普通语言学概论第六章第六节 R.H.Robins

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普通语言学概要第二版伍铁平

普通语言学概要第二版伍铁平

普通语言学概要第二版伍铁平第一章语言与语言学第一节语言是人类特有的财富语言是人区别于其他动物的重要特征之一动物语言表现是现场刺激引起的,所能传递的信息种类有限,可以列举。

每次表现都是用浑然一体的喊叫或动作表示一定的意思,无法拆卸成单位,另行组装。

是一种不用学习的的,与生俱来的本能,是简单的粗疏的工具。

人类语言的特点一功能上——功能开放能够传递的信息无限丰富,包含现实中万事万物,不拘范围,不论题材,新事物新思想过去未来哲理感情除理性的思想外,还要在说话中表示出自己的身份态度情绪目的切合情景有充分的弹性造出无穷的句子。

二结构上------构思巧妙(关键)高度的运转能力语音层符号层语音=> 语素一词一句子音义结合构成符号语言的构造就在这儿从语音层进入符号层语素---音义结合的最小单位一定规则组合构成了词一定规则组合句子------------ — --------------------------- —①任意性----音义结合是任意的一保证任何事物都可以用语言表达②离散性----每个单位有独立的存在,彼此不相混淆T单位可以自由拆装使组成的上级单位内涵分明③层级性----就可以用较少的单位有规则的组成数量上扩大许多倍的上一级单位,逐层递增掌握一种语言意味着掌握他的几十个音素(位),几千个语素以及语音语素词的组合规则人类语言的产生主观本身一高度的思维能力灵活的发音能力客观一有经常的交流需要来推动可能{直立行走手脚分工制造工具组成社会劳动中锻炼了大脑改造了发音器官}需要--劳动中产生了组织协调交流思想的需要需要和可能想结合促成了语言的产生语言是人类和其他动物分道扬镳懂的最后的最重要的标志三习得上—人类语言要经过传授才能习得动物语言是与生俱来的本能,不用学习从幼儿学说话来看语言潜能的实现的关键期:1岁半到5岁之间幼儿的学话能力没有种族民族的差别幼儿学语的共同阶段:①咿呀期②独词句阶段③双词句阶段④电报体阶段(虚词语法)⑤接近成人阶段成人学外语条件优越为何反不如儿童地道?①儿童花在学话上的时间相当多平均为每天12小时②成人对儿童说话的特点:a发音:声音偏高强调式语调吐词清楚速度较慢句子之间有明显停顿经常反复一些音节b用词造句:句子简短合乎规格实词多虚词少修饰语和代词也较少使用过祈使疑问用的较多常用诱发问句只要求孩子重复或提供一个词做答案c十分关怀的感情和耐心③本族语的干涉④儿童学话在潜能的关键期内成人不是儿童不自觉学会了说话规则为什么?观点一:模仿说-----儿童学语法是先在头脑里逐步形成规则再根据规则去理解从前没有听到过的句子或产生新的句子观点二:天赋说——儿童天生就具有一种语言习得装置(language acquisitiondevice)观点三:认知说----智力的发展综上:父母的指引儿童的模仿先天的学话机制认知的背景第二节语言是符号系统语言是说话的一部分说话言语动作(张口说话的动作)语言(说话所用的那套代码)言语作品(说出来的话)语言存在的方式语言的构造:音语素词规则单位语言的符号性符号--事物的标记具有约定性(某些人约定或者是社会习惯)符号象征----有一定含义可说狭义的符号---没有理据任意约定的ec语言符号语言的符号是按类给出的舍去个体的特性抽出整类的共性概括成类的意义然后把这个意义跟一组音相结合形成一个符号语言里的符号(指一般而不指个别积累着社会的认识成果)符号是语言里的单位,语言里除单位外还有规则,语言规则的形成也有任意性语言符号的特点:①任意性-----语言符号的音的选择和组合规则归纳在符号里的意义取舍什么音和什么义结合成符号符号和符号组合的规则都是约定俗成的=> 语言的民族的稳固的时代的特点②线条性-----符号与符号组合只能在一条线上伸展符号的组合是有层次的而层次是两维的语言的系统性词要参与结构的组成两种关系①组合关系----组成结构的词之间的关系②聚合关系----有同样组合能力的词之间的关系(有同样组合能力:指这些词都能出现在结构某个位置上彼此可以替换)组词造句-----按意义的需要立出句子的结构把适当的词填入结构的每个位置结构怎么立-----是组合的问题词都要从有关的聚合里去提取----- 是聚合的问题句子是组合和聚合两种规则相互作用产生的组合和聚合不但是词之间的主要关系也是低于词的层级各部分内部诸因素间的主要关系是揭示语言每个层级上的单位如何运转的钥匙也是语言系统性的集中表现第三节语言的社会功能和思维功能语言的社会功能一语言是人类最重要的交际工具对比其他交际工具:文字旗语红绿灯电报代码数学符号化学公式非语言的表情动作空间距离交际是语言的基本职能,语言的其他社会功能是从交际功能中生发出来的二语言是集体的标志民族地区男女老少阶层行业口头书面性格处境.......三语言是社会生活的记录①反映一个民族当时的生产生活社会制度风俗意识形态等②是民族关系的见证(外来词一对外关系)=>语言是打开民族关系的钥匙,是记载历史事实的口碑语言的思维功能一语言是认知的伴侣认知和语言相伴而行音和义组合成语言符号(词)所以语言起着固定认识成果的作用a每个名族的认识成果都能找到相应词语的反映b对个人来说学话的过程实际上就是认识世界和发展思维的过程二语言是思维的重要工具思维-----统指大脑的意识活动形象思维:包括感觉知觉表象这些层次的带有形象的心理活动抽象思维:在概念判断推理这些心理层次上进行的词语句子一组句子形象思维内容的表达T语言用语言表达出来的形象要经过抽象思维的加工借助语言来体现和组织三语言是信息的载体信息甲流的五个阶段编码---发送---传递---接收---解码计算机是人类思维的延伸T需要一个信息载体语言第四节语言学的任务社会的需要推动语言学的发展语言学研究基础研究(研究语言本身)应用研究(研究语言学的各种应用)交叉研究(语言学和其他学科共同研究语言及其邻界现象的相互关系—交叉学科)语言的基础研究目的是弄清语言本身的基本情况为学习应用和研究提供必要的信息分类个别语言的研究(状态历史)语言共性的研究(状态历史)①状态:指语言发展中的一个平面重要的是现代的平面,同时也指过去某一历史时期的平面对状态的研究采取描写的方法系统地揭示语言各部分的单位关系和规则说明各部分如何协调制约保证整体的运转描写语言的方法:分析术衡量术的标准是好坏和是否合用②历史1语言过去的样子T理解古代文献2经过哪些坎坷曲折-深化对现状的认识3哪些因素推动语言的演变规律性-把握语言的动向=> 方法① 理出演变线索归纳出条理②以今证古③内部构拟法区别:语言描写—静态研究—说明语言的构造和运转语言历史—动态研究—说明语言演变的方式和规律性联系:互相补充印证观念改变:①语言研究曾长期偏重于历史 -状态领先于历史②语言是社会约定俗成描写只能真实地反映语言的状况无权规定它应该怎样但不是反对语言的规范③描写语言状态时口语领先于书面语语言的应用研究和交叉研究①应用语言学:语言学的应用研究运用语言学的理论方法和基础研究的成果来阐明解决其他领域中出现的语言问题A最大课题—语言教学(本族语教学外语教学)B使用方面锻炼口语表达能力的演讲术提高写作能力的作文法修辞学是语言应用研究历来关心的重点C翻译技巧的研究D选定民族共同语定规范②交叉研究:人文科学包括文学社会学历史学地理学考古学心理学哲学逻辑学文化史科技包括数学信息论电子学医学符号学情报学通信技术计算机科学自动化技术交叉学科:社会语言学人类语言学地理语言学心理语言学神经语言学数理语言学实验语言学计算语言学认知语言学模糊语言学计算机与语言学基本原理:在计算机里预存一定规模的词典语法规则语义规则推理规则和有关主题的知识第二章语言的构造与机制第一节语言的构造语言的构造词汇系统-----构筑语言系统的种种词汇单位的集合包括语素词短语其中最重要的是词语素作用在于构词但不限于构词有一些语素只起语法作用如词尾语法系统------由种种组织词汇单位的规则组成的系统语法规则:实质表现的是各词汇单位内部或相互之间在造句(或构词)方面的关系语言单位形式---- 语音(音素音节)内容------语义(义素)语言的构造:以语音为形式以语义为内容由词汇和语法构成的系统语言单位的切分和归并①切分句子最具独立性可切分因为语言有线条性切分的标准①看它们有无相同的功能(切分出的单位)A从句子切分词主要目的在于看它们能否直接组成句子或者充当句子成分(实词)或者在造句中起语法等作用(虚词)B切分语素标准与表达意义有关语素是最小的有意义的单位②既要看它们能否以相同意义在不同的上下文中出现又要看这些片段本身能否再切分成更小的有意义的单位切分音素音节抛开了同语义的联系切分之后丢掉的东西①各种组织规则②附着在整个组合(结构)之上的语调重音等②归并(又叫同一)是判明话语中多次出现的类似单位是不是同一个单位的过程一般引起对立的差异不应该忽略凡有对立性区别的多是不同的单位不对立而又类似才是同一单位对立-----需要判明的单位在相同的语言环境中出现时能够区别意义这时它们应该属于不同的单位例普通话的D T 现汉中花掉了(开的花落了)花掉了(花费出去了)不对立-----①可以在相同的上下文出现但没有区别意义作用例南京话兰州话中N L不分英EXCISE (消费税)读----------但这种不对立往往是规范的对象要消除异读的现象②互补:两种需判明的单位各自在不同的语境中出现-----甲出现的语境乙不能出现而乙出现的语境甲不能出现于是甲乙互补互补的单位无区别意义的作用故不对立例——语素和词的几个义项之间亦互补正------歪(垂直或符合标准)——侧偏(位置在中间)反(正面)副(主要的基本的)----------------------- 负(大于0的)语义互补的语言环境远大于语音互补不对立是判断是否同一单位的必要条件③切分和归并的关系①切分和归并是研究语言单位不可避免的两种相互关联的程序②语言是一种线性的复杂结构需切分加以研究③只有进行了归并才能将各种并无实质性区别的单位归并成一个真正的语言单位所谓复现便指这种语言单位的复现④归并又是衡量切分是否正确的手段语言单位的组合关系和和聚合关系①组合关系:语言单位在语流中产生的相互关系(搭配关系拼合关系)组合关系受限制体现出语言单位的选择性①同一层级的单位才能组合语音层中音位----音位音节——音节词汇层中语素----语素词-----词/短语②同一层级的语言单位能否组合--—社会习惯一组合规律组合体(结构):语言单位按照组合关系组成的片段②聚合关系:组合体中的各个单位往往可以被其他单位替换这些可以通过联想进行类比形成的语言单位间相互替换的关系聚合体:有聚合关系的各个语言单位组成一个聚合体替换----在确定聚合关系时占有重要位置通过替换可以发现语言单位由出现的语境所显示的组合能力可以相同也可以不同由此可以把语言单位分成不同的类③组合关系和聚合关系的相互作用①组合关系是聚合关系形成的标准②组合关系又必须得到聚合关系的支持(熟语例外)③组合关系第一性一切语言单位都必须经过组合在言语中出现即语言单位首先必须是某一组合体的成员正是从各种组合关系中人们才能通过联想类比发现聚合关系第二节语言的机制一预设机制预设的概念----[德]弗雷格1892 (19世纪的亚里士多德)他的理论被认为是人工智能的理论基础预设——①无需说出的说出来只会引人发笑②可以说出来不会造成幽默可笑的效果没话找话说说些预设自明的话是寒暄话的一大特点例——二排除机制(与预设相对)共时①语义方面:由于上下文制约只出现一个意义②构词方面:例---居住同义但同住者不等于同居者③语音方面:英:SPEAK PIE B P不区别意义汉:爸怕区别意义④书写方面:例------历时刘献廷w新韵谱》:声母以外的部分一韵父因韵父与韵腹同音易混淆一改韵母古英语HARVEST①收获②秋天诺曼入侵英语吸收法语借词14世纪AUTUMN 秋天16世纪普遍用AUTUMN于是排除了HARVEST秋天之意三补偿机制<一>共同补偿现象①汉语中动词的时制区别或者不表示出来或者不明显=>否定动词行为用副词不未没等词之间的区别来补偿表示时制手段之不足已经重复—用又将来重复—用再②汉:不严格区分手和手臂但用动词的区别来补偿HAND IN HAND 手拉手ARM IN ARM 手挽手③英YOU没有平称敬称之分用动词虚拟式等手段表示客气以资补偿COULD YOU PLEASE PASS ME THE SALT④DEAR亲爱的昂贵的易混淆用EXPENSIVE表示昂贵的来作补偿⑤广西桂平吃茶—吃药喝茶—喝茶水名词(宾语)的混同用不同动词的区别来排除动词起了补偿名词的作用排除机制和补偿机制往往同时起作用<二>历时补偿现象古英语名词有五个格T现代五个格全消失用词序相对地固定和介词来补偿四多余机制(羡余成分)(羡多余剩余[古代])使得人们在进行语言交际时即使受到外界干扰也不会影响理解①俄语(以多余成分著称)②英MANY BOYS③汉一条板凳一张桌子一把椅子(个体量词)(但他给了我一把刀不等于他给了我一刀)A构词上有同义词素构成的词同义反复结构偏义词或偏义结构(捐弃疾病奇怪。

