戴炜栋《新编简明英语语言学教程》笔记和课后习题(含考研真题)详解(语言与大脑)【圣才出品】
戴炜栋《新编简明英语语言学教程》笔记和课后习题(含考研真题)详解(第二语言习得)【圣才】
第一语言习得与第二语言习得之间的联系 2. Contrastive analysis
对比分析 3. Error Analysis
错误分析 4. Interlanguage
中介语 5. The role of native language in second language learning.
本族语在第二语言学习中的作用 6. Second language learning models and input hypothesis
1. Overgeneralization 2. Cross-association V. Interlanguage VI. The role of native language in second language learning VII. Second language learning models and input hypothesis VIII. Individual differences 1. Language aptitudes 2. Motivation 3. Learning strategies 4. Age of acquisition 5. Personality IX. Second language acquisition and its pedagogical implications
第二语言习得(SLA )在二十世纪七十年代左右被正式确立为一门学科，是指对一个人习 得其母语之后如何习得一门第二语言的系统研究。
上海师范大学学科教学(英语)戴炜栋《新编简明英语语言学教材》内部考研讲义和笔记
[C] Some important distinctions in linguistics ① Prescriptive vs. Descriptive 规定性与描写 性 ② Synchronic vs. Diachronic 共时性与历时性 （现代英语多研究共时性） The description of a language at some point in time; The description of a language as it changes through time.
上海师范大学学科教学（英语）戴炜栋《新编简明英语语言学教材》内部考研 讲义和笔记。有意者请联系。QQ: 643233066
What is language? 什么是语言 [A] The definition of language Language is a system of arbitrary vocal symbols used for human communication. (语言是一个具有任意性、 用于人类交流的语音符号系统。) a) System: combined together according to rules （根据 规则组合在一起） b) Arbitrary: no intrinsic connection between a linguistic symbol and what the symbol stands for（语言符号和符 号所代表的事物之间没有内在的必然的联系） c) Vocal: the primary medium is sound for all languages （所有语言的首要媒介都是声音） d) Human: language is human-specific （语言是人类所 独有的） [B]Design features (unique properties): the defining properties of human language that distinguish it from any animal system of communication （识别特征是指人类 语言区别于任何动物交际系统的本质特征） ①Arbitrariness（任意性） There is no logical or natural connection between a linguistic form (either sound or word) and its meaning. While language is arbitrary by nature, it is not entirely arbitrary.（意义和语音之间没有什么逻辑的联系；虽 然是任意性的，但并非完全任意） a) echo of the sounds of objects or activities: onomatopoeic words （拟声词） b) some compound words （某些复合词） ②Productivity（能产性，创造性）
戴炜栋《新编简明英语语言学教程》（第2版）课后习题详解（下）【圣才出品】
戴炜栋《新编简明英语语⾔学教程》（第2版）课后习题详解（下）【圣才出品】第8章语⾔与社会1. How is language related to society?Key: (1) While language is principally used to communicate meaning, it is also used to establish and maintain social relationships. This social function of language is embodied in the use of such utterances as “Good morning!”, “How is your family?”, “Nice day today, isn’t it?”(2) Users of the same language in a sense all speak differently. The kind of language each of them chooses to use is in part determined by his social background. And language, in its turn, reveals information about its speaker.(3) Language, especially the structure of its lexicon, reflects both the physical and social environment of a society. For example, while there is only one word in English for “snow”, there are several in Eskimo. This is a reflection of the need for the Eskimos to make distinctions between various kinds of snow in their snowy living environment.2. Explain with an example that the evaluation of language is social rather thanlinguistic.Key: As a social phenomenon, language is closely related to the structure of the society in which it is used, and the evaluation of a linguistic form is entirely social.To a linguist, all language forms and accents are equally good as far as they can fulfill the communication functions they are expected to fulfill. Therefore,judgments concerning the correctness and purity of linguistic varieties are social rather than linguistic.A case in point is the use of the postvocalic []. While in England accents without postvocalic [] are considered to be more correct than accents with it, in New York city, accents with postvocalic [] enjoys more prestige and considered more correct than without it.3. What are the main social dialects discussed in this chapter? How do they jointlydetermine idiolect?Key:The main social dialects discussed in this chapter are regional dialect, sociolect, age and gender. Idiolect is a personal dialect of an individual speaker that combines elements regarding regional, social, gender, and age variations. These factors jointly determine the way she/he talks. While the language system provides all its users with the same set of potentials, the realization of these potentials is individualized by a number of social factors, resulting in idiolects.4. In what sense is the standard dialect a special variety of language?Key: (1) The standard dialect is a particular variety of a language in that it is not related to any particular group of language users, but it is the variety which any member of a speech community can possibly use regardless of his social and geographical backgrounds, his gender and age.(2) The standard dialect is based on a selected variety of the language;usually it is the local speech of an area which is considered the nation’s political and commercial center. For example, standard English developed out of the English dialects used in and around London as they were modified over the centuries by speakers in the court, by scholars from universities and writers. Gradually, the English used by the upper classes in the capital city diverged markedly from the English used by other social groups and came to be regarded as the model for all those who wished to speak and write well.(3) The standard dialect is not a dialect a child acquires naturally like his regional dialect. It is a superimposed variety; imposed from above the range of regional dialects.(4) The standard dialect has some special functions. Also designated as the official or national language of a country, the standard dialect is used for such official purpose as government documents, education, news reporting; it is the language used on any formal occasions.5. What is register as used by Halliday? Illustrate it with an example of your own. Key: According to Halliday, “Language varies as its function varies; it differs in different situations.” The type of language which is selected as appropriate to the type of situation is a register. Halliday further distinguishes three social variables that determine the register: field of discourse, tenor of discourse, and mode of discourse.For example, a lecture on biology in a technical college could be identifiedas:Field: scientific (biological)Tenor: teacher-students (formal, polite)Mode: oral (academic lecturing)6. What linguistic features of Black English do you know? Do you think Black English is an illogical and inferior variety of English? Why (not)?Key: (1) Linguistic features of Black English:Phonological features: simplification of consonant clusters at the end of a word. According to this consonant deletion rule, the final-position consonants are often deleted; thus “passed” is often pronounced [], mend [], desk [], and told [].Syntactic features one: the deletion of link verb “be”. In Black English, we often come across many sentences without copula verb: “They mine”, “You crazy”, “Her hands cold”, and “That house big”. In fact, copula verb deletion is not a unique feature of Black English, it is often found in other dialects of English and in languages like Russian and Chinese.Syntactic features two: the use of double negation structure. e.g.He don’t know nothing. (He doesn’t know anything.)I ain’t afraid of no ghosts. (I am not afraid of ghosts.)Some people consider these sentences illogical because they claim that two negatives make positive. But in fact, such double negative constructions werefound in all dialects of English of earlier period.