电大语言与应用语言学

语言与应用语言学》复习指导

一、课程说明

“语言与应用语言学”是本科开放教育英语专业的限选课程之一。本课程的目的是使学生了解语言这一抽象的符号系统的形成和发展，以及它在人类生活的各个方面所产生的重要影响。着重要求学生了解语言的重要功能以及它与民族、地区，政治等社会各方面的关系。课程的重点是提高学生对语言一般规律的认识，并有助于他们对所学语言有更深刻的理解。

本课程采用的教材文字教材：由顾曰国教授主编，外语教学与研究出版社出版的《语言与语言学：实用手册》（试用版）；辅助教材：《语言与语言学：实用手册》中涉及的听力练习磁带两盒，由北京外语音像出版社出版。

二、考试说明

本课程考核包括两部分：形成性考核和课程终结考试。课程总成绩采用百分制，形成性考核占20% ，课程终结考试占80％，终结考试为闭卷考试，考生不得拾携带任何教材、参考资料、电子读物或工具书等。本课程终结考试的命题依据是中央广播电视大学本科开放教育英语专业教学计划、课程教学大纲以及“高级英语自学系列教程”中的《语言与语言学：实用手册》教材。

课程终结考试试题结构及分值比例

三、复习要点

教材共分10 个教学单元，每个单元的标题如下：第一单元：认识我们的语言Awareness of our language；第二单元：语言的物理属性Physical aspects of language；第三单元：语言的符号性本质The symbolic nature of language；第四单元：语言功能1：构筑我们对物质世界的感官认识Language function: Organizing our experiences of the material world；第五单元：语言功能2：以言行事Language function: doing things with language；第六单元：语言功能3：协调处理人际关系Language function: managing interpersonal relations；第七单元：语言功能4：说说谈谈Language function: talk, talk and talk；第八单元：语言与社会Language in society；第九单元：语言、大脑、思维Language, brain and mind；第十单元：复习与课程评估General review and course assessment.

下面简要地描述了各个单元的核心内容。同学们在学习时可以参考。

Unit 1 Awareness of Our Language

In English, when we use the word language without an indefinite or definite article, like “Language is a tool of communication”, it means any language or all languages put together. Here is the first important point about this book: It is about language, not confined to any particular language. When English and Chinese are being talked about, they are used as two specific examples of language. So the title of Unit 1 reads: Awareness of Our Languag. In this context it means any language we as humans speak: It can be Chinese, or English, or French, or German, or Japanese, or Russian, or many others, of course.

To summarize Unit 1 in one sentence, this sentence will be: we must appreciate the fact that we owe our humanity and civilization to language. Other animals can beat us in many different ways, but what makes us superior to all of them is our possession of language.

In this unit we also attempt to seek an answer to the question: Is language inside or outside the brain? It is known as the nature-nurture controversy. The position we adopt is: humans are born with language capacity that enables them to acquire language, any language, during their formative years. They can also learn any foreign language through efforts in their adulthood.

Unit 2 Physical aspects of language.

The key points of this unit are: what we hear, and what we read about are physical aspects of language: they are physical representations of language. Language can also be represented in many other ways such as Braille and British manual alphabet. Speech sounds are given a detailed discussion, considering the fact that most of our learners are either in-service teachers or would-be teachers.

Unit 3 The symbolic nature of language

This is the most difficult unit, and at the same time a very important one. From Unit 1 we know that other animals including our closest cousins --- chimpanzees and apes, cannot learn a human language. What makes human language so unique is its symbolic nature. Language in its symbolic nature cannot be heard, or read, or seen or touched. We have to find ways (i.e. media) to make it tangible to us. So as a linguist, our job is to see the true nature of language through its media. To help you understand this point, you can think of a situation like this: different media such as sounds, writing systems, Braille, signs, etc. are like different colourful skins that wrap language up. Unit 3 is to peel the colourful skins off to reveal the true nature.

The best way to summarize this unit is the graphic picture on page 97, about the relationship between the abstract form / abstract existence and material existence.

