语言学(胡壮麟)期末总结
名词解释
Sociolinguistics
1.Sociolinguistics: a field that studies the relations between language and society, between the uses
of language and the social structure in which the language users live.
2.Linguistic determinism:L may determine our thinking patterns;
3.Linguistic relativity: different languages offer people different ways of expressing the world
around
4.standard language:the dominant, or prestigious variety is often called standard variety or standard
language/dialect, the variety of language which has the highest status in a community or nation and which is usually based on the speech and writing of educated natives.
5.Social dialect, or sociolect, refers to the linguistic variety characteristic of a particular social class.
6.Idiolect is a personal dialect of an individual speaker that combines elements regarding regional,
social, gender, and age variations.
7.Register:Varieties of language classified according to use in terms of formality, situation and so
on. ; Register: Register, also situational dialect, refers to the language variety appropriate for use in particular speech situations on which degrees of formality depends.
8.Bilingualism: a situation where two languages are used by an individual or a group of speakers since
they had regular and continued exposure to more than one language.
9.pidgin:
10.Creole: When a pidgin develops beyond its role as a trade language and becomes the first language
of a social community, it becomes a creole.
11.Diglossia: A situation in which two different varieties of the same language are used side by side
for two different sets of functions.
https://www.360docs.net/doc/2d8725845.html,nguage planning means that certain authorities, such as the government choose, a particular
speech variety, standardize it and spread the use of it across regional boundaries.
13. A lingua franca is a variety of language that serves as a medium of communication among groups of
people for diverse linguistic backgrounds.
14.Speech variety refers to any distinguishable form of speech used by a speaker or group of speakers.
Pragmatics
1.Pragmatics: the study of language in use, meaning in context, speaker’s meaning, utterance meaning,
contextual meaning.
2.Speech acts: actions performed via utterances, such as apology, complaint, compliment, invitation…
3.Constatives: utterances which roughly serves to state a fact, report that something is the case, or
describe what something is. They are usually verifiable.
4.Performatives: utterances which are used to perform acts, do not describe or report anything at all;
they cannot be said to be true or false.
5. A locutionary act (发话行为) : the act of saying something, the literal meaning of the utterance.
6.An illocutionary act （行事行为）: the extra meaning of the utterance produced on the basis of its
literal meaning, an act performed in saying something.
7.illocutionary force: meaning is used in a narrow sense and is the more constant, inherent side of
meaning whereas force is equivalent to speaker’s meaning, contextual meaning, or extra meaning(言外之意).
8. A perlocutionary act （取效行为）: the act preformed by or as a result of saying, the consequential
effects of a locution on the hearer.
9.Implicature is a term coined by Grice to refer to the implied meaning of an utterance.
10.CP: there is some regularity in conversation, and the principle we seem to follow is called the CP.
Psycholinguistics & cognitive linguistics
1.cognition；mental processes of an individual;mental process or faculty of knowing, including
awareness, perception, reasoning, and judgment.
2.Psycholinguistics: the study of psychological aspects of language, or language-processing
mechanisms, the relationship between language and the human mind.
3.Sapir –Whorf hypothesis: the way people view the world is determined wholly or partially by the
structure of their native language.
The strong version---linguistic determinism: One’s thinking is completely determined by his native L because one cannot but perceive the world in terms of the categories and distinctions encoded in the L.
The weak version---Linguistic relativity: the varying cultural concepts and categories inherent in different languages affect the cognitive classification of the experienced world in such a way that speakers of different languages think and behave differently because of it.
Linguistics and language teaching
1.Applied linguistics: a scholarly discipline dealing with the application of insights from both
linguistics and other fields (such as anthropology, philosophy, psychology, sociology, or education) to an understanding of how we learn, store, and use a second language or our native language.
2.Acquisition is the gradual development of ability in a L by using it naturally in communicative
situations.
3.Learning is the conscious process of accumulating knowledge of the vocabulary and grammar of
a L, particularly through formal instruction.
4.SLA can be defined as the way in which people learn a L other than their mother tongue, inside
or outside of a classroom.
5.i+1: the L that learners are exposed to should be just far enough beyond their current
competence so that they can understand most of it but still be challenged to make progress.
6.P remodified input: material that is finely tuned in advance to the learner’s current level.
7.Interlanguage: The type of language constructed by second or foreign language learners who are
still in the process of learning a language is often referred to as interlanguage.
8.contrastive analysis: A way of comparing L1 and L2 to determine potential errors for the
purpose of isolating what needs to be learned and what does not need to be learned in a second language learning situation (Gass and Selinker,2001).
https://www.360docs.net/doc/2d8725845.html,nguage transfer: The study of the roles that the native L plays is know as the research of L
transfer, by which is meant the psychological process whereby prior learning is carried over into
a new learning situation; or ―the influence resulting from the simi larities and differences
between the target L and any other L that has been previously (and perhaps imperfectly) acquired.‖
https://www.360docs.net/doc/2d8725845.html,municative competence: What a learner knows about how a language is used in particular
situations for effective and appropriate communication.
11.Syllabus: a syllabus is a specification of what takes place in the classroom, which usually
contains the aims and contents of teaching an sometimes contains suggestions of methodology.
●连线题
1.cohort theory—word recognition, Marslen-Wilson & Welsh (1978)
2.Image Schema, Mark Johnson, 1987.The body in the mind: The bodily basis of meaning,
imagination, and reason.
3.conceptual metaphor theory，Lakoff & Johonson
4.Conceptual Blending Theory (概念整合理论), known as the integration theory, proposed by Gilles
Fauconnier & Mark Turner (1994, 1995).
5.i+1 input principle: Krashen
6.CA: contrastive analysis, Gass and Selinker,
https://www.360docs.net/doc/2d8725845.html,municative competence: Dell Hymes
8.UG: Noam Chomsky
9.speech act theory: John Austen
10.Cooperative Principle：Paul Grice
●论述题
Speech act theory:The first major theory in the study of pragmatics. Proposed by Oxford philosopher John Austin (1911-1960) ------How to Do Things with Words (1962)
Speech acts can be analyzed on 3 levels simultaneously:
A locutionary act (发话行为) : the act of saying something, the literal meaning of the utterance.
