簡(jiǎn)介：WEEKWEEKWEEK1THE1THE1THENATURENATURENATUREOFOFOFHUMANHUMANHUMANLANGLANGLANGFERDINDESAUSSURE185711–19132ASWISSLINGUISTWHOSEIDEASLAIDAFOUNDATIONFMANYSIGNIFICANTDEVELOPMENTSINLINGUISTICSINTHE20THCENTURYWIDELYCONSIDEREDTOBEONEOFTHEFATHERSOF20THCENTURYLINGUISTICSSAIDIN1916“LANGUAGEISASYSTEMOFSIGNSTHATEXPRESSIDEASISTHEREFECOMPARABLETOASYSTEMOFWRITING”EDWARDSAPIR1884119392AGERMANBNAMERICANANTHROPOLOGISTLINGUISTSAIDIN1921“LANGUAGEISAPURELYHUMANNONINSTINCTIVEMETHODOFCOMMUNICATINGIDEASEMOTIONDESIRESBYMEANSOFVOLUNTARILYPRODUCEDSYMBOLS”BERNARDBLOCH1907–1965GEGETRAGER1906–1992AMERICANLINGUISTSSAIDIN1942“ALANGUAGEISASYSTEMOFARBITRARYVOCALSYMBOLSBYMEANSOFWHICHASOCIALGROUPCOOPERATES“NOAMCHOMSKY1928ANAMERICANLINGUISTSAIDIN1957“ASETFINITEINFINITEOFSENTENCESEACHFINITEINLENGTHCONSTRUCTEDOUTOFAFINITESETOFELEMENTS”RAHALL1911–1997ANAMERICANLINGUISTSPECIALISTINTHEROMANCELANGUAGESSAIDIN1968“THEINSTITUTIONWHEREBYHUMANSCOMMUNICATEINTERACTWITHEACHOTHERBYMEANSOFHABITUALLYUSEDALAUDITYARBITRARYSYMBOLS”ALANGUAGEISTHESYSTEMOFSYMBOLSWITHTHEMOSTGENERALMEANINGSOFANYUSEDBYHUMANSTHEPERCEPTIBLEPTIONSOFLINGUISTICSYMBOLSAREARTICULATYGESTURESTRANSMITTEDONEAFTERANOTHERUSUALLYASSOUNDSTHEYAREUSEDTOCOMMUNICATESTEINFMATIONEVENTODESIGNTHINK★THEDEFINITIONTHATMOSTLINGUISTSAGREELANGUAGEISASYSTEMSYSTEMSYSTEMOFARBITRARYVOCALVOCALVOCALSYMBOLSSYMBOLSSYMBOLSUSEDFHUMANHUMANHUMANCOMMUNICATIONCOMMUNICATIONCOMMUNICATIONINTHESENSEOFOURLINGUISTICSTUDYITISGENERALLYHELDTHATLANGUAGEISASYSTEMITISMADEUPOFUNITSFUNCTIONSRELATIONSLANGUAGEISASETOFSYMBOLSITINVOLVESSIGNSWHICHARESEQUENCESOFSOUNDSTHOSECANBETRANSFERREDINTOVOCALSIGNSLANGUAGEISVOCALINLINGUISTICSLANGUAGEISFIRSTOFALLSPEECHMEANINGFULVOCALSOUNDSLANGUAGEISHUMANINTHESTUDYOFTHISCOURSELANGUAGEISRESTRICTEDTOHUMANNATURALLANGUAGELANGUAGEISCOMMUNICATIONTHECHIEFPURPOSEOFLANGUAGEOFALLTHEAPTITUDESBEHAVISWHICHACTERIZEHUMANBEINGSLANGUAGEISTHEMOSTUNIQUELYHUMANQUITEPOSSIBLYTHEMOSTIMPTANTLANGUAGEISACAPACITYTHATDISTINGUISHESHUMANBEINGSFROMOTHERCREATURESMAJDESIGNFEATURESOFHUMANLANGUAGEARBITRARINESSWDSTHEIRMEANINGHAVENOAPRIICONNECTIONWECANNOTTELLFROMTHESOUNDSTRUCTUREWHICHMEANINGISBEHINDITDUALITYOFPATTERNINGLANGUAGEHASTWOLEVELSOFSTRUCTUREATTHELEVELOFSOUNDATTHELEVELOFMEANINGSTHESETWOLEVELSOFSTRUCTUREAREINDEPENDENTOFONEANOTHERPRODUCTIVITYLANGUAGEHASTHECAPACITYTOGENERATEANINFINITEVARIETYOFMESSAGESINCLUDINGMESSAGESTHATHAVENEVERBEENSAIDBEFEDISPLACEMENTLANGUAGEISABLETOREFERTOTHINGSTHATAREREMOVEDFROMTHESPEAKERINBOTHTIMESPACETRADITIONALCULTURALTRANSMISSIONLANGUAGEISLEARNEDTHROUGHCULTURALTRANSMISSIONTYPICALLYFROMPARENTSOLDERSIBLINGSCHILDRENBUILDTHEIRGRAMMAROFLANGUAGEBYINFERENCEFROMALIMITEDSAMPLEOFSENTENCESINTERCHANGABILITYINDIVIDUALSCANBOTHRECEIVETRANSMITMESSAGESFUNCTIONSOFLANGUAGELANGUAGEASAMEANSOFCOMMUNICATIONCOMMUNICATIONOFINFMATIONIDEASFEELINGSEMOTIONTHECOGNITIVESOCIALFUNCTIONSOFLANGUAGEBEHAVITHEFMERREFERSTOTHETRANSMISSIONOFPROPOSITIONALFACTUALINFMATIONDISCURSIVEREASONING“COGITATION”THESECONDTOTHEESTABLISHMENTMAINTENANCEOFSOCIALRAPPT※SOMEDEIONSTHEWELLKNOWNMODELOFTHEFUNCTIONSOFLANGUAGEINTRODUCEDBYTHERUSSIANAMERICANLINGUISTROMANJAKOBSONIN“LINGUISTICSPOETICS“JAKOBSONSMODELOFTHEFUNCTIONSOFLANGUAGEDISTINGUISHESSIXELEMENTSFACTSOFCOMMUNICATIONTHATARENECESSARYFCOMMUNICATIONTOOCCUR※BRIEFLYTHESESIXFUNCTIONSCANBEDESCRIBEDASFOLLOWS1THEREFERENTIALFUNCTIONISIENTEDTOWARDTHECONTEXTTHEDOMINANTFUNCTIONINAMESSAGELIKEWATERBOILSAT100DEGREES2THEEMOTIVEFUNCTIONISIENTEDTOWARDTHEADDRESSERASINTHEINTERJECTIONSBAHOH3THECONATIVEFUNCTIONISIENTEDTOWARDTHEADDRESSEEIMPERATIVESAPOSTROPHES4THEPHATICFUNCTIONSERVESTOESTABLISHPROLONGDISCONTINUECOMMUNICATIONCONFIRMWHETHERTHECONTACTISSTILLTHEREASINHELLO5THEMETALINGUALFUNCTIONISUSEDTOESTABLISHMUTUALAGREEMENTONTHECODEFEXAMPLEADEFINITION6THEPOETICFUNCTIONEGSMURFPUTSTHEFOCUSONTHEMESSAGEFITSOWNSAKEJAKOBSON1960P356THREEBASICFUNCTIONSOFLANGUAGE1INFMATIVELANGUAGEFUNCTIONESSENTIALLYTHECOMMUNICATIONOFINFMATIONATHEINFMATIVEFUNCTIONAFFIRMSDENIESPROPOSITIONSASINSCIENCEBTHISFUNCTIONISUSEDTODESCRIBETHEWLDREASONABOUTITEGWHETHERASTATEOFAFFAIRSISTRUEFALSECTHESESENTENCESHAVEATRUTHVALUEHENCETHEYAREIMPTANTFLOGIC2EXPRESSIVELANGUAGEFUNCTIONREPTSFEELINGSATTITUDESOFTHEWRITERSPEAKEROFTHESUBJECTEVOKESFEELINGSINTHEREADERLISTENERAPOETRYISONEOFTHEBESTEXAMPLESBUTMUCHOFPERHAPSMOSTOFDINARYLANGUAGEDISCOURSEISTHEEXPRESSIONOFEMOTIONSFEELINGSATTITUDESBTWOMAINASPECTSAREGENERALLYNOTED1TOEVOKECERTAINFEELINGS2TOEXPRESSFEELINGSCEXPRESSIVEDISCOURSEQUAEXPRESSIVEDISCOURSEISBESTREGARDEDASNEITHERTRUEFALSEEGSHAKESPEARESKINGLEARSLAMENT“RIPENESSISALL“EVENSOTHENATUREOF“FICTIONALSTATEMENTS“ISANINTERESTINGAREAOFINQUIRY3DIRECTIVELANGUAGEFUNCTIONLANGUAGEUSEDFTHEPURPOSEOFCAUSINGPREVENTINGOVERTACTIONSATHEDIRECTIVEFUNCTIONISMOSTCOMMONLYFOUNDINCOMMSREQUESTSBDIRECTIVELANGUAGEISNOTNMALLYCONSIDEREDTRUEFALSEALTHOUGHALOGICOFCOMMSHAVEBEENDEVELOPEDCEXAMPLE“CLOSETHEWINDOWS“THEIGINOFLANGUAGETHEIGINOFLANGUAGEISSTILLMYSTERYSCHOLARSOVERTHECENTURIESHAVEBEENINTERESTEDINITBECAUSEMANLANGUAGEARESOCLOSELYRELATEDTHATTHEYBELIEVEDTHATIFWEKNOWHOWWHENLANGUAGEIGINATEDWEWOULDPROBABLYKNOWHOWWHENMANAROSEASWELLTHEREAREBELIEFSTHROUGHOUTTHEWLDTHATLANGUAGEISAGIFTFROMGODTOMANKINDONEOFSUCHBELIEFSISFOUNDINTHEHOLYBIBLEWHATDOESLANGUAGEUSAGEINDICATEABOUTSPEAKERSHOWISLANGUAGERELATEDTOOURMINDHOWDIDLANGUAGEIGINATEWHYDOESLANGUAGECHANGEWHATTRIGGERSTHECHANGEHOWDOSPEAKERSUSELANGUAGETOADVANCETHEIRPOSITIONINSOCIETYWHYDOLANGUAGESENTERINTOPOLITICALCONFLICTSPEACENEGOTIATIONSASPECTSOFLANGUAGESTUDYOFTHEDIFFERENTLANGUAGEASPECTSPHOICSPHONOLOGYMPHOLOGYSYNTAXSEMANTICSPRAGMATICSTHESUBFIELDSOFLANGUAGESTUDYSOMESUBFIELDSINLINGUISTICSAREPHONOLOGYPHOICSARTICULATYGESTURESSOUNDSOFLANGUAGESEMANTICSMEANINGSYNTAXGRAMMARHISTICALLINGUISTICSHISTYFAMILYTREESOFLANGUAGESPSYCHOLINGUISTICSPSYCHOLOGYOFLANGUAGESOCIOLINGUISTICSSOCIOLOGYOFLANGUAGEDEVELOPMENTOFLINGUISTICSEFFTSTODESCRIBEEXPLAINTHEHUMANLANGUAGEFACULTYHAVEBEENUNDERTAKENTHROUGHOUTRECDEDHISTYCONTEMPARYLINGUISTICSISTHEOUTCOMEOFACONTINUOUSEUROPEANINTELLECTUALTRADITIONIGINATINGINANCIENTGREECEATVARIOUSSTAGESINHISTYLINGUISTICSASADISCIPLINEHASBEENINCLOSECONTACTWITHSUCHDISCIPLINESASPHILOSOPHYANTHROPOLOGYPHILOLOGYINSOMECULTURESLINGUISTICANALYSISHASBEENAPPLIEDINTHESERVICEOFRELIGIONPARTICULARLYFTHEDETERMINATIONOFTHERELIGIOUSLYPREFERREDSPOKENWRITTENFMSOFSACREDTEXTSINHEBREWSANSKRITARABICCONTEMPARYWESTERNLINGUISTICSISCLOSETOPHILOSOPHYCOGNITIVESCIENCEMODERNWESTERNLINGUISTICSINEUROPETHROUGHTHE19THCENTURYLINGUISTICSISCENTEREDONTHECOMPARATIVEHISTYOFTHEINDOEUROPEANLANGUAGESWITHACONCERNFFINDINGTHEIRCOMMONROOTSTRACINGTHEIRDEVELOPMENTABOUT1880SCHOLARSINTHEUNITEDSTATESBEGANTORECDTHEHUNDREDSOFNATIVELANGUAGESONCEFOUNDINNTHAMERICAASTHISWKWASDEVELOPINGINTHEEARLYTWENTIETHCENTURYMAINLYINAMERICALINGUISTSWERECONFRONTEDWITHLANGUAGESWHOSESTRUCTURESDIFFEREDGREATLYFROMTHOSEOFKNOWNEUROPEANLANGUAGESSCHOLARSDECIDEDTHEYNEEDEDATHEYOFLINGUISTICSTRUCTUREMETHODSOFANALYSISINEUROPETHEREWASAPARALLELDEVELOPMENTOFSTRUCTURALLINGUISTICSINFLUENCEDMOSTSTRONGLYBYFERDINDESAUSSUREASWISSSCHOLAROFINDOEUROPEANGENERALLINGUISTICSWHOSELECTURESONGENERALLINGUISTICSPUBLISHEDPOSTHUMOUSLYBYHISSTUDENTSSETTHEDIRECTIONOFEUROPEANLINGUISTICANALYSISFROMTHE1920SONHISAPPROACHHASBEENWIDELYADOPTEDINOTHERFIELDSUNDERTHEBROADTERM“STRUCTURALISM“HISAPPROACHHASBEENWIDELYADOPTEDINOTHERFIELDSUNDERTHEBROADTERM“STRUCTURALISM”HEISTHUSCALLED“FATHEROFMODERNLINGUISTICS”SAUSSUREISPROBABLYSTILLTHEGREATESTLINGUISTFEWLINGUISTSEVENTODAYCANDISPUTEHISTHEIESHESHOWEDUSHOWTOSEPARATEHISTICALDIACHRONICLINGUISTICSFROMNONHISTICALSYNCHRONICLINGUISTICSLEONARDBLOOMFIELD’SINFLUENTIALTEXTBOOKLANGUAGEPUBLISHEDIN1933PRESENTEDACOMPREHENSIVEDEIONOFAMERICANSTRUCTURALLINGUISTICSDURINGTHESECONDWLDWARHESEVERALOFHISSTUDENTSCOLLEAGUESDEVELOPEDTEACHINGMATERIALSFAVARIETYOFLANGUAGESWHOSEKNOWLEDGEWASNEEDEDFTHEWAREFFTTHISWKLEDTOANINCREASINGPROMINENCEOFTHEFIELDOFLINGUISTICSWHICHBECAMEARECOGNIZEDDISCIPLINEINMOSTAMERICANUNIVERSITIESONLYAFTERTHEWARFROMROUGHLY1980ONWARDSPRAGMATICFUNCTIONALCOGNITIVEAPPROACHESHAVESTEADILYGAINEDGROUNDBOTHINTHEUSINEUROPEBRANCHESOFLINGUISTICSHISTICALLINGUISTICSCOMPARATIVEHISTICALLINGUISTICSTHESTUDYOFLANGUAGESWHICHARERECOGNIZABLYRELATEDTHROUGHSIMILARITIESSUCHASVOCABULARYWDFMATIONSYNTAXGENERALLINGUISTICSVSDEIVELINGUISTICSGENERALLINGUISTICSSUPPLIESTHECONCEPTSCATEGIESINTERMSOFWHICHPARTICULARLANGUAGESARETOBEANALYZEDDEIVELINGUISTICSPROVIDESTHEDATAWHICHCONFIRMREFUTETHEPROPOSITIONSTHEIESPUTFWARDINGENERALLINGUISTICSSYNCHRONICDEIONOFLANGUAGEVSDIACHRONICDEIONOFLANGUAGEADIACHRONICDEIONOFALANGUAGETRACESTHEHISTICALDEVELOPMENTOFTHELANGUAGERECDSTHECHANGESTHATHAVETAKENPLACEINITBETWEENSUCCESSIVEPOINTSINTIMEASYNCHRONICDEIONOFALANGUAGEISNONHISTICALITPRESENTSANACCOUNTOFTHELANGUAGEASITISATSOMEPARTICULARPOINTINTIME※THEETICALLINGUISTICSVSAPPLIEDLINGUISTICSTHEETICALLINGUISTICSSTUDIESLANGUAGELANGUAGESWITHAVIEWTOCONSTRUCTINGATHEYOFTHEIRSTRUCTUREFUNCTIONSWITHOUTREGARDTOANYPRACTICALAPPLICATIONSAPPLIEDLINGUISTICSISCONCERNEDWITHTHEAPPLICATIONOFTHECONCEPTSFINDINGSOFLINGUISTICSTOAVARIETYOFPRACTICALTASKSSUCHASLANGUAGETEACHINGTRANSLATIONLEXICOGRAPHYSTYLISTICSSPEECHTHERAPYETCMICROLINGUISTICSVSMACROLINGUISTICSMICROLINGUISTICSISCONCERNEDSOLELYWITHTHESTRUCTUREOFLANGUAGESYSTEMSWITHOUTREGARDTOTHEWAYINWHICHLANGUAGESAREACQUIREDSTEDINTHEBRAINUSEDINTHEIRVARIOUSFUNCTIONSWITHOUTREGARDTOTHEINTERDEPENDENCEOFLANGUAGECULTUREMACROLINGUISTICSISCONCERNEDWITHEVERYTHINGTHATPERTAINSINANYWAYATALLTOLANGUAGELANGUAGESSOMEBASICDISTINCTIONSINLINGUISTICSLANGUEPAROLETHEDISTINCTIONDRAWNBYFERDINDESAUSSUREINFRENCHLANGUETHEABSTRACTLINGUISTICSYSTEMSHAREDBYALLTHEMEMBERSOFASPEECHCOMMUNITYPAROLETHEACTUALIZATIONOFLANGUAGEREALIZATIONOF‘LANGUE’COMPETENCETHEIDEALLANGUAGEUSER’SKNOWLEDGEOFTHERULESOFHISHERLANGUAGETHELINGUISTICCOMPETENCEOFASPEAKERDESCRIBESTHEIRIMPLICITKNOWLEDGEOFALANGUAGETHEIRABILITYTOJUDGEWHETHERSENTENCESAREGRAMMATICALUNGRAMMATICALPERFMANCETHEACTUALREALIZATIONOFTHISKNOWLEDGEINUTTERANCETHELINGUISTICPERFMANCEOFASPEAKERISTHEWAYTHEYACTUALLYTALKTHEETICALLINGUISTSAREINTERESTEDINCOMPETENCERATHERTHANPERFMANCEBECAUSETHEYWANTTODESIGNANIDEALIZEDMODELOFHOWLANGUAGEWKSHOWITISREPRESENTEDINTHEMINDSOCIOLINGUISTSVARIATIONISTSHOWEVERANALYZETHESPEAKERS’PERFMANCEDEIVEPREIVELINGUISTICISDEIV

簡(jiǎn)介：IDECIDEWHETHEREACHOFTHEFOLLOWINGSTATEMENTSISTRUEFALSE1DIALECTALSYNONYMSCANOFTENBEFOUNDINDIFFERENTREGIONALDIALECTSSUCHASBRITISHENGLISHAMERICANENGLISHBUTCANNOTBEFOUNDWITHINTHEVARIETYITSELFFEXAMPLEWITHINBRITISHENGLISHAMERICANENGLISH2SENSEISCONCERNEDWITHTHERELATIONSHIPBETWEENTHELINGUISTICELEMENTTHENONLINGUISTICWLDOFEXPERIENCEWHILETHEREFERENCEDEALSWITHTHEINHERENTMEANINGOFTHELINGUISTICFM3LINGUISTICFMSHAVINGTHESAMESENSEMAYHAVEDIFFERENTREFERENCESINDIFFERENTSITUATIONS4INSEMANTICSMEANINGOFLANGUAGEISCONSIDEREDASTHEINTRINSICINHERENTRELATIONTOTHEPHYSICALWLDOFEXPERIENCE5CONTEXTUALISMISBASEDONTHEPRESUMPTIONTHATONECANDERIVEMEANINGFROMREDUCEMEANINGTOOBSERVABLECONTEXTS6BEHAVIISTSATTEMPTEDTODEFINETHEMEANINGOFALANGUAGEFMASTHESITUATIONINWHICHTHESPEAKERUTTERSITTHERESPONSEITCALLSFTHINTHEHEARER7THEMEANINGOFASENTENCEISTHESUMTOTALOFTHEMEANINGSOFALLITSCOMPONENTS8MOSTLANGUAGESHAVESETSOFLEXICALITEMSSIMILARINMEANINGBUTRANKEDDIFFERENTLYACCDINGTOTHEIRDEGREEOFFMALITY9“ITISHOT”ISANOPLACEPREDICATIONBECAUSEITCONTAINSNOARGUMENT10INGRAMMATICALANALYSISTHESENTENCEISTAKENTOBETHEBASICUNITBUTINSEMANTICANALYSISOFASENTENCETHEBASICUNITISPREDICATIONWHICHISTHEABSTRACTIONOFTHEMEANINGOFASENTENCEIIITHEREAREFOURCHOICESFOLLOWINGEACHSTATEMENTMARKTHECHOICETHATCANBESTCOMPLETETHESTATEMENT21THENAMINGTHEYISADVANCEDBY________APLATOBBLOOMFIELDCGEOFFREYLEECHDFIRTH22“WESHALLKNOWAWDBYTHECOMPANYITKEEPS”THISSTATEMENTREPRESENTS_______ATHECONCEPTUALISTVIEWBCONTEXUTALISMCTHENAMINGTHEYDBEHAVIISM23WHICHOFTHEFOLLOWINGISNOTTRUEASENSEISCONCERNEDWITHTHEINHERENTMEANINGOFTHELINGUISTICFMBSENSEISTHECOLLECTIONOFALLTHEFEATURESOFTHELINGUISTICFMCSENSEISABSTRACTDECONTEXTUALIZEDDSENSEISTHEASPECTOFMEANINGDICTIONARYCOMPILERSARENOTINTERESTEDIN24“CANIBROWYOURBIKE”_______“YOUHAVEABIKE”AISSYNONYMOUSWITHBISINCONSISTENTWITHCENTAILSDPRESUPPOSES25___________ISAWAYINWHICHTHEMEANINGOFAWDCANBEDISSECTEDINTOMEANINGCOMPONENTSCALLEDSEMANTICFEATURESAPREDICATIONANALYSISBCOMPONENTIALANALYSISCPHONEMICANALYSISDGRAMMATICALANALYSIS26“ALIVE”“DEAD”ARE______________AGRADABLEANTONYMSBRELATIONALOPPOSITES