(2) I don’t think Black English is an illogical and inferior variety of English.Linguists are agreed that no variety of a language is inherently better than any other. They insist that all languages and all varieties of a particular language are equal in that they quite adequately serve the needs of those who use them. The only exception they recognize are pidgins, which are by definition restricted varieties, or the varieties we associate with people who are impaired in some way, e.g. certain mentally or physically handicapped people. American English is considered “better”only in a social sense: it has a preferred status; it gives those who use it certain social advantages; and it increases their life chances. Black English, being a nonstandard variety, tends to produce the opposite effect. These are some of the consequences that follow from elevating one variety and denigrating others, but there is no reason to suppose that any one of the varieties is intrinsically more worthy than any other.7. What peculiar features does pidgin have?Key: A pidgin is a special language variety that mixes or blends languages and it is used by people who speak different languages for restricted purposes such as trading. Pidgin arose from a blending of several languages such as Chinese dialects and English, African dialects and French. Usually a European language serves as the basis of the pidgin in the sense that some of its grammar and vocabulary is derived from the European language used by traders andmissionaries. Pidgins typically have a limited vocabulary and a reduced grammatical structure characterized by the loss ofinflection, gender and case. The “simplified” variety performs its function as trading and employment.8. How do bilingualism and diglossia differ, and what do they have in common? Key: Differences:(1)Bilingualism refers to the situation that two languages are used side by side with each having a different role to play; and language switching occurs when the situation changes.(2)Diglossia, refers to a sociolinguistic situation similar to bilingualism. In a diglossic situation, two varieties (high variety and low variety) of a language, instead of two different languages, exist side by side throughout the community, with each having a definite role to play. One of the most important features of diglossia is the specialization of function of the two varieties. Each variety is the appropriate language for certain situations with very slight overlappings.Similarity:The two languages of bilingualism and two varieties of diglossia exist side by side and have different role to play as situation changes.。
戴炜栋《新编简明英语语言学教程》笔记和课后习题（含考研真题）详解（音位学）【圣才出品】
戴炜栋《新编简明英语语⾔学教程》笔记和课后习题（含考研真题）详解（⾳位学）【圣才出品】第2章⾳位学2.1 复习笔记本章要点：1. Speech Organs发⾳器官2. Distinction, Classification and the Criteria of Description between Constants and Vowels辅⾳和元⾳的区别、分类及描写规则3. Phonemes and Allophones⾳位和⾳位变体4. Phonological Rules and Distinctive Features⾳系规则和区别特征5. Syllable Structure, Stress and Intonation⾳节结构、重⾳和语调本章考点：1. 语⾳学语⾳学的定义；发⾳器官的英⽂名称；英语辅⾳的定义、发⾳部位、发⾳⽅法和分类；英语元⾳的定义和分类、基本元⾳；发⾳语⾳学；听觉语⾳学；声学语⾳学；语⾳标记，国际⾳标；严式与宽式标⾳法。
2. ⾳系学⾳系学的定义；⾳系学与语⾳学的联系和区别；⾳素、⾳位、⾳位变体、最⼩对⽴体、⾃由变体的定义；⾃由变体；⾳位的对⽴分布与互补分布；区别性特征；超语段⾳位学；⾳节；重⾳(词重⾳、句⼦重⾳)；⾳⾼和语调。
本章内容索引：I. The phonic medium of languageII. Phonetics1. The definition of phonetics2. Three research fields3. Organs of speech▼4. Voiceless sounds▼5. Voiced sounds6. Orthographic representations of speech sounds—broad and narrow transcriptions7. Classification of English speech sounds(1) Definition(2) Classification of English consonants(3) Classification of English vowelsIII. Phonology1. Relationship between Phonology and phonetics2. Phone, phoneme3. Allophone4. Some rules in phonology(1) Sequential rules(2) Assimilation rule(3) Deletion rule5. Supra-segmental features—stress, tone, intonation(1) Stress(2) Tone(3) IntonationI. The phonic medium of language（语⾔的语⾳媒介）II. Phonetics（语⾳学）1. The definition of phonetics（语⾳学的定义）Phonetics is defined as the study of the phonic medium of language; it is concerned with all the sounds that occur in the world’s languages.语⾳学被定义为对语⾔的语⾳媒介的研究；它涉及所有出现在世界语⾔中的声⾳。
戴伟栋 新编简明英语语言学教程笔记(1)
戴版语言学Chapter One----IntroductionPart one----What is linguistics?1. Definition----linguistics is generally defined as the scientific study of language.Scientific means it is based on the systematic investigation of linguistic data, conducted with reference to some general theory of language structure.No Article before language in this definition means that linguistics studies language in general. Linguists‘ task: basically study and understand the general principles upon which all languages are built.I nterest of linguists is ―what is said‖2. The scopes of linguisticsGeneral linguistics----the study of language as a whole-----the core of linguisticsPhonetics----the study of sounds used in linguistic communication.Phonology----the study of how sounds are put together and used to convey meanings in communication.Morphology----the study of the way in which the symbols are arranged and combined to form words.Syntax-----the study of the rules for sentence formationSemantics-----the study of meaning.Pragmatics----the study of meaning in the context of language use.Above are made up of the core of linguisticsSociolinguistics-----the study of all social aspects of language and its relation with society from the core of the branch.Psycholinguistics-----the study of language processing, comprehending and production, as well as language acquisition.Applied linguistics-----the application of linguistic theories and principles to language teaching , especially the teaching of foreign and second languages.3. Some important distinctions in linguistics.(1) prescriptive vs. descriptiveprescriptive----the linguistic study aims to lay down rules for ―correct and standard‖ behavior in using language, i.e. to tell people what they should say and what they should not say. Descriptive----the linguistic study aims to describe and analyze the language people actually use. Modern linguistics is mostly descriptive.