An illocutionary act （行事行为）: the extra meaning of the utterance produced on the basis of its literal meaning, an act performed in saying something. To say sth is to do sth.
A perlocutionary act （取效行为）: the act preformed by or as a result of saying, the consequential effects of a locution on the hearer.
Locutionary acts have always been the focus of linguists and perlocutinary acts involve psychological and social factors. So Austin was more interested in the illocutionary act because it is identical with the speaker’s intention, and the speech act theory is in fact the illocutionary act theory.
The Theory of Conversational Implicature, Herbert Paul Grice (1913-1988), Logic and Conversation
there is some regularity in conversation, and the principle we seem to follow is called the CP.
CP can be specified by four categories of maxims as follows.
1 Maxim of Quantity:
Make your contribution as informative as required (for the current purposes of the exchange).
Do not make your contribution more informative than required.
2 Maxim of Quality:
Do not say what you believe to be false.
Do not say something if you lack adequate evidence
3 Maxim of Relation:
Be relevant.
4 Maxim of Manner: Be perspicuous.
Avoid obscurity of expression.
Avoid ambiguity.
Be brief.
Be orderly.
CP is meant to describe what actually happens in conversation. People tend to be cooperative and say things which are true, relevant, as well as informative enough, and in a clear manner.
but the imperatives in the CP are descriptive rather than prescriptive.
Violation of the maxims：
Blatant or apparent Violations of CP and its maxims lead to conversational implicature. Speakers clearly show that some maxims are violated, yet at a deeper level the CP can still be thought to be upheld.
So, lies do not have implicatures proper.
Characteristics of implicature ：Calculability(可推导性),Cancellability / defeasibility, Non-detachability, Non-conventionality
Language Acquisition
Holophrastic stage (独词语阶段)
Control of the speech musculature肌肉组织
Phonetic distinctions in parents’language.
One-word stage (around the first birthday and lasts from two months to a year): objects, actions, motions, routines and modifiers.
Two-word stage: around 18m
Three-word-utterance stage: utterances look like samples drawn from longer potential sentences expressing a complete and more complicated idea.
Give doggie paper.
Put truck window.
Tractor go floor.
Fluent grammatical conversation stage
Word recognition；
Recognition of spoken words:
Listeners attempt to map the acoustic signal onto a representation in the mental lexicon almost as the signal starts to arrive.
Cohort theory (集群模型):
Marslen-Wilson & Welsh (1978)
The first few phonemes of a spoken word activate a set or cohort of word candidates that are consistent with the input. As more acoustic input is analyzed, candidates that are no
longer consistent with the input drop out of the set. The process continues until only one
word candidate matches the input.
The best fitting word may be chosen if there is no clear winner. E.g. “candle”—candy, handle etc.
Interactive model （交互模型）:
Higher processing levels have a direct, “top-down”influence on lower levels.
Lexical knowledge can affect the perception of phonemes. There is interactivity in the form of lexical effects on the perception of sub-lexical units.
In certain cases, listeners’knowledge of words can lead to the inhibition of certain phonemes; in other cases, listeners continue to “hear”phonemes that have been removed
from the speech signal and replaced by noise.
Race model (竞争模型):
Pre-lexical route （前词路径）: computes phonological information from the acoustic signal
Lexical route: the phonological information associated with a word becomes available when the word itself is accessed
When word-level information appears to affect a lower-level process, it is assumed that the lexical route won the race.
Recognition of printed words
Four successive stages of L production Level
(1989) :conceptualization, formulation, articulation and self-regulation
1) conceptualization: to conceptualize what we wish to communicate, or to translate mentalese that
represent our thoughts into linguistic form.
2) formulation: to formulate this thought into a linguistic plan. The analysis of eventual output of the
process, such as speech error can shed light on this issue.
Speech errors are made by speakers unintentionally.
3)articulation: to use vocal organs to produce desired sounds to execute the linguistic plan
4)self-regulation: to monitor our performance by competence to ensure the production is accurate.
Two variables concerning the amenability of focus on form: Universal Grammar; complexity of L structures.
According to the advocates of focus on form, if an L2 structure is part of UG, the amenability is high; otherwise, the amenability is low.
It can be assumed that less complex structures have higher amenability, but complexity is hard to define.
●The process of syllabus design: Selecting and grading what to be taught.
●Selection: the restriction of the L to a particular dialect and register; the selection from within the
register of the items that are to be taught according to criteria such as frequency of occurrence, learnability and classroom needs. The selection depends on the syllabus designer’s understanding of L and the course (structural/functional view)
●grading: putting L items into the most appropriate order for practical teaching purposes.
§staging: arranging the items into blocks of the right size for different stages of the teaching course.
§sequencing: dealing with the problem of sequence in which the items in the blocks are to be taught.
●Types of syllabus:Structural, Situational, Functional/notional, Communicative, Task-based
法语自测题
I.Choisissez la bonne réponse
( c ) 1. Il s’est lavé________ mains avant de passer à table.
A.ses
B. mes
C.les D des .
( b ) 2. Avec de la patience, vous finirez ________ résoudre ce problème.
A.de
B.par
C.à
D.en
( b ) 3. Il aime travailler ________ （en plain air/jour/hiver）
A.en plein nuit
B.en pleine nuit
C.à plein nuit
D.à pleine nuit
( a ) 4. On dit que la jeunesse est ________ moment de la vie. （pour le moment）
A.le meilleur
https://www.360docs.net/doc/2d8725845.html, meilleure
C.le mieux
D.le plus bon
( c ) 5. Hier, il a plu, et aujourd’hui, il fait ________ vent violent.
A. du
B. le
C. un
D. de
( b ) 6. Jeanne est sortie de l’h?pital ________ pale. (tout 做副词时有性数变化的条件 ?)