Unit 4 Language function 1: organizing our experiences of the material world

Up to now, we can see language as an abstract entity with tangible skins. From Unit 4 onwards, the focus of our attention is on what sort of things we do in using language. Technically we call such understanding of language as functional analysis. There are four major functions which are discussed in four units. Unit 4 is on the function of organizing our experiences of the material world. We experience an object through our senses. This experience is vague, slippery and temporary. We use language to make it clear, frozen and stored for future use.

The figure on page 150 shows how different people experience the same thing differently.

Unit 5 Language function 2: doing things with language

This unit introduces the notion of speech acts. We do speech acts all the time everyday: we make a request, ask a question, invite someone to dinner, apologize for being late, etc., etc.

Unit 6 Language function 3: managing interpersonal relations

There are all sorts of people and all sorts of relations in the social world. For example, there are teacher-student relation, shop-keeper-customer relation, employer-employee relation,

husband-wife relation, etc. Some people are more powerful than others; some are older or more senior than others. All these differences in status, power, gender, and age are carefully handled through the use of language.

Unit 7 Language function 4: Talk, talk and talk

Most of our waking life is spent on talking, and a great deal of real business is done through talking. The examination of how talk is being carried out is a recent event in the history of linguistics. It is known as conversation analysis or discourse analysis.

Unit 8 Language in society

Up to now we have discussed four major functions of language: We use language to (1) organize our experiences of the material world; (2) perform speech acts; (3) manage interpersonal relations; and (4) talk. This unit looks at language from a much broader perspective, namely language in a

social and political context. Specifically we focus on language and identity, bilingualism, and language and politics.

Unit 9 Language, brain and mind

In Unit 1 we suggested that apes and chimpanzees could not learn human language because their brain is different from human brain. It is human brain that makes it possible for humans to develop language. In this unit we are going to take a closer look at the relationship between the brain/mind and language.

At this point you may want to know the difference between the brain and mind. The word brain here refers to the physiological substance inside the skull. The word mind, on the other hand, refers to psychological activities we do by using the brain, activities such as thinking, perceiving, memorizing, imagining, getting emotional, and so on.

The major issue of this unit is concerning language acquisition. For a child to acquire its mother tongue, it needs three things: (1) language exposure environment, (2) cognitive capacity, and (3) innateness.

Unit 10 General review and Course assessment

As the title suggests, this unit tries to give you a general review of the previous nine units; it also gives you some idea of how to prepare for the course assessment.

四、综合练习

Section 1 Checking content awareness of the course:

I. Complete the following items by providing the information based on the course book.

1.Unit 1 is entitled “ Awareness of Our Language”. “Our language” refers to

_________. (human language in general)

2.The emperor’s words were powerful, not because they had ______ power, but

because the emperor had ______. (magic, social and political power)

3.According to the author, the language you utter is both yours and not yours. It is

yours because _______, and it is not yours because _______. (you are responsible for what you have uttered, language belongs to the speech community, not to any individual speaker)

4.According to the author, _____ and _____ are the two major physical aspects of

language. (speech, writing)

5.In the written form of communication, there are two fundamental skills involved:

_____ and ____, whereas in the oral form of communication, there are also two fundamental skills: _____ and _____. (writing, reading; speaking, listening)

6.Everyday we have to cope with all sorts of relations. According to the author, the

interpersonal relation are largely _____.(managed through language)

7.According to the author, we live not in one world, but in three world:_______.

(the material world, the subjective world, and the symbolic world)

8.In Unit 3, the author seems to suggest that the fact that readers find linguistics

difficult to understand is largely because ______. (language is abstract in nature) 9.According to the author our experiences of the world are not chaotic, but _____

through ____. (organized, categorization)

10. According to the author, the best approach to linguistics is not learning it by rote,

but _____. (learning it by doing it)

11.Activity 1 of Unit 1 Professor Guide delivered a public lecture entitled “Be

Grateful to Language”. The key message Professor Guide wan ted to drive home is _____.(Other animals cannot learn human language. Human beings owe civilized and meaningful life to language.)

