LEADER 05570nam 2200625 a 450 001 9910457492203321 005 20200520144314.0 010 $a1-283-32835-6 010 $a9786613328359 010 $a90-272-7867-9 035 $a(CKB)2550000000061601 035 $a(EBL)799800 035 $a(OCoLC)762097622 035 $a(SSID)ssj0000555340 035 $a(PQKBManifestationID)11377671 035 $a(PQKBTitleCode)TC0000555340 035 $a(PQKBWorkID)10519155 035 $a(PQKB)11009632 035 $a(MiAaPQ)EBC799800 035 $a(Au-PeEL)EBL799800 035 $a(CaPaEBR)ebr10513305 035 $a(EXLCZ)992550000000061601 100 $a19880202d1988 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 04$aThe Prague school and its legacy$b[electronic resource] $ein linguistics, literature, semiotics, folklore, and the arts /$fedited by Yishai Tobin 210 $aAmsterdam ;$aPhiladelphia $cJohn Benjamins Pub. Co.$d1988 215 $a1 online resource (347 p.) 225 1 $aLinguistic & literary studies in Eastern Europe,$x0165-7712 ;$vv. 27 300 $a"Containing the contributions to a colloquium on the Prague school and its legacy held at the Ben-Gurion University of the Negev Be'er Sheva, Israel, May 1984." 311 $a90-272-1532-4 320 $aIncludes bibliographies and indexes. 327 $aTHE PRAGUE SCHOOL AND ITS LEGACY in Linguistics, Literature, Semiotics, Folklore, and the Arts; Editorial page; Title page; Copyright page; Table of contents; Contributors; Introduction; References; PRAGUE SCHOOL PHONOLOGY AND ITS THEORETICAL AND METHODOLOGICAL IMPLICATIONS; Functional Load and Diachronic Phonology; Initial consonants; Final consonants; Vocalic nuclei; References; Appendix; Distinctive Features in Synchronic and Diachronic Phonology; Notes; From Segments to Autosegments: Nasalization in Sundanese; Notes; References; Phonetics versus Phonology: The Prague School and Beyond 327 $a1. INTRODUCTION: BASIC THEORETICAL AND METHODOLOGICAL ASSUMPTIONS2. THE HISTORICAL DEVELOPMENT OF PHONETICS VERSUS PHONOLOGY; 2.1 Ferdinand de Saussure: The notion of system; 2.2 The Prague School: The teleological-functional-communication approach; 2.3 Andre? Martinet: The 'therapeutic view' of sound change; 2.4 William Diver: Phonology as human behavior; 3. SUMMARY AND CONCLUSIONS; Notes; References; THE PRAGUE SCHOOL AND FUNCTIONAL DISCOURSE ANALYSIS; The Disoursal iz of Yiddish; Acknowledgement; Notes; References; Frequency in Communicative Perspective: Some Word Order Phenomena in Spanish 327 $aPoint of view and order of constituents'Given', 'new' and order of constituents; Predicted constituent order; Conclusions; Notes; References; Paradigmatic Structure and Syntactic Relations; Notes; Word Order in Children's Literature: FSP and Markedness; 1. INTRODUCTION; 2. BACKGROUND; 3. CONSTRUCTIONS WHERE NO SUBJECT PRECEDES THE VERB; 4. UNMARKED WORD ORDER; 4.1 Arguments for SVO; 4.1.1 Fixed verbal expressions; 4.1.2 Conjunction; 4.1.2.1 VP or S coordination; 4.1.2.2 VS(O) and SV(O); 4.1.3 Copular sentences; 4.1.4 Subordinate clauses; 4.2 Problems for SVO and arguments for VSO 327 $a4.2.1 Predictability of SVO4.2.2 Predictability of VSO; 4.2.2.1 VSO; 4.2.2.2 Complement VS; 4.2.2.3 Subordinate clauses; 4.3 SVO and VSO; 4.3.1 A diachronic approach; 4.3.2 Synchronic utilization; Notes; References; Literary Works Cited (In Hebrew with English translation of Titles); Topic-Chaining and Dominance-Chaining; Topic; Dominance; Topic and Dominance Chaining; Notes; References; The Theme in Text Cohesion; Notes; References; THE PRAGUE SCHOOL AND ASPECTS OF LITERARY CRITICISM; Literary Transduction: Prague School Approach; 1. Critical reception; 2. Literary adaptation; Notes 327 $aReferencesDominant = Tonic + Dominant; Notes; James Joyce and the Prague School: Aesthetic Foregrounding in Finnegans Wake; Notes; Objective Features of Text-Analysis According to Mukarovsky?: A Brief Survey and Some Critical Remarks; Notes; Phonology as a Pattern of Analysis: The Deep Message of the Thrillers by Ambrose Bierce; References; THE SOCIOLOGICAL AND ETHNOLOGICAL CONCERNS OF THE PRAGUE SCHOOL; The Sociological Concerns of the Prague School; Notes; From Folklore to Folkstyle: The Prague Circle's Contribution to the Ethnoinquiries; Introduction; The Jakobson connection 327 $aThe emergence of folkstyle 330 $aMany of the fundamental ideas of the classical Prague School have guided or inspired much of the interdisciplinary post World War II research in linguistics, literary theory, semiotics, folklore and the arts. The Prague School promoted a humanistic and functional Leitmotiv of language as an open, flexible, adaptable, and abstract system of systems used by human beings to communicate. This hommage to the Prague School presents papers in five areas of research:- Prague School phonology and its theoretical and methodological implications, - The Prague School and functional discourse analysis, - T 410 0$aLinguistic & literary studies in Eastern Europe ;$vv. 27. 606 $aLinguistics$xResearch$zCzechoslovakia$vCongresses 608 $aElectronic books. 615 0$aLinguistics$xResearch 676 $a400 701 $aTobin$b Y$0891697 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910457492203321 996 $aThe Prague school and its legacy$92234411 997 $aUNINA