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1、 學(xué)科分類號（二級）7405011 本科學(xué)生畢業(yè)論文（設(shè)計） 題　 目 A Study of Mrs. Ramsay and Lily Briscoe’s Tragedies in To the Lighthouse from the Approach of Text World Theory 從文本世界理論的角度淺析《到燈塔去》中 拉姆齊太太和莉麗布里斯庫的悲劇生活　 　　　姓　　名　章艷波　　　　　　　 　　 　　　 學(xué)　　號　094050131　　　　　　　 　　　 　 院、　系　外國語學(xué)院 英

2、語系　　　　　　 　　 專　　業(yè)　英語 （師范4） 　　　　　 　　 　 指導(dǎo)教師　杜蓓　 　　　　 　　　 職稱/學(xué)歷　講師 (碩士)　 　　　　 　　　 2013年4月30日 獨(dú)創(chuàng)性聲明 本人聲明所呈交的學(xué)位論文是我個人在導(dǎo)師指導(dǎo)下進(jìn)行的研究工作及取得的研究成果。盡我所知，除文中已經(jīng)標(biāo)明引用的內(nèi)容外，本論文不包含任何其他個人或集體已經(jīng)發(fā)表或撰寫過的研究成果。對本文的研究做出貢獻(xiàn)的個人或集體，均已在文中以明確方式標(biāo)明。本人完全意識

3、到本聲明的法律結(jié)果由本人承擔(dān)。 學(xué)位論文作者簽名： 年 月 日 學(xué)位論文版權(quán)使用授權(quán)書 本學(xué)位論文作者完全了解學(xué)校有關(guān)保留、使用學(xué)位論文的規(guī)定，即：學(xué)校有權(quán)保留并向國家有關(guān)部門或機(jī)構(gòu)送交論文的復(fù)印件和電子版，允許論文被查閱和借閱。本人授權(quán)云南師范大學(xué)可以將本學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫進(jìn)行檢索，可以采用影印、縮印或掃描等復(fù)制手段保存和匯編本學(xué)位論文。 學(xué)位論文作者簽名： 指導(dǎo)老師簽名： 年 月 日 年 月

4、 日 STATEMENT OF AUTHORSHIP Except where reference is made in the text of the thesis, this thesis contains no material published elsewhere or extracted in whole or part from a thesis presented by me for another degree or diploma. No other person’s work has been used without due ac

5、knowledgement in the main text of the thesis. This thesis has not been submitted for the award of any other degree or diploma in my tertiary institution. Signed Dated Acknowledgements I am deeply grateful to my supervisor Professor Du Bei for her patient guidance, gene

6、ral assistance, helpful advice and continual encouragement, all of which have been of inestimable work to the completion of my paper. Without her helpful instruction, detailed comments, and beneficial advice, this paper would have never been finished so smoothly. My thanks also go to all the te

7、achers who have taught me and helped me a lot during the four years of my study in Yunnan Normal University. Without their teaching, I can not learn so much. At last, I would like to express my sincere gratitude to my family, who gave me great help and encouragement during my four years’ study

8、and the thesis writing. ii Abstract Virginia Woolf (1882-1941) is one of the foremost modernist literary figures of the twentieth century. To the Lighthouse has been widely considered as one of Woolf’s most successful novels. A lot of people studied To the Lighthouse f

9、rom different perspectives including the writing style of the stream of consciousness, masculinity, psychoanalysis and so on. The paper focuses on Mrs. Ramsay and Lily Briscoe’s sad image through the approach of Text World Theory that is a practical theory from Cognitive Poetics. By analyzing severa

10、l examples from the aspects of thought and speech of these two women’s text world and sub-world, we can not only see how readers to build the outside and inside world of Mrs. Ramsay and Lily Briscoe, but also understand Mrs. Ramsay and Lily Briscoe’s tragic lives clearly. Key words: To the Lightho