12.There are two of the most common ways of representing language:________.

(Speech and writing)

13.According to the author, of the 10 units, the most difficult one is Unit 3. Give the

reason why the author says so. (Unit 3 deals with the symbolic nature of

language. It is the abstract existence of language.)

14.Unit 4 deals with issue of how we use language to organize our experiences of the

material world. According to the author what do we do with language when we see an animal such as a pig? (We use the words like pig or zhu(猪) to capture our experience of the animal.

15.Unit 5 is concerned with the function of doing things with language. There is a

technical term for doing things with language. It is ______. (speech act)

16.Everyday we have to cope with all sort of relations. According to the author one

of the important ways we do so is _____. (through language)

17.The talk the teacher gives in class is technically called _____. (classroom

discourse)

18.When a new nation is born, one of its first things it does is ______. (to choose its

national language.)

19.According to the author our brain is divided into two hemispheres. Language

functions are mainly located in _______. (left hemisphere)

20.In the course you are asked to do many tasks. All the tasks fall into different

types. What are the main task types? (awareness task, understanding task, analytic task)

21.Activity 2 of Unit 3 is entitled “ An Anatomy of the Word”. The key issue dealt

with is _____. (what makes a word a word)

22.According to the author, the best way to study linguistics is _____. (that you learn

it by actually doing it yourself)

II. Choose those words or phrases that best complete the missing items. Note that there are more words or phrases than necessary.

1.Words are often attached with ______. (affected meaning)

2.系头is an example _____ in the use of language. (metaphorical extension)

3.J. L. Austin was well known for his posthumous work _____. (How to Do Things

with Words)

4.In the sentence “It may be the case that the Italian football team won the match”,

the italicized part is called _____. (hedge)

5.Song Qin tried to hide her ____ because it might betray her identity. (local

accent)

https://www.360docs.net/doc/1f7502947.html,nguage is a dialect with _______. (gun and powder)

7.The task of ____ is to provide a detailed account of how sounds are

produced. (articulatory phonetics)

8._______ refer to those _____ systems that have a close connection with the way

languages are pronounced. (Phonological writings, writing)

9.Chinese writing is _______, rather than _______. (ideographic, pictographic)

10.Words do not stand for things through _____ consciously made by man.

(conventions)

https://www.360docs.net/doc/1f7502947.html,nguage is as old as _____. (human civilization)

12.It is wrong to assume that _____ are the persons so named. (names)

13._____ is only one of the ways that represent language. (Speech)

14.Most of speech sounds are produced by _____. Only a few are uttered by

ingressive airflow. (egressive airflow)

15.Words do not stand for things through ______ consciously made by man.

(conventions)

Section 2 Checking understanding of some general principles of language and linguistics

I.Give short answers to the following questions. You can answer them in

your own words, or by using the exact expressions from the course book. Use examples to illustrate your point where necessary.

1.What is the popular view towards those who can read and write well?

In a speech community that has a writing system for its language, those who can read and write well are considered as being educated, and are respected by the community. In contrast, those who speak well are often considered as being less trustworthy.

2.In what ways are speech-handicapped people helped with their communications?

Braille and sign language are invented for them. The British manual alphabet and Chinese sign language are two examples.

3.What makes a drawing become icon, and what makes a combination of letters

become a symbol? Give a concrete example to illustrate your answer.

That a drawing is made into an icon is due to the fact that it resembles the thing it stands for. For example, I can draw a picture of pen and use the picture as an icon for pen. That a combination of letters, for example, the word “book”, is made

a symbol meaning something we can read is due to the fact that there is a

convention accepted by everyone who speak English.

4.In Unit 4, you were given an imaginative task of taking pictures of the concept

WORK. Explain why you were asked to do such a task.

The concept WORK is an abstraction from a series of concrete things we do for our living. The task was designed to help students understand the process from concrete action to abstract concept.

https://www.360docs.net/doc/1f7502947.html,e address terms to illustrate how interpersonal relations are managed through

language.

