Comments on A New Concise Course on Linguistics For Students of English
文化的重叠与扩散 overlap and diffusion
Chapter 9 Language and Culture
Hierarchical diffusion
(等级扩散)
如伊斯兰教和阿拉伯文化在 7世纪 以来从其源地阿拉伯半岛扩大到埃及、 北非和中东，后来甚至到中亚、印度以 及东南亚，扩大了伊斯兰教和阿拉伯文 化的分布范围。
Contagious diffusion
Effect 2
nguistic nationalism
①France has made special efforts to protect the
purity of their language avoid being corrupted by other languages especially American English (Twice legislation in 1975 and 1994 )
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ultural Overlap And Diffusion
Cultural Overlap And Diffusion
Cultural Overlap And Diffusio
A NEW CONCISE COURSE ON LINGUISTICS FOR STUDENTS OF ENGLISH
Chapter 9 Language and Culture
4
ultural Overlap And Diffusion
Cultural Overlap And Diffusion
Cultural Overlap And Diffusio
A NEW CONCISE COURSE ON LINGUISTICS FOR STUDENTS OF ENGLISH
Types of cultural diffusion
The Importance of Culture Leading-in in English Teaching 文化导入在英语教学中的重要作用
学号：2007311605哈尔滨师范大学学士学位论文题目学生指导教师郭玉晶讲师年级2008级班专业英语教育系别英语教育系学院西语学院说明本表需在指导教师和有关领导审查批准的情况下，要求学生认真填写。
说明课题的来源（自拟题目或指导教师承担的科研任务）、课题研究的目的和意义、课题在国内外研究现状和发展趋势。
若课题因故变动时，应向指导教师提出申请，提交题目变动论证报告。
GRADUATION PAPER FOR BACHELOR DEGREE HARBIN NORMAL UNIVERSITYTITLE:STUDENT:TUTOR: GUO Yu-jing（Lecturer）GRADE: Grade 2007MAJOR: English EducationDEPARTMENT: English Education DepartmentCOLLEGE: Faculty of Western Languagesand LiteraturesMay, 2011HARBIN NORMAL UNIVERSITYThe Importance of Culture Leading-in in English Teaching Abstract: In the world, culture leading-in plays an increasing role in English language teaching. Language can’t exists separately, it takes deeply root in the national culture. Key words:culture。
1. Introductio nIn the recent ten years, the relationship between the foreign language teaching and culture leading-in is increasingly attracting people’s attentions. Culture leading-in makes the students gradually accumulate the culture knowledge and raise their cross-cultural consciousness.2. The Concept of CultureWhat does the word culture mean? It may mean very many things. For example, we sometimes say that people who are able to read and write or who know about art, music and literature are cultured. For different people, the word has a different meaning.3. The Meaning of Culture Lead-in in English Language TeachingWe know, culture leading-in plays an increasing important role. The English books understand the importance of culture leading-in in English language teaching. Culture leading-in encourages students to communicate with others form different culture backgrounds.4. The Necessity and Principles of Culture Leading-in in English LanguageTeachingLanguage can’t exists separately, it takes deeply root in the national culture, and reflects this national beliefs and emotions, therefore language is not the cultural constituent, but also the cultural carrier and refraction. American linguist E. Sapir in a4.1 Culture Leading-in in International CommunicationAs we all know, as globalization has progressed and high mobility has been encouraged at the beginning of the century, plenty of information and material(both tangible and intangible) have been exchanged between societies and which after our society. Ever if one never steps out of one’s hometown or home country, one can still enjoy ample imported goods and information. So, how necessary to learn cultures.4.2 Language is CommunicationIt is generally recognized that language is a “vehicle for and expression or exchanging of thoughts, concepts, knowledge.” And according to P. H. Mathew,4.3 Teaching is for CommunicationNow that language is communication. It naturally follow that goal of language instruction is to equip the learners with the ability to use language for communication, namely, communication competence.For these reason, mew teaching material introduce folkways customs and culture5. Instructional Strategies for Teaching Language and CultureCulture activities and objectives should be carefully organized and incorporated into teaching plans to enrich and inform the teaching content. Some useful ideas for presenting culture in the classroom are described in this section.5.1 Role PlayIn role-plays, students can act out the miscommunications that are based on cultural differences. For example, after learning about the ways of addressing thing however is to enact those situations in a classroom.5.2 Authentic MaterialsUsing authentic sources from the native speech community helps students to5.3 ProverbsDiscussion of common proverbs in the target language could focus on how the proverbs are different from or similar to proverbs in the students’ native language an that are well known in English, though some of them come from other languages.5.4 Culture CapsulesStudents can be presented with objects (e.g., figurines, tool, jewelry, and art)or images that originate from the target culture. The students are then responsible for finding information about the item in question, either by conducting research o authentic insight into the home and cultural life of native speakers of the language.6. ConclusionTeaching culture is new challenge to second language teachers. In many cases, culture teaching has meant a broader context or frame the teachers offer to the students in the way of enriching linguistic or social insight---especially if a goal of language and society. Understanding the cultural context of day-to-day conversationalBibliography:1.Dai Weidong &He Zhaoxiong, (2002). A New Concise Course on Linguistics for Students ofEnglish [M]. ShangHai Foreign Language Education Press.2.Dimitrios Thanasoulas, (2001). the importance of teaching culture in the foreign languageclassroom [ M]3.Elizabeth Peterson and Bronwyn Coltrane, Culture in Second Language Teaching [ M]4.Knowles, M, E. Holton, and R.Swanson. （1998）. The adult learner. 