英语专业研究参考文献

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89.英语课堂教学形成性评价研究, 罗少茜,外语教学与研究出版社2003. 4nguage, Culture and Translating, Eugene A. Nida 上海外语教育出版社, 1999,911.The Learner-centered Curriculum A Study in Second Language Teaching, David Nunan 学习者为中心的课程研究, 上海外语教育出版社, 2000, 312.Linguistics, H.G. Widdowson语言学, 上海外语教育出版社, 2000, 313.Sociolinguistics, Bernard Spolsky社会语言学, 上海外语教育出版社, 2000, 314.Psycholinguistics, Thomas Scovel心理语言学上海外语教育出版社, 2000, 315.Second Language Acquisition, Rod Ellis第二语言习得, 上海外语教育出版社, 2000, 316.Pragmatics, George Y ule语用学上海外语教育出版社, 2000, 3nguage and Culture, Clair Kramsch语言与文化, 上海外语教育出版社, 2000, 318.英语词汇学教程, A Survey of English Lexicology, 汪榕培,卢晓娟,上海外语教育出版社, 1998, 419.The English Language,R. W.Burchfield,话说英语,牛津大学出版社,外研社1992, 120. A Survey of Modern Second Language Learning & Teaching, 王立菲,现代外语教学论,上海教育出版社, 2000,1121. A History of English Language Teaching, A. P.R. Howatt语言教学史, 上海外语教育出版社, 1999, 622.具有中国特色的英语教学法, 上海外语教育出版社, 2000, 823.Context and Culture in Language Teaching, Claire Kramsch语言教学的环境与文化, 上海外语教育出版社, 1999, 1224.Teaching Language as Communication, H. G. Widdowson语言教学交际法, 上海外语教育出版社, 1999, 1225.Aspects of Language Teaching, H. G. Widdowson语言教学面面观, 上海外语教育出版社,1999, 1226.Discourse and Literature, Guy Cook话语与文学, 上海外语教育出版社, 1999, 1227.外语教学心理学, 朱纯, 上海外语教育出版社, 2000, 328.V ocabulary, Semantics and Language Education词汇、语义学和语言教育, 外语教学与研究出版社,剑桥大学出版社Foreign Language Teaching and Research Press, Cambridge University Press29.Principles of Course Design for Language Teaching, Hatch and Brown语言教学课程设计原理, 外语教学与研究出版社,剑桥大学出版社Foreign Language Teaching and Research Press, Cambridge University Press30.Principles of Language Learning and Teaching, Yalden语言学习与语言教学的原则, 外语教学与研究出版社,剑桥大学出版社Foreign Language Teaching and Research Press,Cambridge University Press31.Encyclopedic Dictionary of Applied Linguistics: A Handbook for Language Teaching,Johnson and Johnson应用语言学百科词典:语言教学手册, 外语教学与研究出版社,剑桥大学出版社Foreign Language Teaching and Research Press, Cambridge University Press 32. A Course in Language Teaching Practice and Theory, Ur 语言教学教程:实践与理论, 外语教学与研究出版社,剑桥大学出版社Foreign Language Teaching and Research Press, Cambridge University Press剑桥应用语言学丛书(外研社)General Linguistics普通语言学Aronoff, M.et aI.(eds) The Handbook of Linguistics语言学综览Beaugrande,R.D.Linguistic Theory:The Discourse of Fundamental Works语言学理论:对基要原著的语篇研究Bloomfield.L.Language语言论Poole,S.An Introduction to the study of Speech语言学入门Radford,A.et a1.Linguistics:An Introduction语言学教程Robins.R.H General Linguistics普通语言学概论Spair,E Language: An Introduction to the Studyof Speech 语言论:言语研究导论Saussure.F.D Course in General Linguistics普通语言学教程Yule.G The Study of Language Second edition语言研究Phonetics and Phonology 语音学与音系学Chen.M.Y Tome Sandhi:Patterns across Chinese Dialects汉语方言的连读变调模式Clark,J.et al An htroduction to Phonetics and PhonologySecond edition语音学与音系学入门Cruttenden,A.(ed) Gimson’s Pronunciation of English Sixth Edition吉姆森英语语音教程Gussenhoven.C.et al Understanding Phonology音系学通解Kager.R Optimality Theory 优选论Roach.P English Phonetics and Phonology:A Practical Course Secondedition 英语语音学与音系学实用教程Syntax句法学Baltin,M.et a1.(eds) The Handbook of Contemporary Syntactic Theory当代句法理论通览Chomsky,N Knowledge of Language:Its Nature,Origin,and Use语言知识:其性质、来源及使用Cook.V Chomsky's Universal Grammar:An Introduction Second edition乔姆斯基的普遍语法教程Ouhalla,J Introducing Transformational Grammar:From Principles and Parametersto Minimalism Second edition转换生成语法导论:从原则参数到最简方案Radford.A Syntax:A Minimalist Introduction句法学:最简方案导论Radford.A Transformational Grammar:A First Course转换生成语法教程Smith.N Chomsky:Ideas and Ideals乔姆斯基:思想与理想Semantics语义学Lappin,S.(ed) The Handbook of Contemporary Semantic Theory当代语义理论指南Lyons,J Linguistic Semantics An Introduction语义学引论Saeed,J.I Semantics语义学Morphology 形态学Matthews.P.H.Morphology Second edition形态学Packard,J.L The Morphology of Chinese:A Linguistic and Cognitive Approach 汉语形态学:语言认知研究法Pragmatics 语用学Mey,J.L. Pragmatic:An Introduction Second edition语用学引论Levinson.S.C Pragmatics语用学Peccei,J.S Pragmatics语用学Sperber,D.et al Relevance:Communication and Cognition Second edition关联性:交际与认知Verschueren,J Understanding Pragmatics语用学新解Discourse Analysis话语分析Brown.G.et al Discourse Analysis话语分析Gee,J.P An Introduction to Discourse Analysis: Theory & Method话语分析入门:理论与方法Philosophy 0f Language语言哲学Austin,J.L How to Do Things with Words Second edition如何以言行事Grice.H.P Studies in the Way of Words言辞用法研究Searle,J.R Speech Acts:An Essay in the Philosophy of Language言语行为:语言哲学论Searle,J.R Expression and Meaning:Studies in the Theory of Speech Acts表述和意义:言语行为研究Language 0rigin语言起源Aitchison,J. The Seeds of Speech:Language Origin and Evolution言语的萌发:语言起源与进化History of Linguistics语言学史Robins,R.H. A Short History of Linguistics Fourth edition语言学简史Lexicography词典学Bej 0int,H Modern Lexicography:An Introduction现代词典学入门Cowie.A.P English Dictionaries for Foreign Learners:A History英语学习词典史Hartmann.R.R.K.et al Dictionary of Lexicography词典学词典Stylistics文体学Leech.G.N A Linguistic Guide to English Poetry英诗学习指南:语言学的分析方法Leech.G.N.et al Style in Fiction:A Linguistic Introduction to English FictionalProse小说文体论:英语小说的语言学入门Thomborrow,J.et al Patterns in Language:Stylistics for Students of Language andLiterature语言模式:文体学入门Wright,L.et al Stylistics:A Practical Coursebook 实用文体学教程Typology语言类型学Croft.W.Typology and Universals语言类型学与普遍语法特征Anthropological Linguistics人类语言学Foley,W.An Anthropological Linguistics: An Introduction人类语言学入门Sociolinguistics 社会语言学Coulmas,F.(ed) The Handbook of Sociolinguistics社会语言学通览Crystal.D English as a Global Language英语:全球通用语Fasold.R The Sociolinguistics of Language社会语言学Hudson.R.A Sociolinguistics Second edition社会语言学教程Wardhaugh,R Introduction to Sociolinguistics Third edition社会语言学引论Psycholinguistics心理语言学Aitchison,J The Articulate Mammal:An Introduction to PsycholinguisticsFourth edition 会说话的哺乳动物:心理语言学入门Carroll.D.W Psychology of Language Third edition语言心理学Intercultural Communication文化交际Samovar.L.A.et al Communication Between Cultures Second edition跨文化交际Scollon.R.et aI. Intercultural Communication:A Discourse Analysis跨文化交际:语篇分析法Translatology 翻译学Taylor Baker.M. In Other Words:A Coursebook on Translation换言之:翻译教程Bell.R.T Translation and Translating:Theory and Practice翻译与翻译过程:理论与实践Cognitive Linguistics认知语言学Taylor,J.R Linguistic Categorization:Prototypes in Linguistic TheorySecond edition 语言的范畴化:语言学理论中的类典型Ungerer,F.et al An Introduction to Cognitive Linguistics认知语言学入门Functional Linguistics功能语言学Bloor.T.et al The Functional Analysis of English:A Hallidayan Approach英语的功能分析:韩礼德模式Halliday,M.A.K An Introduction to functional Grammar Second edition功能语法导论Leech.G.N Halliday,M.A.K Language as Social Semiotic:The Social Interpretationof Language and Meaning作为社会符号的语言:从社会角度诠释语言与意义Halliday,M.A.K.et al Cohesive English英语的衔接Thompson.G Introducing Functional Grammar功能语法入门Historical Linguistics历史语言学Lehmann,W.P. Historical Linguistics:An Introduction Third edition历史语言学导论Trask.R.L Historical Linguistics历史语言学Corpus Linguistics语料库语言学Biber.D.et a1. Corpus Linguistics 语料库语言学Kennedv,G. An Introduction to Corpus Linguistics语料库语言学入门Statistics in Linguistics语言统计学Woods.A.et al. Statistics in Language Studies 语言研究中的统计学History of the English Language 英语史Baugh.A.C.et al A History of the English Language Fourth Edition英语史Freeborn.D From old EnglishtoStandard Englishecond edition英语史:从古代英语到标准英语First Language Acquisition 第一语言习得Foster-Cohen,S.H. An Introduction to Child Language Development儿童语言发展引论Goodluck.H. Language Acquisition:A Linguistic Introduction从语言学的角度看语言习得Peccel,J.S. Child Language New edition 儿童语言Second Language Acquisition第二语言习得Cohen.A.D Strategies in Learning and Using a Second Language学习和运用第二语言的策略Cook.V Linguistics and Second Language Acquisition语言学和第二语言习得Cook.V Second Language Learning and Language Teaching Second edition 第二语言学习与教学James,C Errors in Language Learning and Use:Exploring Error Analysis语言学习和语言使用中的错误:错误分析探讨Larsen-Freeman.D.et a1 An Introduction Second Language Acquisition Research第二语言习得研究概况Nunan.D Second Language Teaching and Learning第二语言教与学Reid,J.M Learning Styles in the ESL/EFL Classroom ESL/EFL英语课堂上的学习风格Richards,J.C.et al Reflective Teaching in Second Language Classrooms第二语言课堂教学反思Language Education语言教育Brown.H.D Principles of Language Learning and Teaching Third edition语言学习和语言教学的原则Brown.H.D Teaching by Principles: An Interactive Approach to LanguagePedagogy 根据原理教学:交互式语言教学Brown,J.D The Elements of Language Curriculum: A Systematic Approach to Program Development语言教学大纲要素:课程设计系统法Harmer,J How to Teach English怎样教英语Hatch,E.et a1 Vocabulary, Semantics and Language Education词汇、语义学和语言教育Johnson,K An Introduction to Foreign Language Learning and Teaching外语学习与教学导论Richards,J.et a1 Approaches and Methods in Language Teaching语言教学的流派Trudgill,P.et al International English Third edition英语:国际通用语Ur.P A Course in Language Teaching:Practice and Theory语言教学教程:实践与理论Research Method研究方法McDonotlgh,J.et al Research Methods for English Language Teachers英语教学科研方法Slade.C Form and Style:Research Papers,Reports,Theses Tenth edition如何写研究论文与学术报告Thomas,J.et al. (eds) Using Corpora,for Language Research用语料库研究语言Wray,A.et al Projects in Linguistics:A Practical Guide to Researching Language 语言学课题:语言研究实用指南Testing测试学Alderson,J.C.et al Language Test Construction and Evolution语言测试的设计与评估Bachman,L.F.et al Interfaces between Second Language Acquisition and LanguageTesting Research 第二语言习得与语言测试研究的接口Davies。

