Schools of linguistics and developments

　　Chapter 1 Introduction: Linguistics and Schools of Linguistics
　　 1.1 What Is Linguistics？
　　 1.2 Schools of Linguistics
　　Chapter 2 Traditional Grammar
　　 2.0 Introduction
　　 2.1 Sanskrit Grammar in Ancient India
　　 2.2 Grammar in Ancient Greece
　　 2.3 Grammar in Ancient Rome
　　 2.4 Grammar in the Middle Ages
　　 2.5 Linguistics from the Renaissance to the 18th Century
　　 2.6 Linguistic Tradition in the Middle East and China
　　 2.7 Summary
　　Chapter 3 Historical and Comparative Linguistics
　　 3.0 Introduction
　　 3.1 Early Development of Historical Linguistics
　　 3.2 Rask, Grimm and Bopp
　　 3.3 Wilhelm yon Humboldt
　　 3.4 Historical Linguistics in the Mid- 19th Century
　　 3.5 The Study of Ablaut
　　 3.6 Neogrammarians
　　 3.7 Jespersen and International Phonetic Alphabet
　　 3.8 Summary
　　Chapter 4 Schools of European Structuralism
　　 4.0 Introduction
　　 4.1 Sanssure and Course in General Linguistics
　　 4.1.1 Historical Background and Sources of Saussure's Ideas
　　 4.1.2 Saussure's Contributions to General Linguistics
　　 4.1.2.1 Langue vs.Parole
　　 4.1.2.2 Signifier vs.Signified
　　 4.1.2.3 Arbitrariness
　　 4.1.2.4 Linear Nature ( Syntagmatic vs.Paradigmatic)
　　 4.1.2.5 Synchronic Linguistics vs.Diachronic Linguistics
　　 4.1.3 Saussure's Impact and Legacy
　　 4.2 French School
　　 4.2.1 French Post-Saussurean Linguistics
　　 4.2.2 Martinet's Structural-Functional Linguistics
　　 4.3 Prague School
　　 4.3.1 Mathesius and Functional Sentence Perspective (FSP)
　　 4.3.2 Trubetzkoy and Principles of Phonology
　　 4.3.3 Jakobson and Distinctive Features
　　 4.3.4 Markedness Theory
　　 4.4 Copenhagen School
　　 4.4.1 Introduction to the Copenhagen Linguistic Circle
　　 4.4.2 Hjelmslev and Glossematics
　　 4.5 Summary
　　Chapter 5 Schools of American Descriptivism and Structuralism
　　 5.0 Introduction
　　 5.1 Early Period: Boas and Sapir
　　 5.1.1 Boas and his Linguistic Views
　　 5.1.2 Sapir and his Linguistic Method and Theories
　　 5.1.2.1 Sapir the Man
　　 5.1.2.2 Sapir's Linguistic Method and Theories
　　 5.1.3 The Sapir-Whorf Hypothesis
　　 5.2 Bloomfieldian Age
　　 5.2.1 Bloomfield and the Stimulus-Response Theory
　　 5.2.2 Immediate Constituent Analysis (IC Analysis)
　　 5.3 Post-Bloomfieldian Age
　　 5.3.1 Harris and his Linguistic Views
　　 5.3.2 Hockett and his Linguistic Views
　　 5.4 Summary
　　Chapter 6 Generative Schools
　　 6.0 Introduction
　　 6.1 Chomsky and the Innateness Hypothesis
　　 6.2 Transformational-Generative Grammar
　　 6.2.1 The Classical Theory
　　 6.2.2 The Standard Theory
　　 6.2.3 The Extended Standard Theory
　　 6.2.4 Government and Binding Theory
　　 6.2.4.1 Phrase Structures and X-bar Theory
　　 6.2.4.2 C-Command and Government
　　 6.2.4.3 Binding Theory
　　 6.2.5 Minimalism
　　 6.3 Generative Phonology and Optimality Theory
　　 6.3.1 Generative Phonology
　　 6.3.2 Optimality Theory
　　 6.3.2.1 Input 'and GEN: the Candidate Set
　　 6.3.2.2 CON: the Constraint Set
　　 6.3.2.3 EVAL: Definition of Optimality