5th. [C]. Houston: GulfPublishing5.National Standards in Foreign Language Education Project. (1996). Standards for foreignlanguage learning in the 21st century. Yonker, NY: V Author.6.Taylor, D. (1994). Inauthentic authenticity or authentic inauthenticity [ C]7.Xu Lisheng, (2005). Intercultural Communication in English[M]. Shanghai ForeignLanguage Education Press, ,P38, 74,1198.Zhang Zhengdong, (2005). A bilingual Course of English Teaching Mthodology [M]. SciencePress, ,264-2669.董启明，林立(2004). 《英语教学与研究》[ M].科学出版社，P17710.焦俊峰(2004) 《英语教学中的文化导入的原则与方法》[ J]. 杭州医学高等专科学校学报，（3）11.路茜(2003). 《大学英语词汇教学与文化背景知识输入》[J]. 大学教育科学，（1）12.吴斐(2003).《英语社会与文化》[ M].武汉大学出版社，(3) P154，13./modules.php?name=News&file=article&sid=18中文摘要摘要：在当今世界，文化导入在语言教学中扮演者愈来愈重要的角色。
Thinking in the Target Language as a Language Learning Strategy
Thinking in the Target Language as a LanguageLearning StrategyAbstract: As a good language-learner’s strategy, thinking in the target language helps many language learners a lot to improve their language ability. Sometimes, however, it does not necessarily benefit us. It need be compensated by native language thinking.Key words: Strategy, language thinking, native language, target language.According to some linguists, it is promising to see that more recent textbooks dealing with linguistics, applied linguistics, and more specifically second language acquisition, have begun to include reviews of the language learning and communication strategies literature. A generally accepted definition is that “language learning strategies are learners’ conscious, goal-oriented and problem-solving based efforts to achieve learning efficiency”. Linguists agree that successful learners tend to use more strategies and use them more selectively and flexibly. Many language educators would maintain that the best way for learners to achieve native-like control of a target language is to make an effort to think in that language rather than to translate or reprocess the material into their mother tongue or into some other language which they have learned. However, it is likely that for some, if not many, the use of one language or another for thinking while performing language tasks is not seen as a matter of strategy selection or of strategizing. I am going to discuss this issue in the following parts.A.What it means to think in a target language?First of all, we focus our discussion only on verbalized thought, whether silently, subvocally, or aloud and not with nonverbal thoughts. Unless we are thinking out loud, our thoughts reflect inner speech—that is, the thinking that we do in our minds that is in the form of words rather than images or symbols. The inner speech could be self-directed or “private” as well as other-directed or “public”.In considering the language-of-thought issue, the first question that arises concerns the extent of proficiency or threshold level necessary in order to have thoughts in that language. Since thinking in a language involves different levels or depth of meaning, the answer to the question is complex. While greater proficiency in a language is likely to increase the possibility that thinking will occur in that language, we cannot assume this to be the case. It is more than likely that even someone with somewhat limited proficiency in a language could still have thoughts in that language.It is true that multilingual language learners often think in a given language without having consciously chosen to do so. Yet there are times when they may purposely use the target language as the language of thought or when the instructional method encourages them or requires them to do so. A language learner may choose to think in a target language for the purpose of rehearsal. Depending on how well the language is learned, carrying on an imaginary conversation in the mind or planning for such a conversation may contribute to more successful oral communication. Likewise, multilingual language learners may choose to think at times or even extensively in oneof the languages they have learned while learning the given target language. Taking Andrew D. Cohen for example, as a native speaker of English, he learned Spanish by thinking primarily in French, learned Aymara, Portuguese and Italian by thinking extensively in Spanish, and learned spoken Arabic by thinking most of the time in Hebrew.B.The role of target language thought formulation in improving language abilityPeople who are good at language might tackle second language learning in different ways from those who are less good or they might behave in