A.tout
B.toute
C.tous
D.toutes
(a ) 7. Je n’aime pas ce s ac, pourriez-vous me donner ________ d’à c?té qui est plus petit.
A.celui
B.celle
C.ceux
D.celles
( B) 8. Elle est une femme élégante, elle porte toujours de ________
A.beaus bijous
B.beaux bijous
C.beaus bijoux
D.beaux bijoux
( c ) 9. -Ce film vaut-il la peine d’être vu ? –Non, il n’y a rien ________.
（泛指代词+de+形容词阳性形式）
A.intéressant
B.intéressante
C.d’intéressant
D.d’intéressante
( c ) 10. Je m’occupe de mes affaires, tu t’occupes ________.
A. les tiennes
B.les tiens
C.des tiennes
D.des tiens
( c ) 11.Avant de signer, lisez bien ________ est écrit sur le contrat.
(宾语从句，引导词为物，在从句中作主语用ce qui ; 若不为主语，用ce que))
A.qui
B. que
C.ce qui
D.ce que
( c ) 12. .Ses parents ________ font pratiquer régulièrement du sport.
https://www.360docs.net/doc/2d8725845.html,
B.le
C.lui
D.leur
( d ) 13.Quand tu partiras, ________ ces trois valises.
A.amène (带来领来人)
B. emmène （带走人或动物）
C. apporte
D. emporte
( c ) 14. Est-ce que tu as vu les journaux que j’avais ________ sur la table ?
https://www.360docs.net/doc/2d8725845.html,isser
https://www.360docs.net/doc/2d8725845.html,issé
https://www.360docs.net/doc/2d8725845.html,issés
https://www.360docs.net/doc/2d8725845.html,issées
( c ) 15. Je sais bien que c’est toi qui as pris mon por tefeuille, alors________
A.rendez-le-moi
B.rendez-la-moi
C.rends-le-moi
D.rends-moi-le
( b ) 16. ________ de la patience, s’il te pla?t.
A.As
B. Aie
C.Aies
D.Ayez
( B ) 17.________ me donner une réponse le plus vite possible.
A.V oulez 直陈式现在时
B.V euillez 命令式
C.V oudriez 条件式现在时
D.Voudrez 简单将来时( c ) 18.Il m’attendait, sinon, il ________ plus t?t. （条件式过去时）
A.était parti
B.sera parti
C.serait parti
D.partirait
( b ) 19.________ on dise dans les journaux, je ne le trouve pas utile.
A.Quel qu’
B.Quoi que
C. Quoique
D.Qui que
( B ) 20. ________ comme d’habitude, elles se mettent à lire.
A.S’étant promené
B. S’étant promenée
C.Promené
D.Ayant promené
https://www.360docs.net/doc/2d8725845.html,pletez les phrases suivantes avec un pronom:
1. Il est parti sans ___rien_____ dire.
(rien, aucun等几个泛指代词除了可以与ne搭配使用外，还可以与sans 搭配使用)
2. L’orthographe de ce mot est un peu difficile, faites-_cela_______ attention.
3. – Tu sais où est Anne ?- Tiens! __la________ voilà!
4. Tous ces deux stylos sont bons, __lequel_______ est-ce que tu veux choisir?
5. Le printemps est une saison ___ où_____ les arbres verdissent et __que____ l’on aime bien.
6. La maison __d’ où_______ Paul est sorti est __________ de ses parents.
7.V oilà le dictionnaire ____dont___ j’ai besoin et sans _lequel__ je ne peux pas bien
traduire ce texte.
纠错：2 y 6 celle
https://www.360docs.net/doc/2d8725845.html,pletez les phrases suivantes avec un préposition:
1. Demain, je partirai __pour_____Shanghai et je reviendrai ___dans__ 3 jours.
2. On n’utilise plus la machine ____à____ écrire, elle est remplacée par l’ordinateur.
3. Le père apprend lui-même ____à_____lire ____à______ son fils.
4. Pierre aime jouer ______de___ la guitare ____en______ chantant.
5. Le Premier Ministre ZhouEnlai est respecté et aimé___de_____tout le peuple chinois.
6. ___Pour_______ longtemps, il rêve d’al ler en France pour visiter les grands musées.
7. L’h?tel où je suis descendu donne ___sur_______ une plage pleine ___de_______ vacanciers.
8.Je considère ton silence __comme___un refus sous-entendu暗示暗指言下之意.
纠错 6 depuis
IV.Mettez les verbes entre parenthèses au mode et au temps convenables:
1. La planète Mars ___tourne___ (tourner) autour du Soleil par une période de 687 jours.
2. Paul est très occupé, il_n’a pas encore pris__ (ne pas prendre encore) son petit-déjeuner.
3. Toi et Jacques, ___vous inscrivez____ (s’inscrire报名参加进行登记) le plus t?t possible au secrétariat de la scolarité入学就学.
4. __Aie____ (avoir) de la patience, s’il te plapit.
5. Je lis la revue que j‘ai ____achetée__ (acheter) au kiosque hier.
6. Quand j’étais petit, je _me rendais___ (se rendre) tous les ans chez mes grands-parents, mais cette année-là, je __suis allé____ (aller) à l’étranger avec mes parents ;
7. Il faisait beau, le ciel ___était_____ (être) bleu. Mais tout àcoup, le vent se leva, un gros nuage ____cacha___________ (cacher) le soleil.