We live in a network of relations. Some are more senior, or more powerful, than others. Some are close to or even intimate with others. Or to put it differently,

there are teacher-student relation, parent-children relation, employer-employee relation, etc. These relations are managed through the use of such address terms as “surname +title”, “kinship terms”, “titles” (e.g. Manager General).

6.What makes some use of language become a ritual use? Give one example to

illustrate your point.

We use language everyday. Not all the uses are ritual ones. Some become rutual because they are important to us. They are made ritual by a fixed procedure of events. The language used in wedding and funeral is an example.

7.What does the term “polarization of language” mean? Give one example to

illustrate your answer.

It refers to the way we use language in the absolute two opposing terms. For example, some one is either good or bad, or something is either correct or wrong, either moral or immoral. We do not allow for the middle ground.

8.What are humans’ two nervous systems? Summarize the functions of the brain in

one sentence.

They are central nervous system, and peripheral system with the brain sitting on the top of the central system. The brain controls everything we do.

9.What is the popular view of personal names?

People believe that personal names are sacred. The name is the person himself or herself. The abuse of the name is equal to the abuse of the person. So measures are often taken to protect it. In Chinese culture children sometimes are given petty names or cheap names for superstitious purposes.

10.What are the advantages of speech communication in comparison with written

communication?

There are 5 advantages. a. speech communication can be done in darkness; b. it can be separated by barriers; c. hands can be free to do other things; d. immediate feedback can be provided’ e. body language can be used to support speech.

11.What is the difference between an icon and a linguistic symbol? Give a concrete

example to illustrate your answer.

That an icon stands for a thing is due to its resemblance of the thing. For example

a male image on the toilet door is an icon for gent’s toilet. That a linguistic symbol

stands for a thing has no resemblance relation with the thing. It is arbitrary.

12.Give examples of quality words. Illustrate the ways English and Chinese

highlight the qualities the quality words are used to describe.

Hard, soft, sweet, sour, rough, etc. are quality words. English use the suffix-ness to highlight the qualities, thus we thus we have hardness, softness, sourness, roughness. In Chinese we use the suffix-性，for example, 硬性、软性、柔性等。

https://www.360docs.net/doc/1f7502947.html,e address terms to illustrate how social status is managed through language.

Take the Chinese address term 局. for example. Once someone is promoted to be 局长, or even 副局长, he or she will be addressed as 局长. If he or she is not addressed in this way, he or she will feel offended.

14.Is a local dialect related to any identity issue, such as status or regional identity?

Use the dialect you speak yourself to demonstrate the point.

Yes, it is related to regional identity, and by this to status identity. If the local dialect is a prestigious one, such as Cantonese, Shanghai dialect, speakers keep it.

If the local dialect is in a poor area, speakers try to hide it. ……

15.Can brain damage result in language handicap? Give an example or two to

support your answer.

Yes, someone may be attacked by a stroke. It may cause some damage to that part of the brain where language functions are located. Thus the person will not be able

to speak or speak properly.

16.According to the author, is the role of the hearer simple or complex? Give an

example to demonstrate it.

It is complex. There are direct hearers, and indirect hearers, and indirect hearers for example. There are eavesdroppers, overhearers and so on.

17.What is the difference between a local dialect and Putonghua?

Putonghua is the standard national language of our country. It is in fact based on Beijing dialect. It becomes the standard language due to political and social reasons. It is a dialect “with gun and powder”. In linguistic terms, any dialect can be made a standard language of a nation.

18.What are the two general components that saying something has? Give an

example to illustrate your point.

The two general components that saying something has are the psychological component and the vocal component. For example, when a shop assistant speaks to the customer by saying, “Can I help you?”

Psychological component:

1)She was greeting the customer

2)She wanted to attract the customer’s attentio n.

3)She intended to be polite and to offer the help.

V ocal component:

1)She generated air from the lungs.

2)She used her vocal tract to modify the flow of the air.

3)She produced noises.

4)She produced noises in such a way that they be-came English sounds.