the same way but more efficiently. Six broad strategies shared by good language learners (GLL) have been found as follows: 1. finding a learning style that suits you; 2. involving yourself in the language learning process; 3. developing an awareness of language both as system and as communication; 4. paying constant attention to expanding your language knowledge; 5. developing the second language as a separate system; 6 taking into account the demands that second language learning imposes.Extensive research that goes much deeper into language learning strategies has been carried out by O’Malley and Chamot (1990) within an overall model of second language learning based on cognitive psychology. Three main types of strategy have been defined: metacognitive strategies, cognitive strategies and social strategies.However, in the language learning strategy literature, the issue of the language used in verbalized thoughts has not received much attention. Obviously target language thought should be involved in GLL strategy 5. GLL tries to develop their knowledge of the second language in its own right and eventually to think in it. One common strategy is to engage in silent monologues to practice the second language. At first I thought it belonged to metacognitive strategies. After second consideration, I take it as a cognitive strategy.There is an intuitively based assumption that it is beneficial for foreign language learners to think as much as possible through the language that they are learning. Kinds of surveys have been done studying the role of target language thought formulation in improving language ability. Based on those surveys have been done, I also tried to conduct a mini-survey in Southeast University. One conclusion reached from surveys is that there are definite benefits from making an effort to think in the target language.With the assumption talked above, teachers may discourage student from translating, and the learners themselves may come to feel that native language or other language thinking could be detrimental to the learning process. The argument is that by thinking in the target language, learners are increasing their chances of becoming idiomatically accurate in that language. This maxim has been applied to the more visible forms of language—namely speaking and writing—because they are so external and visible. The assumption would be that thinking through the target language while writing would decrease the number of errors. Yet there have been a series of studies which have looked at the influence of thinking through the native language while writing in the second language, and the results tend to go against the maxim. For example, in a study of twenty-two Chinese-speaking college students, Friedlander (1990) found that the students who initially use Chinese to describe a Chinese festival could more richly describe their experience in the second language than those who started with thinking in the second language. He also found that thinking and writing a rough draft in the native language had a positive impact on their final product in the second language. Jones and Tetroe (1987) also reported some benefits of thinking in Spanish (the native language) when composing text in English (the second language).Therefore, the conclusion is probably that it pays to do some or even extensive systematic thinking through the target language, but not to be hesitant about thinking in the native language when it is comforting and perhaps necessary to do so. Native language thought may become a trap if practiced in the extreme—at the expense of the target language.Bibliography:Cohen, Andrew D. Strategies in Learning and Using a Second Language, Chapter6 Page157-214. Foreign Language Teaching and Research Press, August, 2000Cook, Vivian. Second Language Learning and Language Teaching (2nd edition), Chapter5 Page103-108, Foreign Language Teaching and Research Press, Edward Arnold (Publishers) Limited, August, 2000Nunan, David. Second Language Teaching and Learning, Chapter2 Page55-65, Foreign Language Teaching and Research Press, Heinle & Heinle/Thomson Learning Asia, September, 2001 Cook, Vivian. Linguistics and Second Language Acquisition, Chapter6 Page113-134, Foreign Language Teaching and Research Press, Macmillan Publishers Limited, August, 2000戴炜栋&何兆熊. A New Concise Course on Linguistics for Students of English, Chapter11 Page159-173, Shanghai Foreign Language Education Press, July, 2002。
Chapter 1 Introduction
Anthropological linguistics(人文语言学) uses the theories and methods of anthropology to study language variation and language use in relation to the cultural patterns and beliefs of man.
to be and describing how things are
Prescriptive: the early study of language aims to lay down
rules for correct and standard behavior in using languages, such as grammars, to set models for language users to follow. Descriptive: the study of language aims to describe and analyze the language people actually use, be it correct or not; modern linguistic study is supposed to be scientific and objective, they believe that whatever occurs in language people use should be described and analyzed in their investigation.
