L Corpus Stylistics as i n g u i s t Contextual Prosodic i c A p p r Theory and Subtext o a c h e s t o L i t e r Bill Louw and Marija Milojkovic a t u r e 23 John Benjamins Publishing Company Corpus Stylistics as Contextual Prosodic Theory and Subtext Linguistic Approaches to Literature (LAL) issn 1569-3112 Linguistic Approaches to Literature (LAL) provides an international forum for researchers who believe that the application of linguistic methods leads to a deeper and more far-reaching understanding of many aspects of literature. The emphasis will be on pragmatic approaches intersecting with areas such as experimental psychology, psycholinguistics, computational linguistics, cognitive linguistics, stylistics, discourse analysis, sociolinguistics, rhetoric, and philosophy. For an overview of all books published in this series, please see http://benjamins.com/catalog/lal Editors Sonia Zyngier Joanna Gavins Federal University of Rio de Janeiro University of Sheffield Advisory Editorial Board Douglas Biber Arthur C. Graesser Willie van Peer Northern Arizona University University of Memphis University of München Marisa Bortolussi Frank Hakemulder Yeshayahu Shen University of Alberta Utrecht University Tel Aviv University Donald C. Freeman Geoff M. Hall Mick Short University of Southern University of Wales, Swansea Lancaster University California David L. Hoover Michael Toolan Richard Gerrig New York University University of Birmingham Stony Brook University Don Kuiken Reuven Tsur Raymond W. Gibbs, Jr. University of Alberta Tel Aviv University University of California, Paisley Livingston Peter Verdonk Santa Cruz University of Copenhagen University of Amsterdam Rachel Giora Keith Oatley Tel Aviv University University of Toronto Volume 23 Corpus Stylistics as Contextual Prosodic Theory and Subtext by Bill Louw and Marija Milojkovic Corpus Stylistics as Contextual Prosodic Theory and Subtext Bill Louw University of Zimbabwe Marija Milojkovic University of Belgrade John Benjamins Publishing Company Amsterdam / Philadelphia TM The paper used in this publication meets the minimum requirements of 8 the American National Standard for Information Sciences – Permanence of Paper for Printed Library Materials, ansi z39.48-1984. doi 10.1075/lal.23 Cataloging-in-Publication Data available from Library of Congress: lccn 2015043433 (print) / 2016001996 (e-book) isbn 978 90 272 3412 4 (Hb) isbn 978 90 272 6735 1 (e-book) © 2016 – John Benjamins B.V. No part of this book may be reproduced in any form, by print, photoprint, microfilm, or any other means, without written permission from the publisher. John Benjamins Publishing Company · https://benjamins.com Table of Contents Acknowledgements xi Foreword xiii Part I. Theoretical considerations from the beginnings to the present day chapter 1 Delexicalisation, relexicalisation and classroom application 3 1.1 Introduction 3 1.2 The Lexical Syllabus and progressive delexicalisation 4 1.3 PD profiles and lang-lit integration 12 1.3.1 Preliminaries 12 1.3.2 Concordancing for PD in lang-lit integration 13 1.3.3 An entry point for classroom concordancing of literature 18 1.3.4 The entry point for frequency and its relationship with ‘device’ 22 1.4 Naturalness and the sentence concordance 26 1.5 Collocation concordance: Some applications 28 1.6 Conclusion 33 chapter 2 Collocation, interpretation, and context of situation 35 2.1 Introduction 35 2.2 Different theoretical perspectives on collocation 36 2.2.1 Firth 37 2.2.2 Halliday 40 2.2.3 Sinclair 43 2.3 Context of situation 52 2.4 The role of collocation and context of situation in modern interpretation 56 2.5 Restricted languages and the study of poetry 59 2.6 Does the existence of restricted languages imply the need for specialized reference corpora? 64 2.7 Using nonfictional and fictional reference corpora in the study of poetry 67 2.8 Corpus development 72 2.9 Conclusion 73 i Corpus stylistics as Contextual Prosodic Theory and Subtext chapter 3 Semantic prosodies, irony, insincerity and literary analysis 75 3.1 Introduction: Are semantic prosodies assailable? 75 3.2 Semantic prosody and elementary scientific proofs 80 3.2.1 Semantic prosodies and their testability 81 3.2.2 Juxtaposing scholarship and knowledge 82 3.3 All literary devices as collocation 89 3.4 Does the way that computers read poetry ever suit the critic? 