5)She produced the sounds in such a way they be-came meaningful words.

6)She put words in such an order that they formed a meaningful utterance:

“Can I help you?”

19.What is the difference between a sign and a linguistic symbol?

A sign stands for something through a convention or agreement consciously made

by users. A linguistic symbol, in contrast, stands for something with no convention or agreement that is consciously made by users.

20.What is the difference between a proper name and a category name? Give an

example to illustrate the point.

A proper name singles out a unique individual, whereas a category name puts a

class of things under one name. For example, the proper name Michael Jordan distinguishes him from other professionals.

21. What is the general structure of classroom discourse? Cite you own classroom

discourse to illustrate your answer

It has three general components: opening, keeping going and closing.

Opening may include (1) exchange of greeting, (2) review of key points in the last lecture; and (3) objectives of the current class. Keeping going may include several activities. Closing may include (1) summary of key points, (2) leaving homework, etc.

23.In face-to-face interaction, people process two kinds of

information. Give an example to show how the two kinds of information are provided.

The two kinds of information are the given information, the given-off information. The given information is normally provided through utterances, whereas the given-off information is given by body

language such as gestures, voice quality, etc.

24.Is a local dialect related to any identity issue, such as status or

regional identities?

Yes, a local dialect is related to regional identity. It can be also related to status identity.

25.Can brain damage result in language handicap? Give an example or two

to support your answer.

Yes, brain damage can result in language handicap. For example, some old people suffer from a stroke, and become unable to

speak.

Section 3 Checking understanding of some specific aspects of language and linguistics

Provide brief analysis to the questions below, using the linguistic knowledge you have learned in the course.

1. Use the descriptive terms given in the box to locate where alveolar ridge, uvula, hard palate, soft palate are. (Note there are more descriptive terms than necessary)

Answer:

Alveolar

ridge is

behind

the

central teeth: uvula is like a fingertip dropping down the throat; hard palate is above the mid-tongue; soft palate is above the back tongue.

2. Draw a diagram to illustrate how a word is related to the thing it stands for.

(Note: A triangle should be brawn with the concept the word expresses at the top angle, the word on the left angle, and the thing on the right angle. The lines linking the word with the concept, and the concept with the thing are solid, whereas the line linking the word with the thing is broken.(如下图，中间的单词不一定相同)

Answer:

mind

table ----------- object

3.Given a sentence structure like this: ______________ enjoys

eating______________. How many choices are there in English that can be made to fill in the two blanks? What is the fundamental relation these choices represent in language?

Answer : The first blank is the subject slot, and the second blank is the object slot. The choices that can be made to fill in the two blanks are many. We can make two general rules for the choices. A singular word about a living thing that can be used to fill in the subject slot;

any word about anything eatable can be used to fill in the object slot.

The choices show the paradigmatic relation in language.

4.Identify the illocutionary acts in the following talk.

主持人：（对大家说）

观众朋友你好， the illocutionary act is: ___a___

着历史北京热线的直播现场， the illocutionary act is: ___b____

欢迎你收看我们今天的节目。 The illocutionary act is: _____c____

我们今天就请到了北京市交通管理部门的专业人士来跟大家做一个详细的解释。好，现在我们有请北京市交通管理局的副局长（某某某），the

illocutionary act is: _____d______

(嘉宾从后台依次走出，主持人转身面对嘉宾，介绍到的嘉宾和观众一起鼓掌)

还有我们事故处的处长某某某（掌声响起）…，the illocutionary act is : ____e____

a.greeting ;

b. introducing ;

c. welcoming;

d. inviting/introducing ;

e. inviting/introducing

5.According to the author, do children show concern for their脸or 面子? Do

adults think that children care for their 脸or 面子? You must use at least two concrete examples to support your answers to the two questions. ( Note that the example quoted from the textbook is not allowed. )

Answer : Children do show concern for both 脸or 面子. However, adults often fail to see their concern. Some think that children do not care for 脸or 面子. As a result they become abusive. (An example shows how children care for their face. An example shows how adults abuse their concern. )