8. Où est Vincent, il m’a dit qu’il nous __apporterait____(apporter) son appareil photo numérique.
9. L’avion _____était _déjà_ partie____ (partir déjà) quand ils sont arrivés à l’aéroport de Roissy.
10. Je vous enverrai un courrier électronique dès que je ___sera gagné_____________ (gagner) Paris.
11. L’appétit vient en _mangeant_ (manger) et la soif s’en va en __buvant_____ (boire)
12. Les voyageurs, une fois __entraient___ (entrer) dans la gare, se dirigent vers le quai.
13. Ce roman ____avait tradut___ (traduire) dans beaucoup de langues l’année dernière.
14. Je ___voudrais____ (vouloir) parler à M. Dupont, s’il vous pla?t.
15. Si Luc gagnait assez d’argent, il __menerait____ (mener) une vie plus correcte.
16. Si Alice n’avait pas été mal ade, elle __serait venue___ (venir) nous rejoindre dans ce colloque.
17. Cet enfant est le plus intélligent que je __connaisse__ (conna?tre) jusqu’à présent.
18. Bien qu’il __soit__ (être) pauvre, il est très généreux.
19. Il faut que ce travail ___finisse___ (finir) à temps.
20. Il garde son petit frère à la maison pour que sa maman __puisse__ (pouvoir) sortir faire des achats.
纠错 3 inscrivez-vous 8 apportera 10 aurai gagné12 entrés 13 a été taduit
19 soit fini
V.Version
https://www.360docs.net/doc/2d8725845.html, Fête des Mères
C’est Napoléon 1er qui, en 1806, a l’idée de cette fête. La fête des Mères devient officielle en 1929 et populaire après la Seconde Guerre mondiale. En 1950 , une loi institue la fête des Mères.
Elle a lieu le dernier dimanche du mois de mai. Pour cette occasion, dans les écoles, les enfants fabriquent de petits objets qu’ils offrent à leur maman : fleurs en papier, dessins, bibelots etc.
Mais la fête des Mères est d’abord une fête familiale : le père et les enfants achètent ensemble un cadeau àla mère de famille.
La fête des Mères est aussi une grande opération commerciale. Dès le début du mois de mai, des inscription
B. Arrondissements de Paris
La ville de Paris constitue, en France, une exception, car elle est, à la fois, une commune et un département, les vingt arrondissements qui la composent n’étant que de simples divisions administratives au sein de la commune. Jusqu’àla Révolution de1789, la division traditionnelle de Paris fut la Cité, l’Outre-Grand-Pont ou la Ville ( la rive droite ) et l’Outre-Petit-Pontoul’Université(larivegauche), mais cette division fut toujours davantage précisée par des subdivisions en quartiers. Ainsi, en 1702, la ville comptait-elle 20 quartiers, 14 faubourgs et 2 villages. Paris ( chef-lieu du département de la Seine depuis 1790 jusqu’au 1erjanvier1968 ) fut divisé pour la première fois en 12 arrondissements ( 9 sur la rive droite et 3 sur la rive gauche) le 11 octobre 1795. Cette division persista jusque sous le règne de Napoléon III, en 1860, date àlaquelle l’annexion de faubourgs et de tout ou partie de certaines communes limitrophes rendit un nouveau découpage néhttps://www.360docs.net/doc/2d8725845.html, capitale fut alors divisée en 20 arrondissements comportant chacun 4 quartiers. Dans cette même année,les numéros d’arrondissements ont d’abord été attribués de gauche à droite et de haut en bas sur la carte, mais ce schéma a été abandonné car il conduisait à attribuer le numéro 13 àl’actuel 16e arrondissement. Or ce numéro était peru comme péjoratif car l’expression se marier à la mairie du 13e arrondissement (c’est àdire, avant 1860, dans un arrondissement qui n’existe pas) signifiait vivre en concubinage, donc hors des bonnes conventions, ce qui ne convenait pas àcertains habitants influents de l’ouest de Paris. Les numéros des arrondissements, de 1er à20e, furent attribués en suivant une spirale partant du centre de la ville ( rive droite –quartier du Louvre ) et tournant dans le sens des aiguilles d’une montre. Le numéro 13 fut ainsi attribué aux quartiers plus populaires du sud-est de Paris. Cette disposition
n’a jamais changé depuis.
VI.Thème
1. 多亏了天气预报，我们出门才不必担心变天。
2. 这就是你需要的那几本书，我答应过今天要给你带来的。
3. 我听说这部电影很感人，但让人痛苦的是我没有时间去看。
4. 尽管她学法语三年了，但是从未和外国人说过法语。
5. 他不知道这个周末能不能和朋友们一起出去旅游，因为他的工作要在下周一前完成。
6. 你能不能告诉我现在的学生都在想什么，做什么以及他们需要的是什么？
7. 我们在巴黎的意大利广场附近找到了我们敬爱的周恩来总理住过的旅馆。
8. 要是昨晚没下雨的话，我们就到一家很好的饭店一起吃晚饭了。那家餐馆不仅环境好，而且厨艺在全城都是一流的。
类似句型还有：要是上周日天气好的话，我们本应该和外教去长城玩的。
9. 以前我经常能看到有个老者在这一区散步。他大约七十多岁，一头白发，总是穿着一套深色西服，他会跟遇见的每个人打招呼，但没有人知道他住在哪里。但后来，这位老人就没再出现过。
10．他引以为豪的是那些他付出了巨大的努力才取得的成功。
11. 科学的进步能帮助我们预测地震、火山喷发以及各种自然灾害，造福于人类。
12．很遗憾现在的孩子有了电脑以后，就花太多的时间上网，而不怎么进行体育运动了。
13. 要想真正了解法国，只阅读一些有关法国的书籍是不够的。必须实地走走看看。不仅要参观城市，也要去乡下。
14. 以前，读书看报、进行体育锻炼是人们业余闲暇时的主要活动，但自从大众媒介进入社会生活并使之发生巨大变化，看电视成了人们的主要消遣，甚至成了一些人的生活必需。
15．我国的经济从传统上一直分为两大部门：工业和农业。但随着改革开放，我国的第三产业即服务业也迅速发展起来，为人们提供了更多的就业岗位。这是和我国的经济现状相符的。
语言学重点概念总结