94 3.5 Counteracting the collocates of the standard language: A case study 100 3.6 Conclusion 108 chapter 4 Data-Assisted Negotiating 111 4.1 Introduction 111 4.2 The paucity of bottom up approaches 114 4.3 The role of collocation in settling meaning 118 4.4 Enter the institutional corpus 120 4.4.1 Exponents of Huthwaite findings in corpora and in the Sizewell Corpus 120 4.4.2 Exponents of Huthwaite’s ‘Do’s’ in the Sizewell Corpus 124 4.5 Conclusion 128 chapter 5 The analysis and creation of humour 131 5.1 Introduction 131 5.1.1 Humour in nature vs. humour contrived 134 5.2 The logical construction of the world and its propensities for humour 135 5.2.1 Logical space and shared comic potential 136 5.2.2 Ironies of the world’s logical construction 140 5.2.3 Relexicalisation made literal 143 5.3 Humour must be resolved or it remains deception 145 5.3.1 Reversing the directionality of laughter: Dark humour laughs ‘at’, not ‘with’ 147 5.3.2 Collocation reveals institutional deceptions of long standing 148 5.3.2.1 The case of the Truth and Reconciliation Commission 149 5.3.2.2 The case of fake remedies as institutional conspiracy 151 5.4 Conclusion 151 Table of Contents ii chapter 6 Events in the context of culture, language events, subtext 155 6.1 Events in the context of culture 155 6.2 Language events 161 6.3 Contexts as specific states of affairs rather than as purely specific entities 165 6.4 Introducing subtext 168 6.5 Subtext: Examples 174 6.6 Subtext defined 177 6.7 Subtext and prospection in nonnative academic writing 183 6.8 Conclusion 188 Part II. New applications chapter 7 Alexander Pushkin and authorial intention 195 7.1 Introduction 195 7.1.1 Semantic prosodies in Russian 195 7.1.2 Semantic prosodies in Serbian 199 7.1.3 States of affairs, events, transitions 201 7.1.4 Relexicalisation and literary devices 202 7.2 A prosodic clash in Pushkin 203 7.3 Relexicalisation, authorial attitude, and device 207 7.4 Subtext, relexicalisation and device 208 7.5 Establishing subtext in Russian 213 7.5.1 The target line and the evidence 213 7.5.2 Relexicalisation, co-selection and states of affairs in establishing subtext 217 7.5.3 Researching a shorter grammatical string for quasi-propositional variables 224 7.5.4 The implications of the most frequent QPVs in *ась перед 229 7.5.5 Pushkin’s use of the verb являлась 234 7.5.6 Establishing the subtext of ‘Передо мной явилась ты’ (‘You appeared before me’) 235 7.5.7 Literary device and authorial intention in Pushkin’s ‘Передо мной явилась ты’ (‘You appeared before me’) 238 7.6 Conclusion 239 iii Corpus stylistics as Contextual Prosodic Theory and Subtext chapter 8 Translating Pushkin: A case in point 241 8.1 Introduction 241 8.2 Analysing an existing translation 241 8.3 Creating a corpus-based translation 259 8.4 Corpus-based translation versus an existing translation 266 8.5 Conclusion 270 chapter 9 Inspiration and Authorial (In)sincerity 273 9.1 Introduction 273 9.2 The cline 275 9.3 Banality, sincerity, inspired sincerity in David Lodge’s Thinks and Changing Places 276 9.4 Inspired insincerity in Changing Places 299 9.5 Authorial insincerity, quality and non-quality discourse, and context of situation 307 9.6 Conclusion 309 chapter 10 Two case studies of inspired writing 311 10.1 Introduction 311 10.2 A case study: Writing in English 312 10.3 A case study of inspired writing: Serbian 324 10.4 Conclusion 335 chapter 11 Contextual Prosodic Theory in the stylistics classroom 337 11.1 Introduction 337 11.2 The first classroom stylistic study 338 11.2.1 Aims 338 11.2.2 Methodology 338 11.2.3 Background and limitations of the study 340 11.2.4 Implications of CPT for lexicography and classroom stylistics 342 11.2.5 Q uantitative research 343 11.2.5.1 The learning phase 344 11.2.5.2 The testing phase 349 11.2.5.3 Discussion 352 11.2.6 Qualitative research 354 11.3 Conclusion 356 Table of Contents ix chapter 12 Student-centred stylistics: Does subtext read text? 359 12.1 Introduction 359 12.2 Aims 360 12.3 Methodology 361 12.4 Background to the study and its limitations 362 12.5 The testing phase 363 12.5.1 Stanza 1 363 12.5.2 Stanza 2 369 12.5.3 Stanza 5 375 12.6 Relexicalisation as part of the testing phase 379 12.7 Conclusion to the testing phase 380 12.8 Students’ feedback 382 12.9 Conclusion 385 References 389 Appendix 399 Index 415