(2) Synchronic vs. diachronicSynchronic----the description of a language at some point of time in history.Diachronic----the description of a language as it changes through time----the historical development of language over a period of time----another name: historical linguistics.A synchronic approach enjoys priority over a diachronic one.(3) Speech vs. writingTwo major media of linguistic communicationSpeech is prior to writing:(1)writing system is always ―invented‖ by its users to record speech.(2)speech plays a greater role than writing in information conveyance.(3)speech is acquired as mother tongue while writing is learned and taught.(4)speech reveals true features of human speech while writing language is only the ―revised‖ record of speech.(4) Langue vs. paroleProposed by Swiss linguist----F. de Saussure----sociological view.Purpose: discover the regularities governing the actual use of language and make them the subjects of study of linguistics.Langue----the abstract linguistic system shared by all the members of s speech community.----abstract & stable.Parole-----the realization of language in actual use----concrete & varied(5) Competence vs. performanceProposed by American linguist Noam Chomsky----psychological viewPurpose: discover and specify the internalized sets of rules.Competence----the ideal user‘s knowledge of the rules of his language.Performance----the actual realization of this knowledge in linguistic communication.(6) Traditional grammar and modern linguisticsThe beginning of modern linguistics-- the publication of Saussure‘s ―Course in General Linguistics‖ in early 20thModern linguistics differs traditional grammar:(1) descriptive vs. prescriptive.(2) spoken language vs. written language.(3)ML doesn‘t force languages into a Latin-based framework.Part Two----What is language?1. Definition----language is a system of arbitrary vocal symbols used for human communication. System----elements of language are combined according to rules.Arbitrary----there is no intrinsic connection between a linguistic symbol and what symbol stands for.V ocal----the primary medium for all language is sound.Human----language is human-specific.2. Design features----proposed by American linguist Charles Hockett.(5/12)Design features: the defining properties of human language that distinguish it from any animal system of communication-----human-specific.(1) Arbitrariness----there is no logical connection between meanings and sounds.Exceptions: Onomatopoeic words and some compound words are not entire arbitrary.(2) Productivity----language is creative in that it makes possible the construction and interpretation of new signals by its users----users can produce and understand sentences that they have never heard before.(3) Duality----(another name: double articulation.) Language is a system which consists of two sets of structures, or two levels. The lower lever is the structure of meaningless sounds and the higher level is the structure of meaning.----sound & meaning(4) Displacement----language can be used to refer to things which are present or not present, real or imagined matters in the past, present, or future, in a faraway places------ It doesn‘t matter how far away the topic is of conversation is in time or space-----free from the barriers caused byseparation in time and place.(5) Cultural transmission----the capacity for language is genetically based while the details of and language system should be taught and learned.-----language is passed down from one generation to the next through teaching and learning, rather than by instinct.3. The functions of language.(1) Informative: The main function of language that when people use language to communicate with each other, their experience in the real world, record or describe the ―content‖ of the reality, they are actually taking advantage of this function.----the most important function.(2) Interpersonal: people establish and maintain their identity in the society by this function.(3) Performative: this is a function whereby the language influences directly on the reality, such as the sentence of imprisonment by the judge, the naming of a certain ship and the curses as believed by the ancient people.(4) Emotive: this function is performed by those linguistic elements used to express strong feelings, such as exclamatory expressions.(5) Phatic: this is function realized by those ―Phatic language‖, aiming to establishing a harmonious and intimate relationship among people. Examples in Chinese:吃了没？in English: Good norning. & A nice day, isn‘t it?(6) Recreational: This function means that sometimes people may enjoy language for language‘s sake, i.e. no using language in any practical purposes, such as tongue-twisters and children‘s babbles and chanter‘s chanting.(7) Metalingual: people may use language to talk about, explain or even change language itself. This is the metalingual function of language. For example, we may use ―book‖ to refer to the existing object in the real world, and yet may also use ―the word book‖ to stand by the concept ―book‖ as embodied in language.Chapter 2: PhonologyPart One: The phonic Medium of LanguageLinguists concern only with the sounds that are produced by humans through their speech organs and have a role to play in linguistic communication.phonic medium : The meaningful speech sound in human communication.Speech sounds: the individual sounds within phonic medium are the speech sounds.Part Two: Phonetics1. What is phonetics?phonetics : The study of phonic medium of language and it is concerned with all sounds in the world‘s languages.Classification:articulatory phonetics : It studies sounds from the speaker‘s point of view, i.e. how a speaker uses his speech organs to articulate the sounds. -------speakerauditory phonetics: The studies sounds from the hearer‘s point of view, i.e. how the sounds are perceived by the hearer.-----heareracoustic phonetics: It studies the way sounds travel by looking at the sound waves, the physical means by which sounds are transmitted through the air from one person to another.-----physicalproperties2. Organs of Speech1 the pharyngeal cavity----throat.2 the oral cavity-------------mouth.