簡(jiǎn)介：課后習(xí)題以及答案課后習(xí)題以及答案導(dǎo)論導(dǎo)論一填空。1、語(yǔ)言學(xué)的三大發(fā)源地是（）、（）和（）。2、語(yǔ)言學(xué)是（）世紀(jì)成為獨(dú)立的學(xué)科的，其標(biāo)志是（）。3、現(xiàn)代語(yǔ)言學(xué)的標(biāo)志性著作是瑞士語(yǔ)言學(xué)家（）的（）。4、語(yǔ)言交際過(guò)程可分為（）（）（）五個(gè)階段。5、印度最早的經(jīng)典所使用的語(yǔ)言是6、（）、（）、（）是中國(guó)“小學(xué)”的主要研究?jī)?nèi)容。二判斷正誤。1、語(yǔ)文學(xué)主要是研究古代的口語(yǔ)和書面語(yǔ)。2、語(yǔ)言有自身結(jié)構(gòu)的獨(dú)立性，與系統(tǒng)之外的社會(huì)環(huán)境沒(méi)有關(guān)系。3、理論語(yǔ)言學(xué)是研究語(yǔ)言一般規(guī)律的，不受具體語(yǔ)言研究影響。4、語(yǔ)言形式和內(nèi)容的關(guān)系是語(yǔ)言研究的根本問(wèn)題。三思考題。1、語(yǔ)言與人類社會(huì)生活有哪些密切聯(lián)系2、語(yǔ)文學(xué)研究有哪些特征3、語(yǔ)言學(xué)學(xué)科內(nèi)部都有哪些研究分類如何看待它們之間的答案答案一、填空一、填空1、古希臘、古印度、古代中國(guó)2、19、歷史比較語(yǔ)言學(xué)的出現(xiàn)3、索緒爾、普通語(yǔ)言學(xué)教程4、編碼、發(fā)送、傳遞、接收、解碼5、梵語(yǔ)6、音韻學(xué)、文字學(xué)、訓(xùn)詁學(xué)二、判斷正誤二、判斷正誤1、。語(yǔ)文學(xué)主要是研究古代的書面語(yǔ)，因?yàn)檎Z(yǔ)文學(xué)研究所關(guān)注的，首先是反映在古代書面文獻(xiàn)中的古代思想觀念、政治制度等的，其直接目的大多是解讀古典文獻(xiàn)，而不是自覺地探索語(yǔ)言自身的規(guī)律，對(duì)當(dāng)時(shí)的口語(yǔ)研究不是很關(guān)注。2、。語(yǔ)言有自身結(jié)構(gòu)的獨(dú)立性，也與系統(tǒng)之外的社會(huì)環(huán)境密切聯(lián)系。語(yǔ)言學(xué)除了關(guān)注語(yǔ)言本體的結(jié)構(gòu)性質(zhì)和發(fā)展規(guī)律，同時(shí)也要探究語(yǔ)言系統(tǒng)與人、與社會(huì)之間錯(cuò)綜復(fù)雜的關(guān)系。而且語(yǔ)言一直在隨著社會(huì)的發(fā)展而變化，會(huì)受到社會(huì)環(huán)境的影響。3、。一般把研究某種具體語(yǔ)言的語(yǔ)言學(xué)稱為漢語(yǔ)語(yǔ)言學(xué)或英語(yǔ)語(yǔ)言學(xué)等等，把側(cè)重理論探討的稱為理論語(yǔ)言學(xué)。理論語(yǔ)言學(xué)一般注重考察人類語(yǔ)言的共同規(guī)律和普遍特征，而不是學(xué)習(xí)研究某一門具體語(yǔ)言。它所研究的是從具體的語(yǔ)言現(xiàn)象中總結(jié)、歸納出普遍的（）3書刊上的話語(yǔ)不具有人際互動(dòng)功能。（）4抽象思維要以語(yǔ)言為形式依托。（）5布洛卡區(qū)在大腦的右半球前部。（）6聾啞人不會(huì)說(shuō)話，所以不具有抽象思維的能力。（）7不同語(yǔ)言結(jié)構(gòu)的差異體現(xiàn)出思維方式的不同。（）8漢語(yǔ)名詞沒(méi)有數(shù)的變化，所以漢語(yǔ)沒(méi)有區(qū)別單數(shù)和多數(shù)的概念。三、思考題1為什么說(shuō)語(yǔ)言是人類最重要的信息傳遞的手段2語(yǔ)言的人際互動(dòng)功能表現(xiàn)在哪些方面3為什么說(shuō)思維離不開語(yǔ)言4語(yǔ)言思維功能的生理基礎(chǔ)是什么，有哪些體現(xiàn)5兒童語(yǔ)言習(xí)得的臨界期指什么臨界期的存在說(shuō)明語(yǔ)言的哪些特性6不同語(yǔ)言思維方式的特殊性體現(xiàn)在哪些方面7張三說(shuō)，“我們先發(fā)明了電視，然后才給電腦命名，所以思維不需要語(yǔ)言?！睆埲腻e(cuò)誤在哪里8舉例說(shuō)明語(yǔ)言在社會(huì)生活中的作用。答案一、填空題。1、社會(huì)；思維。2、信息傳遞；人際互動(dòng)。3、語(yǔ)言。4、左；右。5、獨(dú)詞句；雙詞句。二、判斷題。18、√√√三、思考題。1、在各種信息傳遞形式中，身勢(shì)等非語(yǔ)言的形式，獨(dú)自傳遞的信息有限，多半是輔助語(yǔ)言來(lái)傳遞信息；文字是建立在語(yǔ)言基礎(chǔ)之上的再編碼形式；旗語(yǔ)之類則是建立在語(yǔ)言或文字基礎(chǔ)之上的再編碼形式。語(yǔ)言是人類社會(huì)信息傳遞第一性的，最基本的手段。2、語(yǔ)言的社會(huì)功能的另一個(gè)重要方面是建立或保持某種社會(huì)關(guān)聯(lián)，這可稱為語(yǔ)言的人際互動(dòng)功能?；?dòng)包括兩個(gè)方面一個(gè)是說(shuō)話者在話語(yǔ)中表達(dá)自己的情感、態(tài)度、意圖，另一方面，這些又對(duì)受話者施加了影響，得到相映的語(yǔ)言或行動(dòng)上的反饋，從而達(dá)到某種實(shí)際效果。3、語(yǔ)言是社會(huì)現(xiàn)象，是社會(huì)的交際工具，同時(shí)也是心理現(xiàn)象，是人類思維的工具。思維功能是語(yǔ)言功能的另一重要方面。思維是認(rèn)識(shí)現(xiàn)實(shí)世界時(shí)的動(dòng)腦筋的過(guò)程，也只動(dòng)腦筋時(shí)進(jìn)行比較、分析、綜合以認(rèn)識(shí)現(xiàn)實(shí)的能力。思維的時(shí)候需要用語(yǔ)言。語(yǔ)言和思維形影相隨，不可分離。4、大腦是人體最復(fù)雜的器官，是人的各種行為的指揮中樞，也是人類語(yǔ)言思維能力的生理基礎(chǔ)。人的大腦有左右兩個(gè)半球，左右大腦分別控制向?qū)σ话氲纳眢w行為，同時(shí)，大腦左半球控制語(yǔ)言功能以及相關(guān)的計(jì)數(shù)、分類、推理等功能，掌管抽象的，概括的思維，而大腦右半球則在音樂(lè)等藝術(shù)感知、人的面貌識(shí)別、立體圖形的識(shí)別、整體把握能力、內(nèi)在想象力等方面起著主要作用，掌管不需要語(yǔ)言的感性直觀思維。大腦的具體功能分區(qū)大致分為軀體運(yùn)動(dòng)區(qū)、軀體感覺區(qū)、視區(qū)和聽區(qū)，對(duì)稱分布于大腦的左右兩個(gè)半球。

簡(jiǎn)介：語(yǔ)言學(xué)概論考試題庫(kù)1語(yǔ)言學(xué)的發(fā)展歷史語(yǔ)言學(xué)的發(fā)展歷史傳統(tǒng)語(yǔ)言學(xué)（古希臘、古羅馬）歷史比較語(yǔ)言學(xué)、現(xiàn)代語(yǔ)言學(xué)、當(dāng)代語(yǔ)言學(xué)2語(yǔ)言學(xué)概念語(yǔ)言學(xué)概念是以語(yǔ)言為研究對(duì)象的科學(xué)研究語(yǔ)言的本質(zhì)語(yǔ)言的結(jié)構(gòu)和發(fā)展規(guī)律3為什么語(yǔ)言學(xué)既是一門古老的科學(xué)又是一門年輕的學(xué)科為什么語(yǔ)言學(xué)既是一門古老的科學(xué)又是一門年輕的學(xué)科語(yǔ)言是伴隨著人類一起出現(xiàn)的是人類社會(huì)生活必不可少的所以人類很早就注意到了語(yǔ)言的重要性很早就注意研究語(yǔ)言所以語(yǔ)言學(xué)是古老的但語(yǔ)言學(xué)直到18世紀(jì)下半葉產(chǎn)生了歷史比較語(yǔ)言學(xué)后來(lái)又建立了語(yǔ)言學(xué)的各個(gè)部門語(yǔ)言研究才發(fā)展成為一門獨(dú)立的學(xué)科同其它學(xué)科相比語(yǔ)言學(xué)的確是十分年輕的語(yǔ)言是社會(huì)現(xiàn)象與社會(huì)的政治經(jīng)濟(jì)文化歷史等密切相關(guān)而語(yǔ)言的發(fā)生又與物理生理心理等學(xué)科密切相關(guān)而現(xiàn)代社會(huì)語(yǔ)言與語(yǔ)言的信息處理如機(jī)器翻譯語(yǔ)碼轉(zhuǎn)換等又涉及到數(shù)學(xué)計(jì)算機(jī)科學(xué)所以語(yǔ)言學(xué)既與社會(huì)科學(xué)有密切的聯(lián)系又與自然科學(xué)有密切的聯(lián)系正因?yàn)槿绱穗S著語(yǔ)言學(xué)與別的學(xué)科的交融又產(chǎn)生了許多新的語(yǔ)言學(xué)分支學(xué)科如社會(huì)語(yǔ)言學(xué)心理語(yǔ)言學(xué)統(tǒng)計(jì)語(yǔ)言學(xué)話語(yǔ)語(yǔ)言學(xué)數(shù)理語(yǔ)言學(xué)宇宙語(yǔ)言學(xué)等等這些也體現(xiàn)了語(yǔ)言學(xué)是一門年輕的學(xué)科2任意性；3結(jié)構(gòu)的二層性；4開放性創(chuàng)造性即人們能夠運(yùn)用有限的語(yǔ)言手段通過(guò)替換和組合造出無(wú)限的句子。5傳授性人類的語(yǔ)言能力是先天具備的，但是掌握什么語(yǔ)言，則是后天學(xué)會(huì)的，沒(méi)有現(xiàn)實(shí)的語(yǔ)言環(huán)境，就學(xué)不會(huì)一種語(yǔ)言；動(dòng)物的“語(yǔ)言”則是與生俱來(lái)的本能，不用學(xué)習(xí)。6不受時(shí)、地環(huán)境的限制。9為什么說(shuō)語(yǔ)言是人類和動(dòng)物之間無(wú)法逾越的鴻溝為什么說(shuō)語(yǔ)言是人類和動(dòng)物之間無(wú)法逾越的鴻溝人類以外的動(dòng)物不具備語(yǔ)言能力，自然不可能學(xué)會(huì)人類語(yǔ)言。人類的祖先在長(zhǎng)期維持生存的勞動(dòng)活動(dòng)中鍛煉了大腦，改造了發(fā)音器官，具備了說(shuō)話的能力，而在共同勞動(dòng)中又有了交流思想的需要，于是產(chǎn)生了語(yǔ)言。這是人類和其他動(dòng)物分道揚(yáng)鑣的最后最重要的標(biāo)志。某些動(dòng)物能夠復(fù)述人教的話，但不明白復(fù)述的意思，不能裝卸話語(yǔ)中的單位，進(jìn)行替換和組合的聯(lián)系，不斷造出新句子，根本原因是動(dòng)物沒(méi)有分析、抽象的能力，無(wú)法學(xué)會(huì)人類的語(yǔ)言。10語(yǔ)音的屬性語(yǔ)音的屬性自然屬性，社會(huì)屬性，物理屬性11語(yǔ)音有哪些屬性什么是語(yǔ)音的本質(zhì)屬性語(yǔ)音有哪些屬性什么是語(yǔ)音的本質(zhì)屬性