2021苏州大学外国语言学及应用语言学考研参考书真题经验

2021苏州大学外国语言学及应用语言学考研参考书真题经验

苏州大学——外国语言学及应用语言学考研心路:一、关于参考书:615 基础英语1) ENGLISH BOOK 5 黄源深、朱钟毅(主编)。

上海外语教育出版社。

2) ENGLISH BOOK 6 黄源深、朱钟毅(主编)。

上海外语教育出版社。

3) ENGLISH BOOK 7 黄源深、朱钟毅(主编)。

上海外语教育出版社。

4) ENGLISH BOOK 8 黄源深、朱钟毅(主编)。

上海外语教育出版社。

828翻译与写作1)冯庆华,《实用翻译教程》。

上海外语教学出版社。

2)张培基,《英译中国现代散文选》(1、2、3)。

上海外语教学出版社。

3)丁言仁,《大学英文写作》。

南京大学出版社。

4)孙骊,1997,《英语写作》。

上海外语教育出版社。

语言学基础知识1)文秋芳、衡仁权,2011,《新编语言学导论》。

北京:高等教育出版社。

2)戴炜栋、何兆熊,2010,《新编简明英语语言学教程》(第2版)。

上海:上海外语教育出版社。

还有一本苏州大学指定的考研参考书:《普通语言学概论》R. H. Robins 著。

这本书的所属领域是普通语言学。

主要内容是从纵、横两方面综述了现代西方语言学研究的学术源流,系统地阐述了语言学领域内各分支的基础理论。

本书特色:著名语言学家R. H. Robins语言教学经验丰富,能抓住核心问题,重点阐述,将复杂难懂的问题直观、深入浅出地分析给读者。

要想攻克考研专业课这一大难关,啃书才是硬道理。

各位要考研的小可爱们一定要好好规划这个关键的暑假,你的复习计划最好能具体到一周内啃完哪本书、每天学习多少内容等。

下面甩给你几个制订计划的小Tips:合理:制订能够完成的计划,既不要让自己闲着没事儿,也不要让自己过于紧绷。

复习计划制订得不合理且执行得不顺利,都会影响自己的状态。

循序渐进:要随着时间和学习的进度,逐渐增加每天学习任务的量和难度。

不同课程交替进行:一般说来,一门课程学习得太久了,容易产生疲劳感,最好能让不同课程的复习交替进行,以保持学习兴趣。

大学英语专业毕业论文英语语言研究方向选题

大学英语专业毕业论文英语语言研究方向选题

英语语言研究方向选题1.语音1.1 语音学英语语音特点美式英语语音特点英音和美音的区别分析英语语音的变异现象英语书写与语音的差异英语和汉语语音比较1.2 语位学英语音位变体英语音节结构特征英语音位分布特征英语音节音位与汉语音节音位比较英汉音位对比1.3超音段音节英语重音特点英语语调特点英语音节节奏研究英语超音段音位比较研究2. 语法学英语祈使句结构双并语结构There Be 结构疑问句特殊疑问句It 用法被动句中英相应语法结构制中英具体模式与句式特点英语间的用法As 的用法That的用法不定式的用法动名词的用法非谓语动词的用法情态动词的用法各种时态的特殊用法主动与被动的问题数词的问题代词的问题3.形态学英语语法特征英语启折变化特征英语构词法英语复合词英语词汇借入4.语义英语词语的色彩英语词汇的特点网络英语词汇特征词的理句和文化历史关系中英文化中的词汇意义对应分析若干时态多少的英语反义与语义研究词汇空缺与词义冲突词语构成的现据英语词汇的发展基本形态变化的英语反义词语义讲究英语词汇的相异性英语歧义现象英语同义词的差异性5.语用学非言语交际跨文化交际关联理语用推理关联的交际言语行为语用失误6.修辞学英语修辞结构的特征修辞特征与文化修辞与理解英汉修辞手法的比较讲话与修辞英语语言研究参考书目语言学:程雨民.《语言系统及其运作》. 上海外语教育出版社,1997.程雨民.《英语语体学》. 上海外语教育出版社,1989.董树人(主编).《语言学论文索引》(1991). 北京语言学院出版社,1993.董树人(主编). 《语言学论文索引》(1992). 北京语言学院出版社,1994.董树人(主编). 《语言学论文索引》(1993). 北京语言学院出版社,1995.董树人(主编).《语言学论文索引》(1994).北京语言学院出版社,1996.董树人(主编).《语言学论文索引》.北京语言学院出版社,1997.桂诗春.《应用语言学》.湖南教育出版社,1988.桂诗春.《心理语言学》.上海外语教育出版社,1985.桂诗春,宁春岩主编.《语言学方法论》.外语教育与研究出版社,1997.何自然.《语用学概论》. 湖南教育出版社,1988.刘辰诞.《教育篇章语言学》.上海外语教育出版社,1999.刘润清.《西方语言学流派》.外语教育与研究出版社,1995.戚雨村.《语言学引论》.上海外语教育出版社,1985.戚雨村.《现代语言学的特点和发展趋势》.上海外语教育出版社,1997.秦秀白.《文体学概论》,湖南教育出版社,1986.赵世开.《美国语言学简史》.上海外语教育出版社,1989.王德春.《语言学概论》.上海外语教育出版社,1997.王宗炎.《语言学和语言的运用》.上海外语教育出版社,1998.王宗炎.《语言问题探索》.上海外语教育出版社,1985.伍谦光.《语义学导论》.湖南教育出版社,1988.杨自俭,李瑞华.《英汉对比研究论文集》.上海外语教育出版社,1990.祝畹琼.《社会语言学概论》.湖南教育出版社,1992.伍铁平.《模糊语言学》.上海外语教育出版社,1999.中国英汉语比较研究会《英汉语比较研究》.湖南科技教育出版社,1994.Carroll,D.W.Psychology of language,3rd edition(语言心理学),外语教育与研究出版社,2000. Fasold,R.The Sociolinguistics of Language(社会语言学),外语教育与研究出版社,2000. Gee,J.P.An introduction to Discourse Analysis:Theory and Method(话语分析入门:理论和方法),外语教育与研究出版社,2000.Hudson,R.A.Sociolinguistics(社会语言学),外语教育与研究出版社,2000.J.Kramsky.”Papers in General Linguistics”,Paris:Mouton the Hague,1976.Lyons,J.Linguistic Semantics:An Introduction(语义学引论), 外语教育与研究出版社,2000. Peccei,J.S.Pragmatics(语用学), 外语教育与研究出版社,2000。