11、use; Text World Theory; Mrs. Ramsay; Lily Briscoe 摘要 弗吉尼亞伍爾夫（1882-1941）是20世紀(jì)英國著名現(xiàn)代小說家?！兜綗羲ァ繁粡V泛地認(rèn)為是她最著名的小說。許多人從不同的角度來研究這本小說，包括意識流的寫作技巧，男子主義，心理分析等。本文主要從認(rèn)知詩學(xué)中實(shí)踐較強(qiáng)的世界文本理論來分析拉姆齊太太和莉麗布里斯庫的形象。本文通過幾個例子從思想、語言兩個角度分析這兩位女性的文本世界和亞世界， 我們不僅看到讀者如何對拉姆齊太太和莉麗布里斯庫的外部世界和內(nèi)心世界進(jìn)行心理構(gòu)建，而且也清楚地理解了拉姆齊太太和莉麗布里斯庫的悲劇生活。 關(guān)

12、鍵詞：《到燈塔去》；文本世界理論；拉姆齊太太；莉麗布里斯庫 ii Contents 1 Introduction……………………………………………………………………….....1 1.1 Virginia Woolf and To the Lighthouse ………………………………………….....1 1.2 The significance of choosing this subject …………………………………............1 2 Literature review………………………………………………………………….....2 2.1 S

13、tudies of cognitive poetic …………………………………………………..........2 2.2 Review of text world theory abroad and at home……………………………........3 2.3 Studies on Virginia Woolf’s To the Lighthouse…………………………………....4 3 Theoretical basis and analytical framework……………………………………........5 3.1 Three layers of text world

14、theory ……………………………………………........5 3.1.1 Discourse world layer……………………………………………………............5 3.1.2 Text world layer …………………………………………………………............5 3.1.3 Sub-world layer………………………………………………………….............6 3.2 Thought and speech under text world theory ………………………………..........7 3.3 Analytic

15、al framework of the study…………………………………………….......7 4 The tragic lives of Mrs. Ramsay and Lily Briscoe …………………………….........8 4.1 Women in victorian age………………………………………………………........8 4.2 Mrs. Ramsay and Lily Briscoe’s tragedies through thought presentation …….......9 4.2.1 Mrs. Ramsay’s tragedy………

16、…………………………………………..............9 4.2.2 Lily Briscoe’s tragedy………………………………………………….............11 4.3 Mrs. Ramsay and Lily Briscoe’s tragedies through speech presentation ……......12 4.3.1 Mrs. Ramsay’s tragedy …………………………………………………...........12 4.3.2 Lily Briscoe’s tragedy………………………………………………….........

17、....15 5 Conclusion……………………………………………………………………….....16 Reference……………………………………………………………………………..17 i 1 Introduction 1.1 Virginia Woolf and To the Lighthouse Virginia Woolf (1882-1941), regarded as one of the foremost modernist literary figures of the twentieth century, was a famo

18、us English novelist and a distinguished feminist essayist. She created a great number of novels and short stories as well as hundreds of essays. Her major works include the novels Mrs. Dalloway in 1925, To the Lighthouse in 1927, Orlando in 1928, The waves in 1931, Flush in 1933 Between the Act in 1

19、941 and the essays A Room of One’s Own in 1929, Three Guineas in 1938, The Common Reader, 1st and 2nd Series in 1925 and 1923, The Death of the Moth and Essays in 1942, and the diary of A writers Diary in 1953. To the Lighthouse has been widely considered as one of Woolf’s most successful novels.