Phonetics(语音学) is the branch of linguistics which studies the characteristics of speech sounds and provides methods for their description, classification and transcription. Phonology(音韵学) is the branch of linguistics which studies the sound patterns of languages. Morphology(词法) is the branch of linguistics which studies the formation of words. Syntax(句法) is the branch of linguistics which studies the rules governing the combination of words into sentences. Semantics(语义学) is the branch of linguistics which studies the meaning of language.
语言学chapter2课后练习答案
Chapter 2Revision exercises reference1.What are the two major media of communication? Of the two, which one isprimary and why?Refer to section 2.1The two major media of communication are speech and writing. Of the two, speech is considered primary for the following reasons: 1) from the point of view of linguistic evolution, speech is prior to writing. The writing system of any language is always a later invention. 2) In everyday communication, speech conveys a greater amount of information than writing. 3) Speech is always the way in which every native speaker acquires his mother tongue, and writing is learned and taught later as part of formal education.2.What is voicing and how is it caused?Refer to section 2.2.2 (1)V oicing is a phonetic feature of some speech sounds. It is caused by the vibration of the speaker's vocal cords when he produces a certain sound. If a sound bears this feature, it is voiced. If such a feature is absent in the pronunciation of a sound, it is voiceless. All vowels in English are voiced; and some consonants in English are voiced such as [d] and [v] while others are voiceless such as [p] and [s].3.Explain with examples how broad transcription and narrow transcriptiondiffer.Both broad and narrow transcriptions are ways to transcribe speech sounds, i.e.ways of using written symbols to represent speech sounds. In broad transcription, only the letter symbols are used, and the principle is to use one letter for onesound, such as [P] and [I]. In narrow transcription, a set of symbols calleddiacritics are added to the letter symbols to show the finer differences between similar sounds, such as[P h] and [ɫ].4.How are the English consonants classified?As in the pronunciation of consonants the air stream coming from the lungs is somehow obstructed, it is possible and also necessary to classify them in terms of manner of articulation and place of articulation. In terms of manner of obstruction, the consonants are classified into the following groups: stops, fricatives, affricates, liquids, nasals and glides. In terms of place of obstruction, the consonants are classified into the following groups: bilabial, labiodental, dental, alveolar, palatal, velar, and glottal.5.What criteria are used to classify the English vowels?To classify the English vowels, the following criteria can be applied: position of the tongue, openness of the mouth, length of the vowels, and the shape of the lips.According to the position of the tongue, the vowels are classified into front, central and back vowels; according to the openness of the mouth, the vowels are classified into close, semi-close, semi-open, and open vowels; and according to the length of the vowels, they are classified into long vowels and short vowels;and according to the shape of the lips, and the vowels are classified into rounded and unrounded vowels.6.Give the phonetic symbol for each of the following sound descriptions:1)voiced palatal affricate--- [dʒ]2)voiceless labiodental fricative---[f]3)voiced alveolar stop---[d]4)front, close, short---[i]5)back ,semi-open, long ---[ɔ:]6)voiceless bilabial stop---[p]Given the phonetic features of each of the following sounds:1)[d]---voiced alveolar stop2)[l]---voiced alveolar liquid3)[tʃ]---voiceless palatal/alveolar affricate4)[w]---voiced bilabial glide5)[u]---back,close,short(rounded)6)[æ]---front,short,open(unrounded)7.How do phonetics and phonology differ in their focus of study? Who do youthink will be more interested in the difference between, say, [l]and[ɫ], [pʰ]and[P],a phonetician or a phonologist? Why?Refer to section 2.3.1Though both dealing with speech sounds, phonetics and phonology differ in their focus of