簡(jiǎn)介：01任務(wù)試卷總分100測(cè)試時(shí)間判斷題單項(xiàng)選擇題論述題論述題一、判斷題（共一、判斷題（共1010道試題，共道試題，共2020分。）分。）1地主階級(jí)和農(nóng)民階級(jí)之間沒(méi)有共同語(yǔ)言，這說(shuō)明語(yǔ)言是有階級(jí)性的。A錯(cuò)誤B正確答案A2語(yǔ)言是思維的工具，語(yǔ)言與思維具有非常密切的關(guān)系。A錯(cuò)誤B正確答案B3任何一種符號(hào)，都是由內(nèi)容和意義兩個(gè)方面構(gòu)成的。A錯(cuò)誤B正確答案A4從本質(zhì)上看，語(yǔ)言其實(shí)是一種符號(hào)系統(tǒng)。A錯(cuò)誤B正確答案B5人類選擇語(yǔ)音而不是色彩、手勢(shì)作為語(yǔ)言符號(hào)的形式，是因?yàn)檎Z(yǔ)音比較好聽。A錯(cuò)誤B正確答案A6語(yǔ)言符號(hào)的約定俗成是指語(yǔ)音形式和意義的結(jié)合是社會(huì)成員共同規(guī)定的。A錯(cuò)誤B正確答案B7“我和他沒(méi)有共同語(yǔ)言”，這里的語(yǔ)言不是指作為交際工具的語(yǔ)言。A錯(cuò)誤B正確答案答案B8沒(méi)有內(nèi)容，符號(hào)的存在就失去了意義，所以，符號(hào)的內(nèi)容比符號(hào)的形式重要。A錯(cuò)誤A工人階級(jí)和資產(chǎn)階級(jí)沒(méi)有共同語(yǔ)言，所以語(yǔ)言是有階級(jí)性的。B語(yǔ)言是一種特殊的社會(huì)現(xiàn)象，與其它社會(huì)現(xiàn)象有不同的特點(diǎn)。C在現(xiàn)代社會(huì)，語(yǔ)言的作用已經(jīng)越來(lái)越顯得弱了。D沒(méi)有語(yǔ)言，不會(huì)影響人類的思維行為。答案答案B4下列說(shuō)法不正確的一項(xiàng)是（）。A一個(gè)人掌握什么樣的語(yǔ)言，與他從小所處的環(huán)境密切相關(guān)。B人類能說(shuō)什么樣的語(yǔ)言的能力是天生的，與動(dòng)物不同。C人的右腦主要控制形象思維活動(dòng)。D思維能力沒(méi)有民族性，全人類一樣。答案答案B5下列說(shuō)法正確的一項(xiàng)是（）。A人類語(yǔ)言符號(hào)的音義聯(lián)系具有共同特點(diǎn)。B語(yǔ)言符號(hào)由形式和內(nèi)容構(gòu)成，內(nèi)容決定了符號(hào)的形式。C語(yǔ)音和意義是語(yǔ)言符號(hào)不可缺少的構(gòu)成元素。D語(yǔ)音形式與意義內(nèi)容是互相適應(yīng)的，有什么樣的形式，就有什么樣的內(nèi)容。答案答案C6從組合關(guān)系看，句子（）與其它三類都不相同。A小王跑得快。B小張?zhí)酶?。C小于覺得累。D小劉打得好。答案答案C7下列說(shuō)法不正確的一項(xiàng)是（）。

簡(jiǎn)介：1EXERCISESTOLINGUISTICS外語(yǔ)系外語(yǔ)系黃永亮黃永亮3UNDERSTANINDEFINITENUMBERSOFSENTENCESTORECOGNIZEGRAMMATICALMISTAKESAMBIGUITIESASPEAKER’SCOMPETENCEISSTABLEBUTHISPERFMANCEISOFTENINFLUENCEDBYPSYCHOLOGICALSOCIALFACTSTHUSCHOMSKYPROPOSEDTHATLINGUISTSSHOULDFOCUSONTHESTUDYOFCOMPETENCENOTPERFMANCETHEDISTINCTIONOFTHETWOTERMS“COMPETENCEPERFMANCE”REPRESENTSTHEIENTATIONOFLINGUISTICSTUDYSOWECANSAYCOMPETENCEPERFMANCEISANIMPTANTDISTINCTIONINLINGUISTICS5INWHATBASICWAYSDOESMODERNLINGUISTICSDIFFERFROMTRADITIONALGRAMMARMODERNLINGUISTICSDIFFERSFROMTRADITIONALGRAMMARINTHEFOLLOWINGBASICWAYSFIRSTLYPRIITYISGIVENASMENTIONEDEARLIERTOSPOKENLANGUAGESECONDLYFOCUSISONSYNCHRONICSTUDYOFLANGUAGERATHERTHANONDIACHRONICSTUDYOFLANGUAGETHIRDLYMODERNLINGUISTICSISDEIVERATHERTHANPREIVEINNATURELINGUISTSENDEAVTOSTATEOBJECTIVELYTHEREGULARITIESOFALANGUAGETHEYAIMATFINDINGOUTHOWALANGUAGEISSPOKENTHEYDONOTATTEMPTTOTELLPEOPLEHOWITSHOULDBESPOKENFOURTHLYMODERNLINGUISTICSISTHEETICALLYRATHERTHANPEDAGOGICALLYIENTEDMODERNLINGUISTSSTRIVETOCONSTRUCTTHEIESOFLANGUAGETHATCANACCOUNTFLANGUAGEINGENERALTHESEFEATURESDISTINGUISHEDMODERNLINGUISTICSFROMTRADITIONALGRAMMARTHETWOARECOMPLEMENTARYNOTCONTRADICTYKNOWLEDGEOFBOTHISNECESSARYFALANGUAGETEACHERKNOWLEDGEOFTHELATTERISNECESSARYFALANGUAGELEARNERCHAPTER2PHOICS1GIVETHEDEIONOFTHEFOLLOWINGSOUNDSEGMENTSINENGLISH1VOICEDDENTALFRICATIVE2VOICELESSALVEOLARFRICATIVE3VELARNASAL4VOICEDALVEOLARSTOP5VOICELESSBILABIALSTOP6VOICELESSVELARSTOP7ALVEOLARLATERAL8HIGHFRONTLAXUNROUNDEDVOWEL9HIGHBACKTENSEROUNDEDVOWEL10LOWBACKLAXROUNDEDVOWEL

簡(jiǎn)介：作業(yè)1第9題AROUNDTHETIMEOFTHEIRSECONDBIRTHDAYCHILDRENBEGINTOPRODUCE____UTTERANCESAONEWDBTWOWDCTHREEWDDFOURWD答案B您的答案B題目分?jǐn)?shù)25此題得分252第10題WHICHOFTHEFOLLOWINGPAIRSOFWDSARECOMPLETEHOMONYMSAFLOURFLOWERBLEADTOGUIDELEADAKINDOFMETALCHEROINHOINEDCRIKETCRIKET答案D您的答案D題目分?jǐn)?shù)25此題得分253第11題WHICHOFTHEFOLLOWINGISANEXAMPLEOFOVERGENERALIZATIONAEYESBEARSCSHEEPDFOOTS答案D您的答案D題目分?jǐn)?shù)25此題得分254第12題WHICHOFTHEFOLLOWINGUNDERLINEDPARTSISAFREEMPHEMEAUNDERSTABLEBEASTWARDCOTHERWISEWHICHSIDESOFMUSCLESOFOURSDOESOURLEFTBRAINCONTROLABOTHLEFTRIGHTBLEFTCRIGHTDSOMETIMESLEFTSOMETIMESRIGHT答案C您的答案C題目分?jǐn)?shù)25此題得分259第26題THENATIVISTVIEWOFLANGUAGEACQUISITIONISHELDBY____ABLOOMFIELDBCHOMSKYCSAUSSUREDSKINNER答案B您的答案B題目分?jǐn)?shù)25此題得分2510第27題“WHYDON’TYOUASKMARYFHELP”ISANINSTANCEOF____AREPRESENTATIVESBEXPRESSIVESCMISSIVES答案C您的答案C題目分?jǐn)?shù)25此題得分2511第28題THEGREATWALLBELONGSTO____CULTUREAMATERIALBSPIRITUALCFOLKDNONEOFTHEABOVE答案A您的答案A

簡(jiǎn)介：1英語(yǔ)語(yǔ)言學(xué)教程（胡壯麟版）英語(yǔ)語(yǔ)言學(xué)教程（胡壯麟版）CHAPTERONEINVITATIONTOLINGUISTIC1WHATISLANGUAGE“LANGUAGEISSYSTEMOFARBITRARYVOCALSYMBOLSUSEDFHUMANCOMMUNICATIONITISASYSTEMSINCELINGUISTICELEMENTSAREARRANGEDSYSTEMATICALLYRATHERTHANROMLYARBITRARYINTHESENSETHATTHEREISUSUALLYNOINTRINSICCONNECTIONBETWEENAWKLIKE“BOOK”THEOBJECTITREFERSTOTHISEXPLAINSISEXPLAINEDBYTHEFACTTHATDIFFERENTLANGUAGESHAVEDIFFERENT“BOOKS”“BOOK”INENGLISH“LIVRE”INFRENCH“SHU”INCHINESEITISSYMBOLICBECAUSEWDSAREASSOCIATEDWITHOBJECTSACTIONSIDEASETCBYNOTHINGBUTCONVENTIONNAMELYPEOPLEUSETHESOUNDSVOCALFMSTOSYMBOLIZEWHATTHEYWISHTOREFERTOITISVOCALBECAUSESOUNDSPEECHISTHEPRIMARYMEDIUMFALLHUMANLANGUAGESWRITINGSYSTEMSCAMEMUCHLATERTHANTHESPOKENFMSTHEFACTTHATSMALLCHILDRENLEARNCANONLYLEARNTOSPEAKLISTENBEFETHEYWRITEREADALSOINDICATESTHATLANGUAGEISPRIMARILYVOCALRATHERTHANWRITTENTHETERM“HUMAN”INTHEDEFINITIONISMEANTTOSPECIFYTHATLANGUAGEISHUMANSPECIFIC2DESIGNFEATURESOFLANGUAGE“DESIGNFEATURES”HEREREFERTOTHEDEFININGPROPERTIESOFHUMANLANGUAGETHATTELLTHEDIFFERENCEBETWEENHUMANLANGUAGEANYSYSTEMOFANIMALCOMMUNICATIONTHEYAREARBITRARINESSDUALITYPRODUCTIVITYDISPLACEMENTCULTURALTRANSMISSIONINTERCHANGEABILITY1ARBITRARINESSBY“ARBITRARINESS”WEMEANTHEREISNOLOGICALCONNECTIONBETWEENMEANINGSSOUNDS2DUALITYTHEPROPERTYOFHAVINGTWOLEVELSOFSTRUCTURESPHONOLOGICALGRAMMATICALUNITSOFTHEPRIMARYLEVELBEINGCOMPOSEDOFELEMENTSOFTHESECONDARYLEVELEACHLEVELHAVINGITSOWNPRINCIPLESOFGANIZATION3PRODUCTIVITYPRODUCTIVITYREFERSTOTHEABILITYTOTHEABILITYTOCONSTRUCTUNDERSTANINDEFINITELYLARGENUMBEROFSENTENCESINONE’SNATIVELANGUAGEINCLUDINGTHOSETHATHASNEVERHEARDBEFEBUTTHATAREAPPROPRIATETOTHESPEAKINGSITUATIONTHEPROPERTYTHATENABLESNATIVESPEAKERSTOCONSTRUCTUNDERSTANINDEFINITELYLARGENUMBEROFUTTERANCESINCLUDINGUTTERANCESTHATTHEYHAVENEVERPREVIOUSLYENCOUNTERED4DISPLACEMENT“DISPLACEMENT”ASONEOFTHEDESIGNFEATURESOFTHEHUMANLANGUAGEREFERSTOTHEFACTTHATONECANTALKABOUTTHINGSTHATARENOTPRESENTASEASILYASHEDOESTHINGSPRESENTINOTHERWDSONECANREFERTOREALUNREALTHINGSTHINGSOFTHEPASTOFTHEPRESENTOFTHEFUTURELANGUAGEITSELFCANBETALKEDABOUTTOO5CULTURALTRANSMISSIONTHISMEANSTHATLANGUAGEISNOTBIOLOGICALLYTRANSMITTEDFROMGENERATIONTOGENERATIONBUTTHATTHEDETAILSOFTHELINGUISTICSYSTEMMUSTBELEARNEDANEWBYEACHSPEAKER6INTERCHANGEABILITYINTERCHANGEABILITYMEANSTHATANYHUMANBEINGCANBEBOTHAPRODUCERARECEIVEROFMESSAGES3FUNCTIONSOFLANGUAGELANGUAGEHASATLEASTSEVENFUNCTIONSPHATICDIRECTIVEINFMATIVEINTERROGATIVEEXPRESSIVEEVOCATIVEPERFMATIVE1PHATICFUNCTIONTHE“PHATICFUNCTION”REFERSTOLANGUAGEBEINGUSEDFSETTINGUPACERTAINATMOSPHEREMAINTAININGSOCIALCONTACTSRATHERTHANFEXCHANGINGINFMATIONIDEASGREETINGSFAREWELLSCOMMENTSONTHEWEATHERINENGLISHONCLOTHINGINCHINESEALLSERVETHISFUNCTION2DIRECTIVEFUNCTIONTHE“DIRECTIVEFUNCTION”MEANSTHATLANGUAGEMAYBEUSEDTOGETTHEHEARER3PAROLEMAKETHANTHESUBJECTOFLINGUISTICSTHELANGUEPAROLEDISTINCTIONISOFGREATIMPTANCEWHICHCASTSGREATINFLUENCEONLATERLINGUISTS5COMPETENCEVSPERFMANCEACCDINGTONCHOMSKY“COMPETENCE”ISTHEIDEALLANGUAGEUSER’SKNOWLEDGEOFTHERULESOFHISLANGUAGE“PERFMANCE”ISTHEACTUALREALIZATIONOFTHISKNOWLEDGEINUTTERANCESTHEFMERENABLESASPEAKERTOPRODUCEUNDERSTANINDEFINITENUMBEROFSENTENCESTORECOGNIZEGRAMMATICALMISTAKESAMBIGUITIESASPEAKER’SCOMPETENCEISSTABLEWHILEHISPERFMANCEISOFTENINFLUENCEDBYPSYCHOLOGICALSOCIALFACTSSOASPEAKER’SPERFMANCEDOESNOTALWAYSMATCHEQUALHISSUPPOSEDCOMPETENCECHOMSKYBELIEVESTHATLINGUISTSOUGHTTOSTUDYCOMPETENCERATHERTHANPERFMANCE6LINGUISTICPOTENTIALVSLINGUISTICBEHAVITHESETWOTERMSTHEPOTENTIALBEHAVIDISTINCTIONWEREMADEBYMAKHALLIDAYINTHE1960SFROMAFUNCTIONALPOINTOFVIEWTHEREISAWIDERANGEOFTHINGSASPEAKERCANDOINHISCULTURESIMILARLYTHEREAREMANYTHINGSHECANSAYFEXAMPLETOMANYPEOPLEONMANYTOPICSWHATHEACTUALLYSAYSIEHIS“ACTUALLINGUISTICBEHAVI”O(jiān)NACERTAINOCCASIONTOACERTAINPERSONISWHATHEHASCHOSENFROMMANYPOSSIBLEINJUSTICEITEMSEACHOFWHICHHECOULDHAVESAIDLINGUISTICPOTENTIALCHAPTER2PHOICS1WHATISPHOICS“PHOICS”ISTHESCIENCEWHICHSTUDIESTHEACTERISTICSOFHUMANSOUNDMAKINGESPECIALLYTHOSESOUNDSUSEDINSPEECHPROVIDESMETHODSFTHEIRDEIONCLASSIFICATIONTRANIONSPEECHSOUNDSMAYBESTUDIEDINDIFFERENTWAYSTHUSBYTHREEDIFFERENTBRANCHESOFPHOICS1ARTICULATYPHOICSTHEBRANCHOFPHOICSTHATEXAMINESTHEWAYINWHICHASPEECHSOUNDISPRODUCEDTODISCOVERWHICHVOCALGANSAREINVOLVEDHOWTHEYCODINATEINTHEPROCESS2AUDITYPHOICSTHEBRANCHOFPHOICRESEARCHFROMTHEHEARER’SPOINTOFVIEWLOOKINGINTOTHEIMPRESSIONWHICHASPEECHSOUNDMAKESONTHEHEARERASMEDIATEDBYTHEEARTHEAUDITYNERVETHEBRAIN3ACOUSTICPHOICSTHESTUDYOFTHEPHYSICALPROPERTIESOFSPEECHSOUNDSASTRANSMITTEDBETWEENMOUTHEARMOSTPHOICIANSHOWEVERAREINTERESTEDINARTICULATYPHOICS2THEIPATHEIPAABBREVIATIONOF“INTERNATIONALPHOICALPHABET”ISACOMPROMISESYSTEMMAKINGUSEOFSYMBOLSOFALLSOURCESINCLUDINGDIACRITICSINDICATINGLENGTHSTRESSINTONATIONINDICATINGPHOICVARIATIONEVERSINCEITWASDEVELOPEDIN1888IPAHASUNDERGONEANUMBEROFREVISIONS3PLACEOFARTICULATIONITREFERSTOTHEPLACEINTHEMOUTHWHEREFEXAMPLETHEOBSTRUCTIONOCCURSRESULTINGINTHEUTTERANCEOFACONSONANT4MANNEROFARTICULATIONTHE“MANNEROFARTICULATION”LITERALLYMEANSTHEWAYASOUNDISARTICULATED5PHONOLOGY“PHONOLOGY”ISTHESTUDYOFSOUNDSYSTEMSTHEINVENTIONOFDISTINCTIVESPEECHSOUNDSTHATOCCURINALANGUAGETHEPATTERNSWHEREINTHEYFALLMINIMALPAIRPHONEMESALLOPHONESFREEVARIATIONCOMPLEMENTARYDISTRIBUTIONETCAREALLTOBEINVESTIGATEDBYAPHONOLOGIST6NARROWTRANIONBROADTRANIONTHEFMERWASMEANTTOSYMBOLIZEALLTHEPOSSIBLESPEECHSOUNDSINCLUDINGEVENTHEMOSTMINUTESHADESOFPRONUNCIATIONWHILEBROADTRANIONWASINTENDEDTOINDICATEONLYTHOSESOUNDSCAPABLEOF

簡(jiǎn)介：20132014SECONDTERMTESTPAPERF“LANGUAGELEARNINGSTRATEGIES”NAME_______MAJ_______SCES______IEXPLAINTHEFOLLOWINGTERMS201LANGUAGELEARNINGSTRATEGYLANGUAGELEARNINGSTRATEGYAREBEHAVISACTIONSWHICHLEARNERSUSETOMAKELANGUAGELEARNINGMESUCCESSFULSELFDIRECTEDENJOYABLEACCDINGTOOXFDLEARNINGSTRATEGYISAPLANSTEPACONSCIOUSACTIONTOWARDACHIEVEMENTOFANOBJECTIVEO’MALLEYTHINKSTHATLEARNINGSTRATEGIESAREPLANSACTIONSPROCEDURESETCWHICHTHESTUDENTSADOPTTOEFFECTIVELYACQUIRESTESEARCHEMPLOYINFMATIONMEOVERLLSREFERTOMANYSPECIFICACTIONSBEHAVISTECHNIQUESTHATSTUDENTSUSETOIMPROVETHEIRPROGRESSINDEVELOPINGL2SKILLSITSFEATURESMAINLYCONTAINCOMMUNICATIVECOMPETENCEASTHEMAINGOALGREATERSELFDIRECTIONFLEARNERSNEWROLESFTEACHERSOXFDDIVIDEDLLSINTOTWOMAJCLASSESDIRECTINDIRECTSTRATEGIES2SEMANTICMAPPINGSTRATEGYSEMANTICMAPPINGSTRATEGYREFERSTOADIAGRAMINWHICHTHEKEYCONCEPTSAREHIGHLIGHTEDLINKEDTORELATEDCONCEPTSVIAMEANINGFULIMAGERYGROUPINGASSOCIATINGTHISSTRATEGYISVALUABLEFIMPROVINGBOTHMEMYCOMPREHENSIONOFNEWEXPRESSIONSFEXAMPLETHINKINGOF“HAIR”WECANCONSTRUCTASERIESOFNEWWDSAPICTURETHATBARBERSAREDESIGNINGDIFFERENTHAIRSTYLES3COOPERATIVESTRATEGIES1）COOPERATINGWITHPEERSREGULARLEARNINGPARTNERTEMPARYPAIRSMALLGROUPCONTROLIMPULSETOWARDCOMPETITIVENESSRIVALRYVIAGAMESSIMULATIONSACTIVEEXERCISESLIKEJIGSAWLISTENINGREADINGACTIVITIESVIAQUESTIONINGNEGOTIATINGMEANINGTOEXPRESSCOMPLEXCONTENTSSOIFWEARRANGELAYOUTOFNEWSEDITIALFEATURESWESHOULDUSEGROUPINGSTRATEGIESTOREHEARSASTRUCTUREINADDITIONIVEATTENTIONTOINFMATIONWHICHYOUWANTTOSTRESSWECANUSEPLANNINGSTRATEGIESIVEATTENTIONSTRATEGIESBELONGINGTOMETACOGNITIVESTRATEGIESATTHELASTITISUNNECESSARYTOSUMMARIZECONTENTIDEASTHEREFECOGNITIVESTRATEGIESAREUSEDASWELL2VISITINGGRANNYYOUAREINYOUR30STHREEMONTHSFROMNOWYOUWILLGOTOWARSAWTOVISITYOURGRMOTHERWHOMYOUHAVENEVERMETYOUKNOWFROMYOURPARENTSTHATYOURGRMOTHERSPEAKSONLYAFEWWDSOFENGLISHYOUSPEAKONLYAFEWWDSOFPOLISHYOUNEEDTOLEARNASMUCHPOLISHASYOUCANINTHENEXTTHREEMONTHSSOYOUCANFINDOUTALLYOUCANABOUTYOURGRMOTHER’SLIFETHEFAMILYHISTYYOURPOLISHRELATIVESWHENYOUGETTOPOLWHICHLANGUAGELEARNINGSTRATEGIESDOYOUNEEDTOUSEMANAGEMENTSTRATEGIESMEMYSTRATEGIESCOGNITIVESTRATEGIESCOMPENSATIONSTRATEGIESCOMMUNICATIONSTRATEGIESBECAUSEIDON’TKNOWMUCHPOLISHSOISOMEWAYSFMAKINGUPFINSUFFICIENTLINGUISTICRESOURCESWHICHAREMANAGEMENTSTRATEGIESIAMNOTVERYGOODATPOLISHSOINEEDREFERTOADICTIONARYTOMEMIZESOMEDAILYWDSEXPRESSIONSWHICHAREMEMYSTRATEGIESICANSEIZEEVERYOPPTUNITYTOPRACTICETHETARGETLANGUAGEWHICHBELONGSTOCOGNITIVESTRATEGIESINTHEPROCESSOFPRACTICINGGETTINGTHEMEANINGACROSSUSINGACIRCUMLOCUTIONSYNONYMWHICHBELONGTOCOMPENSATIONSTRATEGIESMEOVERCOMMUNICATIONSTRATEGIESAREUSED3CHURCHYOUAREAVISITFROMTHEUSAINGERMANYITISFRIDAYYOU