Design features（定义特征）: the distinctive features of human language that essentially make human language distinguishable from languages of animals. Synchronic（共时的）: said of an approach that studies language at a theoretical “point” in time. Diachronic（历时的）: said of the study of development of language and languages over time. Prescriptive（规定式）: to make an authoritarian statement about the correctness of a particular use of language. Descriptive（描写式）: to make an objective and systematic account of the patterns and use of a language or variety. Competence（语言能力）: unconscious knowledge of the system of grammatical rules in a language. 对于一门语言的语法规则系统的无意识获得的知识。Performance（语言运用）:
the language actually used by people in speaking or writing. 人们说话写作时实际使用的语言。 Langue（语言）: the language system shared by a “speech community”. 一个“语言社团”共有的语言系统。 Parole（言语）: the concrete utterances of a speaker. 说话人实际说的话语。 Phonology（音系学）： the study of the sound patterns and sound systems of language. It aims to discover the principles that govern the way sounds are organized in languages, and to explain the variations that occur. International Phonetic Alphabet（国际音标）: a set of standard phonetic symbols in the form of a chart (the IPA chart), designed by the International Phonetic Association since 1888. It has been revised from time to time to include
胡壮麟《语言学教程》笔记和考研真题及典型题详解(第二语言和外语教学)【圣才出品】
第11章第二语言和外语教学 11.1 复习笔记 本章要点： 1. The relation between linguistics and language teaching 语言学与语言教学之间的关系 2. Grammar, input and language learning 语法、输入与语言学习 3. Interlanguage in language teaching 语言教学中的中介语 4. Linguistics and syllabus design 语言学与教学大纲设计 5. Contrastive analysis and error analysis 对比分析与错误分析 6. Corpus linguistics and language teaching 语料库语言学与语言教学 常考考点： 语言学与语言教学的关系；语言学与语言学习；语言学与教学大纲设计；二语学习者的主要障碍；对比分析与错误分析；中介语；语料库语言学与语言教学等。
本章内容索引： I. Definition of Applied Linguistics II. The Relation between Linguistics and Language Teaching III. Linguistics and Language Learning 1. Grammar and Language Learning 2. Input and Language Learning 3. Interlanguage in Language Learning IV. Linguistics and Language T eaching 1. The discourse-based view of language teaching 2. The universal grammar (UG) and language teaching V. Syllabus Design 1. Syllabus and curriculum 2. Theoretical views behind syllabus design 3. Types of syllabus (1) The structural syllabus (2) The situational syllabus (3) The communicative syllabus (4) The task-based syllabus 4. Current trends in syllabus design (1) The co-existence of the old and the new (2) The emphasis on the learning process
胡壮麟《语言学教程》第四版笔记
Chapter 1 Invitations to Linguistics 1.3 Design features of language The features that define our human languages can be called design features which can distinguish human language from any animal system of communication. 1.3.1 Arbitrariness Arbitrariness refers to the fact that the forms of linguistic signs bear no natural relationship to their meanings. 1.3.2 Duality Duality refers to the property of having two levels of structures, such that units of the primary level are composed of elements of the secondary level and each of the two levels has its own principles of organization. 1.3.3 Creativity Creativity means that language is resourceful because of its duality and its recursiveness. Recursiveness refers to the rule which can be applied repeatedly without any definite limit. The recursive nature of language provides a theoretical basis for the possibility of creating endless sentences. 1.3.4 Displacement Displacement means that human languages enable their users to symbolize objects, events and concepts which are not present (in time and space) at the moment of conversation. 加1 Each sound in the language is treated as discrete. 加2 the direct/non-arbitrary/non-symbolic relation between meaning and form. There are resemblances between the language form and what they refer to. That relationship is called icon. Iconicity exists in sounds, lexicons and syntax. It is the motivation between language forms and meanings. It is a relation of resemblance between language form and what they refer to. 1.5 Functions of language As is proposed by Jacobson, language has six functions: 1. Referential: to convey message and information; 2. Poetic: to indulge in language for its own sake; 3. Emotive: to express attitudes, feelings and emotions; 4. Conative: to persuade and influence others through commands and entreaties; 5. Phatic: to establish communion with others; 6. Metalingual: to clear up intentions, words and meanings. three metafunctions: 1. function: to convey new information, to communicate a content that is
英语语言学词汇汇总
现代语言学术语总结 A abbreviation缩写法 acculturation语言文化移入 acoustic phonetics声学语言学 acronym词首字母缩略词 address term称谓语 addresser发话人 addressee受话人 adjacency毗邻 Adjacency Condition毗邻条件 Adjacency Parameter毗邻参数 Affix词缀 Affixation加词缀法 Affricate塞擦音 Afroasiatic非亚语系 agreement rule一致关系规则 allophone音位变体 alveolar齿龈音 alveolus齿龈 angular gyrus角形脑回 antonymy反义现象 antonym反以词 apocope词尾音脱落 aphasia失语症 aphasic失语症患者 applied linguistics应用语言学arbitrariness任意性 argument论元 articulatory phonetics发音语音学articulatory variable发音变项 aspiration送气 assimilation同化 approximation近似化 auditory phonetics听觉语音学Austronesian…语系 B Babbling咿呀学语 back-formation逆向构词法 back vowel后元音 Behaviorism行为主义 Behaviorist learning theory行为主义学习理论Behaviorist Psychology行为主义心理学
