Lecture5(1) Phrase Hierarchy 当代语言学导论课件
lecture 1 Grammatical_Hierarchy
b) Derivative:
Structure: (prefix) + root +(suffix) :
unkind ness
Influence the meaning of the root Influence the part of speech of the root
c) Compound Word
Structure: Free Morpheme + Free Morpheme Classification: Compound Noun（名词） 名词） Compound Adjective（形容词） 形容词） Compound Verb（动词） 动词） Compound Adverb（副词） 副词） Compound Pronoun（代词） 代词） Compound Conjunction（连词） 连词） Compound Preposition（介词） 介词）
Scope:
All the Content Words:
• • • •
Noun Adjective Adverb Main Verb
NOTE: Cardinal（基本的） Numeral（数 基本的） 词）, Ordinal（序数） Numeral and 序数） Interjection（感叹词） are between 感叹词） closed and open
Introduction
Grammatical Hierarchy 语法等级
Definition of GRAMMAR
GRAMMAR: the structural system of a language. the branch of linguistics(语言学） that deals with syntax（语法） and （语法） morphology（词法） (and sometimes （词法） also deals with semantics（语义学）) （语义学）
当代语言学导论
当代语言学导论第一章,人类的语言《圣经》里本来有很多关于语言的故事，《旧约〉里有一个巴别塔故事，最为著名。
这个故事说，天下人的语言一开始都是相同的，他们聚在一起，决定建造一座直通天顶的塔，传扬人类的名字，以免人类始终分散在大地上。
耶和华上帝害怕人类要是做成了这件事，以后无论要做什么，就没有什么做不成的了，于是，他变乱了人们的口音，使人们互相之间语言不通，从此分散在各地，放弃了共同建设高塔的事业。
人类有能力改变世界。
人类对自己那种其他生物无法与其媲美的力量和智慧感到无比自豪。
那么，人类拥有什么特性去证明自己有能力改变世界呢,这绝非是他的肌肉，因为有些物种的肌肉比其更加结实;也不可能是他的感觉器官，因为有些物种能感知超声波和红外线，比人更厉害。
考察起来，人类的优势就在于它独特的天资—说话的能力，或者说，通过语言进行交流的能力。
通过语言，人类相互传递思想和感情，并且把他们积累的知识和信念传给他们的孩子。
没有语言，其他的物种根本不能形成并交换有逻辑的思想，更加谈不上解开世界之谜和有意识的改造这个世界。
语言的力量在远古就被人类意识到了，比如，古犹太人就用语言来书写他们的犹太法典:“上帝不费吹灰之力，只用一个词语就创造了世界。
”虽然有些神秘，但是这经文却指出“人们看到了语言是世界的本原因素。
”在几乎所有的古代文学中，我们都能找到关于有关语言作用的神话。
它使得上帝更加方便自如地表达意愿;它满足了人类赞扬上帝的欲望，它给予了凡人力量去挑战上天，事实上，语言是力量的载体，能控制，创造和改变一切。
在剑桥语言大百科全书里，用了以下的说法来描述语言在人类生活中所起的中心作用:当我们观察自己周围的时候，会情不自禁的对那几千种表达不同世界观，文学和生活方式的语言和方言而倍感震撼。
当我们回顾前辈的思想时，我们只能看到自己语言范畴之内的东西，当我们瞻望未来，我们只能够用语言去计划前程;当我们放眼宇宙，通过飞船向太空发出信号，告知可能存在的关心我们的天外居民我们所在位置时，用的都是语言。
Lecture5(2) Phrase Hierarchy 当代语言学导论课件
28
Complement vs. adjunct
(12) a. ___ his(1s2t)uad.y hoifsssytnutdayx of syntax b. ___ his stubd.yhinistshteudSytaitnesthe States c. ___ his stucd.yhoisf ssytundtayxoinf styhnetSaxtaitnesthe States d. ___ his studd.y*hinisthsteuSdtyaitnesthoef Ssytantteasxof syntax
15
NP
NP Spec N’
Spec N’
AP
N’
AP N’
AP N’
N
N
a young man
a brave young man
✓ What about (6’e) ‘a famous brave young man’?
16
Why can’t ‘young’ be the complement of ‘man’?
17
NP
Spec N’ AP N’
N
N
a Chi. Eng. teacher an Eng. Chi. teacher
18
More examples
(9) a. a solution b. the BMW Case c. of the BMW Case d. the solution of the BMW Case
Spec ?
A
?
AN
A
N
a young man
a brave young man
10
(6’) c. [a [young man]] d. [a [brave [young man]]]
当代语言学导论课件
Complementation: One proposition is used to fill in
an empty part of another.