6. Give four examples to show how you close your conversation in the following situations. State reasons for the ways you do. ( Note that you don' t have to talk in English. You can talk in Chinese. )

a. Your talk with your father on the phone. You close it by saying__________.

b. Your talk with your mother on the phone. You close it by saying__________.

c. Your talk with your teacher on the corridor. You close it by saying_______

d. Your talk with your boss in his offic

e. You close it by saying_________

( Note that you don' t have to talk in English. You can talk in Chinese. )

(The answers of course vary from student to student. Right answers must include (a) four different ways of dosing the talks; (b) four reasons for the way each talk is

closed; (e) the examinee's sense of role difference and status difference that affect the way talks are closed. )

7. Show at least three instances of skipants in any of your talks with your friends. Discuss the reasons for the English words used.

(The answers vary from student to student. Right answers must include (a) at least three different instances; (b) the reasons for using the skipants must be given, although the reasons may be the same. But ideally they should be different. )

8. Cite your personal experience to do a critical review of the language learning variable, via language exposure environment.

(The answers might vary from student to student. Right answers must include: (a) a brief description of what language exposure environment is; (b) a brief description of the examinee's personal experience in learning English; and (e) the use of the experience to support or reject the notion of language exposure environment. )

9. Face-to-face speech communication can be analyzed as involving four steps: (a) hit upon an idea, (b) articulate the idea, (c)loaded sounds travel via air, and (d) get the message. Which step is the major concern of Unit 2? To which language skill is it related?

Answer : The step (b) articulate the idea is the major concern of Unit 2. It is related to the speaking skill.

10. Do animals such as dogs, cats, pigs, monkeys and so on have a subjective world? Do they also have a symbolic world? Use the knowledge you have acquired from Unit 3 to answer the two questions.

Answer : It can be argued that they have a subjective world in a very limited way. For example, they all have subjective experiences of feeling hungry, or frightened, etc. But they do not have a symbolic world the way we humans do, since they do not have an abstract language system of symbols.

11. Given a group of sentences such as these ......

It was dark.

We're ready.

The children were exhausted.

Mary is charming.

The children are asleep.

Is he still alive?

I was not aware of that.

work out the syntagmatic relation underlying these sentences. Answer: The underlying syntagmatic structure is: noun / pronoun + be + adjective.

12. Identify the illocutionary acts performed with the underlined utterances in the following talk.

Answer:

13. Does the teacher have the power of humiliating those pupils who fail in their learning in class? Defend your answer by using the theory you have learned in Unit 6. Answer: No, the teacher has no power of humiliating pupils, good ones or bad ones. According to Unit 6, pupils, like adults, also care for their lian or mianzi, and the teacher should respect their concern by criticizing them tactfully, rather than bluntly.

14. Do you agree with Gu’s maxim of self-denigration and other-elevation? Give at least two examples to support your answer.

Answer: Gu's maxim of self-denigration and other-elevation does capture one of the most important features of Chinese politeness. For example, we do use terms like 贵姓,or belittle ourselves in responding to compliments. However, young people nowadays seem to be less so, particularly those in big cities. They tend to boast themselves in stead of belittling themselves.

15．In Unit 7 the complexity of hearer‘s role is analyzed．One of the conversations is reproduced below．Read it and answer the question that follows．

主持人：(对电影明星)母海狮是只给自己的小海狮喂奶还是给任何小海狮喂奶?电影明星；(还没来得及回答)

明星女儿：只给自己的喂奶·

(全场大笑．)

主持人：(对电影明星)你说呢?

