The Prague School and its legacy in linguistics, literature, semiotics, folklore, and the arts

• -1
• Prelim pages
• p. i

• Table of contents
• p. v

• 1
• Contributors
• p. xi

• 2
• Introduction
• p. xiii

• 3
• I. Prague school phonology and its theoretical and methodological implications

• 4
• Functional load and diachronic phonology
• p. 3

• 5
• Distinctive features in synchronic and diachronic phonology
• p. 21

• 6
• From segments to autosegments
• p. 37

• 7
• Phonetics versus phonology
• p. 49

• 8
• II. The Prague school and functional discourse analysis

• 9
• The\discoursal iz of Yiddish
• p. 73

• 10
• Frequency in communicative perspective
• p. 91

• 11
• Paradigmatic structure and syntactic relations
• p. 109

• 12
• Word order in children's literature
• p. 123

• 13
• Topic-chaining and dominance chaining
• p. 145

• 14
• The\theme in text cohesion
• p. 155

• 15
• III. The Prague school and aspects of literary criticism

• 16
• Literary transduction
• p. 165

• 17
• Dominant = tonic + dominant
• p. 177

• 18
• James Joyce and the Prague school
• p. 185

• 19
• Objective features of text-analysis according to Muka#345;ovský
• p. 193

• 20
• Phonology as a pattern of analysis
• p. 205

• 21
• IV. The sociological and ethnological concerns of the Prague school

• 22
• The\sociological concerns of the Prague school
• p. 219

• 23
• From folklore to folkstyle
• p. 227

• 24
• The\relevance of structuralism to the study of nonverbal behavior
• p. 245

• 25
• V. The Prague school's semiotic approach to the arts

• 26
• The\dialectic functioning of Muka#345;ovský's semiotic model
• p. 265

• 27
• A\chair is a chair is a CHAIR
• p. 275

• 28
• Semiotics of the theatre
• p. 289

• 29
• Name index
• p. 305

• 30
• Subject index
• p. 311