语言的分类

语言的分类
语言的生命历程 语言的分类
报告人:方庆蓉 学号:2120121209 2011年11月27日
一、世界语言概况
二、语言的类型学分类
三、语言的发生学(谱系学)分类 四、语言的区域分类
一、世界语言的概况
• 世界语言的数量:约五千到七千种 • 联合国的6种工作语言: 汉语、英语、法语、俄语、阿拉伯语、 西班牙语。
• 主要特点: • 形态变化丰富:性、数、格、时、体、态 • 依靠内部屈折和外部屈折构词 woman→women book→books Ich sage.(我说) Du sagst.(你说) Er sagt.(他说)
粘着语(胶着语)
• 代表语种:土耳其语、维吾尔语、日语、朝鲜 语、蒙语等
• 主要特点: • 有形态变化,但无内部屈折,其形态变化是通 过附加很多成分在词根上,以表达语法意义。 附加成分不词根戒词干的结合幵丌紧密。 あめがふらない ame ga fura nai darō 雨-格助词-降-丌会-推量式
复综语(编插语,多式综合语)
• 代表语种:美洲印地安语,爱斯基摩人语 • 主要特点: • 是一种特殊的粘着语 • 句子可以说是语言的基本单位 • 任何语素都丌能独立存在 美诺米尼语: Akuapiinam Akua- -epii- -en- -am 挪开 液体 用手 第三人称施事
• 世界上没有一种语言纯属亍某种结构类 型,例如俄语是典型的屈折语,但是也 用语序和虚词表示词不词之间的兲系, 汉语的典型的孤立语,但是也有少量的 粘着和屈折的成分。 • 当代类型学更重视语言之间的普遍特征 和参数变化,根据传统分类法分出的类, 同一类型的丌一定所有参数都一样,丌 同类型的语言也可以的同样的特征。
日语
……
朝鲜 语

普通语言学第六章

普通语言学第六章

Speech act theory
• Constatives (叙述句) ---- statements that either state or describe, and are thus verifiable; • Performatives (施为句) ---- sentences that do not state a fact or describe a state, and are not verifiable. • Note: Sometimes they are easy to get confused, e.g.“It is raining outside” can be a constative, and also a performative, for by uttering such a sentence, we may not only state a fact, but involve in the act of informing someone about the rain.
• Note: Pragmatics can make sense out of nonsense, given a suitable context. Appropriateness is very important in linguistic communication, especially in cross-cultural communication. If you say something grammatically incorrect, you are at worse condemned as “speaking badly”, but, if you say something inappropriately, you will be judged as “behaving badly”, such as insincere, untruthful, or deceitful. (Thomas, 1983)