电影明星；是的，只给自己的喂奶

Use what you have learned from the unit about the complexity of hearer’s role to explain(1)why主持人insisted on the film star to answer the question, and(2)why her daughter's answer was not valid．

Answer: According to Unit 7, the film star was the coordinator's legitimate addressee, her daughter was a standby. A standby has no right to answer any question. This explains why her answer, although correct, was invalid. This also explains why the program coordinator insisted on the film star answering the question herself. 16．Classroom management includes a lot of skills．For instance，the teacher has to organize students’ activities，and engage their attention．Put the letters for the following sentences into the two groups in the table，one for organizing students' activities，and the other for engaging their attention. i

a. And you know what said?

b．Can you guess what I did?

c．Let's suppose…

d．Let’s do some pair work．

e. Yeah，well，come on now，you guys!

f. Those on my right are Group 1，those on my left Group 3，and those in the middle Group 2．

g. Jane，would you be the inter-group coordinator?

h．Guess what?

i. You'll never guess what!

j Have I got a surprise for you!

k. Something strange(peculiar, fascinating, interesting, etc.)happened today

l. Now let’s break into three groups.

m. Ken, you act as a lawyer, will you?

n. Now, don’t start now, just listen.

o. If you ask me…

Answer:

16.Identify the illocutionary acts in the following talk exchanges.

Situation:甲’s car hit 乙’s car at the rear. 警(i.e. traffic warden, 交通警) was talking to the two drivers.

警：还要给你画现场吗?

甲：你们看吧。——the illocutionary act is A .

警：(对乙)你同意不同意。他负主要责任，你负次要责任。

乙：我什么责任?

警：你次要责任。——the illocutionary act is B .

乙：我正常行驶，我没有责任。

警：我现在问你同意不同意?不同意我画现场。

乙：我不懂这事。

警：我现在问你呢?

乙：我认为是他的责任，--the illocutionary act C .

A---disagreeing indirectly with police

B---making judgement

C---answering the police’s question

17．Which of the politeness maxims does the speaker observe in the talk below?

The maxim of modesty the maxim of agreement

the maxim of self-denigration the address maxim

and other-elevation the tact maxim

the maxim of virtue, words and deeds

Julia: I’m a third grade teacher．I’m a parent of a soon-to-be fourth grade student．

Strickland：Well，we all serve many roles.

(Laughter)

Strickland：And that’s the beauty of it, all the different perspectives．

Answer: The maxim of agreement.

18.In the passage below, Mr Strickland is chairing a meeting. He is introducing two

new colleagues. Read it and answer the questions on it.

Strickland: Good morning, everyone. Marsha is on her way. She called from the car phone, I think. It sounded like the car phone, to let us know that she would be

delayed. I would like to welcome two people who haven’t been with us before.

Suzanne Clewell, we’re delighted to have you with us today. Suzanne, would you tell us a little bit about what you do?

1.Why did Marsha call Strickland from her car phone? Explain it in

terms of speech act theory.

2.Was Strickland polite to Suzanne Clewell? Cite the words or

phrases to support your answer.

Answer:

1.Marsha called Strickland to apologize for being late.

2.Strickland was polite to Suzanne Clewell. This is borne out by these phrases:

“I would like to welcome”, “we’re delighted”, “would you tell us”.

19.Give an example or two to demonstrate the two-valued orientation polities has on

language use (on Chinese or English or both).

Answer: Contrasts such as 社会主义――不是社会主义；改革――反对改革represent two-valued orientation in our thinking.

20. According to Professor Franca, what are the three variables that affect language

acquisition?

Answer: The three variables that affect language acquisition are:

a.the environmental, including target language exposure and types of

language input;

b.the cognitive, things such as general intelligence, the healthy brain, etc

c.the innate, referring to the language faculty of the brain.

Section 4 Checking analytic application

1. Use three specific examples to illustrate the three worlds. Illustrate also how language has existence in all the three worlds.

(The answers for the first part of the task vary from one examinee to another. Right answers must include (a) things in the physical or material world; (b)things in the subjective world and (c)things in the symbolic world. The answers for the second part

must include (a) speech and writing belong to the material world; (b) the abstract form of language belong to the symbolic world. )

2. Write a paragraph, in no less than I00 words, to summarize the book. In addition, you must point out the ways ....at least three ways ... that what you learn from the book can be applied or has been already applied to your everyday life.