20、 Some critics like Edwin Muir, William Troy, A.D. Moody, and Frank Swinnerton put it at the top of her writing career. In the novel, Woolf examines the life of a middle class British family. It is divided into three parts. The first part, “The Window”, introduced most of the characters spending th

21、eir holidays at the Ramsay’s summer home. Mrs. Ramsay promised her son James that they would go to the Lighthouse if the weather was good. But Mr. Ramsay refused cruelly. In the second part, “Time Passes”, ten years’ time past quickly. Mrs. Ramsay, Pure Ramsay，and Andrew Ramsay died during the perio

22、d of time. The house eventually became ruin. Finally，the Ramsays and some other guests came back to the house again. In the third part, “The Lighthouse”, mainly talked about how Mr. Ramsay leaded his son James, his daughter Cam and other guests to go to the Lighthouse. At last, the Ramsays reached t

23、he Lighthouse and Lily Briscoe had finished her painting lasting ten years. 1.2 The significance of choosing this subject No mater what a novel is about, when it is studied, people pay much attention to its characterization and characters that always reflect temporal social environment. To the Lig

24、hthouse was considered by Virginia Woolf as her best novel that adapted perfectly the narrative technique of stream of consciousness. Woolf studied characters’ deep consciousness and focused on their psychological experience. The point of the thesis is how Virginia Woolf created Mrs. Ramsay and Lil

25、y Briscoe’s images in the creating process and how readers established Mrs. Ramsay and Lily Briscoe’s sad images during the reading process by applying Text World Theory which is found by Paul Werth. Text Word Theory is a main brunch of Cognitive Poetic. It is used to analyze characters in many nove

26、ls for these years. The significance of this thesis at least has three aspects. First of all, analyzing characters in To the Lighthouse from the approach of Text World Theory may become an illuminating force to promote a cognitive study to the novel. Second, applying the approach of Text World Theo

27、ry to analyze the readers’ reading process is creative. Third, Mrs. Ramsay and Lily Briscoe’s tragedies expose social background at that time, which gives a lesson to modern women ---- women can get real happiness only basing on independent spirit. 2 Literature review 2.1 Studies of cognitive po

28、etics Cognitive Poetics, formed in the mid-1990s, is the study of literary reading that draws on the principle of cognitive science. Although its history is short, practitioners in this field have manifested great wishing and tendency for truly multidisciplinary studies. During its short history,

29、different names have been used, each showing the slightly different emphases of its uses. For example, cognitive stylistics focuses on detailed textual analysis in the European literary linguistics. While cognitive rhetoric indicates the connection with classical rhetoric in uniting effect and form

30、in language study, which has been used in North America. Since three books’ publication, cognitive poetic has become a promising new branch. These three books are: Cognitive Stylistics (Semino and Culpaper, 2002), Cognitive Poetics: An Introduction (Stockwell, 2002) and Cognitive Poetics in Practice

31、 (Gavins and Steen, 2003). Cognitive Poetics emerged varied dimensions of investigation. One of dimensions is formed different frameworks for the consideration of “worlds” in literary works. Recently, Text World Theory, offering a way of understanding how to stimulate readers’ diagram knowledge whil

32、e reading literary text, is developing out of the “worlds” tradition. 2.2 Review of text world theory abroad and at home Text World Theory, considering human language in the light of disciplines such as cognitive poetics, cognitive psychology, cognitive linguistics, possible world logic and formal

33、 semantics, is a cognitive poetic model of human discourse processing. Paul Werth originally formulated and then set down the basic framework for the theory. Then, his work stopped because of his death in 1995. In 1999, Mick Short wrote Text Words: Representation Conceptual Space in Discourse which

34、is the first work about Text World after Paul Werth. Since then the theory has been used by different authors. What’s more, most authors explore the building of text world in literary discourse by using text world model. In 2000, Hidalgo Downing wrote an article “Text World Creation in Advertising D

35、iscourse”. She studied the method that text worlds were created in advertising discourse by analyzing features of context and linguistic choice. Besides, Text Worlds: Representing Conceptual Space in Discourse written by Mick Short in 1999, there is another book Text World Theory: an Introduction wr

36、itten by Gavins in 2007 introduced Text Word Theory in detailed. In China, studies of Text World Theory are just emerging. In 2007, Huang Hongli who is from Shanghai Jiaotong University studied the modality of nothingness in the Beatles through Text World Model. In 2008, Ma Juling who is from Henan

