressed in terms of material processes. Interpersonally， the two texts are both explicitly objective. Textually， the basic thematic progression pattern that makes the Chinese university profile coherent is the constant theme pattern while that makes the English text coherent is derived theme pattern.

Note

① Halliday， M. A. K.， An Introduction to Functional Grammar[M].London： Edward Arnold， 2004.

② McCarthy， M. Discourse Analysis for Language Teachers[M].Cambridge： Cambridge University Press，1991.

③ Halliday， M. A. K.& Hasan， R. Cohesion in English[M].London： Longman，1976.

④ Halliday， M. A. K. and Matthiessen， C.M.I.M.，An Introduction to Functional Grammar[M].London： Hodder Education，2004.endprint