普通语言学 讲义1

普通语言学 讲义1

Reference Books●Dwight Bolinger, Donald A.Sears. Aspects of Language [M]. New York: Harcourt Brace Jovanovich, INC.1981●F.de Saussure. Course in General Linguistics [M]. London: Gerald Duckworth & Co.Ltd.1972●L. Bloomfield. Language [M]. George Allen & Union Ltd.1933●R.H.Robins. General Linguistics [M]. London: London Group UK Limited.1989●Shalom Lappin. The Handbook of Contemporary Semantic Theory [M]. America: Blackwell Publishers Ltd. 2001.●Andrew Radford, Martin Atkinson… Linguistics: An Introduction [M]. Beijing: Foreign Language Teaching and Research Press.2000●高名凯、石安石.语言学概论[M].北京:中华书局,1985●王寅.语义理论与语义教学[M].上海:上海外语教育出版社,2003●孔刃非.汉字全息学[M].北京:华艺出版社,2005●梁宁建.当代认知心理学[M].上海:上海教育出版社,2003●王振昆、谢文庆.语言学教程[M].北京:外语教学与研究出版社,20030 Background knowledge0.1 Definition of language1) Language is a system of arbitrary vocal symbols used for human communication.(communication)2) Language is a system of symbols designed for the purpose of human communication. (communication)3) Language is one of the unique possessions of human beings.(possession)4) Language is purely human and non-instinctively method of communicating ideas, emotions and desires by means of voluntarily produced symbols.(E.Sapir, 1921, and (1884-1939 )(possession)5) Language is “the institution whereby humans communicate and interact with each other by means of habitually used oral-auditory arbitrary symbols.” (Hall ,1968 )(an established system or custom)6) “From now on I will consider language to be a set (finite or infinite )of sentences, each finite in length and constructed out of a finite set of elements.”(Chomsky,1957 )(sentence structure)7)Human language is a system of vocal-auditory communication, interacting with the experiences of its users, employing conventional signs composed of arbitrary patterned sound units and assembled according to set rules.( Bolinger : p.14)0.2 Quantities of languages1) The estimates : More than 5,000 languages in the world2) The top 8 languages (<剑桥语言百科全书>)A ChineseB EnglishC SpanishD HindiE ArabicF PortugueseG Bengali H Russian0.3 Qualities of languagesAll the languages are equal.0.4 Definition of LinguisticsLinguistics is the scientific study of language. It often answers the following questions: ●What is language?●How does language work?●What do all languages have in common?●What range of variation is found among languages?(Japanese, Korean, Vietnamese, Laotian, Burmese,etc)●What makes language change?●To what extent are social class differences reflected in language?●How does a child acquire his mother tongue?0.5 Definition of general linguisticsGeneral linguistics is the study of language as a whole.It studies the common features, structures and rules of human languages. It also probes into research methods of language.1. Introduction1.1 Some traits of language1.1.1 Language is humanReview of design features of language(American linguist Charles Hockette)●1) Arbitrariness 2) Duality●3) ProductivityUsers can produce and understand sentences they have never heard or spoken before; Language has the mechanism of producing new forms and meanings.●4) Interchangeability(reciprocity)addresser-----addressee●5) DisplacementLanguage can refer to contexts removed from the immediate situations of the speaker.●6) Specialization(Man does not have a total physical involvement in the act of communication. Speech is a specialized activity. We use it in a detached manner. We can talk while we are doing some other things)●7) Cultural transmissionLanguage is passed on generation after generation by learning and teaching, rather than by instinct1.1.2 Language is thought and activity●Thought---competence●Activity---performance●Chomsky: Competence is an ideal language user‟s knowledge of his language.Performance is the actual realization of this knowledge in utterances.●1) Language is not a thing, but a way of thinking and acting.Humbolt: The true implication of speech is: it dies out at any moment when it is uttered. It in itself is not a product, it is a kind of activity.2) Language and speechA Language is potential, speech is actualB Language is code, speech is messageC Language is abstract, speech is concreteD language is stable and systematic, speech is subject to personal and situational constraint1.1.3 The medium of language is soundAll languages use the same channel for sending and receiving: sound waves, the vibrations of the atmosphere. All set the vibrations moving by the activity of the speech organs. And all organize the vibrations in essentially the same way, into small units of sound that can be combined and recombined in distinctive ways.●1) Sound and speech organsHuman beings are not unique in using sound as the medium for communication.2) AdvantagesA Leave the body free for other activitiesB Can be used in the darkC Can be sent at a distance3) Is sound involved in any act of communication?A ReadingB MonologueC Think4) Sound as a psychological reality instead of a physical reality.1.1.4 Language is hierarchical1) Nature of a system: the reduction of system into units and the units are organized into a systemA A system is composed of a set of several elements or subsystemsB There is a high degree of order or organization in the interrelation between the elements within the systemC The value of the elements in the system is derived from their relationship with other elements in the same system.D 1+1>22) A picture of the language hierarchystratification(stratum)●text: discourses, paragraphs, articles, sentence group●syntax: sentences●morphology: words●phonology: syllables●phonetics: human speech soundHowever when we talk about the layers oflinguistic structure, we often use the example given by Gleitman.1.1.5 Language changes to outwit changeLanguage is changeable and always remains a dynamic equilibrium(balance).1) Insignificant changesA PersonalB Temporary2) Significant changesA From personal to socialB From temporary to systematic3) RangesA SoundB V ocabularya) Birth and deathb) Changes of old words:FormalSemanticC Syntax: most resistant4) The problem of stability: the language must remain the same. Language changes to outwit change1.1.6 Language is embedded in gesture1) Audible and visible gesturesA: Kinesics: bodylanguageB: paralanguage/ gesture(Japanese bowing)2) The relationship between gesture and languageA Peripheral and dependentGestures depend on the language for interpretation. They are not systemic.B ReinforcementC Contradictory3) TypesA Learneda) Conventional and culturalb) Iconic: the communicator imitates some aspect of the thing signified.B Instinctivea) V oluntary, automaticb) Involuntary: a sign of adulthood is the “insincerity” or originally autono mous actions, a smile is no longer a betrayal of feeling but a purposive act intended to please.c) Audibled) Visible4) Features of gesturesA AuxiliaryB Interpreted in verbalC No syntaxD Highly limitedE No independent gesture languageF More iconic than symbolicG Can overcome language barriers5) FunctionsA Relational markerB Structural markersC Content markers1.1.7 Language is both arbitrary and non-arbitraryFront vowel [I] ; [I:] indicate smallness. wee; teeny; chip; slip; nib; least but chop; slab; knob; large are different. They are the opposite.(细、小――高、大)1) Naturalists and conventionalists:A NaturalistsB Conventionalists2) The case of onomatopoeia3) Degrees of arbitrarinessA SoundB WordC Syntax: less arbitrary than words, esp. in the order of elements.e.g. He came in and sat down.4) From arbitrariness to conventions1.1.8 Language is vertical(system)as well as horizontal(structure)●paradigmatic; syntagmatic(Saussure1857-1913)&(langue-parole; signifier-signified; synchronic-diachronic)●paradigmatic relation(associative relations; vertical relations; choice relations)●syntagmatic relation(sequential relations; horizontal relations; chain relations)●HorizontalA CombinationB SyntacticalC Obligatory●VerticalA SelectionB AssociationSemanticFormalFunctionalC Optional1.2 Functions of LanguageMalinowski (1923)1) Pragmatic 2) Magic 3) PhaticFinch (1998)1) Physiological 2) Phatic 3) Recording4) Discriminating 5) Reasoning6) Communicating 7) PleasingBuhler (1879-1963)1) Symbolic 言事2) Symptom 3) SignalLyons (1977)1) descriptive 2) expressiveHalliday 1) Ideational2) Interpersonal 3) TextualJakobson:six factors are involved in any act of communication:referenceAddresser --- message --- addresseechannelcodeAccording to which factor is the focus of attention, we have the following function:1) Informative2) Phatic3) Directive4) Emotive5) Poetic6) Metalingual1.3 Linguistics1.3.1 Definition1.3.2 The Scope of linguisticsThe internal studies of language●Phonetics●Phonology●Morphology●Syntax●Semantics●PragmaticsThe external study of language●Sociolinguistics●Psycholinguistics●Computational linguistics●Neurolinguistics●Applied linguistics●Stylistics●Philosophical linguistics●Anthropological linguistics1.4 Distinctions in linguistics●Syntagmatic and paradigmatic relationssyntagmatic(structure)paradigmatic(system)●Synchronic and diachronic●Langue and parole●Descriptive and prescriptive●Competence and performance●Functionalism and formalism●1.5 The academic position of linguistics in social sciences and humanities●Linguistics is a pilot science.●The linguistics turn in philosophy in the 20th century.●The shift of focus of attention in philosophy.A Ontology: What is the universe made of?B Epistemology: How we get to know the world?C Logic: The study of the form of thought and rules and principles that govern the calculation of the thought.D Ethics: Also termed moral philosophy, the study of the theoretic foundations of social behaviors and institutions.●Analytical philosophy : linguistic analysis, the study of meaning.( 伍铁平《语言学是一门领先的科学》北京语言学院出版社)nguage as Distinctive Sound2.1 Phonetics and phonology2.1.1 Phonetics1) Phonetics is the study of human speech sounds. It provides the means for describing speech sounds.2) It is the science which studies the characteristics of human sound making, especially those sounds used in speech, and provides methods for their description, classification and transcription. (胡)2.1.2 Classification of phonetics2.1.2.1 Three kinds of phonetics●1) Articulatory phonetics: to study the human speech organs and the way in which the speech sounds are produced.●2) Auditory phonetics: to study the perception of sounds by the human ear.●3) Acoustic phonetics: to study the physical properties of the speech sounds: sound waves by a machine called spectrograph.2.1.2.2 Six subjects of phonetics●1) General phonetics: common features of human speech sounds●2) Special phonetics: a certain language phonetics●3) Historical phonetics: change of the sound of a language●4) Comparative phonetics: comparative study of the sounds between two or several languages●5) Applied phonetics: phonetics used in society to solve problems●6) Laboratory phonetics: used in physics, mathematics, biology etc2.2 Phonology (phonemics)Phonology studies the ways in which speech sounds form systems and patterns in human languages.●1) Phonological knowledge permits a speaker to produce sounds which form meaningful utterances;●2) To recognize a foreign accent;●3) To make up new words;●4) To add the appropriate phonetic segments to form plurals and tenses;●5) To know what is and what is not a sound in one‟s language.2.3 Articulation2.3.1 Consonants1) V oiced or voiceless2) Manner of articulation: the degrees of obstruction, complete, partial, or a mere narrowing. (Hu.P.46) Stops/plosives/explosives●Fricatives●Affricates●Nasals●Laterals/liquids●Semivowels/glides3) Place of articulation: the different vocal organs or more exactly the different parts of the vocal organs, which are involved in the production of consonants.