study in that the former focuses on the speech sounds themselves, their ways of pronunciation, their differences, their classifications, etc., while the latter focuses on the sound system of particular languages and the role sounds play in conveying meaning. Therefore, a phonetician will be more interested in the difference between two sounds.8.What is a phone? How is it different from a phoneme? How are allophonesrelated to a phoneme?Refer to section 2.3.2A phone is simply a speech sound, every actual sound we use or hear inmeaningful linguistic communication. For example, in pronouncing the two words “feel” and “leaf”, we actually use or hear four phones:[f][i:][l]and[~l].A phone differs from a phoneme in that the former is an actual sound we hear andit is the unit of study in phonetics, and the latter is not an audible sound, but an abstract entity, a collection of phonetic features, used as a unit of study in phonology. Take the “feel” and “leaf” example again. While four phones are used or heard in the pronunciation of these two words, only three phonemes are involved, i.e. /f/ /i: / and /l/.A phoneme, though as an abstract entity, is realized as different phones indifferent phonetic contexts. All these different phones are called the allophones of the same one phoneme. For example, the aspirated [pʰ] and the unaspirated [p] are allophones of the same phoneme/p/.9.Explain with examples the sequential rules, the assimilation rule, and thedeletion rule.Sequential rules are rules that govern the combination of sounds in a particular language. For exam ple, why “klib” is a permissible combination of the four sounds in English and why “kbli” is not can only be accounted for by a sequential rule.The assimilation rule assimilates one sound to another by “copying” a feature of a sequential phoneme, thus making the two phones similar. For example, the actual pronunciation of the letter “n” in the word “ incorrect” is not the alveolar [n] but the velar nasal [ŋ] is a manifestation of the assimilation rule at work.The deletion tells us when a sound is deleted although it is orthographically represented. For example, in the pronunciation of such words as sign, design, and paradigm, there is no [g] sound although it is represented in spelling by the letterg. But in their corresponding noun forms signature, designation and paradigmatic,the [g] represented by the letter g is pronounced.10.What are Suprasegmental features? How do the major Suprasegmentalfeatures of English function in conveying meaning?Suprasegmental features refer to those phonological features occurring above the sound segment level. The major Suprasegmental features in English are stress and intonation. The shift of word stress may change the part of speech of words of the same spelling, such as “'progress n.” and “pro'gress v.” , and different stress may cause difference in the meaning of some compound nouns and noun phrases with the same components, such as “'hotdog” and “hot 'dog”. Stressing words that are normally unstressed in a sentence may convey some extra meaning by the speaker.For exam ple, by stressing the pronoun “my” in the sentence “He is driving 'my car” the speaker is emphasizing the fact that the car he is driving is no one else`s but the speaker`s.The three often-used intonations in English are the falling tone, the rising tone, and the fall-rise tone. The basic role they each play is that the falling tone states a fact, the rising tone raises a question, and the fall-raise tone implies some meaning not literally expressed. For example, the same sentence “That`s not the book he w ants” said in the three different intonations convey three different meanings.Supplementary ExercisesI. Decide whether each of the following statements is True or False:1.If two phonetically similar sounds occur in the same environments and they distinguishmeaning, they are said to be in complementary distribution.2. A phone is a phonetic unit that distinguishes meaning.3.English is a tone language while Chinese is not.4.In linguistic evolution, speech is prior to writing.5.In everyday communication, speech plays a greater role than writing in terms of the amountof information conveyed.6.Articulatory phonetics tries to describe