------tongue: most flexible.3 the nasal cavity-----------nose. In English, there are three nasal sounds, namely, [m], [n], [η]. voicing: the way that sounds are produced with the vibration of the vocal cords.voiceless: the way that sounds are produced with no vibration of the vocal cords.3. Orthographic representation of speech sounds----broad and narrow transcriptions.IPA: short for International Phonetic Alphabets, a system of symbols consists of letters and diacritics, used to represent the pronunciation of words in any language.broad transcription: The use of letter symbols only to show the sounds or sounds sequences in written form.narrow transcription: The use of letter symbol, together with the diacritics to show sounds in written form.diacritics: The symbols used in the narrow transcription to show detailed articulatory features of sounds.aspiration: A little puff of air that sometimes follows a speech sound.4. Classification of English Speech SoundsClassification:consonant: a speech sound in which the air stream is obstructed in one way or another.vowel : a speech sound in which the air stream from the lung meets with no obstruction.1 Classification of English consonants:1 Manner of articulation: The manner in which obstruction is created.Stops: [p], [b], [t], [d], [k], [g].Fricatives: [f], [v], [s], [z], [θ], [], [∫] [3], [h].Affricates: [t∫],[d3]Liquids: [l], [r].Nasals: [m], [n], [η]Glides: [w], [j].------semi-vowels2 place of articulation : The place where obstruction is created.Bilabial: [p], [b], [m], [w].Labiodental: [f], [v]Dental: [θ], [ ]Alveolar: [t], [d], [s], [z], [n], [l], [r]Palatal: [∫] [3], [t∫],[d3], [j].Velar: [k], [g], [η]Glottal: [h].Manner of articulation, place of articulation and voicing/ voiceless help describe a consonant.2 Classification of English V owels.1 the position of the tongue:front: [i:], [i], [e], [ε], [æ], [a]central: [з:], [з], [/\]back: [u:], [u], [o], [o:], [a:]2 the openness of the mouth.Close vowels: [i:], [i], [u:], [u],Semi-close: [e], [з:]Semi-open: [з], [o:]Open vowels: [æ], [a], [/\],[o], [a:]3 shape of the lips:unrounded: [i:], [i], [e], [ε], [æ], [a], [з:], [з], [/\],[a:]rounded: [u:], [u], [o], [o:].4 length of the sound:long vowels: [i:], [з:], [u:], [o:], [a:]short vowels: [i], [e], [ε], [æ], [a], [з], [/\],[u], [o].5 monophthong : the individual vowel.-----above vowels are all monophthongs.diphthong : The vowel which consists of two individual vowels, and functions as a single one. [ei], [ai], [oi], [iз], [au], [зu], [eз], [uз]----eight diphthongs.Part Three: Phonology1. Phonology and Phoneticsphonetics : The study of phonic medium of language and it is concerned with all sounds in the world‘s languages.phonology : The description of sound systems of particular languages and how sounds function to distinguish meaning.Similarity: all concerned with the same aspect of language----the speech sounds.Differences: approach and focus.1 Phonetics is of a general nature; it is interested in all the speech sounds used in all human languages-----how they are produced, how they differ from each other, what phonetic features they possess, how they can be classified.2 Phonology aims to discover how speech sounds in a language from patterns and how these sounds are used to convey meaning in linguistic communication.E.g. allophones clear [l] and dark [l]:Phonetically speaking, they are interested in the differences how they are pronounced. Phonologically speaking, they are the same in functioning conveyance of the meanings.2. Phone, Phoneme, and Allophonephone : The speech sound we use when speaking a language, which does not necessarily distinguish meaning in the English language.phoneme : The smallest unit of sound in a language which can distinguish two sounds. allophone : any different forms of the same phoneme in different phonetic environments, e.g. clear [l] and dark [l] of the same [l], aspirated [p] and unaspirated [p] of the same [p] in different phonetic environments.3. Phonemic contrast, complementary distribution, and minimal pairphonemic contrast : two similar sounds occur in the same environment and distinguish meaning.E.g. [b] in [bit] and [p] in [pit] form phonemic contrast.complementary distribution : allophones of t he same phoneme and they don‘t distinguish meaning but complement each other in distribution. E.g. clear [l] and dark [l] respectively in the pronunciation of light and feel.minimal pair: two different forms are identical in every way except one sound and occurs in thesame position. The two sounds are said to form a minimal pair. E.g. bat and bet are a minimal pair.4. Some Rules in Phonology1 sequential rules: The rules to govern the combination of sounds in a particular language.2 assimilation rule: The rule assimilates one sound to another by copying a feature of a sequential phoneme, thus making the two phones similar.3 deletion rule: The rule that a sound is to be deleted although it is orthographically represented. 5. Suprasegmental Features----stress, tone, intonationsuprasegmental features: The phonemic features that occur above the level of the segments----syllable, word, sentence are called suprasegmental features, which include stress, tone and intonation.1 Stress:Classification: word stress & sentence stress.Word Stress:1 The location of stress in English distinguishes meaning.A shift of stress may change the part of speech of a word from a noun to a verb although its spelling remains unchanged. E.g. ‗impott (n)----im‘port (v), ‗record (n)-----re‘cord (v)‗blackbird (compound)-----‗black ‗bird (noncompound)2 The meaning-distinctive role played by word stress is also manifested in the combinations of –ing forms and nouns. E.g. ‘dining room(compound)----sleeping ‘baby (noncompound) Sentence Stress:Sentence stress: It refers to the relative force given to the components of a sentence.he parts of speech that are normally stressed in an English sentence are: N, V, Adj., Adv., Numerals, demonstrative pronouns. E.g. He is driving my car.------He drive, my, car.2 Tone:tone: Tones are pitch variations, which are caused by the differing rates of vibration of the vocal cords.Tone (pitch variation) can distinguish meaning in such languages as Chinese, but English is not a tone language.3 Intonation:intonation: When pitch, stress and sound length are tied to the sentence rather than the word in isolation, they are collectively known as intonation.Intonation plays a very important role in the conveyance of meaning in almost every language, especially in a language like English. ------four basic types of intonation, namely, the falling tone, the rising tone, the fall-rise tone, the rise-fall tone.The falling tone------what is said is a straight forward, matter-of-fact statement.The rising tone-------make a question of what is said.The fall-rise tone----indicate that there is an implied message in what is said.Chapter 3: MorphologyPart One: Morphology1. Open class and closed classopen class: A group of words, which contains an unlimited number of items, and new words canbe added to it.----content words. E.g. beatnik: a member of the Beat generation, or a person who rejects or avoids conventional behaviour.closed class: A relatively few words, including conjunctions, prepositions and pronouns, and new words are not usually added to them.