●Labial/bilabial /p/ /b/ /m/ /w/●Labio-dental /f/ /v/●Dental/lingual-dental /θ/ / ð/●Alveolar /t/ /d/ /s/ /z/ /n/ /l/●Back-alveolar /r/ /ts/ /tr/ /dz/ /dr/●Palatal/palatal-alveolar / / / / / / / / /j /Any consonant can be described in a set of these three features.2.3.2 V owels: vowel sounds are made by shaping the column of air rather by obstructing it, it has the following features:1) Vertical : high and low2) Horizontal : front and backAny vowel can be described in these two features.2.4 phone, phoneme, allophone, complementary distribution2.4.1 PhonePhone is a phonetic unit or segment. /lif/ /dubai/ /sa:g/ /la:d/2.4.2 Phoneme●Phoneme is a phonological unit.●It is a unit of distinctive value.●It is an abstract unit.●It is not any particular sound.●It is represented or realized by a certain phone in a certain phonetic context.2.4.3 Allophone●/p it/ /p/●/ti p/ /p/ } are allophones of the same●/s p it/ /p/phoneme /p/2.4.4 Complementary distributionPhonologically speaking, similar sounds might be related in two ways:1) If they are two distinctive phonemes they are phonemic contrast.●/pit/ /dig/●/bit/ /big/2) If they are allophones of the same phoneme and they do not distinguish meaning, but complement each other in distribution they are said to be complementary distribution.e.g. /l/ in the following l ow ow l3. Sounds and Words3.1 Systemic phonemes and distinctive features3.1.1 Two conceptions1) Autonomous phoneme ( 自主音位)In the early time the children learned the words and sounds, those sounds in a certain language are called phonemes or autonomous phonemes. E.g./papa/ /daidi/ /lai/2) Morphophonemes(形态音位)When autonomous phonemes are used to describe any particular word-phones, they are called morphophonemes.●n. /f/ v. /v/●life to live●half to halve●grief to grieve●staff(杖)to stave(击穿)●calf to calve3.1.2 Sequential rule●stfog stmijik sksel●splash scratch strip3.1.3 Deletion rulestron g lon g youn g我告(诉)你3.1.4 Assimilation rule●in discrete /n/●in put /m/Sequential rules●Sequential rules ---- the rules that govern the combination of sounds in a particular language, e.g. in Eng lish, “k b i I” might possibly form blik, klib, bilk, kilb.●If a word begins with a [l] or a [r], then the next sound must be a vowel.Sequential rules●If three consonants should cluster together at the beginning of a word, the combination should obey the following three rules, e.g. spring, strict, square, splendid, scream.a) the first phoneme must be /s/,b) the second phoneme must be /p/ or /t/ or /k/,c) the third phoneme must be /l/ or /r/ or /w/.* [ŋ] never occurs in initial position in English and standard Chinese, but it does occur in some dialects, e.g. in Cantonese: “牛肉,我,俄语……”Assimilation rule●Assimilation rule----assimilates one sound to another by “copying” a feature of a sequential phoneme, thus making the two phones similar, e.g. the prefix in is pronounced differently when in different phonetic contexts:●indiscreet alveolar [ n]●inconceivable velar [ ]●input bilabial [ ]Assimilation in Mandarin●好啊hao wa●海啊hai ya●看啊kan na●唱啊chang●跳啊tiao waDeletion rule●Deletion rule---- it tells us when a sound is to be deleted although it is orthographically represented, e.g. sign,design, paradigm, there is no [g] sound; but the [g] sound is pronounced in their corresponding forms signature, designation, paradigmatic.3.2 Word shape●con fer aqui fer ous (含水的)●de fer auri fer ous(含金的)●dif fer calci fer ous(含钙的)●in fer carbon i fer ous(含碳的)●of fer cruc i fer ous(饰有十字架的)●pre fer●re fer●trans fer3.3 Morph ;morpheme;allomorphMorph:the smallest sequence of phonological units into which words are divided in an analysis of morphemes. E.g. un stretch ed●In Chinese: 组祖租诅俎阻助咀------偏旁(Chinese character component)杲(日上三杆);杳(日落西山);莫(古同暮)(日没草中);旦(太阳升起)●Some western Chinese experts say 船――诺亚方舟坐八人;和――鸽子口衔橄榄枝Morpheme: A unit of grammar smaller than the word. E.g. dis taste fulAllomorph: The morphs that can represent the same morpheme are called the morpheme‟s allomorph.e.g. in correctim possibleil legal inir regularad miread dressad join } ad=toad heread miremir aculousmir acle } mir=mires mil e3.4 Phonological and morphological conditioning(音位制约和形态制约)3.4.1 When a phone gets the feature of the neighboring sound, it is called phonological conditioning. E.g. ten percent-----/m/3.4.2 When allophones do not depend on neighboring sound, we call morphological conditioning. dear-----darling; foot---feet; goose---geese3.4.3 Suppletion(异干互补)●go---wen t●do---di d●write-wro te }They are allomorphs oftalk- talk ed the same morph.3.4.4 Stylistic conditioning●What‟s cooking?--------What‟s cookin?(informal style)●I suppose.----------------I s‟pose.(informal style)3.5 Complexity of English morphology●full----------------- to fill●strong-------------- to strength●old------------------ to age●lively-------------- to enliven●uncomfortable---- to discomfort4.Words and Their Make-up4.1 IntroductionWhen the language is supplied with subatomic particles (distinctive features), atoms (phonemes), and molecules (syllables), the next step is to go from physics to biology, to find the cells and their assemblies that make up the living matter of language. Life needs more than form; it must have meaning.●Meaning seems to emerge as the units of sound in the language are structured into ever large units:Distinctive features--phonemes--syllables--morphemes--words--collocations and idioms.●Distinctive features-- at the smallest end of the scale—are meaningless. At the stage of phonemes, some non-arbitrary meaning may occur; but meaning really begins to emerge only as phonemes are grouped into syllables that take the form of morphemes. With words we are on familiar ground: they are …the smallest elements that are independently coded‟, the common pieces of the language that are constantly regrouped to form messagesThis relationship between words and meanings is understood by every speaker. It is the one thing about the practical use of language that we know children can be effectively taught. People struggling with an idea will say I can’t think of the right word, but they are never heard to say I can’t think of the right prefix or I can’t think of the right sound( though they may say I can’t think of the right way to put it, which has to do with something higher up on scale than words).4.2 Collocation and idiomsWords as we understand them are not the only elements that have a more or less fixed correlation with meanings. In fact they are not the first units that a child learns to imbue with this association, i.e. when a child learns something the situation is not broken down. On the other hand the child learns something with external reality. And if asked to define a hole, he will say a hole in the ground. The associations are horizontal (are expressed in the syntax). Such habitual association of words is known as collocation.4.2.1 IdiomIdiom is a set of expression in which two or more words are syntactically related, but with a meaning like that of a single lexical unit.It means groups of words with set meanings that can not be calculated by adding up themeanings of the parts.●as drunk as a lord/sow;●run riot;●put one‟s foot in it;●spill the beans●Degrees of tightnessA: Some unchangeableExample:Hold your horses.﹡: They hold their horses.﹡: He was holding his horses.﹡: Hold your horse.B: With limited amount of manipulation.Example:He‟s dead to the world.(meaning: He is fast asleep.)She‟s dead to the world.(Change of subject pronoun.)They were dead to the world.(Subject and tense change)﹡: He was dead to the universe.●C: With certain transformations.Example:He found fault with them.Fault was found with them.It is fault that was found with them.2) Features of idiomsA Stability: Structural stability is due to their fixed and ready-made nature.B Syntactic inseparability: The part-of-speech meaning of an idiom is considered as belonging to the idiom as a whole irrespective of the part-of-speech meaning of the member words, e. g:in the long run=finally: adverbC Stylistically: terse, vivid and forciblea Strong appeal to emotionb Strong appeal to imaginationc Strong appeal to aesthetic perception※Idioms may be studied from the following aspects:A OriginB Image (colour, animal, natural phenomena)C Cultural connotationsD Comparative studies between languages, esp. between English and Chinese.E The creative use of idioms.F Figures in the Chinese idiomsG Translation of idioms.4.2.2 CollocationCollocation is a relation within a syntactic unit between individual lexical elements, i.e. words specifically or habitually go together. E.g. blond collocates with hair---blond hai r. In the sense of definition, idioms are a particular kind of collocation. The difference between idioms and collocation is that in collocation, the meaning of the parts are still there.4.2.3 The range and variety of collocationsThe range and variety of collocations is enormous. Some examples follow. Not all persons will agree with every judgment of acceptability that is marked here with an asterisk, question mark, or no symbol at all; but the important thing is that such judgment is made. Since it is our experience of expressions that are repeated over and over in given circumstances that makes for collocations, it would be remarkable if that experience were uniform all over the English-speaking world. Consider:1) Stereotyping of the definite article●I heard it on the radio. ? I saw it on the TV.●? I heard it on radio. I saw it on TV.2) Set coordination●There was plenty of food and drink.●There was plenty of food.●﹡There was plenty of drink.3) Linked function words●I thought he would help me.But no, he was busy, he said.●I thought he would help me.﹡And yes, he was willing to.4) Nouns stereotyped with particular adjectives●good likelihood strong likelihood ﹡high likelihood●﹡good probability strong probability high probability●good possibility strong possibility ﹡high possibility●good chance ﹡strong chance ﹡high chance5) Item-to-category stereotype●I regarded them with curiosity. (adverb of manner)●﹡I regarded them.●﹡I regarded them for ten minutes.6) Adjective and noun●She was there the livelong day.●﹡She was there the livelong morning (week, year)7) Preposition and noun●His methods are above reproach.●﹡His methods are below (beneath, far from, near) reproach.4.2.4 Compared with Chinese个:Different collocations will have different interpretations.●1) 你们说话吧,我乐得喝个杯干盏净.●这姑娘太横了,还没有说上一句话就把人家的脸抓个稀巴烂.●管它生与熟,先吃它个痛快.●2) 这个女人不寻常.●你个傻瓜.●3) 点火时一个不留神,把爷爷的胡子烧着了.●4) 一口一个馒头,一口一个鸡蛋.●5)一口一个老师,一口一个教授.4.3 Lexical morphemes: the fabrication of prefabs4.3.1 Unproductive-ate v. concentrate; agitate; stimulate; liberate; separate; dictateadj. private; fortunate;4.3.2 Productive-able/-ible movable; suitable; sensible; admissible; adaptable; lovable; resistible; perceptible4.4 The make-up of wordsCompared with Chinese:Morpheme: 天,雷,水,鸟.马derivative word:1)老师,老虎.老鹰,老鼠,阿姨,阿哥,阿妹2)胖子,麦子;石头,甜头;学者,作者;弹性,药性compound word:1)离别,世代,来往,子女,伟大2)酒窝,暗杀,重视3)爱国,知己,扩音,绑腿4)挫伤,申明,扩大5)地震,政变,霜降,雪崩4.5 Some knowledge of etymology4.5.1 Some bound morphemes●anthrop anthropocentric●antho anthology●chron chronograph●chrom chromophotography●hydro hydrophobia●lith zoolith●cephal macrocephalic●ped pedicure●dent dentiform●phon euphonious●sol solar●lun lunatic●astro astrolatry●cosmo cosmopolitanism●bio biosphere4.5.2 Sound change within a word●a---e d a me---cond e mn●i---e decl i ne---decl e nsion●a---I: l a nguage---l i nguist●ai---e maint ai n---maint e nance●o---u: cr o ss---cr u sade4.6 Ambiguity of some words•The letter is unsealable.(unmasked; unlockable; undressable; unstickable; undoable)2)Gentlemen should overlook women‟s bathe.。