(Right answers must include (a) the four major functions of the language; (b) we owe human civilization and culture to language; (c) language use is affected by social conditions; (d) the relation between language and brain/mind, (e) language acquisition. The application may includes (a) articulatory phonetics in teaching pronunciation; (b) classroom discourse analysis to improve class performance; (c) to improve interpersonal relations by paying more attention to the language used; etc. Of course there are many more applications. )

3. The table below gives you four groups of utterances. Each group has its own function in classroom management. You have two task: (a) write down the function of the group in the space provided; (b) on the right column, write down the same number of utterances you use(or would use) in your own class that match in function the utterances on the left.

Answer:

1. attaining teaching goals~

2. checking comprehension and eliciting feedback;

3. allocating turns~

4. changing topics.

Answer (b) is variable.

4. In Unit 9 you were asked to reflect upon the relation between child language acquisition and foreign language learning. You were asked to write down your reflections under three headings. Here you have two tasks to do: (a) What are the three headings? (b) use what you have learned in Unit 9, and the three headings in particular, to explain why some Chinese speakers who have been living in England for many years, can speak only some broken English.

Answer: The three headings are: language exposure environment, cognitive capacity, and innateness. From the unit we come to realize that for a child to learn to speak its mother tongue is a complex process involving many factors, It gets even more complicated for a Chinese to learn to speak English as a foreign language. Language exposure and cognitive capacity become crucial. However, language exposure is not decisive. Some Chinese speakers who have been living in England for many years can be said to have an excellent language exposure environment. But if they fail to make full use of it through conscious efforts, they still cannot learn the language well.

5. Wing Ling has successfully completed her course on linguistics. Professor Guide meets her and says to her: "Well done, Wing Ling. Congratulations ! “Analyze Professor Guide' s remarks in terms of an illocutionary act.

Answer: You can work on the diagram directly by filling the empty boxes with your analysis.

Professor’s remarks and Wing Ling' s response to them constitute a total speech act situation. It can be analyzed into four components:

A-prior event; Wing Ling has successfully completed her course.

B- Professor Guide as speaker; It has two aspects. Verbal - "Well done, 'Wing Ling. Congratulations!" In saying this, Professor Guide performed an

illocutionary act of congratulating. Mental -Professor Guide really feels happy for Wing ling’s performance.

C - Wing king as addressee: It has two aspects too. Verbal - (No verbal response

this time). Mental - Wing Ling feels happy with or proud of herself.

D – Follow-up event: this can be anything that follow up Professor Guide's

remarks, e.g. Professor Guide shakes hands with Wing Ling or pads on her

Back, or even takes her to dinner.

五、模拟试题

Section 1 Checking content awareness of the course (15 items, 2 points for each item, 30%) Complete the following items by providing the information based on the course book.

1.Unit 1 is entitled “Awareness of Our Language”. “Our language” refers to __________.

2.The emperor’s words were powerful, not because they had ________ power, but because the

emperor had ________.

3.According to the author, the language you utter is both yours and not yours. It is yours

because ________, and it is not yours because ________.

4.According to the author, ________ and _______ are the two major physical aspects of

language.

5.In the written form of communication, there are two fundamental skills involved: ________

and ________, whereas in the oral form of communication, there are also two fundamental skills: _________ and ________.

6.Everyday we have to cope with all sorts of relations. According to the author, the

interpersonal relations are largely ________.

7.According to the author, we live not in one world, but in three worlds: ________.

8.In Unit 3 the author seems to suggest that the fact that readers find linguistics difficult to

understand is largely because ________.

9.According to the author our experiences of the world are not chaotic, but ________ through

________.

10.According the author, the best approach to linguistics is not learning it by rote, but ________.

11. In the written form of communication, there are two fundamental skills involved: _____ and ____, whereas in the oral form of communication, there are also two fundamental skills: _____ and _____.

12.Everyday we have to cope with all sorts of relations. According to the author, the

interpersonal relation are largely _____.

13.According to the author, the best approach to linguistics is not learning it by heart,

but learning it by _____.

14.The talk the teacher gives in class is technically called _____.