------function words.2. Internal structure if words and rules for word formationmorphology: A branch of linguistics that studies the internal structure of words and rules for word formation.Part Two: Morphemes----the minimal units of meaningmorpheme: The smallest unit of meaning of a language. It can not be divided without altering or destroying its meaning.bound morpheme: Morpheme that can not be used alone, and it must be combined wit others. E.g. –ment.free morpheme: a morpheme that can stand alone as a word.affix: a letter or a group of letter, which is added to a word, and which changes the meaning or function of the word, including prefix, infix and suffix.suffix: The affix, which is added to the end of a word, and which usually changes the part of speech of a word.prefix: The affix, which is added to the beginning of a word, and which usually changes the meaning of a word to its opposite.Part three: Derivational and inflectional morphemesderivational morpheme: Bound morpheme, which can be added to a stem to form a new word. inflectional morpheme: A kind of morpheme, which are used to make grammatical categories, such as number, tense and case. E.g. –ed and –ing endings are inflectional morphemes. inflection: the morphological process which adjusts words by grammatical modification, e.g. in The rains came, rain is inflected for plurality and came for past tense.Part Four: Morphological rules of word formationmorphological rules: The ways words are formed. These rules determine how morphemes combine to form words.Part Five Compoundscompound words: A combination of two or more words, which functions as a single wordthe noteworthy:1 When two words are in the same grammatical category, the compound will be in this category:E.g. post box, landlady (n+n=n), blue-black, icy-cold (adj.+adj.=adj.)2 In many cases, the two words fall into different categories, then the class of second or final word will be the grammatical category if the compound.E.g. under ‗take (v), in‘action (n), up‘lift (v)3 It is often the case that compounds have different stress patterns from the noncompounded word sequence.E.g. ‗redcoat, ‗greenhouse are compounds, but red coat and green house are not.4 The meaning of a compound is not always the sum of the meanings of its parts.E.g. bigwig, highbrow, jack-in-a-box, turncoatConclusion: Morphological rules reveal the relations between words and provide the means for forming new words. It is these rules that enable us to coin new words. Compounding is a very common and frequent process for enlarging the vocabulary of the English language.Chapter 4: SyntaxPart One: What is Syntax?syntax: A branch of linguistics that studies how words are combined to form sentences and the rules that govern the formation of sentences.Part Two: Categories1. Word-level categoriescategory: It refers to a group of linguistic items which fulfill the same or similar functions in a particular language such as a sentence, a noun phrase or a verb.syntactic categories: Words can be grouped together into a relatively small number of classes, called syntactic categories.Major lexical categories: (as heads) N, V, A, PWord-level categoriesMinor lexical categories: det. Deg. Qua. Aux. con.major lexical category: one type of word level categories, which often assumed to be the heads around which phrases are built, including N, V, Adj, and Prep.minor lexical category: one type of word level categories, which helps or modifies major lexical category.Three criteria to determine a word‘s category?1 Meaning:1 Word categories often bear some relationship with its meaning:■Nouns typically denote entities such as human beings and objects.■Verbs, characteristically designate action, sensation and sta tes.2 The meaning associated with nouns and verbs can be elaborated in various ways:■The property or attribute of the entities denoted by nouns can be elaborated by adjectives.■The properties and attributes of the actions, sensations and states designat ed by verbs can typically be denoted by adverbs.3 It is misleading to assume that a word‘s category can be told straightforward from its meaning.■ Nouns such as dilemma and friendship do not concretely reveal their entities.■ Some words such as love and hate which indicate actions tend to be verbs but they can also be used as nouns.■ Words with the same or similar meanings sometimes belong to different word categories, such as be aware of and know about.2 Inflection:1 Words of different categories take different inflections. Words of different categories take different inflection.■ Nouns such as boy and desk take the plural affix –s.■ Verbs such as work and help take –ed and –ing.■ Adjectives such as quiet and clever take –er and –est.2 Although in flection is very helpful in determining a word‘s category, it does not always suffice.■ Nouns like moisture, fog, do not take plural form –s.■ Adjectives like frequent and intelligent do not take –er or –est.3 Distribution:Distribution is what type of elements can co-occur with a certain word.■ Nouns can typically appear with a determiner like the girl and a card.■ Verbs with an auxiliary such as should stay and will go.■ Adjectives with a degree word such as very cool and too bright.Conclusion: Thu s, a word‘s distributional facts together with information about its meaning and inflectional capabilities help identify its syntactic category.2. Phrase categories and their structuresphrase: syntactic units that are built around a certain word category are called phrase, the category of which is determined by the word category around which the phrase is built.phrase category: the phrase that is formed by combining with words of different categories. In English syntactic analysis, four phrasal categories are commonly recognized and discussed, namely, NP, VP, PP, AP.Whether formed of one or more than one word, phrases consist of two levels, phrase level and word level.NP VP AP PP <---------- phrase levelN V A P < ---------- word levelPhrase that are formed of more than one word usually contain head, specifier and complement. head: The word round which phrase is formed is termed head.specifier: The words on the left side of the heads are said to function as specifiers. complement: The words on the right side of the heads are complements.Part Three Phrase Structure Rulephrase structure rule: The special type of grammatical mechanism that regulates the arrangement of elements that make up a phrase is called a phrase structure rule.NP----- > (Det) N (PP)…. AP---- > (Deg) A (PP)….VP ---- > (Qual) v (NP)…. PP---- > (Deg) P (NP)….1. XP RuleIn NP, AP, VP, PP phrases, the specifier is attached at the top level to