语言学第六章笔记和习题1

语言学第六章笔记和习题1

Chapter 6 Pragmatics---- the study of language in use or language communication; the study of the use of context to make inference about meaning.---- the study of how speakers of a language use sentences to effect successful communication.What are the differences between the two linguistic studies of meaning – semantics and pragmatics Semantics studies literal, structural or lexical meaning, while pragmatics studies non-literal, implicit, intended meaning, or speaker’s meaning.Semantics is context independent, decontextualized, while pragmatics is context dependent, contextualized.Semantics deals with what is said, while pragmatics deals with what is implicated or inferred.What essentially distinguish semantics and pragmatics is whether in the study of meaning the context of use is consideredIf it is not, it is semantics.If it is, it is pragmatics.Pragmatic analysis of meaning is first and foremost concerned with the study of what is communicated by a speaker/writer and interpreted by a listener/reader.Analysis of intentional meaning necessarily involves the interpretation of what people do through language in a particular context.Intended meaning may or may not be explicitly expressed. Pragmatic analysis also explores how listeners/readers make inferences about what is communicated.Some basic notions in PragmaticsContextPragmatics vs. semanticsSentence meaning vs. utterance meaningContextContext---- a basic concept in the study of pragmatics. It is generally considered as constituted knowledge shared by the speaker and the hearer, such as cultural background, situation(time, place, manner, etc.), the relationship between the speaker and the hearer, etc.….Pragmatics vs. semanticsSemantics---- is the study of the literal meaning of a sentence (without taking context into consideration). Pragmatics---- the study of the intended meaning of a speaker (taking context into consideration), .“Today is Sunday”, semantically, it means that today is the first day of the week; pragmatically, you can mean a lot by saying this, all depending on the context and the intention of the speaker, say, making a suggestion or giving an invitation…Sentence meaning vs. utterance meaning---- Sentence meaning:Abstract and context-independent meaning;literal meaning of a sentence;having a dyadic relation as in: What does X mean----utterance meaning:concrete and context-dependent meaning;intended meaning of a speaker;having a triadic relation as in: What did you mean by XFor example, “The bag is heavy” can meana bag being heavy (sentence meaning);an indirect, polite request, asking the hearer to help him carry the bag;the speaker is declining someone’s request for help.The dog is barking.If we take it as a grammatical unit and consider it as a self-contained unit in isolation, then we treat it as a sentence.If we take it as something a speaker utters in a certain situation with a certain purpose, then we are treating it as an utterance.Note: The meaning of an utterance is based on the sentence meaning; it is the realization of the abstract meaning of a sentence in a real situation of communication, or simply in a context; utterance meaning is richer than sentence meaning; it is identical with the purpose for which the speaker utters the sentence.Speech acts is a term derived from the work of the philosopher J. Austin (1962) and now used to refer to a theory which analyzes the role of utterances in relation to the behavior of the speaker and the hearer in interpersonal communication. I t aims to answer the question “What do we do when using language”In linguistic communication, people do not merely exchange information. They actually do something through talking or writing in various circumstances. Actions performed via speaking are called speech acts.Two types of utterancesConstatives (叙述句) ---- statements that either state or describe, and are thus verifiable;Performatives (施为句) ---- sentences that do not state a fact or describe a state, and are not verifiable.Note: Sometimes they are easy to get confused, .“It is raining outside”can be a constative, and also a performative, for by uttering such a sentence, we may not only state a fact, but involve in the act of informing someone about the rain.Some Examples of Performatives“I do”“I name this ship Elizabeth.”“I give and bequeath my watch to my brother.”“I bet you sixpence it will rain tomorrow.”“I declare the meeting open.”Austin’s new model of speech acts----According to Austin’s new model, a speaker might be perfo rming three acts simultaneously when speaking: locutionary act, illocutionary act and perlocutionary act.The locutionary act----an act of saying something,uttering words, phrases,clauses, . an act of making a meaningful utterance (literal meaning of an utterance);It is the act of conveying literal meaning by means of syntax, lexicon and phonology.The illocutionary act----an act performed in saying something: in saying X, I was doing Y (the intention of the speaker while speaking).The perlocutionary act----an act performed as a result of saying something: by saying X and doing Y, I did Z.It is the consequence of, or the change brought about by the utterance.For example,“It is cold here.”Its locutionary act is the saying of it with its literal meaning the weather is clod here;Its illocutionary act can be a request of the hearer to shut the window;Its perlocutionary act can be the hearer’s shutting the window or his refusal to comply with the request.----Analyze one more example: “You have left the door wide open.”Note: Of the three acts, what speech act theory is most concerned with is the illocutionary act. It attempts to account for the ways by which speakers can mean more than what they say.Analyze the illocutionary acts of the following conversation between a couple:----(the telephone rings)----H: That’ the phone. (1)----W: I’m in the bathroom. (2)----H: Okay. (3)This seemingly incoherent conversation goes on successfully because the speakers understand each other’s illocutionary acts:(1) Making a request of his wife to go and answer the phone.(2) A refusal to comply with the request; issuing a request of her husband to answer the phone instead.(3) Accepting the wife’s refusal and accepting her request, meaning “all right, I’ll answer it.”Linguists are more concerned about or interested in illocutionary act.The classification of illocutionary act made by American philosopher-linguist John Searle.Searle’s classification of speech acts (1969)Assertives/representatives(陈述)Directives(指令)Commissives(承诺)Expressives(表达)Declarations(宣布)Assertives/representatives---- Stating or describing, saying what the speaker believes to be true, .I think the film is moving.I’m certain I have never seen the man before.I solemnly swear that he had got it.…Directives---- Trying to get the hearer to do something, .I order you to leave right now.Open the window, please.Your money or your life!…Commissives---- Committing the speaker himself to some future course of action, .I promise to come.I will bring you the book tomorrow without fail.…Expressives----Expressing the speaker’s psychological state about something, .I’m sorry for being late.I apologize for the sufferings that the war has caused to your people.…Declarations----Bringing about an immediate change in the existing state or affairs, .I now appoint you chairman of the committee.You are fired.I now declare the meeting open.…Note: (1) All the acts that belong to the same category share the same purpose but differ in their strength or force, .I guess / am sure / swear he is the murderer.Note: (2) In order to get someone open the door, we can choose one from a variety of the forms in below: Could you open the door, please!Can you open the door!Do you mind opening the doorOpen the door!The door please!Principle of conversation (Paul Grice)Cooperative principle (CP)---- According to Grice, in making conversation, there is a general principle which all participants are expected to observe. It goes as follows:Make your conversational contribution such as required at the stage at which it occurs by the accepted purpose or direction of the talk exchange in which you are engaged.Four maxims of CPThe maxim of quality----Do not say what you believe to be false.----Do not say that for which you lack adequate evidence.The maxim of quantity----Make your contribution as informative as required for the current purpose of the exchange.----Do not make your contribution more informative than is required.The maxim of relation----Be relevant ( make your contribution relevant).The maxim of manner----Avoid obscurity of expression.----Avoid ambiguity.----Be brief.----Be orderly.Significance: it explains how it is possible for the speaker to convey more than is literary said.CP is nearly always observed, while these maxims are not, which gives rise to “Conversational implicatures”, . the language becomes indirect.Conversational implicatureIn real communication, however, speakers do not always observe these maxims strictly. These maxims can be violated for various reasons. When any of the maxims is blantantly violated, . both the speaker and the hearer are aware of the violation, our language becomes indirect, then conversational implicature arises.Violation of Maxim of quality----A: Would you like to go movie with me tonight----B: The final exam is approaching. I’m afraid I have to prepare for it.----A: would you like to come to our party tonight----B:I’m afraid I’m not feeling so well tonight.----A: Who was that lady I saw you with last night----B: That was no lady, that was my wife.Violation of maxim of quantityAt a party a young man introduces himself by saying “I’m Robert Sampson from Leeds, 28, unmarried…”“War is war.”“Girls are girls.”----A:When is Susan’s farewell party----B:Sometime next month.Violation of maxim of relation----A: How did the math exam go today, Jonnie----B: We had a basketball match with class 2 and we beat them.----A: The hostess is an awful bore.----B: The roses in the garden are beautiful, aren’t they----A: What time is it----B: The postman has just arrived.Violation of maxim of manner----A: Shall we get something for the kids----B: Yes. But I veto I-C-E-C-R-E-A-M.本章重点难点:Types of speech actsLocutionary speech act – the action of making the sentenceIllocutionary speech act – the intentionsPerlocutionary speech act – the effectsOf these dimensions, the most important is the illocutionary act.In linguistic communication people respond to an illocutionary act of an utterance, because it is the meaning intended by the speaker.If a teacher says, “I have run out of chalk” in the process of lecturing, the act of saying is locutionary, the act of demanding for chalk is illocutionary, and the effect the utterance brings about – one of the students will go and get some chalk – is perlocutionary.In English, illocutionary acts are also given specific labels, such as request, warning, promise, invitation, compliment, complaint, apology, offer, refusal, etc. these specific labels name various speech functions.Supplementary ExercisesI. Decide whether each of the following statements is True or False:1. Both semantics and pragmatics study how speakers of a language use sentences to effect successful communication2. Pragmatics treats the meaning of language as something intrinsic and inherent.3. It would be impossible to give an adequate description of meaning if the context of language use was left unconsidered.4. What essentially distinguishes semantics and pragmatics is whether in the study of meaning the context of use is considered.5. The major difference between a sentence and an utterance is that a sentence is not uttered while an utterance is.6. The meaning of a sentence is abstract, but context-dependent.7. The meaning of an utterance is decontexualized, therefore stable.8. Utterances always take the form of complete sentences9. Speech act theory was originated with the British philosopher John Searle.10. Speech act theory started in the late 50’s of the 20th century.11. Austin made the distinction between a constative and a performative.12. Perlocutionary act is the act of expressing the speaker’s inten tion.II. Fill in each blank below with one word which begins with the letter given:13. P_________ is the study of how speakers of a language use sentences to effect successful communication.14. What essentially distinguishes s_______ and pragmatics is whether in the study of meaning the context of use is considered.15. The notion of c_________ is essential to the pragmatic study of language.16. If we think of a sentence as what people actually utter in the course of communication, it becomes an u___________.17. The meaning of a sentence is a_______, and decontexualized.18. C________ were statements that either state or describe, and were thus verifiable.19. P________ were sentences that did not state a fact or describe a state, and were not verifiable.20. A l_________ act is the act of uttering words, phrases, clauses. It is the act of conveying literal meaning by means of syntax, lexicon and phonology.21. An i__________ act is the act of expressing the speak er’s intention; it is the act performed in saying something.22. A c_________ is commit the speaker himself to some future course of action.23. An e________ is to express feelings or attitude towards an existing state.24. There are four maxims under the cooperative principle: the maxim of q_______, the maxim of quality, the maxim of relation and the maxim of manner.III. There are four choices following each statement. Mark the choice that can best complete the statement:25. _________ does not study meaning in isolation, but in context.A. PragmaticsB. SemanticsC. Sense relationD. Concept26. The meaning of language was considered as something _______ in traditional semantics.A. contextualB. behaviouristicC. intrinsicD. logical27. What essentially distinguishes semantics and pragmatics is whether in the study of meaning _________ is considered.A. referenceB. speech actC. practical usageD. context28. A sentence is a _________ concept, and the meaning of a sentence is often studied in isolation.A. pragmaticB. grammaticalC. mentalD. conceptual29. If we think of a sentence as what people actually utter in the course of communication, it becomes a(n) _________.A. constativeB. directiveC. utteranceD. expressive30. Which of the following is trueA. Utterances usually do not take the form of sentences.B. Some utterances cannot be restored to complete sentences.C. No utterances can take the form of sentences.D. All utterances can be restored to complete sentences.31. Speech act theory did not come into being until __________.A. in the late 50’s of the 20the centuryB. in the early 1950’sC. in the late 1960’sD. in the early 21st century.32. __________ is the act performed by or resulting from saying something; it is the consequence of, or the change brought about by the utterance.A. A locutionary actB. An illocutionary actC. A perlocutionary actD. A performative act33. According to Searle, the illocutionary point of the representative is ______.A. to get the hearer to do somethingB. to commit the speaker to something’s being the caseC. to commit the speaker to some future course of actionD. to express the feelings or attitude towards an existing state of affairs.34. All the acts that belong to the same category share the same purpose, but they differ __________.A. in their illocutionary acts.B. in their intentions expressedC. in their strength or forceD. in their effect brought about35. __________ is advanced by Paul GriceA. Cooperative PrincipleB. Politeness PrincipleC. The General Principle of Universal GrammarD. Adjacency Principle36. When any of the maxims under the cooperative principle is flouted, _______ might arise.A. impolitenessB. contradictionsC. mutual understandingD. conversational implicaturesI. Decide whether each of the following statements is True or False:l. F 2. FII. Fill in each blank below with one word which begins with the letter given:13. Pragmatics 14. semantics 15. context 16. utterance 17. abstract19. Performatives 20. locutionary 21. illocutionary22. commissive 23. expressive 24. quantityIII. There are four choices following each statement. Mark the choice that can best complete the statement:25. A35. AIV. Define the terms below:37. pragmatics 38. context 39. utterance meaning40. sentence meaning 41. constative 42. performative43. locutionary act 44. illocutionary act 45. perlocutionary act 46.. Cooperative PrincipleV. Answer the following questions as comprehensively as possible. Give examples for illustration if necessary:47. How are semantics and pragmatics different from each other48. How does a sentence differ from an utterance49. How does a sentence meaning differ from an utterance meaning50. Discuss in detail the locutionary act, illocutionary act and perlocutionary act.51. Searle classified illocutionary act into five categories. Discuss each of them in detail with examples.52. What are the four maxims under the cooperative principle53. How does the flouting of the maxims give rise to conversational implicaturesSuggested answers to supplementary exercises:IV. Define the terms below:37. pragmatics: Pragmatics can be defined as the study of how speakers of a language use sentences to effect successful communication.38. Context: Generally speaking, it consists of the knowledge that is shared by the speaker and the hearer. The shared knowledge is of two types: the knowledge of the language they use, and the knowledge about the world, including the general knowledge about the world and the specific knowledge about the situation in which linguistic communication is taking place.39. utterance meaning: the meaning of an utterance is concrete, and context-dependent. Utterance is based on sentence meaning; it is realization of the abstract meaning of a sentence in a real situation of communication, or simply in a context.40. sentence meaning: The meaning of a sentence is often considered as the abstract, intrinsic property of the sentence itself in terms of a predication.41. Constative: Constatives were statements that either state or describe, and were verifiable ;42. Performative: performatives, on the other hand, were sentences that did not state a fact or describe a state, and were not verifiable. Their function is to perform a particular speech act.43. locutionary act: A locutionary act is the act of uttering words, phrases, clauses. It is the act of conveying literal meaning by means of syntax, lexicon and phonology.44. illocutionary act: An illocutionary act is the act of expressing the speaker's intention; it is the act performed in saying something.45. perlocutionary act: A perlocutionary act is the act performed by or resulting from saying something; it is the consequence of, or the change brought about by the utterance; it is the act performed by saying something.46. Cooperative Principle: It is principle advanced by Paul Grice. It is a principle that guides our conversational behaviours. The content is : Make your conversational contribution such as is required at the stage at which it occurs by the accepted purpose or the talk exchange in which you are engaged.V. Answer the following questions as comprehensively as possible. Give examples for illustration if necessary: 47. How are semantics and pragmatics different from each otherTraditional semantics studied meaning, but the meaning of language was considered as something intrinsic, and inherent, . a property attached to language itself. Therefore, meanings of words, meanings of sentences were all studied in an isolated manner, detached from the context in which they were used. Pragmatics studies meaning not in isolation, but in context. The essential distinction between semantics and pragmatics is whether the context of use is considered in the study of meaning . If it is not considered, the study is restricted to the area of traditional semantics; if it is considered, the study is being carried out in the area of pragmatics.48. How does a sentence differ from an utteranceA sentence is a grammatical concept. It usually consists of a subject and predicate. An utterance is the unit of communication. It is the smallest linguistic unit that has a communicative value. If we regard a sentence as what people actually utter in the course of communication, it becomes an utterance. Whether “Mary is beautiful.” is a sentence or an utterance depends on how we look at it. If we regard it as a grammatical unit or a self-contained unit in isolation, then it is a sentence. If we look at it as something uttered in a certain situation with a certain purpose, then it is an utterance. Most utterances take the form of complete sentences, but some utterances are not, and some cannot even be restored to complete sentences.49. How does a sentence meaning differ from an utterance meaningA sentence meaning is often considered as the intrinsic property of the sentence itself in terms of a predication. It is abstract and independent of context. The meaning of an utterance is concrete, and context-dependent. The utterance meaning is based on sentence meaning; it is realization of the abstract meaning of a sentence in a real situation of communication, or simply in a context. For example, “There is a dog at the door”. The speaker could utter it as a matter- of- fact statement, telling the hearer that the dog is at the door. The speaker could use it as a warning, asking the hearer not to approach the door. There are other possibilities, too. So, the understanding of the utterance meaning of “There is a dog at the door” de pends on the context in which it is uttered and the purpose for which the speaker utters it.50. Discuss in detail the locutionary act, illocutionary act and perlocutionary act.A locutionary act is the act of uttering words, phrases, clauses. It is the act of conveying literal meaning by means of syntax, lexicon and phonology. An illocutionary act is the act of expressing the speaker's intention; it is the act performed in saying something. A perlocutionary act is the act performed by or resulting from saying something; it is the consequence of, or the change brought about by the utterance; it is the act performed by saying something. For example:You have left the door wide open.The locutionary act performed by the speaker is that he has uttered all the words " you,' " have," " door," " left," " open," etc. and expressed what the word literally mean.The illocutionary act performed by the speaker is that by making such an utterance, he has expressed his intention of asking the hearer to close the door.The perlocutionary act refers to the effect of the utterance. If the hearer understands that the speaker intends him to close the door and closes the door, the speaker has successfully brought about the change in the real world he has intended to; then the perlocutiohary act is successfully performed .51. Searle classified illocutionary act into five categories. Discuss each of them in detail with examples.1) representatives: representatives are used to state, to describe, to report, etc.. The illocutionary point of the representatives is to commit the speaker to something's being the case, to the truth of what has been said. For example:(I swear) I have never seen the man before.(I state) the earth is a globe.2) directives: Directives are attempts by the speaker to get the hearer to do something. Inviting, suggesting, requesting, advising, warning, threatening, ordering are all specific instances of this class.For example:Open the window!3) commissives: Commissives are those illocutionary acts whose point is to commit the speaker to some future course of action. When the speaker is speaking, he puts himself under obligation. For example:I promise to come.I will bring you the book tomorrow without fail.4) expressives: The illocutionary point of expressives is to express the psychological state specified in the utterance. The speaker is expressing his feelings or attitude towards an existing state of affairs, . apologizing, thanking, congratulating. For example:I'm sorry for the mess I have made.5) declarations: Declarations have the characteristic that the successful performance of such an act brings about the correspondence between what is said and reality. For example:I now declare the meeting open.52. What are the four maxims under the cooperative principleThe maxim of quantity1. Make your contribution as informative as required (for the current purpose of the exchange) .2. Do not make your contribution more informative than is required.The maxim of quality1. Do not say what you believe to be false.2. Do not say that for which you lack adequate evidence.The maxim of relationBe relevant.The maxim of manner1. Avoid obscurity of expression.2. Avoid ambiguity.3. Be brief ( avoid unnecessary prolixity) .4. Be orderly.53. How does the flouting of the maxims give rise to conversational implicaturesA: Do you know where Mr. Smith livesB: Somewhere in the southern suburbs of the city.This is said when both A and B know that B does know Mr. Smith' s address. Thus B does not give enough information that is required, and he has flouted the maxim of quantity. Therefore, such conversational implicature as "I do not wish to tell you where Mr. Smith lives" is produced.A: Would you like to come to our party tonightB: I'm afraid I' m not feeling so well today.This is said when both A and B know that B is not having any health problem that will prevent him from going to a party. Thus B is saying something that he himself knows to be false and he is violating the maxim of quality. The conversational implicature " I do not want to go to your party tonight" is then produced.A: The hostess is an awful bore. Don't you thinkB: The roses in the garden are beautiful, aren't theyThis is said when both A and B know that it is entirely possible for B to make a comment on the hostess. Thus B is saying something irrelevant to what A has just said, and he has flouted the maxim of relation. The conver-sational implicature "I don't wish to talk about the hostess in such a rude manner" is produced.A: Shall we get something for the kidsB: Yes. But I veto I - C - E - C - R - E - A - M.This is said when both A and B know that B has no difficulty in pronouncing the word "ice-cream." Thus B has flouted the maxim of manner. The conversati onal implicature "I don’t want the kids to know we are talking about ice-cream" is then produced.。