the physical properties of the stream of sounds whicha speaker issues with the help of a machine called spectrograph.7.The articulatory apparatus of a human being are contained in three important areas: the throat,the mouth and the chest.8.Vibration of the vocal cords results in a quality of speech sounds called voicing.9.English consonants can be classified in terms of place of articulation and the part of thetongue that is raised the highest.10.According to the manner of articulation, some of the types into which the consonants can beclassified are stops, fricatives, bilabial and alveolar.11.Any sound produced by a human being is a phoneme.12.Distinctive features of sound segments can be found running over a sequence of two or morephonemic segments.II. Fill in each of the following blanks with one word which begins with the letter given:13. A ____ refers to a strong puff of air stream in the production of speech sounds.14.The four sounds /p/,/b/,/m/ and /w/ have one feature in common, i.e., they are all b_______sounds.15.S_________ features are the phonemic features that occur above the level of the segments.They include stress, tone, intonation, etc.16.The rules that govern the combination of sounds in a particular language are called s ____rules.17.P___________ is a discipline which studies the system of sounds of a particular language andhow sounds are combined into meaningful units to effect linguistic communication.18.Depending on the context in which stress is considered, there are two kinds of stress: wordstress and s_________ stress.III. There are four choices following each of the statements below. Mark the choice that can best complete the statement:19.Of all the speech organs, the _______ is/ are the most flexible.A. mouthB. lipsC. tongueD. vocal cords20.__________ is a voiced alveolar stop.A. /z/B. /d/C. /k/D. /b/21.Since /p/ and /b/ are phonetically similar, occur in the same environments and they candistinguish meaning, they are said to be ___________.A. in phonemic contrastB. in complementary distributionC. the allophonesD. minimal pair22. A ____ vowel is one that is produced with the front part of the tongue maintaining the highestposition.A. backB. centralC. frontD. middle23.Distinctive features can be found running over a sequence of two or more phonemicsegments. The phonemic features that occur above the level of the segments are called ____________.A. phonetic componentsB. immediate constituentsC. Suprasegmental featuresD. semantic features24.A(n) ___________ is a unit that is of distinctive value. It is an abstract unit, a collection ofdistinctive phonetic features.A. phoneB. soundC. allophoneD. phoneme。
利奇的七种意义在翻译中的运用
利奇的七种意义在翻译中的运用利奇把意义划分为概念意义、联想意义、社会意义、情感意义、反映意义、搭配意义和主题意义七种类型。
利奇的意义七分法对翻译有着举足轻重的启示作用。
好的翻译不在于仅仅所表达的概念意义，更在于其联想意义。
译者需要在汉语中找到合适的表达。
标签：七种意义；英译汉；语境利奇的意义七分法中，概念意义是一个词的字面或核心意义，直接表明所指对象。
一个词的概念意义一旦固定下来，该意义也就明确下来。
在利奇的分类中，与概念意义相对的是联想意义和主题意义。
联想意义是指解释这些意义需要依靠一种关于思维关系的基本的联想理论。
理想意义分为内涵意义、社会意义、情感意义、反映意义、搭配意义。
第三个意义范畴是主题意义，它是指通过调整组织信息的不同方式，如词序、强调和语音语调等所表达的意义。
二、翻译的基本理论翻译时在准确、通顺的基础上，把一种语言信息转变成另一种语言信息的行为。
翻译是语际交流过程中沟通不同语言的桥梁。
随着全球化，促进了不同国家的人相互沟通，所以翻译在我们的生活中的作用性日益增加。
本文将主要选取利奇的七种意义在翻译中的运用。
三、词汇意义七分法在翻译中的运用利奇的七种意义理论把词语意义的考察选取在一定的语言环境中，对词语意义的选择有所启示。
翻译时，既要把源语要表达的意义通过目的表达出来，又要抓住源语所表达的隐含意义。
以下我们通过具体翻译实例来透彻分析利奇的意义七分法在翻译中的运用。
（1）概念意义：概念意义不包括词语的各种比喻义或引申义，英语中同一语言在不同的环境下有着不同的概念意义。
因此在翻译中，译者应该仔细分析原文所处的语言环境和功能，准确的把握词语在不同的语境特定的概念意义，并且在目标中选取概念相当的词语来翻译。
（2）内涵意义：The yellow hull snaked between two ochre towers.原文用snake来表示船行的方式，读者只需根据“蛇”行的方式，就可领悟这里是指蜿蜒而行的意思，但是要翻译出原文的内涵意义即含蓄意义，就应该保留这个意象的特征，又要让读者能够理解其所表达的意思。
Linguistics-an introduction 语言学教程
School of Foreign Languages Hainan University
• And out of the ground the LORD God formed every beast of the field, and every fowl of the air; and brought them unto Adam to see what he would call them: and whatsoever Adam called every living creature, that was the name thereof. Bible Genesis
• Then when we study human language, we are approaching what some might call the “human essence,” the distinctive qualities of mind that are, so far as we know unique to man. Noam Chomsky Language & Mind
• Language is a purely human and non-instinctive method of communicating ideas, emotions and desires by means of voluntarily produced symbols.