the left of head while complement is attached to the right. These similarities can be summarized with the help of the template , in which X stands for the head N, V,A,P.: The XP rule: XP-----> (specifier) X (complement)XP rule: In all phrases, the specifier is attached at the top level to the left of the head while the complement is attached to the right. These similarities can be summarized as an XP rule, in which X stands for the head N,V,A or P.2. X▔ TheoryX▔theory: A theoretical concept in transformational grammar which restricts the form of context-free phrases structure rules.The intermediate level formed by the head and the complement between word level and phrase level is represented by the symbol X▔. Thus the new three-level structures can be written as follows:a. XP----- > (specifier) X▔b. X▔----> X (complement)3. Coordination Rulecoordination: Some structures are formed by joining two or more elements of the same type with the help of a conjunction such as and or or. Such phenomenon is known as coordination. Suchstructures are called coordination structures.Four important properties:1 There is no limit on the number of coordinated categories that can appear prior to the conjunction.2 A category at any level (a head or an entire XP) can be coordinated.3 Coordinated categories must be of the same type4 The category type of the coordinate phrase is identical to the category type of the elements being conjoined.Coordination Rule: X------ > X *Con XPart Four: Phrase elements1. Specifiersspecifier: The words on the left side of the heads and which are attached to the top level, are specifiers.Specifiers have both special semantic and syntactic roles:■ Semantically, they help make more precise the meaning of the head.■ Syntactically, they ty pically mark a phrase boundary.The syntactic category of the specifier differs depending on the category of the head.2. Complementscomplement: The words on the right side of the heads are complements.Complements are themselves phrases and provide information about entities and locations whose existence is implied by the meaning of the head. They are attached to the right of the head in English.subcategorization: the information about a word‘s complement is included in the head and termed suncategorization.XP ----- > (Specifier) X (Complements*)― * ‖ means the fact that complements, however many there are, occur to the right of the head in English.Miss Hebert believes that she will win.―that‖ ------ complementizer: Words which introduce the sentence complement are termed complementizer.―she will win‖ ---- complement clause: The sentence introduced by the complementizer.―that she will win‖ ---- complement phrase: the elements, including a complementizer and a complement clause.―Miss Hebert believes‖---- matrix clause: the contrusction in which the complement phrase is embedded.3. modifiersmodifier: the element, which specifies optionally expressible properties of heads is called modifier.XP------ > (Spec) (Mod) X (Complement*) (Mod)This rule allows a modifier to occur either before the head or after it. Where there is a complement, a modifier that accurs after the head will normally occur to the right of the complement as well. Part Five : Sentences (The S Rule)zs1 The S rule : S ----> NP VP (This analysis is based on the assumptionn that unlike other phrases, which contains a head, a complement and a pecifier, S does not have an internal structure.)2 Another view : Many linguists beliebve that sentences, like other phrases, also have their own heads. They take abstract category inflection as their heads, which indicates the sentence‘s tense and agreement, Like other phrases, Infl takes an NP as its specifier and a VP as its complement.1 Infl realized by a tense label-----The boy found the book.2 Infl position realized by an auxiliary----A boy will find the book.Part Six : Transformations1. Auxiliary movementtransformation : a special type of rule that can move an element from one position to another.The yes-no question structures are built in two steps :1 The usual XP rule is used to form a structure in which the auxiliary occupies its normal position in Infl, between subject and the VP.2 In forming a yes-no question requires a transformation known as inversion to move the auxiliary from the Infl position to a position to the left of the subject, C position.inversion : the process of transformation that moves the auxiliary from the Infl position to a position to the left of the subject, is called inversion.Such type of inversion operation involving the movement of a word from the head position in one phrase into the head position in another is known as head movement.2. Do InsertionHow to form a yes-no question that does not contain an overt Infl such as ― Birds fly.‖Linguists circumvents this problem by adding the special auxiliary verb do. So we can formulate an insertion rule:Do insertion: Insert interrogative do into an empty Infl position.Do insertion : In the process of forming yes-no question that does not contain an overt Infl, interrogative do is inserted into an empty Infl positon to make transformation work.3. Deep structure and surface structuredeep structure : A level of abstract syntactic representation formed by the XP rule.surface structure : A level of syntactic representation after applying the necessary syntactic movement, i.e., transformation, to the deep structure.The XP rule---> Deep structure ---> Transformation ---> Surface structure. (Subcategorization restricts choice of complements.)4. Wh MovementWh question : In English, the kind of questions beginning with a wh- word are called wh question. Wh movement :The transformation that will move wh phrase from its position in deep structure to a position at the beginning of the sentence. This transformation is called wh movement. 【Practice】Draw a tree diagram of the sentence:She has finally found the man who she loves.5. Moveａand constraints on transformationsmove α: a general rule for all the movement rules, where ‗alpha‗ is a cover term fo r any element that can be moved from one place to another.Constraints: 1 Inversion can move an auxiliary from the Infl to the nearest C position, but not to a more distant C position.E.g.: Deep structure: Mike should know that the train might be late.T: Should Mike know w hether the train might be late? (√)F: Might Mike should know whether the train be late? (×)。
戴炜栋《新编简明英语语言学教程》(第2版)笔记和课后习题(含考研真题)详解(第7章 语言变化——第9
第7章语言变化7.1 复习笔记本章要点：1. Phonological Change音系变化2. Morphological and syntactic change形态和句法变化3. Lexical and semantic change词汇和语义变化本章考点：新词的增加(创新词，缩略词，紧缩法，词首字母缩略词，逆构词法)；词义的变化(意义扩大，意义缩小，意义转换)。