37、 University showed a Text World mainly based on Text World Theory approaching to American black humor fictions in her PHD dissertation. In 2009, Liu Shisheng and Liang Xiaohui who are from Tsinghua University published an article about the identification of Text World in Academic Exploration. It sho

38、wed that a text world was a space where characters take mental or physical action. In 2011 from Tsinghua University, Liu Shisheng and Pang Yuhou published an article in Foreign Language Research analyzing the narrative world of the film A Beautiful Mind (2001) by using the Text World Theory. In 2012

39、, Yang Lin who is from Qufu Normal University analyzed the main character Mrs. Ramsay’s image from the perspective of Text World Theory. To sum up, there aren’t many articles can be found about Text World Theory in China. 2.3 Studies on Virginia Woolf’s To the Lighthouse Since To the Lighthouse

40、was published in 1930s, it has been considered Virginia Woolf’s most excellent novel by herself and literary critics. Bennet, one of Woolf’s opponents, considered the novel was the best book of hers that he knew. Even some critics who are from the Cambridge attacking Woolf’s books during the 1930 po

41、inted out To the Lighthouse was her best novel. In 1950, Joseph Blotner claimed that Mrs. Ramsay was “the meaning of the novel and a symbol of female principle in life” (Yang, 2012: 12). In 1970s, Phvllis Rose considered Mrs. Ramsay as Woolf’s memories of her mother and considered Lily Briscoe as Wo

42、olf’s expression of a deep ambivalence to her mother (qtd.in Yang, 2012: 12). Joan Lidoff asserted that the novel showed a feminine voice and a few female genres by analyzing the awareness of union in both language and meaning (qtd.in Yang, 2012: 13). In 1980, Gayatri C. Spivak regarded the novel as

43、 the attempt of connecting Mrs. Ramsay the thinker and Lily the artist to describe and define Mrs. Ramsay’s image (Yang, 2012: 12). In China, To the Lighthouse is favored. In 2006, Guo Xiaochun from Xiangtan University published an article Feminist’s tragedy reading To the Lighthouse (translate fro

44、m Guo, 2006) in Journal of Tangshan Teachers Cillege. She explored Mrs. Ramsay and Lily Briscoe’s sadness in life. In 2010, Cai Bei published an article An Analysis of Lily’s Mental Growth in To the Lighthouse in Overseas English. She revealed Lily Briscoe’s psychology changing process. In 2012, Yan

45、g Lin from Qufu University analyzed the novel in her Master Degree thesis A Cognitive Interpretation of To the Lighthouse from the perspective of Text World Theory. The same year, Yang Jingsha from Yunnan Normal University explored Mrs. Ramsay’s tragic lives because they did not realize themselves (

46、Yang, 2006: 30). In addition, a lot of people studied To the Lighthouse from different perspectives, including the writing style of the stream of consciousness, masculinity, postmodernism, psychoanalysis, historical and social text. But no study has found to analyze Mrs. Ramsay and Lily Briscoe’s

47、tragedies under Text World Theory. 3 Theoretical basis and analytical framework 3.1 Three layers of text world theory 3.1.1 Discourse world layer Discourse world is the nearest contest of a situation occurring in a discourse, including at least two discourse participants (one writer or speaker

48、 or one or more readers or listeners) and a naturally-occurring language event which can take place both the same and different times and places, for example, having conversations on the phone take place in the same time but different places. And communicating by writing letters and sending e-mails

49、takes place in different time and different places. In these situations, the producers and receivers build a different discourse world. Factors of the discourse world include the understanding of the nearest situations, and the dreams, hopes, memories, imaginations, belief, knowledge and intentions

50、of the discourse participants. In Text World Theory, served as integral factors of the discourse world context (Werth, 1999: 52), all of those are called Common Ground. The Common Ground is a flexible entity, which is updating in any language event. For example, when one is reading, he or she consta