Sapir (1884-1939) Language: An Introduction to the Study of Speech (1921)
Ferdinand de Saussure (1857-1913) Course in General Linguistics
简析语言习得机制
2232018年43期总第431期ENGLISH ON CAMPUS简析语言习得机制文/童玥“Now the whole earth had one language and the samewords. And as they migrated from the east, they came upon a plain in the Lands of Shinar and settled there. And they said to one another, ‘come , let us make bricks , and burn them thoroughly’. So the LORD scattered them abroad and from there over the face of all the earth, and they left off the city. Therefore, it was called Babel, because there the LORD confused the language of all the earth, and from there the LORD scattered them abroad over the face of all the earth.” (Genesis, Bible;2000: 14)When we talk about language, out of question, the first thing appeared in our minds is the words we used in our daily life. The language could promote the communication of each culture and provides inception of creation for mortals. Subsequent to the existence of language, people can communicate and understand each other; further more, with the development of civilization, words became more indispensable and basic.As refer to the language acquisition, the first appeared in people’s mind is Chomsky, who contribute a historic theory and also, rushed the constructional linguistics in American. He created a new way to research language and of course, the formation of TG. The quite special thing he described about is the LAD, the innate ability as Language Acquisition Device.“The LAD was described as an imaginary‘black box’existing somewhere in the human brain. The‘black box’is said to contain principles that are universal to all humanlanguages”.( Dai Weidong; A New Concise Course on Linguistics for Students of English:146). That is to say, thereis a pre-existed language ability of the child since he or shewas born. The language device is ready to be combined with a specified language.Firstly, the life is still a myth since Darwin theory appeared.Actually, some problems cannot be solved even according to his The Aspects of Resource. When others challenged Chomsky and he said the“innate”is everywhere. For instance, human beings has two elbows, two eyes, one mouth, and all these are innate, but not grow up or create later. That is reasonable.He appoints that the cognitive system is more complex and more valuable to study. Therefore, the focus should be in the cognitive system combining with the scientific study of organ---the brain. There is a “machine” inside of the human body and makes people know or learn something after he or she was born. That is the aim of the research of linguistics. Since we know the reason, can people find the way to solve theproblem of “atypical language development”, the abnormal ones, such as hearing impairment, mental retardation, autism, stuttering and aphasic, etc. For human is a social and cooperative animal, communication is first and foremostfor humans. And Chomsky’s theory is not with the some religious element and it is material.Secondly, the innate theory is based on some important evidences, but not only with the imagination.The child can learn mother tongue easier and faster.Actually, the process to learn native language is not so painful and difficult. Since the kids live the life, they experienced the language, but not only “learn” them. No matter what the background or environment the children have, the language level they have only within minor differences.This also helps solving the “ logical problem” thatwandering in behaviorist view. “ The logic problem means the fact that children come to know more about the structure of their language than they could reasonably be expected tolearn from the language samples they hear.” This is key to the inner of the children’s brain.The LAD would not functioned by itself; that is to say, theoutside environment is the trigger of its work. The speaking community determined the development of LAD .From above evidences, as Chomsky said himself,linguistics can be treated as a part of the Psychology, however, that is not to say we would give up to study languages themselves, but to comprehended the truth of the human brain and the essence of human beings. That isalso not deny that we can treat linguistics as an independent subject, indeed , the various languages are quite attracting and interesting, and all of them worth of study, the purely study. As a part of the Psychology means it concerns a lot withit in the following reason:It is said that language is the coat ofour thinking. Although there are more than 1000 languages (include the tribe languages) in the world, we still eat, sleep and speak. Even the hieroglyphic or symbol language, theyconveying meanings, to interpret our minds. To understand the mind is connected with Psychology.As people claim more about the differences of vary languages, Chomsky saw clearly about the commonness. I think it is quite precious because he can see the unity of human kind. The LAD combined us together.References：[1]Dai Weidong.He Zhaoxiong.A New Concise Course on Linguistics for Students of English[M].Shanghai Foreign Language Education Press, 2002.【作者简介】童玥，四川大学锦江学院。