语言学概论重点总结
语言学概论重点总结 一、名词解释（4*6=24） 1、孤立语：孤立语又称词根语，其特点是缺乏形态变化，语法意义主要靠词序和虚词来表示，汉语就是一种比较典型的孤立语。例如，“我喜欢他”中的“我”是主语，“他”是宾语，主要取决于词序。又如，“买菜”是述宾结构，“买的菜”是偏正结构，主要取决于虚词。汉语缺乏严格意义上的形态变化，一个名词性词语无论是充当句子的主语还是宾语，词性都不曾发生变化。除了汉语外，属孤立语的还有越南语、彝语、苗语、缅甸语等。 2、屈折语：屈折语的特点是通过各种屈折方式来表示语法意义。屈折可以分为内部屈折和外部屈折。内部屈折指通过词的语音交替（改变部分语音）来构成不同的语法形式，表示不同的语法意义；如阿拉伯语以固定的辅音框架表示语汇意义，以元音交替表示不同的语法意义。 外部屈折指通过附加词缀的方式表示不同的语法意义。例如英语的book（书，单数）在后面加上词缀-s,就表示复数意义books(书，复数)。 屈折语的一个构型词缀可以同时表示几种语法意义，例如英语的-s在动词后面表示第三人称、单数、现在时、主动语态，如works. 同样的语法意义，在不同的词里也可以用不同的词缀来表示，如俄语中性名词单数主格的词尾有-o(如neop钢笔)，-e（noπe田地）。 屈折语的词根和构型词缀结合得很紧，如果去掉构型词缀，词根往往就不能成词，如俄语nepo去掉词尾-o,nep-就不能独立使用。 印欧语系各语言以及阿拉伯语等，一般都属于屈折语，其中俄语和德语是最典型的屈折语。 3、音位：是某种语言中能区别语素或词的语音形式的最小语音单位，是依据语音的社会属性划分出来的语音类别。 音位本身并不含有任何意义。音位只有在和别的音位组合成高一层级的单位后才能负载意义。如单个的/k/和/ae/或/t/是没有什么意义的，但是他们组合成了[caet](cat)之后就有了“猫”的意义。因此，音位只有区别音形进而区别意义的作用，而没有表达意义的作用。 音位分析的目的是要把语言里数目繁多的语言归纳为数目有限的一套音位系统，分析音位的三基本原则是：对立、互补、语音相似。 音位可以分为音质音位和非音质音位两大类。一般把音素的音质角度分析归并出来的音位叫音质音位，因为它占有一个时段，所以又叫音段音位。除了音质以外，音高、音强、音长这些非音质形式也能区别词的语音形式，由这些韵律（音律）形式构成的音位叫非音质音位。又叫超音段音位。包括调位、重位、时位。 调位：主要由音高特征构成的音位叫调位，又叫声调。调位是汉藏语系诸语言中区别词的语言形式的重要手段之一。 重位：主要由音强特征构成的音位叫重位。重音在英语、俄语中是区别词的语音形式和词义的重要手段。构成重位的非音质特征是综合的。 时位：由音长特征构成的音位叫时位。长短音的区别主要表现在元音上，如广东话和许多少数民族语言里，时位都有区别词的语音形式和意义的作用。 4、语流音变就是指在连续的语流中某些语音成分受前后语音环境的影响而发生变化的现象。有时说话人由于种种原因调整语音的快慢、高低、强弱，也会造成语音的某种变化。
【免费下载】胡壮麟语言学名词解释总结
胡壮麟语言学名词解释总结 1.design feature: are features that define our human languages,such as arbitrariness,duality,creativity,displacement,cultural transmission,etc. 2.function: the use of language tocommunicate,to think ,https://www.360docs.net/doc/2d8725845.html,nguage functions inclucle imformative function,interpersonal function,performative function, emotive function,phatic communion,recreational function and metalingual function. 3.etic: a term in contrast with emic which originates from American linguist Pike’s distinction of phonetics and phonemics.Being etic mans making far too many, as well as behaviously inconsequential,differentiations,just as was ofter the case with phonetic vx.phonemic analysis in linguistics proper. 4.emic: a term in contrast with etic which originates from American linguist Pike’s distinction of phonetics and phonemics.An emic set of speech acts and events must be one that is validated as meaningful via final resource to the native members of a speech communith rather than via qppeal to the investigator’s ingenuith or intuition alone. 5.synchronic: a kind of description which takes a fixed instant(usually,but not necessarily,the present),as its point of observation.Most grammars are of this kind. 6.diachronic:study of a language is carried through the course of its history. 7.prescriptive: a kind of linguistic study in which things are prescribed how ought to be,https://www.360docs.net/doc/2d8725845.html,ying down rules for language use. 8.descriptive: a kind of linguistic study in which things are just described. 9.arbitrariness: one design feature of human language,which refers to the face that the forms of linguistic signs bear no natural relationship to their meaning. 10.duality: one design feature of human language,which refers to the property of having two levels of are composed of elements of the secondary.level and each of the two levels has its own principles of organization. 11.displacement: one design feature of human language,which means human language enable their users to symbolize objects,events and concepts which are not present c in time and space,at the moment of communication. 12.phatic communion: one function of human language,which refers to the social interaction of language. 13.metalanguage: certain kinds of linguistic signs or terms for the analysis and description of particular studies. 14.macrolinguistics: the interacting study between language and language-related disciplines such as psychology,sociology,ethnograph,science of law and artificial intelligence etc.Branches of macrolinguistics include psycholinguistics,sociolinguistics, anthropological linguistics,et https://www.360docs.net/doc/2d8725845.html,petence: language user’s underlying knowledge about the system of rules. 16.performance: the actual use of language in concrete situation. https://www.360docs.net/doc/2d8725845.html,ngue: the linguistic competence of the speaker. 18.parole: the actual phenomena or data of linguistics(utterances). 19.Articulatory phonetics: the study of production of speechsounds. 20.Coarticulation: a kind of phonetic process in which simultaneous or overlapping articulations are involved..Coarticulation can be further divided into anticipatory coarticulation and perseverative coarticulation. 21.Voicing: pronouncing a sound (usually a vowel or a voiced consonant) by vibrating the vocal cords. 22.Broad and narrow transcription: the use of a simple set of symbols in transcription is called broad transcription;while,the use of more specific symbols to show more phonetic detail is referred to as narrow transcription.