That Wellington won the battle was nice. For Wellington to win the battle was nice. Wellington's winning of the battle was nice.
ContextContext-dependent (Pragmatic)
Grammatical system pragmatic description
agent (鸡 patient null )
吃 perf.
neg. (null
Context 1 鸡不吃（饲料）了 Context 2 鸡（我们）不吃了
Wellington thought that Napoleon sent an army that was young. Everyone suspected that Wellington thought that Napoleon sent an army that was young.
Content Words and Propositions
鸡)
phonetic description
鸡不吃了
CONTEXT
Grammatical System
interace System
grammatical semantic/ pragmatic system system phonetic system
Proposition as Meaning Unit
A proposition consists of a verbal unit plus one or more nouns. So the following sentence consists of 4 propositions: The fresh young troops defeated Napoleon's army. x = troops; y = army; z=Napoleon a. The troops were fresh. Fresh (x) b. The troops were young. Young (x) c. The army belonged to Napoleon. Belong (y,z) d. The troops defeated the army Defeat (x,y)
导论-语法层次
前后缀 unlucky co-existence
幻灯片 15
0.2 词
词（Word）是比词素高一级的语法单位，由一个或一个以上的词素构成。可从两方面
对词进行分类：一是根据构词法分类；二是根据句法功能分类。
1）简单词、派生词、复合词
根据构词法，英语的词简单词、派生词、复合词。
a) 简单词（Simple Word）又叫单词素词(Morpheme Word)，是由单一自
不完全句（Minor Sentence）指不具备完整主谓结构的句子。不完全句有的仅是一
些省略句。例如：
-----When did he arrive?
-----Last night.
No smoking!
Help!
幻灯片 22
2) 简单句、并列句、复杂句和并列复杂句
简单句（Simple Sentence）指包含一个主谓而且各个成分均由词组构成的句子。
----《不列颠英语用法大全》 幻灯片 4 什么是语法？ 人们想表达什么，当初人们怎么说，后来的人都跟着这么说，久而久之，也就形成了一
种习惯，一种思维定式，这种习惯一代一代地传承下来，人们再把它们归纳起来就形成 了语言的规则，即语法。有了这样一种统一的规则或标准，人们学习语言就有章可循， 对非本族语人的外语学习有很大的帮助。
例如：
The students have made better grades in the past few weeks。
如果构成分句成分的词组本身带有从属分句，那么这个句子仍然是简单句。
The students I teach have made better grades in the past few weeks。
幻灯片 14
当代语言学导论课件
Halliday and Hasan
Michael Alexander Kirkwood Halliday (born 1925) is a linguist who developed an internationally influential grammar model, the systemic functional grammar, originally by studying Chinese. The model has been applied to other languages as well; it is especially useful for describing non-Indo-European languages.
Li and Thompson (1976) have proposed a language typology which includes topic prominent language, in which noun phrases of a sentence are unordered and unmarked for case relations (e.g. Mandarin), and subject prominent languages, which are characterized by abstract grammatical markers of case relations or by strict word order (e.g. English). The comprehension of sentences of a topic prominent language often depends on semantic and speech contexts, whereas the comprehension of subject prominent sentences may be independent of context.