本章内容索引：I. Definition of historical linguisticsII. Phonological ChangeIII. Morphological and syntactic change1. Addition of affixes2. Loss of affixes3. Chang of word order4. Chang in negation ruleIV. Lexical and semantic change1. Addition of new words(1) Coinage(2) Clipped words(3) Blending(4) Acronyms(5) Back-formation(6) Functional shift(7) Borrowing2. Loss of words3. Semantic Changes(1) Semantic broadening(2) Semantic Narrowing(3) Semantic shiftV. Some recent trends1. Moving towards greater informality2. The influence of American English3. The influence of science and technology(1) Space travel(2) Computer and internet language(3) EcologyVI. Causes of language changeI. Definition of historical linguistics（历史语言学的定义）Historical linguistics, as a branch of linguistics, is mainly concerned with both the description and explanation of language changes that occurred over time.历史语言学是语言学的一个分支，主要研究语言随着时间的变化而产生的变化与变化的原因。
戴炜栋《新编简明英语语言学教程》(第2版)笔记和课后习题(含考研真题)详解(第10章 语言习得——第
第10章语言习得10.1 复习笔记本章要点：1. Theories of child language acquisition儿童语言习得的理论2. Cognitive development in child language development儿童语言发展中的认知因素3. Language environment and the Critical Period Hypothesis语言环境和临界期假说4. Stages in child language development儿童语言发展的阶段5. Atypical development非典型发展本章考点：行为主义者预言习得观；语法天生主义者的习得观；语言环境和临界期假说。
本章内容索引：I. Theories of child language acquisition1. A behaviourist view of language acquisition2. An innatist view of language acquisition3. An interactionist view of language acquisitionII. Cognitive development in child language developmentIII. Language environment and the Critical Period HypothesisIV. Stages in child language development1. Phonological development2. Vocabulary development3. Grammatical development4. Pragmatic developmentV. Atypical developmentI. Theories of child language acquisition（儿童语言习得的理论）1. A behaviourist view of language acquisition（行为主义者的语言习得观）(1) Main content（主要观点）①A behaviourist view of language acquisition Traditional behaviorists view language as behavior and believe that language learning is simply a matter of imitation and habit formation. A child imitates the sounds and patterns of the people around him; people recognize the child’s attempts and reinforce the attempts by responding differently, the child repeats the right sounds or patterns to get the reward(reinforcement)②So imitation and practice are preliminary, discrimination and generalization are key to language development in this theory. Imitation: word for word repetitionof all or part of an utterance.①传统的行为主义者把语言看作是行为，并且相信语言学习仅仅只是一个模仿和习惯形成的问题。
戴炜栋《新编简明英语语言学教程》(第2版)课后习题详解(第10章 语言习得——第12章 语言与大脑)
第10章语言习得1. Try to explain the terms:Language AcquisitionLanguage Acquisition DeviceCritical Period HypothesisKey: (1) Language acquisition refers to the child’s acquisition of his mother tongue, i.e. how the child comes to understand and speak the language of his community.(2) Chomsky referred to children’s innate ability to learn their native language as Language Acquisition Device (LAD). 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 human languages. Children need access to the samples of a natural language to activate the LAD, which enables them to discover his language’s structure by matching the innate knowledge of basic grammatical system to that particular language.(3) This hypothesis was put forward by Eric Lenneberg in 1967. It states that children have a special propensity for acquiring language, especially between the ages of 2 to 13. There are two versions of CPH. While the strong one suggests that children must acquire their first language by puberty or they will never be able to learn from subsequent exposure, the weak one holds that language learning will be more difficult and incomplete after puberty.2. Among the language acquisition theories mentioned in this chapter, which one do you think is more reasonable and convincing? Explain why.Key:There are three language acquisition theories mentioned in this chapter. Traditional behaviorists view language as behavior and believe that language learning is simply a matter of imitation and habit formation. According to innatist view, human beings are biologically programmed for language and that the language develops in the child just as other biological functions such as walking. The interactionist view holds that language develops as a result of the complex interplay between the human characteristics of the child and the environment in which the child develops.Behaviorists view sounds reasonable in explaining the routine aspects, the innatist accounts most plausible in explaining children’s acquiring complex system, and the interactionist description convincing in understanding how children learn and use the language appropriately from their environment.In my opinion, I think that the interactionist view is more reasonable, because environment plays a great role in our acquisition of language. Only when conversations provide the right level of language that children are capable of processing can they facilitate children’s language acquisition, otherwise, it is insufficient for children to learn the language’s structure.（答案不唯一，言之成理即可）3. Which of the following statements are TRUE and which are FALSE? Why?a. All normal children have equal ability in learning their first language.b. It is easy for parents to teach their children grammar.c. The young child is not taught to speak, or to understand his language. There isno formal learning of grammar or pronunciation practice.d. At first children do not inflect nouns or verbs.e. Children learn their native language well whenever they start and whateverkinds of language samples they receive.f. The ability to learn a second language as an adult may vary considerablybetween individuals.g. For a child to acquire his mother tongue the most basic requirement is that hehears people speaking this language. He will then begin to learn the language.h. Phonology and grammar are finite, tightly structured systems, the child mustmaster them before puberty in order to be a native speaker of the language. Key: a) True. (Language acquisition device explains it.)b) False. (Grammatical development is partly a matter of growing “competence”and partly a matter of increasing “performance”capacity. Some subtle grammatical distinctions may not be mastered much before the age of ten.)c) True. (Young children acquire their mother tongue.)d) True (At the beginning, children’s acquisition focuses on content.)e) False (Critical Period Hypothesis can explain it.)f) True (Different individuals are exposed to different language learning environment; and their learning abilities are affected by different motivation and personalities.)g) True. (When a child begins acquire his mother tongue, he must be exposed to the language environment.)h) True. (Critical Period Hypothesis can explain it.)4. Each of the following utterances comes from the speech of a child in thetwo-word state. Identify the semantic relation expressed by each of these utterances.Key:a) The child’s utterance “Jimmy swim”may have a lot of different semantic meanings such as “Jimmy can swim”, “Jimmy swims”, or “Jimmy is swimming”. For children have no concepts of tense at this age, he/she only use two words “Jimmy swim”to express his/her intended meaning “Jimmy is swimming?”, a interrogative question.b) The semantic meaning of “Ken book”is “Ken’s book”. The part which is omitted by the child is the possessive case of Ken, but it still can imply the meaning of “Ken’s book”.c) When the child sees his/her father in the office, the child may say “Daddy office”, which means “Daddy is at his office”.d) By omitting the subject of the sentence “You”, the child expresses the meaning using “Push baby”. Obviously the meaning is synonymous with “You push the babies”.e) When the child sees his/her mother reading, he/she simply says “Mommy read” instead of using the present tense.