　　 6.4 Generative Semantics
　　 6.5 Summary
　　Chapter 7 London School
　　 7.0 Introduction
　　 7.1 Malinowski's Theories
　　 7.2 Firth's Theories
　　 7.2.1 Firth's Study of Meaning
　　 7.2.2 Firth's Prosodic Analysis
　　 7.3 Neo-Firthian Age
　　 7.3.1 Randolph Quirk and his Linguistic Studies
　　 7.3.2 Robins and his Linguistic Studies
　　 7.3.3 Sinclair and his Linguistic Studies
　　 7.3.4 John Lyons and his Linguistic Studies
　　 7.4 Summary
　　Chapter 8 Systemic-Functional School
　　 8.0 Introduction
　　 8.1 Halliday and his Linguistic Views
　　 8.1.1 Halliday the Man
　　 8.1.2 Halliday's Linguistic Views
　　 8.1.3 Halliday's Early Study: Scale and Category Grammar
　　 8.2 Systemic Grammar
　　 8.2.1 Entry Condition
　　 8.2.2 Meaning Potential and Realization
　　 8.3 Functional Grammar
　　 8.3.1 Ideational Function
　　 8.3.1.1 Material Processes
　　 8.3.1.2 Mental Processes
　　 8.3.1.3 Relational Processes
　　 8.3.1.4 Verbal Processes
　　 8.3.1.5 Behavioural Processes
　　 8.3.1.6 Existential Processes
　　 8.3.2 Interpersonal Function
　　 8.3.3 Textual Function
　　 8.4 Register and Genre
　　 8.4.1 Context of Situation: Register
　　 8.4.1.1 Field
　　 8.4.1.2 Tenor
　　 8.4.1.3 Mode
　　 8.4.2 Context of Culture: Genre
　　 8.5 Cohesion and Coherence
　　 8.5.1 Cohesion
　　 8.5.2 Coherence
　　 8.6 Grammatical Metaphor
　　 8.6.1 Ideational Metaphor
　　 8.6.2 Interpersonal Metaphor
　　 8.6.2.1 Metaphor of Modality
　　 8.6.2.2 Metaphor of Mood
　　 8.6.3 Textual Metaphor
　　 8.7 Martin and Appraisal Theory
　　 8.7.1 Attitude: Ways of Feeling
　　 8.7.1.1 Affect
　　 8.7.1.2 Judgment
　　 8.7.1.3 Appreciation
　　 8.7.2 Engagement
　　 8.7.2.1 Disclaim
　　 8.7.2.2 Proclaim
　　 8.7.2.3 Entertain
　　 8.7.2.4 Attribute
　　 8.7.3 Graduation
　　 8.7.3.1 Force
　　 8.7.3.2 Focus
　　 8.8 Summary
　　Chapter 9 American Functional Schools
　　 9.0 Introduction
　　 9.1 Pike and Tagmemics
　　 9.1.1 Pike and his Linguistic View
　　 9.1.2 Tagmemics
　　 9.2 Case Grammar
　　 9.3 Lamb's Stratificational Grammar
　　 9.4 Kuno's Functional Syntax
　　 9.5 Chafe Grammar
　　 9.6 Role and Reference Grammar
　　 9.7 West Coast Functionalism
　　 9.8 Summary
　　Chapter 10 Cognitive Linguistic School
　　 10.0 Introduction
　　 10.1 Some Basic Concepts
　　 10.1.1 Categorization and Prototype
　　 10.1.2 Figure and Ground
　　 10.1.3 Frame, Domain, Script and ICM
　　 10.1.3.1 Frame
　　 10.1.3.2 Domain
　　 10.1.3.3 Script
　　 10.1.3.4 Idealized Cognitive Models (ICMs)
　　 10.1.4 Image Schemata
　　 10.2 Langacker and Cognitive Grammar
　　 10.2.1 The Relation of Grammar to Cognition
　　 10.2.2 Cognitive Grammar in Operation
　　 10.2.3 Construction Grammar
　　 10.3 Cognitive Semantics
　　 10.3.1 Embodied Realism
　　 10.3.2 Prototype Theory
　　 10.3.3 Lexical Network Theory
　　 10.3.4 Lakoff, Johnson, and Conceptual Metaphor Theory
　　 10.3.5 Conceptual Metonymy Theory
　　 10.3.6 Cognitive Pragmatics
　　 10.3.7 Fauconnier and his Mental Space Views
　　 10.3.7.1 Mental Space Theory
　　 10.3.7.2 Blending Theory
　　 10.4 Iconicity
　　 10.5 Grammaticalization
　　 10.6 Summary