簡(jiǎn)介：大家論壇CLUB英語(yǔ)語(yǔ)言學(xué)概論重、難點(diǎn)提示QUESTIONSATTHESECONDLOWERLEVELITISSEENASA大家論壇CLUB18WHATISINTERCHANGEABILITY1INTERCHANGEABILITYMEANSTHATANYHUMANBEINGCANBEBOTHAPRODUCERARECEIVEROFMESSAGESWECANSAYONOTHEROCCASIONSCANRECEIVEUNDERSTFEXAMPLE“PLEASEDOSOMETHINGTOMAKEMEHAPPY”THOUGHSOMEPEOPLEINCLUDINGMESUGGESTTHATTHEREISSEXDIFFERENTIATIONINTHEACTUALLANGUAGEUSEINOTHERWDSMENWOMENMAYSAYDIFFERENTTHINGSYETINPRINCIPLETHEREISNOSOUNDWDSENTENCETHATAMANCANUTTERAWOMANCANNOTVICEVERSAONTHEOTHERHAPERSONCANBETHESPEAKERWHILETHEOTHERPERSONISTHELISTENERASTHETURNMOVESONTOTHELISTENERHECANBETHESPEAKERTHEFIRSTSPEAKERISTOLISTENITISTURNTAKINGTHATMAKESSOCIALCOMMUNICATIONPOSSIBLEACCEPTABLE2SOMEMALEBIRDSHOWEVERUTTERSOMECALLSWHICHFEMALESDONOTCANNOTCERTAINKINDSOFFISHHAVESIMILARHAPSMENTIONABLEWHENADOGBARKSALLTHENEIGHBINGDOGSBARKTHENPEOPLEAROUNDCANHARDLYTELLWHICHDOGDOGSISARE0“SPEAKING”WHICHLISTENING19WHYDOLINGUISTSSAYLANGUAGEISHUMANSPECIFICFIRSTOFALLHUMANLANGUAGEHASSIX“DESIGNFEATURES”WHICHANIMALCOMMUNICATIONSYSTEMSDONOTHAVEATLEASTNOTINTHETRUESENSEOFTHEMSEEI28LET’SBROWCFHOCKET’STTHATCOMPARESHUMANLANGUAGEWITHSOMEANIMALS’SYSTEMSFROMWANGGANG1998P8SECONDLYLINGUISTSHAVEDONEALOTTRYINGTOTEACHANIMALSSUCHASCHIMPANZEESTOSPEAKAHUMANLANGUAGEBUTHAVEACHIEVEDNOTHINGINSPIRINGBEATNICEALANGARDNERBROUGHTUPWASHOEAFEMALECHIMPANZEELIKEAHUMANCHILDSHEWASTAUGHT“AMERICANSIGNLANGUAGE”LEARNEDALITTLETHATMADETHETEACHERSHAPPYBUTDIDMOTMAKETHELINGUISTICSCIRCLEHAPPYFFEWBELIEVEDINTEACHINGCHIMPANZEESTHIRDLYAHUMANCHILDREAREDAMONGANIMALSCANNOTSPEAKAHUMANLANGUAGENOTEVENWHENHEISTAKENBACKTAUGHTTOLOTOSOSEETHE“WOLFCHILD”INI7110WHATFUNCTIONSDOESLANGUAGEHAVELANGUAGEHASATLEASTSEVENFUNCTIONSPHATICDIRECTIVEINFMATIVEINTERROGATIVEEXPRESSIVEEVOCATIVEPERFMATIVEACCDINGTOWANGGANG1988P11LANGUAGEHASTHREEMAINFUNCTIONSATOOLOFCOMMUNICATIONATOOLWHEREBYPEOPLELEARNABOUTTHEWLDATOOLBYWHICHPEOPLELEARNABOUTTHEWLDATOOLBYWHICHPEOPLECREATEARTMAKHALLIDAYREPRESENTATIVEOFTHELONDONSCHOOLRECOGNIZESTHREE“MACROFUNCTIONS”IDEATIONALINTERPERSONALTEXTUALSEE1117SEEHUZHUANGLINETALPP1013PP394396111WHATISTHEPHATICFUNCTION

簡(jiǎn)介：CHAPTER1INTRODUCTIONSTOLINGUISTICSICHOOSETHEBESTANSWER201LANGUAGEISASYSTEMOFARBITRARYVOCALSYMBOLSUSEDFHUMAN__________ACONTACTBCOMMUNICATIONCRELATIONDCOMMUNITY2WHICHOFTHEFOLLOWINGWDSISENTIRELYARBITRARYATREEBTYPEWRITERCCRASHDBANG3THEFUNCTIONOFTHESENTENCE“WATERBOILSAT100DEGREESCENTIGRADE”IS__________AINTERROGATIVEBDIRECTIVECINFMATIVEDPERFMATIVE4INCHINESEWHENSOMEONEBREAKSABOWLAPLATETHEHOSTTHEPEOPLEPRESENTARELIKELYTOSAY“碎碎（歲歲）平安”ASAMEANSOFCONTROLLINGTHEFCESWHICHTHEYBELIEVESFEELMIGHTAFFECTTHEIRLIVESWHICHFUNCTIONSDOESITPERFMAINTERPERSONALBEMOTIVECPERFMATIVEDRECREATIONAL5WHICHOFTHEFOLLOWINGPROPERTYOFLANGUAGEENABLESLANGUAGEUSERSTOOVERCOMETHEBARRIERSCAUSEDBYTIMEPLACEDUETOTHISFEATUREOFLANGUAGESPEAKERSOFALANGUAGEAREFREETOTALKABOUTANYTHINGINANYSITUATIONATRANSFERABILITYBDUALITYCDISPLACEMENTDARBITRARINESS6STUDYTHEFOLLOWINGDIALOGUEWHATFUNCTIONDOESITPLAYACCDINGTOTHEFUNCTIONSOFLANGUAGEANICEDAYISN’TITRIGHTIREALLYENJOYTHESUNLIGHTAEMOTIVEBPHATICCPERFMATIVEDINTERPERSONAL7__________REFERSTOTHEACTUALREALIZATIONOFTHEIDEALLANGUAGEUSER’SKNOWLEDGEOFTHERULESOFHISLANGUAGEINUTTERANCESAPERFMANCEBCOMPETENCECLANGUEDPAROLE8WHENADOGISBARKINGYOUASSUMEITISBARKINGFSOMETHINGATSOMEONETHATEXISTSHEARNOWITCOULDN’TBESROWFULFSOMELOSTLOVELOSTBONETHISINDICATESTHEDESIGNFEATUREOF__________ACULTURALTRANSMISSIONBPRODUCTIVITYCDISPLACEMENTDDUALITY9__________ANSWERSSUCHQUESTIONSASHOWWEASINFANTSACQUIREOURFIRSTLANGUAGEAPSYCHOLINGUISTICSBANTHROPOLOGICALLINGUISTICSCSOCIOLINGUISTICSDAPPLIEDLINGUISTICS10__________DEALSWITHLANGUAGEAPPLICATIONTOOTHERFIELDSPARTICULARLYEDUCATIONALINGUISTICTHEYBPRACTICALLINGUISTICSCAPPLIEDLINGUISTICSDCOMPARATIVELINGUISTICSIIDECIDEWHETHERTHEFOLLOWINGSTATEMENTSARETRUEFALSE1011LANGUAGEISAMEANSOFVERBALCOMMUNICATIONTHEREFETHECOMMUNICATIONWAYUSEDBYTHEDEAFMUTEISNOTLANGUAGE12LANGUAGECHANGEISUNIVERSALONGOINGARBITRARY13SPEAKINGISTHEQUICKESTMOSTEFFICIENTWAYOFTHEHUMANCOMMUNICATIONSYSTEMS14LANGUAGEISWRITTENBECAUSEWRITINGISTHEPRIMARYMEDIUMFALLLANGUAGES15WEWEREALLBNWITHTHEABILITYTOACQUIRELANGUAGEWHICHMEANSTHEDETAILSOFANYKEYINTHEREFERENCEKEYSIWON’TGIVEEXAMPLESFURTHERANALYSISTHATSEEMSTOOMUCHWKFMETHEREFETHISKEYISONLYFREFERENCEINDERTOANSWERTHISKINDOFQUESTIONYOUNEEDMEEXAMPLESSOYOUSHOULDREADTHETEXTBOOKCAREFULLY–ICYWARMTEAI15BACCC610BACACII1115FFTFF1620FFFFFIII21VERBAL22PRODUCTIVITYCREATIVITY23METALINGUALFUNCTION24YOHEHO25SCIENTIFIC26DEIVE27SPEECH28DIACHRONICLINGUISTIC29LANGUE30COMPETENCEIV31DESIGNFEATUREITREFERSTOTHEDEFININGPROPERTIESOFHUMANLANGUAGETHATTELLTHEDIFFERENCEBETWEENHUMANLANGUAGEANYSYSTEMOFANIMALCOMMUNICATION32DISPLACEMENTITMEANSTHATHUMANLANGUAGESENABLETHEIRUSERSTOSYMBOLIZEOBJECTSEVENTSCONCEPTSWHICHARENOTPRESENTINTIMESPACEATTHEMOMENTOFCOMMUNICATION33COMPETENCEITISANESSENTIALPARTOFPERFMANCEITISTHESPEAKER’SKNOWLEDGEOFHISHERLANGUAGETHATISOFITSSOUNDSTRUCTUREITSWDSITSGRAMMATICALRULESCOMPETENCEISINAWAYANENCYCLOPEDIAOFLANGUAGEMEOVERTHEKNOWLEDGEINVOLVEDINCOMPETENCEISGENERALLYUNCONSCIOUSATRANSFMATIONALGENERATIVEGRAMMARISAMODELOFCOMPETENCE34SYNCHRONICLINGUISTICSITREFERSTOTHESTUDYOFALANGUAGEATAGIVENPOINTINTIMETHETIMESTUDIEDMAYBEEITHERTHEPRESENTAPARTICULARPOINTINTHEPASTSYNCHRONICANALYSESCANALSOBEMADEOFDEADLANGUAGESSUCHASLATINSYNCHRONICLINGUISTICSISCONTRASTEDWITHDIACHRONICLINGUISTICSTHESTUDYOFALANGUAGEOVERAPERIODOFTIMEV35DUALITYMAKESOURLANGUAGEPRODUCTIVEALARGENUMBEROFDIFFERENTUNITSCANBEFMEDOUTOFASMALLNUMBEROFELEMENTS–FINSTANCETENSOFTHOUSSOFWDSOUTOFASMALLSETOFSOUNDSAROUND48INTHECASEOFTHEENGLISHLANGUAGEOUTOFTHEHUGENUMBEROFWDSTHERECANBEASTRONOMICALNUMBEROFPOSSIBLESENTENCESPHRASESWHICHINTURNCANCOMBINETOFMUNLIMITEDNUMBEROFTEXTSMOSTANIMALCOMMUNICATIONSYSTEMSDONOTHAVETHISDESIGNFEATUREOFHUMANLANGUAGEIFLANGUAGEHASNOSUCHDESIGNFEATURETHENITWILLBELIKEANIMALCOMMUNICATIONALSYSTEMWHICHWILLBEHIGHLYLIMITEDITCANNOTPRODUCEAVERYLARGENUMBEROFSOUNDCOMBINATIONSEGWDSWHICHAREDISTINCTINMEANING36ITISDIFFICULTTODEFINELANGUAGEASITISSUCHAGENERALTERMTHATCOVERSTOOMANYTHINGSTHUSDEFINITIONSFITALLHAVETHEIROWNSPECIALEMPHASISARENOTTOTALLYFREEFROMLIMITATIONSVI