第11章第二语言习得1. To what extent is second language learning similar to first language learning? Can you list some proof from your own learning experiences?Key: Theoretically the new findings and advances in first language acquisition especially in learning theories and learning process are illuminating in understanding second language acquisition. The techniques used to collect and analyze data in first language acquisition also provide insights and perspectives in the study of second language acquisition. For example, we started to learn our native language from listening, then speaking.（答案不唯一，自由发挥即可）2. Try to observe yourself and pay attention to your own learning experience, what conclusions are you more likely to use or depend on Chinese in learning and using English?Key: When I first contacted with English, I often used Chinese to help me learn it. According to the pronunciation of some English words, I picked an approximate accent to mark an English word. Chinese played a great role as interlanguage in such an English learning process. Those Chinese markers helped me remember the English words better.（答案不唯一，自由发挥即可）。
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第12章语言与大脑12.1 复习笔记本章要点：1. Methods in the study of the brain and evidences for lateralization 研究大脑的方法和脑功能侧化的证据2. Aphasia失语症3. Psycholinguistic research methods心理语言学的研究方法4. Linguistics and language processing语言学和语言处理本章考点：神经语言学；心理语言学；失语症。
本章内容索引：I. Neurolinguistics1. Definition2. The structure and function of the human brain3. Methods in the study of the brain and evidences for lateralization(1) Autopsy studies(2) Methods to study the brain(3) Methods to examine the behaviour associated with the brain4. Aphasia(1) Broca’s aphasia(2) Wernicke’s aphasia(3) Acquired dyslexiaII. Psycholinguistics1. Definition2. Psycholinguistic research methods(1) Field work(2) Experimental methods3. Linguistics and language processing(1) Phonetics and phonology(2) Morphological processing(3) Syntax4. Psycholinguistic modelingI. Neurolinguistics（神经语言学）1. Definition（定义）【考点：名词解释】Neurolinguistics is the study of the relationship between brain and language. It includes research into how the structure of the brain influences language learning, how and in which parts of the brain language is stored, and how damage to the brain affects the ability to use language.神经语言学是对大脑与语言之间的关系所进行的研究。
包括对大脑结构如何影响语言学习、语言是如何存储在大脑中的，存储在大脑的哪一个部位、大脑的损伤是如何影响语言运用能力等问题的研究。
2. The structure and function of the human brain（人脑的结构和功能）It is within the human cortex that the secrets of language representation and processing are to be found.只有在人的脑皮层中才能找到语言表征和处理的秘密。
3. Methods in the study of the brain and evidences for lateralization（研究大脑的方法和脑功能侧化的证据）(1) Autopsy studies（尸体解剖研究）The technique is used to examine the brain after the patient’s death in order to find the relationship between the area of brain damage and the type of disorder the patient displayed while alive.该技术用来在病人死后来检查其大脑，以找出大脑受损部位和病人在活着的时候所呈现出来的紊乱类型之间的关系。
(2) Methods to study the brain（研究大脑的方法）It has been found that when subjects speak, much blood flows to the lefthemisphere of the cortex and to Broca’s area in particular. When sub jects read, much blood flows to the occipital lobe, to the angular gyrus, and to other areas of the left hemisphere.These observations support the view that the left hemisphere is primarily responsible for language and that there are specific language areas within the left hemisphere.人们已经发现当受试者说话的时候，大量血液流进脑皮层的左半球，尤其是布罗卡区。
当受试者阅读的时候，大量血液流人了扰骨突出部位、角形脑回和左半球的其他区域。
这些观察结果证实了大脑左半球主要负责语言且左脑半球内存在特定语言区的观点。
(3) Methods to examine the behaviour associated with the brain（考查与大脑相关行为的方法）Dichotic listening. Dichotic listening is a technique in which stimuli either linguistic or non-linguistic are presented through head phones to the left and right ears to determine the lateralization of various cognitive functions.Split brain studies. The experiments that investigate the effects of surgically severing the corpus callosum on cognition are referred to as split brain studies.双耳分听：一种通过耳机将语言或非语言刺激送到左右耳以决定各种认知功能的大脑侧化的技术。
裂脑试验：研究通过外科手术损坏胼胝体对认知的影响的试验被称裂脑试验。
4. Aphasia（失语症）【考点：名词解释；对比两种失语症】Aphasia refers to a number of acquired language disorders due to the cerebrallesions caused by vascular problems, a tumour, an accident and so on.失语症是指由血管问题、肿瘤、事故等造成的脑损害引起的一系列习得性语言紊乱。
(1) Broca’s aphasia (non-fluent aphasia)（布罗卡失语症(非流利性失语症)）Phonologically, the speech of Broca’s aphasics is very halting and lack of normal sentence intonation.Syntactically, Broca’s aphasics produce telegraphic speech, i. e. they omit the functional words that we would be likely to omit when we write a telegram and besides, they tend to omit in flectional affixes such as-ing. and. -ed in words such as reading and worked. They often show difficulty judging the grammaticality of sentences.在音位方面，布罗卡失语症的言语非常不连贯，而且缺乏正常的句子语调。
在句法上，布罗卡失语症产生了电文言语，即他们会省略我们在写电报时会省略的功能词，另外，他们往往会省略屈折词缀，如省略reading和worked中的-ing 和-ed。
他们经常在判断句子的语法性中表现出困难。
(2) Wernicke’s aphasia (fluent aphasia)（韦尼克失语症(流利性失语症)）The patients can speak very fluently with normal pronunciation and intonation and correct word order but often with little semantic meaning. They often have great difficulty in comprehending a speech.病人能够非常流利地说出正常的发音、语调和正确的词序，但却往往没有多少语义意义。
他们通常在理解言语上有很大的困难。
①In the case of non-fluent aphasia, form is compromised but the content of language remains relatively intact②In contrast, fluent aphasia is characterized by a rapid flow of form with little content.①在非流利性失语症中，形式打了折扣，但语言内容相对保持完整。
②相反，流利性失语症的特点是形式流畅却没有多少内容。
(3) Acquired dyslexia（习得性失读症）①Definition（定义）Damage in and around the angular gyrus of the parietal lobe often causes the impairment of reading and writing ability, which is often referred to as acquired dyslexia.体壁突出部位的角形脑回及其周围的损伤经常造成阅读和书写能力上的障碍，这种现象通常被称为习得性失读症。