51、ntly gets new information, even sometimes throws away the old information got from the reading material or his or her background knowledge before. In certain discourse, while, only the relevant background knowledge of the participants can be activated due to the participant’s knowledge is beyond kno

52、wn for others. Therefore, when reading Virginia Woolf’s To the Lighthouse, readers need only specific knowledge relevantly with the text, such as Virginia Woolf’s life and role in Victorian time. Thus, the discourse world layer of the Text World Theory is important to analysis discourse among charac

53、ters in the text. 3.1.2 Text world theory Text world is created in the mind of each participant, which is the situation described by the discourse. It is not only interrelated with the nearest discourse world text, but also describes situations from the imagination or memory of its interlocutor.

54、In constructing a text world, participants combine their knowledge-based judgments and the textual linguistic cues, which mainly depend on two kinds of input: discourse participants’ cognitive and the text itself. Text world analysis includes world building elements and function-advancing propositio

55、n. Everyday, we use many specific expressions to communicate our experiences with others. The world–building elements include time, location, character and object. Tense can reflect time. Adverbial of phrases or noun phrases can illustrate location. The noun phrases and the pronoun phrases can indic

56、ate the character and the object. “The function- advancing proposition or function- advancers are verbs which can describe the enactors to each other and the objects surrounding them, propel the action, or present an argument of some kind.”(Yang, 2012: 18). It contains both physical activities in

57、the mind such as cognition, reaction and perception. 3.1.3 Sub-world layer After a text world established, many other worlds may separate from it, that is to say, further conceptual layers are created, which are called sub-worlds. It can take place for a great amount of reasons with many types. Di

58、fferent scholars classify sub-worlds in different ways. While the theories of Werth and Gavin are popular most. Then, we will represent sub-worlds by Gavins. According to Werth’s classification, Gavins classify sub-world into two types: world-switch and modal world. For the world-switch, it describ

59、es a change of world in the temporal or spatial location by focusing on discourse, such as direct speech and thought, flash-forward or flashback, spatial alternation and so on. For the modal world, it can be further divided into three specific modal worlds. They are deontic modal world, spistemic mo

60、dal world and boulomaic modal world. Deontic modality can be seen by some modal verbs such as should, ought to, must or can, or by some participles or adjectivals such as it is allowed that and it is demanded that. All of those are used to express a degree of obligation. Epistemic modality can be se

61、en by some verbs such as know, think, belief or suppose and so on, which expresses a character’s belief or knowledge. Boulomaic modality can be seen by some verbs such as expect, want, wish, hope, dream or desire, which expresses a wish or desire (qtd.in Yang, 2012: 21-22). 3.2 Thought and speech

62、 under text world theory According to the Text World Theory, once a speech or a thought either indirect or direct breaks in, an epistemic modal world will establish or a world-switch will take place. Free Indirect Discourse is a complicated way to represent a particular character’s thought or speec

63、h. To some degree, it can be summarized as the appearance of different narrative voice in a text. From these Free Indirect Discourses, readers are likely to feel that another character in the text world join the narrator’s voice of the text. The characters’ mental activities are mainly expressed by

64、Free Indirect Discourse. In To the Lighthouse, different characters’ Free Indirect Discourses are used abundantly, which enables readers to ether into character’s mental world without any disorder. In Gavin’s term, Direct Speech forms a world-switch just like flash-forward or flashback. In its orig

65、inal text world, like Direct Speech, we suppose Direct Thought, Free Direct Thought and Free Direct Speech will build a world- switch (qtd.in Yang, 2012: 25). In the novel, different speeches and thoughts are presented from various characters’ perspective. Therefore, it is difficult for readers to

66、understand the novel from the approach of Text World Theory. However, it also offers chances to readers to enter the inner worlds of characters deeply in the novel. 3.3 Analytical framework of the study This thesis pays attention to the text world level and sub-world level under the Text World Theory. First, it divides discourse presentation of the novel into two categories ---- thought presentation and speech presentation. Then from each category under the Text World Theory, it studies