簡(jiǎn)介：CHAPTERONE1LINGUISTICSISGENERALLYDEFINEDASTHE2THESTUDYOFLANGUAGEASAWHOLEISOFTENCALLED3THESTUDYOF_USEDINLINGUISTICCOMMUNICATIONLEDTOTHEESTABLISHMENTOFPHOICS4THESTUDYOFISKNOWNASSEMANTICS5PSYCHOLINGUISTICSRELATESTHESTUDYOFLANGUAGETO6THESTUDYOFISGENERALLYKNOWNASAPPLIEDLINGUISTICS7IFALINGUISTICSTUDYAIMSTODESCRIBEANALYZETHELANGUAGEPEOPLEACTUALLYUSEITISSAIDTOBE8THEDEIONOFALANGUAGEATSOMEPOINTOFTIMEINISASYNCHRONICSTUDYTHEDEIONOFALANGUAGEASITTHROUGHTIMEISADIACHRONIC9FROMTHEPOINTOFVIEWOFLINGUISTICEVOLUTIONSPEECHISTOWRITING10_REFERSTOTHEABSTRACTLINGUISTICSYSTEMSHAREDBYALLTHEMEMBEROFASPEECHCOMMUNITYREFERSTOTHEREALIZATIONOFLANGUEINACTUALUSE11LINGUISTICISDEIVEWHILETRADITIONALGRAMMERIS12MODERNLINGUISTICREGARDSTHELANGUAGEASPRIMARYNOTTHEWRITTEN13MANYOFTHERULESOFTRADITIONALGRAMMERAPPLYONLYTOTHELANGUAGE14WHENTHESTUDYOFMEANINGISNOTINISDATIONBUTINTHECONTEXTOFLANGUAGEUSEITBECOMESANOTHERBRANCHOFLINGUISTICSTUDYCALLEDPRAGMATICS15PREIVEDEIVEREPRESENTTWODIFFERENTOFLINGUISTICSTUDY答案答案1SCIENTIFICSTUDYOFLANGUAGE8THEDELETIONRULETELLSUSWHENASOUNDISTOBEDALTHOUGHITIS______9LANGUAGEISFIRST______THROUGHITSSOUNDS10THELETTERPINTERMSOFPLACEOFARTICULATION______INTERMSOFMANNEROFARTICULATIONIS_______11_______NOTPHOICIDENTITYISTHECTCITERIONWITHWHICHWEOPERATETHEPHONOLOGICALANALYSISOFLANGUAGE12THEGREATESTSOURCEOFMODIFICATIONOFTHEAIRSTREAMISFOUNDINGTHE_______13CRESPONDINGTOTHEDISTINCTIONOFLONGSHTVOWELSISTHEDISTINCTIONOF___________VOWELS14APHONEMEISFURTHERANALYZABLEBECAUSEITCONSISTSOFASETOF______15SIMILARALTERATIONOFSTRESSALSOOCCURSBETWEENA______APHRASECONSISTINGOFTHESAMEELEMENTS答案答案1PHONICMEDIUM2LABELEDARTICULATIONPHOICS3MANNEROFARTICULATIONPLACEOFARTICULATION4THESPEECHSOUNDS5ALLOPHONES6SEQUENTIALPHONEME7VARYINGPRONUNCIATION8THOGRAPHICALLYREPRESENTED9PERCEIVED10BILABIALSTOPS11PHOICSIMILARITY12ALCAVITY13TENSELOX14SIMULTANEOUSDISTINCTIVEPOUNDNOUN

簡(jiǎn)介：CHAPTERCHAPTER1212LANGUAGELANGUAGEBRAINBRAIN11NEUROLINGUISTICSNEUROLINGUISTICSITISTHESTUDYOFRELATIONSHIPBETWEENBRAINLANGUAGEITINCLUDESRESEARCHINTOHOWTHESTRUCTUREOFTHEBRAININFLUENCESLANGUAGELEARNINGHOWINWHICHPARTSOFTHEBRAINLANGUAGEISSTEDHOWDAMAGETOTHEBRAINAFFECTSTHEABILITYTOUSELANGUAGE22PSYCHOLINGUISTICSPSYCHOLINGUISTICSTHESTUDYOFLANGUAGEPROCESSINGITISCONCERNEDWITHTHEPROCESSESOFLANGUAGEACQISITIONCOMPREHENSIONPRODUCTION33BRAINBRAINLATERALIZATIONLATERALIZATIONTHELOCALIZATIONOFCOGNITIVEPERCEPTIVEFUNCTIONSINAPARTICULARHEMISPHEREOFTHEBRAIN44DICHOTICDICHOTICLISTENINGLISTENINGATECHNIQUEINWHICHSTIMULIEITHERLINGUISTICNONLINGUISTICAREPRESENTEDTHROUGHHEADPHONESTOTHELEFTRIGHTEARTODETERMINETHELATERALIZATIONOFCOGNITIVEFUNCTION55RIGHTRIGHTEAREARADVANTAGEADVANTAGETHEPHENOMENONTHATTHERIGHTEARSHOWSANADVANTAGEFTHEPERCEPTIONOFLINGUISTICSIGNALSIDKNOWNASTHERIGHTEARADVANTAGE66SPLITSPLITBRAINBRAINSTUDIESSTUDIESTHEEXPERIMENTSTHATINVESTIGATETHEEFFECTSOFSURGICALLYSEVERINGTHECPUSCALLOSUMONCOGNITIONARECALLEDASSPLITBRAINSTUDIES77APHASIAAPHASIAITREFERSTOANUMBEROFACQUIREDLANGUAGEDISDERSDUETOTHECEREBRALLESIONSCAUSEDBYATUMANACCIDENTSOON88NONFLUENTNONFLUENTAPHASIAAPHASIADAMAGETOPARTSOFTHEBRAININFRONTOFTHECENTRALSULCUSISCALLEDNONFLUENTAPHASIA99FLUENTFLUENTAPHASIAAPHASIADAMAGETOPARTSOFTHELEFTCTEXBEHINDTHECENTRALSULCUSRESULTSINATYPEOFAPHASIACALLEDFLUENTAPHASIA1010ACQUIREDACQUIREDDYSLEXIADYSLEXIADAMAGEINAROUNDTHEANGULARGYRUSOFTHEPARIETALLOBEOFTENCAUSESTHEIMPAIRMENTOFREADINGWRITINGABILITYWHICHISREFERREDTOASACQUIREDDYSLEXIA1111PHONOLOGICALPHONOLOGICALDYSLEXIADYSLEXIAITISATYPEOFACQUIREDDYSLEXIAINWHICHTHEPATIENTSEEMSTOHAVELOSTTHEABILITYTOUSESPELLINGTOSOUNDRULES1212SURFACESURFACEDYSLEXIADYSLEXIAITISATYPEOFACQUIREDDYSLEXIAINWHICHTHEPATIENTSEEMSUNABLETORECOGNIZEWDSASWHOLEBUTMUSTPROCESSALLWDSTHROUGHASETOFSPELLINGTOSOUNDRULES1313SPOONERISMSPOONERISMASLIPOFTONGUEINWHICHTHEPOSITIONOFSOUNDSSYLLABLESWDSISREVERSEDFEXAMPLELET’SHAVECHISHFIPSINSTENDOFLET’SHAVEFISHCHIPS1414PRIMINGPRIMINGTHEPROCESSTHATBEFETHEPARTICIPANTSMAKEADECISIONWHETHERTHESTRINGOFLETTERSISAWDNOTTHEYAREPRESENTEDWITHANACTIVATEDWD1515FREQUENCYFREQUENCYEFFECTEFFECTSUBJECTSTAKELESSTIMETOMAKEJUDGEMENTONFREQUENTLYUSEDWDSTHANTOJUDGELESSCOMMONLYUSEDWDSTHISPHENOMENONISCALLEDFREQUENCYEFFECT1616LEXICALLEXICALDECISIONDECISIONANEXPERIMENTTHATLETPARTICIPANTSJUDGEWHETHERASTRINGOFLETTERISAWDNOTATACERTAINTIME1717THETHEPRIMINGPRIMINGEXPERIMENTEXPERIMENTANEXPERIMENTTHATLETSUBJECTSJUDGEWHETHERASTRINGOFLETTERSISAWDNOTAFTERSHOWEDWITHASTIMULUSWDCALLEDPRIME1818PRIMINGPRIMINGEFFECTEFFECTSINCETHEMENTALREPRESENTATIONISACTIVATEDTHROUGHTHEPRIMEWHENTHETARGETISPRESENTEDRESPONSETIMEISSHTERTHATITOTHERWISEWOULDHAVEBEENTHISISCALLEDTHEPRIMINGEFFECT06F1919BOTTOMUPBOTTOMUPPROCESSINGPROCESSINGANAPPROACHTHATMAKESUSEPRINCIPALLYOFINFMATIONWHICHISALREADYPRESENTINTHEDATA2020TOPDOWNTOPDOWNPROCESSINGPROCESSINGANAPPROACHTHATMAKESUSEOFPREVIOUSKNOWLEDGEEXPERIENCEOFTHEREADERSINANALYZINGPROCESSINGINFMATIONWHICHISRECEIVED2121GARDENGARDENPATHPATHSENTENCESSENTENCESASENTENCEINWHICHTHECOMPREHENDERASSUMESAPARTICULARMEANINGOFAWDPHRASEBUTDISCOVERSLATERTHATTHEASSUMPTIONWASINCRECTFCINGTHECOMPREHENDERTOBACKTRACKREINTERPRETTHESENTENCE2222SLIPSLIPOFOFTHETHETONGUETONGUEMISTAKESINSPEECHWHICHPROVIDEPSYCHOLINGUISTICEVIDENCEFTHEWAYWEFMULATEWDSPHRASESCHAPTERCHAPTER1111SECONDSECONDLANGUAGELANGUAGEACQUISITIONACQUISITION11SECONDSECONDLANGUAGELANGUAGEACQUISITIONACQUISITIONITREFERSTOTHESYSTEMATICSTUDYOFHOWONEPERSONACQUIRESASECONDLANGUAGESUBSEQUENTTOHISNATIVELANGUAGE2424LANGUAGELANGUAGEAPTITUDEAPTITUDETHENATURALABILITYTOLEARNALANGUAGENOTINCLUDINGINTELLIGENCEMOTIVATIONINTERESTETC2525MOTIVATIONMOTIVATIONMOTIVATIONISDEFINEDASTHELEARNER’SATTITUDESAFFECTIVESTATELEARNINGDRIVE2626INSTRUMENTALINSTRUMENTALMOTIVATIONMOTIVATIONTHEMOTIVATIONTHATPEOPLELEARNAFEIGNLANGUAGEFINSTRUMENTALGOALSSUCHASPASSINGEXAMSFURTHERINGACAREERETC06C2727INTEGRATIVEINTEGRATIVEMOTIVATIONMOTIVATIONTHEDRIVETHATPEOPLELEARNAFEIGNLANGUAGEBECAUSEOFTHEWISHTOIDENTIFYWITHTHETARGETCULTURE06C052828RESULTATIVERESULTATIVEMOTIVATIONMOTIVATIONTHEDRIVETHATLEARNERSLEARNASECONDLANGUAGEFEXTERNALPURPOSES06F2929INTRINSICINTRINSICMOTIVATIONMOTIVATIONTHEDRIVETHATLEARNERSLEARNTHESECONDLANGUAGEFENJOYMENTPLEASUREFROMLEARNING3030LEARNINGLEARNINGSTRATEGIESSTRATEGIESLEARNINGSTRATEGIESARELEARNERS’CONSCIOUSGOALIENTEDPROBLEMSOLVINGBASEDEFFTSTOACHIEVELEARNINGEFFICIENCY3131COGNITIVECOGNITIVESTRATEGIESSTRATEGIESSTRATEGIESINVOLVEDINANALYZINGSYNTHESISINTERNALIZINGWHATHASBEENLEARNED07C06F3232METACOGNITIVEMETACOGNITIVESTRATEGIESSTRATEGIESTHETECHNIQUESINPLANNINGMONITINGEVALUATINGONE’SLEARNING3333AFFECTAFFECTSOCIALSOCIALSTRATEGIESSTRATEGIESTHESTRATEGIESDEALINGWITHTHEWAYSLEARNERSINTERACTCOMMUNICATEWITHOTHERSPEAKERSNATIVENONNATIVECHAPTERCHAPTER1010LANGUAGELANGUAGEACQUISITIONACQUISITION11LANGUAGELANGUAGEACQUISITIONACQUISITIONITREFERSTOTHECHILD’SACQUISITIONOFHISMOTHERTONGUEIEHOWTHECHILDCOMESTOUNDERSTSPEAKTHELANGUAGEOFHISCOMMUNITY22LANGUAGELANGUAGEACQUISITIONACQUISITIONDEVICEDEVICELADLADAHYPOTHETICALINNATEMECHANISMEVERYNMALHUMANCHILDISBELIEVEDTOBEBNWITHWHICHALLOWTHEMTOACQUIRELANGUAGE0333UNIVERSALUNIVERSALGRAMMARGRAMMARATHEYWHICHCLAIMSTOACCOUNTFTHEGRAMMATICALCOMPETENCEOFEVERYADULTNOMATTERWHATLANGUAGEHESHESPEAKS44MOTHERESEMOTHERESEASPECIALSPEECHTOCHILDRENUSEDBYADULTSWHICHISACTERIZEDWITHSLOWRATEOFSPEEDHIGHPITCHRICHINTONATIONSHTERSIMPLERSENTENCESTRUCTURESETC又叫CHILDDIRECTEDSPEECH，CARETAKERTALK0555CRITICALCRITICALPERIODPERIODHYPOTHESISHYPOTHESISTHEHYPOTHESISTHATTHETIMESPANBETWEENEARLYCHILDHOODPUBERTYISTHECRITICALPERIODFLANGUAGEACQUISITIONDURINGWHICHCHILDRENCANACQUIRELANGUAGEWITHOUTFMALINSTRUCTIONSUCCESSFULLYEFFTLESSLY07C06F0466UNDEREXTENSIONUNDEREXTENSIONUSEAWDWITHLESSTHANITSUSUALRANGEOFDENOTATION77OVEREXTENSIONOVEREXTENSIONEXTENSIONOFTHEMEANINGOFAWDBEYONDITSUSUALDOMAINOFAPPLICATIONBYYOUNGCHILDREN88TELEGRAPHICTELEGRAPHICSPEECHSPEECHCHILDREN’SEARLYMULTIWDSPEECHTHATCONTAINSCONTENTWDSLACKSFUNCTIONWDSINFLECTIONALMPHEMES99CONTENTCONTENTWDWDWDSREFERRINGTOTHINGSQUALITYSTATEACTIONWHICHHAVELEXICALMEANINGUSEDALONE1010FUNCTIONFUNCTIONWDWDWDSWITHLITTLEMEANINGONTHEIROWNBUTSHOWGRAMMATICALRELATIONSHIPSINBETWEENSENTENCES1111TABOOTABOOWDSKNOWNTOSPEAKERSBUTAVOIDEDINSOMECONTEXTSOFSPEECHFREASONSOFRELIGIONPOLITENESSETC07C1212ATYPICALATYPICALDEVELOPMENTDEVELOPMENTSOMEACQUISITIONOFLANGUAGEMAYBEDELAYEDBUTFOLLOWTHESAMERULESOFLANGUAGEDEVELOPMENTDUETOTRAUMAINJURYCHAPTERCHAPTER99LANGUAGELANGUAGECULTURECULTURE11CULTURECULTURETHETOTALWAYOFLIFEOFAPERSONINCLUDINGTHEPATTERNSOFBELIEFCUSTOMSOBJECTSINSTITUTIONSTECHNIQUESLANGUAGETHATACTERIZESTHELIFEOFHUMANCOMMUNITY22DISCOURSEDISCOURSECOMMUNITYCOMMUNITYITREFERSTOTHECOMMONWAYSTHATMEMBERSOFSOMESOCIALGROUPUSELANGUAGETOMEETTHEIRNEEDS33ACCULTURATIONACCULTURATIONAPROCESSINWHICHCHANGESONTHELANGUAGECULTURESYSTEMOFVALUESOFAGROUPHAPPENTHROUGHINTERACTIONWITHANOTHERGROUPWITHADIFFERENTLANGUAGECULTUREASYSTEMOFVALUES

簡(jiǎn)介：34胡壯麟語(yǔ)言學(xué)教程（修訂版）測(cè)試題胡壯麟語(yǔ)言學(xué)教程（修訂版）測(cè)試題第一章語(yǔ)言學(xué)導(dǎo)論第一章語(yǔ)言學(xué)導(dǎo)論ICHOOSETHEBESTANSWER201LANGUAGEISASYSTEMOFARBITRARYVOCALSYMBOLSUSEDFHUMAN__________ACONTACTBCOMMUNICATIONCRELATIONDCOMMUNITY2WHICHOFTHEFOLLOWINGWDSISENTIRELYARBITRARYATREEBTYPEWRITERCCRASHDBANG3THEFUNCTIONOFTHESENTENCE“WATERBOILSAT100DEGREESCENTIGRADE”IS__________AINTERROGATIVEBDIRECTIVECINFMATIVEDPERFMATIVE4INCHINESEWHENSOMEONEBREAKSABOWLAPLATETHEHOSTTHEPEOPLEPRESENTARELIKELYTOSAY“碎碎（歲歲）平安”ASAMEANSOFCONTROLLINGTHEFCESWHICHTHEYBELIEVESFEELMIGHTAFFECTTHEIRLIVESWHICHFUNCTIONSDOESITPERFMAINTERPERSONALBEMOTIVECPERFMATIVEDRECREATIONAL5WHICHOFTHEFOLLOWINGPROPERTYOFLANGUAGEENABLESLANGUAGEUSERSTOOVERCOMETHEBARRIERSCAUSEDBYTIMEPLACEDUETOTHISFEATUREOFLANGUAGESPEAKERSOFALANGUAGEAREFREETOTALKABOUTANYTHINGINANYSITUATIONATRANSFERABILITYBDUALITYCDISPLACEMENTDARBITRARINESS6STUDYTHEFOLLOWINGDIALOGUEWHATFUNCTIONDOESITPLAYACCDINGTOTHEFUNCTIONSOFLANGUAGEANICEDAYISN’TITRIGHTIREALLYENJOYTHESUNLIGHTAEMOTIVEBPHATICCPERFMATIVEDINTERPERSONAL7__________REFERSTOTHEACTUALREALIZATIONOFTHEIDEALLANGUAGEUSER’SKNOWLEDGEOFTHERULESOFHISLANGUAGEINUTTERANCESAPERFMANCEBCOMPETENCECLANGUEDPAROLE3425LINGUISTICSISTHE__________STUDYOFLANGUAGE26MODERNLINGUISTICSIS__________INTHESENSETHATTHELINGUISTTRIESTODISCOVERWHATLANGUAGEISRATHERTHANLAYDOWNSOMERULESFPEOPLETOOBSERVE27ONEGENERALPRINCIPLEOFLINGUISTICANALYSISISTHEPRIMACYOF__________OVERWRITING28THEDEIONOFALANGUAGEASITCHANGESTHROUGHTIMEISA__________STUDY29SAUSSUREPUTFWARDTWOIMPTANTCONCEPTS__________REFERSTOTHEABSTRACTLINGUISTICSYSTEMSHAREDBYALLMEMBERSOFASPEECHCOMMUNITY30LINGUISTICPOTENTIALISSIMILARTOSAUSSURE’SLANGUECHOMSKY’S__________IVEXPLAINTHEFOLLOWINGTERMSUSINGEXAMPLES2031DESIGNFEATURE32DISPLACEMENT33COMPETENCE34SYNCHRONICLINGUISTICSVANSWERTHEFOLLOWINGQUESTIONS2035WHYDOPEOPLETAKEDUALITYASONEOFTHEIMPTANTDESIGNFEATURESOFHUMANLANGUAGECANYOUTELLUSWHATLANGUAGEWILLBEIFITHASNOSUCHDESIGNFEATURE（南開大學(xué)，2004）36WHYISITDIFFICULTTODEFINELANGUAGE（北京第二外國(guó)語(yǔ)大學(xué)，2004）VIANALYZETHEFOLLOWINGSITUATION2037HOWCANALINGUISTMAKEHISANALYSISSCIENTIFIC（青島海洋大學(xué)，1999）

簡(jiǎn)介：胡壯麟語(yǔ)言學(xué)重難點(diǎn)CHAPTER1INVITATIONSTOLINGUISTICS?？伎键c(diǎn)1語(yǔ)言語(yǔ)言的定義；語(yǔ)言的基本特征；語(yǔ)言的功能；語(yǔ)言的起源2語(yǔ)言學(xué)語(yǔ)言學(xué)的定義；現(xiàn)代語(yǔ)言學(xué)與傳統(tǒng)語(yǔ)法學(xué)研究的三個(gè)顯著區(qū)別；語(yǔ)言學(xué)研究的四個(gè)原則及簡(jiǎn)要說(shuō)明；語(yǔ)言學(xué)中的幾組重要區(qū)別；每組兩個(gè)概念的含義、區(qū)分及其意義；普通語(yǔ)言學(xué)的主要分支學(xué)科及各自的研究范疇；宏觀語(yǔ)言學(xué)及應(yīng)用語(yǔ)言學(xué)的主要分支及各自的研究范疇。1語(yǔ)言的定義特征11任意性12二重性13創(chuàng)造性14移位性15文化傳遞性16互換性2語(yǔ)言的功能11信息功能12人際功能13施為功能14感情功能15寒暄功能16娛樂(lè)功能17元語(yǔ)言功能?？伎键c(diǎn)1語(yǔ)音學(xué)語(yǔ)音學(xué)的定義；發(fā)音器官的英文名稱；英語(yǔ)輔音的定義；發(fā)音部位、發(fā)音方法和分類；英語(yǔ)元音的定義和分類；基本元音；發(fā)音語(yǔ)音學(xué)；聽覺語(yǔ)音學(xué)；聲學(xué)語(yǔ)音學(xué)；語(yǔ)音標(biāo)記，國(guó)際音標(biāo)；嚴(yán)式與寬式標(biāo)音法2音系學(xué)音系學(xué)的定義；音系學(xué)與語(yǔ)音學(xué)的聯(lián)系與區(qū)別；音素、音位、音位變體、最小對(duì)立體、自由變體的定義；音位理論；自由變異；音位的對(duì)立分布于互補(bǔ)分布；語(yǔ)音的相似性；區(qū)別性特征；超語(yǔ)段音位學(xué)；音節(jié)；重音；音高和語(yǔ)調(diào)。1語(yǔ)音學(xué)及其三大領(lǐng)域11語(yǔ)音學(xué)定義12語(yǔ)音學(xué)三大領(lǐng)域①發(fā)音語(yǔ)音學(xué)②聲學(xué)語(yǔ)音學(xué)③聽覺語(yǔ)音學(xué)2輔音21輔音定義發(fā)音時(shí)，聲道的某些部位受到壓縮或阻礙后，使得氣流在口腔里轉(zhuǎn)向、受阻或完全被阻塞，由此產(chǎn)生的音叫做輔音。22發(fā)音方式發(fā)音方式是指發(fā)音器官之間的關(guān)系，以及氣流經(jīng)過(guò)聲道的某些部位的方式23發(fā)音部位發(fā)音部位是指聲道的哪些部位發(fā)生氣流摩擦、狹窄化或阻礙。3元音