(完整版)语言学组合与聚合总结
一、组合关系和和聚合关系的提出 组合关系和聚合关系是索绪尔提出来的现代语言学结构主义的一个重要原理。 组合关系就是两个同一性质的结构单位按照线性的顺序组合起来的关系。简单地说，就是符号与符号相互组合起来的关系。例如"学习外语"，"学习"与"外语"组合，形成述宾关系。 聚合关系就是语言结构某一位置上能够互相替换的具有某种相同作用的单位之间的关系，简单说就是符号与符号之间的替换关系。例如"学习外语"，其中"学习"可以用"研究"替换。 语言的组合关系说明了语言结构的规则，语言的聚合关系说明了替换规则。 二、语音的组合与聚合关系 语音中的每一个音素（音位），它总是处在相邻的音素之间。通过音素组合关系的研究，建立起来音位。 例如：北京话有几个与[a]发音比较接近的元音，从音质角度看，它们是不同的音，它们分别为[a]、[ɑ]、[A]、[ε]。[a]只出现在i和n 的前面，如bai 、ai、ban、an等；[ɑ]只出现在u和ng的前面，如gao、yang、ao、gang等；[A]只出现在音节的最后，如jia、hua、ba 等；。根据这些组合规律我们就可以把它们归纳成为一个音位[a]。汉语拼音方案就是按音位设计的。
聚合关系是出现在一定组合中相同位置上的各语言成分所具有的类聚会同的关系。聚合关系是在对立互补原则的基础上建立的，我们把能够出现在一个音节开头的那个辅音归成一类，那就是声母。声母之间是聚合关系。如有的辅音只出现在i和ü前面，像j、q、x，我们把这三个辅音看作是一个小的类聚，它们在发音上有共同的特点称为舌面音。其他如舌尖前音、舌尖中音、舌尖后音、双唇音、舌根音等类聚。现代汉语中的辅音大部分有双向的聚合。我们可以看下面的z c s 、zh ch sh、j q x。 从可以看到，横向的三个辅音也分别是一种聚合，第一行是舌尖前音的聚合，第二行是舌尖后音的聚合，第三行是舌面音的聚合；同样纵向的三个音也是一种聚合，第一列的三个音是不送气塞擦音的聚合，第二列是送气塞擦音的聚合，第三列是擦音的聚合。 三、词（语素）的组合关系和聚合关系 语素是语言中最小的音义结合体，或者说是最小的语言单位。在语言中，语素不可再分，因为切分语素得到的是音素。语素和语素可组合成词语。 语素的组合和聚合不像语音那样有严整的规律。语素的组合有许多制约的因素。语素组合比较有规律的是一些虚语素，即词缀。如现代汉语中的“阿”总是和表人的语素组合在一起，构成“阿公、阿婆阿Q、阿姨”等。与此类似的还有，例如：子——矮子、才子、担子、胆子、桌子。
简明英语语言学学习重点总结
一、定义 1.语言学Linguistics Linguistics is generally defined as the scientific study of language. 2.普通语言学General Linguistics The study of language as a whole is often called General linguistics. 3.语言language Language is a system of arbitrary vocal symbols used for human communication. 语言是人类用来交际的任意性的有声符号体系。 4.识别特征Design Features It refers to the defining poperties of human language that distinguish it from any animal system of communication. 语言识别特征是指人类语言区别与其他任何动物的交际体系的限定性特征。 Arbitrariness任意性 Productivity多产性 Duality双重性 Displacement移位性 Cultural transmission文化传递 ⑴arbitrariness There is no logical connection between meanings and sounds. the arbitrary nature of language is a sign of sophistication and it
胡壮麟《语言学教程》笔记和考研真题详解(现代语言学理论与流派)【圣才出品】
第12章现代语言学理论与流派 12.1 复习笔记 本章要点： 1. The Prague School and Functional Sentence Perspective (FSP) 布拉格学派与功能句子观 2. The London School and context of situation 伦敦学派与语境观 3. Halliday and Systemic-Functional Grammar 韩礼德与系统——功能语法 4. Bloomfield and American Structuralism 布隆菲尔德与美国结构主义 5. Chomsky and Transformational-Generative Grammar 乔姆斯基与转换——生成语法 常考考点： 各流派的代表人物、理论基础、特点、主要观点、重要概念；语言普遍性和人类行为关系等。 本章内容索引：
I. Saussure and modern linguistics II. The Prague School 1. Main points and contribution 2. Functional Sentence Perspective (FSP) 3. Communicative Dynamism (CD) III. The London School 1. Introduction 2. Malinowski’s theories 3. Firth’s theories 4. Halliday and Systemic-Functional Grammar 5. Systemic grammar and Functional grammar (1) Systemic grammar (2) Functional grammar IV. American Structuralism 1. Introduction 2. Three stages of the development V. Transformational-Generative Grammar 1. Introduction 2. The Innateness Hypothesis 3. Generative Grammar 4. Stage of development of TG Grammar 5. Main features of TG Grammar
胡壮麟 语言学教程修订版 课堂笔记和讲义精选Chapter (6)
Chapter 6 Language Processing in Mind 6.1 Introduction 1. Language is a mirror of the mind in a deep and significant sense. 2. Language is a product of human intelligence, created a new in each individual by operation that lie far beyond the reach of will or consciousness. 3. Psycholinguistics “proper” can perhaps be glossed as the storage, comprehension, production and acquisition of language in any medium (spoken or written). 4. Psycholinguistics is concerned primarily with investigating the psychological reality of linguistic structures. 5. The differences between psycholinguistics and psychology of language. Psycholinguistics can be defined as the storage, comprehension, production and acquisition of language in any medium (spoken or written). It is concerned primarily with investigating the psychological reality of linguistic structures. On the other hand, the psychology of language deals with more general topics such as the extent to which language shapes thought, and from the psychology of communication, includes non-verbal communication such as gestures and facial expressions. 6. Cognitive psycholinguistics: Cognitive psycholinguistics is concerned above all with making inferences about the content of the human mind. 7. Experimental psycholinguistics: Experimental psycholinguistics is mainly concerned with empirical matters, such as speed of response to a particular word. 6.1.1 Evidence 1. Linguists tend to favor descriptions of spontaneous speech as their main source of evidence, whereas psychologists mostly prefer experimental studies. 2. The subjects of psycholinguistic investigation are normal adults and children on the one hand, and aphasics----people with speech disorders-----on the other. The primary assumption with regard to aphasic patient that a breakdown in some part of language could lead to an understanding of which components might be independent of others. 6.1.2 Current issues 1. Modular theory: Modular theory assumes that the mind is structured into separate modules or components, each governed by its own principles and operating independently of others. 2. Cohort theory: The cohort theory hypothesizes that auditory word recognition begins with the formation of a group of words at the perception of the initial sound and proceeds sound by sound with the cohort of words decreasing as more sounds are perceived. This theory can be expanded to deal with written materials as well. Several experiments have supported this view of word
语言学心得
语义研究历史分期中的语文学时期 专业：英美文学学号：20140601012 姓名：任雪娇 自1897年法国学者Michael Breal(布雷尔，1832-1915)发表的《语义学探索》以来，语义学作为语言学的一门独立学科宣告成立。此后，哲学家、逻辑学家、社会学家、语言学家们就开始注意语义研究。那么，首先，什么是语义学呢？语义学又叫词义学，它是以词的内容为研究对象的学科，它的任务是研究词义的性质，词义的发展、演变以及词语词义之间的种种关系，并揭示词义的一般规律。 而我今天将要对语言学时期中的一个时期——传统语言学时期，也就是语文学时期的发展与演变做一个简要的梳理。 （一）语文学时期的四个阶段 在欧洲大陆，语文学时期指的是整个18世纪以前的语言研究。同时，在这一时期，语言学家及哲学家们对文学作品尤其是古希腊--罗马时代的文学作品也进行学术研究，这包括以文学文献为基础的文化研究。从历史上看，“语文学时期”是一个生机勃勃的历史时期，它包括一下几个阶段：古希腊罗马时期、中世纪、文艺复兴时期、现代时期的前夕。 古希腊罗马时期 首先，我们都知道欧洲语言学始于希腊。而古希腊罗马时期的语文学主要是在哲学框架内进行的，因此对语言的本质问题、词源问题、修辞问题以及语音、语法等问题都进行了认真的探讨和研究。在这一时期出现了多种语言学流派，例如：斯多葛学派、亚历山大学派等等。中世纪时期 语法是中世纪学术语言的基础，也是七艺（语法、雄辩术、修辞学、音乐、几何、算术、天文）之一。对于语言学历史来说，中世纪的后半期，也就是我们称为“经院哲学时期”具有很重要的意义。经院哲学非常重视语言学研究，进行了大量的研究工作。在它兴盛时期的研究成果很多，比如说思辨语法（思辨语法是语言学理论发展的一个明确而特殊的阶段，它受到当时基督信仰的加强，同时又反过来加强了基督信仰，它把人类知识所有的分支和学科都统一在它的体系里，是理性的主张与宗教的信仰可以在这一体系内和谐一致。） 文艺复兴时期 文艺复兴运动可以看作是一场发源于14世纪的意大利，然后向外扩展，特别是在欧洲向北扩展的运动。文艺复兴时期学术方面最重要的部分--从意大利开始的对古拉丁语和古希腊语的研究得到了恢复。文艺复兴时期的语法家中，最著名的是彼得罗·拉穆斯，他被称为现代结构主义的先驱。他积极提倡用人文主义方法教授古典语言，主张通过文学作品，而不是通过经院哲学的亚里士多德学说进行教学。 现代时期前夕 到18世纪，欧洲语言学发生了巨大的变化，语言起源问题在那时已不是“哪种语言最古老”或者“上帝用什么语言跟亚当说话”而是对语言最终发展为现代如此有力和灵活的交际系统所处的条件，以及所经过的发展阶段，进行带有更多人类学性质探讨。这一时期出现的威廉·冯·洪堡特就是至今也很著名的语言学家，他认为语言能力具有普遍性，还认为没种语言都是历史的产物，但作为思维和工具的模式，有些语言则比别的语言发达的多。 经验主义 语言学研究方法的不同源自哲学领域的思想纷争。理性主义和经验主义是哲学领域的量大思潮，多个世纪以来一直深深地影响着语言学研究方法。经验主义认为经验来自感官对外间事物的感觉，其带有唯物主义倾向，同时，经验主义也包含着神学唯心主义的因素。著名语言学家曾说过“面对语言的多样性和复杂性，经验主义学派强调各种语言的特殊变化，根据日
语言学重点概念总结
Desig n features （定义特征）： the disti nctive features of huma n Ian guage that esse ntially make huma n Ian guage disti nguishable from Ian guages of ani mals. Synchronic （共时的）： said of an approach that studies Ianguage at a theoretical point "in time. Diachro nic （历时的）： said of the study of developme nt of Ian guage and Ian guages over time. Prescriptive （规定式）： to make an authoritaria n stateme nt about the correct ness of a particular use of Ian guage. Descriptive （描写式）： to make an objective and systematic acco unt of the patter ns and use of a Ian guage or variety. Compete nee （语言能力）： uncon scious kno wledge of the system of grammatical rules in a Ian guage. 对于一门语言的语法规则系统的无意识获得的知识。 Performa nee （语言运用）： the Ianguage actually used by people in speaking or writing. 人们说话写作时实际使用的语言。 Langue （语言）： the Ianguage system shared by a speech community ” 一个“语言社团”共有的语言系统。 Parole （言语）： the con crete uttera nces of a speaker. 说话人实际说的话语。 Pho no logy （音系学）： the study of the sound patter ns and sound systems of Ian guage. It aims to discover the principles that govern the way sounds are organized in Ianguages, and to explain the variati ons that occur. Intern ati onal Phon etic Alphabet （国际音标） a set of standard phonetic symbols in the form of a chart （the IPA chart）, designed by the Intern ati onal Phon etic Associati on si nee 1888. It has bee n revised from time to time to include new discoveries and changes in phonetic theory and practice. Cardi nal Vowels （基本元音）： a set of vowel qualities arbitrarily defined, fixed and unchanging, intended to provide a frame of reference for the descriptio n of the actual vowels of exist ing Ian guages.