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Compound verbal expressions, consisting of member of the verb paradigm and one or more of what are often called auxiliaries, are very common in these languages, and fulfill some of the semantic functions of the singleword tense forms of other languages. Will write, was writing, should have been writing, etc. While time and aspect form the main semantic area of tense meaning, they do not exhaust it. Unfulfilled conditions in English are indicated by past tense forms in reference to the present state of affairs. If he was alive now, he would not permit this; 过去对现在 Past forms reference to the past. If he had alive then, he would not have permitted this.过


Traditional grammar was well aware of the need for the semantic description of the uses to which grammatical elements and categories were put. It is, clearly, possible and legimitate to approach the sementic functions of grammatical forms and structures from two starting points. 1)How various semantic categories are formally expressed in a language. 2)The various formal arrangements of elements that the grammar of a language allows and then analyse their semantic functions.






Dual: specific word forms associated with two objects, persons, or the like. Like “both” in English. Dual is therefore is a lexical, not a grammatical category in most European languages today. One singular More than one plural But collections is an exception: 如wheat,barely,and corn to the singular Oats to the plural Wheat grows well here, oats grow well here.


4.Category of tense The category of tense in verb forms is familiar in European languages. The semantic ranges covered by the different forms are mainly on two axes, time relations and what are usually called aspectual differences of completion, incompletion, continuation, and momentariness,and the other is tense. Time is a universal concept, which every language is capable of expressing. Tense is a linguistic concepts, which varies from language to language.
去对过去
A rather wide semantic field associated with verbs in most if not in all languages has been identified as modality, to some extent covering the meaning carried by the verbal moods in traditional grammar, but extending beyond them. Modality used to cover such structural meanings as factual statements: the conservatives won the election. possibility: the conservatives may win the election. probability: the conservatives probably will win the


1.Category of number
Semantic correlation of formally established categories may vary from tolerable closeness to extreme indeterminacy. Between the category of number and the actual singularity and plurality in what is referred to there is a fairly close correlation. In most languages number may be used to label a formal category of grammar. Number is mostly a category of noun and pronoun. But the English verb also inflects for number. He speaks English. They speak English. The grammatical category of number, though a very widespread one among languages, is in no way universal.

A slightly different formal distinction with a similar partial semantic correlation is seen in some languages in the categories of animate(生物) and inanimate(非生 物), nouns belonging to one of the two category classes and requiring correspondingly different concord forms or grammatical arrangements in sentences.
Meaning of grammatical categories 语法范畴的意义


Affixes and other markers of grammatical categories vary greatly in the degree to which their presence in a word correlates with a definite semantic function ascribable to the word as a whole. A semantic label attached to the affix and the category marked it may be useful, and categories are well known in grammatical writings.
6.6 Grammatical semantics

Semantic correlations 语义关联 The purpose behind the grammatical array of words, morphemes, constructions, and the rules associated with them is the provision of means adequate to express all sorts of meanings required in human life and in the use of a language.

(1)It rained, it did not rain; He knows it , he does not know it. (2) make it clean get it clean

election ……P261

Two formal categories exhibited by verbs in a number of languages, though not in the most familiar European languages, are negation(否定) and causativity(使动句).
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