当代语言学导论课后练习第一题答案
当代语言学导论课后练习第一题答案黎神华桂林电子科技大学Language touches every part of our lives; it gives words to用言语表达our thoughts, voice to our ideas, and expression to our feelings. It is a rich and varied human ability—one that we can use without even a thought, that children seem to acquire automatically, and that linguists have found to be complex yet describable.语言贯穿于我们生活的全部，予我们的思维以言辞，予我们的理念以话语，予我们的情感以表述。
它是一种人类所拥有的丰富而多样的能力—想用就用，无须思索；天下儿童，自能习得；语言学家知其固然复杂，却可描述。
Linguistics is the study of the nature, structure, and variation of language, including phonetics, phonology, morphology, syntax, semantics, and pragmatics.语言学是研究语言的本质、结构和变化的科学，包括有语音学、音位学、形态学、句法学、语义学和语用学。
Linguistic knowledge as represented in the speaker’s mind is called a grammar. Linguistic theory is concerned with涉及revealing揭示the nature of the mental grammar心理语法which represents speakers’ knowledge of their language.语言学知识作为说话者大脑里的表述被称为语法。
《语言学导论》课程教学大纲
《语言学导论》课程教学大纲课程名称：语言学导论课程类别：专业主干课适用专业：英语考核方式：考查总学时、学分： 32学时 2学分其中实践学时：_0_学时一、课程教学目的本课程为英语专业本科三年级选修课程。
本课程的教学任务和目的是：向学生介绍英语语言学的基础知识，旨在帮助学生掌握英语语言的本质特征、起源、层次和功能，了解英语语言学的基本特征和主要分支和流派，洞悉语言在时空中的变异及其与社会、文化、语境、思维等外部因素的关系。
具体来讲，本课程首先会涵盖语言（主要是英语）的语音、词汇、语法、语义等主要方面，进而延伸到语言与语境、语言与社会、语言与心理以及语言与教学等各种关系。
因此，通过本课程的教学，将有望帮助学生基本掌握语言学及其分支学科的基本观点、理论和方法，包括：语音学、音系学、词法学、句法学、语义学、语用学等核心分支的内容，社会语言学、心理语言学，认知语言学和应用语言学，最终形成对语言和语言学的系统认识，能够运用语言学的理论知识分析日常语言中存在的普遍现象、解决语言交际和应用中出现的问题。
二、课程教学要求1.正确认识该课程的性质以及它在本专业中的地位；2.在教学内容上，原则以刘润清、文旭编著的《新编语言学教程》为蓝本，但不拘泥于一种教材，教师可根据语言学研究的发展和成果，博采众长，适量取舍和补充；3.要讲清楚语言学的基本术语和概念，使学生通过该课程的学习能比较系统地掌握语言学基本知识，了解语言的特征和功能、语音、语义、语用知识以及语言与社会、语言与心理等方面的关系；4.能够通过理论与实例相结合抓住重点对理论简单扼要的阐述，结合与学生生活学习相关的实例对理论进行深入浅出地分析，提高学生分析解决问题的能力；5.要处理好语言学理论与语言实际应用的关系，语言学概念与语言实例的关系，语言学流派与语言学发展的关系，语言学各分支（或章节）之间的关系以及学生对语言学的了解与实际运用的关系。
三、先修课程1.英语语音2.英语语法3.词汇学四、课程教学重、难点该课程的教学重点是语言的本质特征，微观语言学（包括语音学、音系学、形态学、语义学和语用学等），以及宏观语言学（包括语篇分析、社会语言学、心理语言学、语言习得和应用语言学等）；难点是音系学、语用学、语篇分析和应用语言学。
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“[a]clause is only as big as it needs to be. It is an IP unless it has to be a CP.”
Grimshaw (1993)
What is the need?
Not all your books cater for everyone’s taste. For example, this book john likes…
Topicalization
This booki he ‘pres’ like t i
Wh-movement
Whati do you
like t i ?
Negative topicalization
Not a soul i did I
see t i
Adjunct CP
John,
I
like him
IP
NP
VP
John [IP John
V
hates [VP hates
NP
Bill Bill ]
-bar
IP
SPEC
I’
ī
I
VP
SPEC V’
V NP
John like this book ‘pres’ John like this book
What is a cp?
that he ‘pres’ like the book
Early child L1 clauses have no functional architecture, and thus lack IP and CP projections. e.g.
want book
Gradually, L1-English children acquire the functional architecture, and step into the IP-stage. e.g.
e.g.
Not all your books cater for everyone’s taste. For example, this book john likes, but that book he hates. His roommate, bill, prefers other books.
I want the book
Chinese speakers, since childhood, regard a CP as natural as an IP.
[IP我要这本书]
[CP这本书i [IP我要 ti]]
In English, a declarative, root CP never emerges free of context.
L1 acquisition in syntax
Let’s start from L1 acquisition…
According to Radford (1996), Children’s L1 acquisition consists of three stages, viz. VPstage, IP-stage, and CPstage.
exercises
1. John met Bill.
2. John asked whether Bill hated him.
3. 3. “John, why do you think that I hate you?”
Light verb “v”
The ball rolled down the hill. He rolled the ball down the hill.
Hierarchical Structure in Syntax
Verb phrase VP 动词短语
Inflection phrase IP 屈折短语
Complementizer phrase CP 标句语短语
This categorical constituent structure can be represented schematically in the form of a labeled tree-diagram, part of the skeleton of which is as the following:
Lecture 5
Phrase Hierarchy
Syntax ABC
Syntax is a branch of linguistics that studies how words are combined to form sentences and the rules that govern the formation of sentences.
THIS BOOK I WANT.
“This book John likes” can be
isolated as a sentence but may be regarded as odd by the native speakers of English. When it is embedded in the sentence group on the left, it sounds appropriate to the same informants.