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英汉句子基本结构的逻辑关系的比较与翻译

英汉句子基本结构的逻辑关系的比较与翻译

湖南师范大学硕士学位论文英汉句子基本结构的逻辑关系的比姓名：***申请学位级别：硕士专业：英语语言文学指导教师：***20011001摘要ｆ语言是人类认知现实，进行交流的工具。

我们每天使用语言，我们蛀活在一个语言文字的世界里，时时刻刻都有人在说话、写字或阅读。

语言对人类来说实在是不可缺的，我们的生活越来越有赖于正确而高效地运用语言。

这就是语言的共性（普遍性）。

但我们知道世界上有上千种语言，不同的民族使用的是不同的语言，这就是语言的个性（特殊性）。

语言的差异并没有给人类的交流带来障碍，在人类的成功交流的后面是什么在起作用？这就是撰写本文的目的。

、夕撰并极其语义表现的一致性来探索语言的普遍性及其人类的翻译活动的可译性和忠实性。

ｆ人是有理性的，思维是每一个具有正常大脑的人都有的一种能力，、具有全人类的性质。

思维是理性的、抽象的，语言是思维的物质外壳，是思维的表现形式，是反映人类思维过程和客观实际的。

大量的研究事实证明：说不同语言的人地们对客观世界的认知，如果正确的话，是没有什么差异的。

无论何种肤色或何种民族的人，他们的逻辑思维必须反映事物的客观规律性，砝客卿疼姆的认识才会有统一性，不同民族的语言交流才能成功：ｊ’’～属维的共性使得“普遍语法”存在于人脑中，表现了人类语言的实质，反映了人在掌握语言过莽起够具有的一个普遍共同的基础。

这就是语言共性论的基础。

吵／ｆ，我们首先阐述了当代美国著名语言学家ｃｈｏｍｓｋｙ的观点，他根据普遍语法创立了转换生成语法（ＴＧ语法）。

按照转换生成语法理论来分析，句子的基本句型是由ＮＰ十ＶＰ（即：ｓ—ＮＰ＋ｖＰ）的基本结构构成。

每个句子有两种结构：即表层结构和深层结构。

一个句子从深层结构到表层结构的转换意味着从内容到形式的转换。

句子的形式是由句子的表层结构表达的，句子的意义是由其深层结构表达的。

表层结构反映语言的差异性，深层结构反映语言的相似性。

一个句子的语义表现（即：一个命题）是语义规则在深层结构的运过程）以及这个过程中参与者（施事和受事）、属性、环境之间的关系。

[0181]《语言学导论》 在线作业及参考答案

[0181]《语言学导论》 在线作业及参考答案

[0181]《语言学导论》第1批作业[单选题]When language is used for establishing an atmosphere or maintaining social contact rather than for exchanging information or ideas, it serves a _____ function.A:expressiveB:evocativeC:performativeD:phatic参考答案：D[判断题]The distinction between competence and performance was proposed by F. de Saussure.参考答案：错误[单选题]_____ is the study of meaning in language.A:SyntaxB:Applied linguisticsC:MorphologyD:Semantics参考答案：D[单选题]By _____, we mean language can refer to contexts removed from the immediate situations of the speaker.A:cultural transmissionB: interchangeabilityC:displacementD:creativity参考答案：C[单选题]Which of the following statements is FALSE:A:Language is just for communication.B:Language is one of many ways in which we experience the world.C: Language is a sign system.D:Language is arbitrary and conventional.参考答案：A[单选题]Of the following sounds, ______ is a rounded vowel.A:[au]B: [u:]C:[ju:]D:[e]参考答案：B[单选题]There are ______ morphemes in the word "policemen".A: twoB:threeC:fourD:five参考答案：B[单选题]The syllabic structure of the word "children" is ______.A:CVCCVCB:CCVCCCVCC:CCVCCVCD:CVVCCVC参考答案：A[单选题]_____ are produced when the nasal passage is opened by lowering the soft palate ant the back of the throat and the air is allowed to pass through it.A:Semi-vowelsB:AffricatesC:NasalsD:Glides参考答案：C[单选题]_____ studies the changes in language and language use with respect to social factors.A:SociolinguisticsB:Comparative linguisticsC:SyntaxD:Computational linguistics参考答案：A[单选题]A ______ is any morpheme or combination of morphemes to which an affix can be added.A:rootB:free morphemeC:stemD:suffix参考答案：C[单选题]Which one of the following statements does not account for the primacy of speech over writing in linguistic analysis? _______A:Speech existed long before writing systems came into being.B:Speech is more complex than writing.C:Genetically children learn to speak before learning to write.D: Written forms just represent in this way or that the speech sounds.参考答案：B[单选题]Foreign language learners' errors may be caused by ________.A:borrowing patterns from the mother tongueB:extending patterns form the target language, e.g. by analogyC:expressing meanings using the words and grammar which are already knownD:all the above three参考答案：D[单选题]Language serves the ________ function when it is used to express the speaker's feeling or attitude or to arouse a certain feeling or attitude in the hearer.A: phaticB:informativeC:emotiveD:directive参考答案：C[单选题]Linguistics is generally defined as the scientific study of language.A：FalseB：True参考答案：B[判断题]Modern linguistics is mostly prescriptive, but sometimes descriptive.参考答案：错误[单选题]If a linguistic study describes and analyzes the language people actually use, it is said to be ______.A：prescriptiveB：analyticC：descriptiveD：linguistic参考答案：C[单选题]Modern linguistics regards the written language as _____.A：primaryB：betterC：secondaryD：unchangeable参考答案：C[单选题]Language is said to be arbitrary because there is no logical connection between _____ and meanings.A：senseB：soundsC：objectsD：ideas参考答案：B[单选题]Which of the following is not a design feature of human language?A：ArbitrarinessB：DisplacementC：DualityD：Meaningfulness参考答案：D[判断题]A diachronic study of language is the description of language at some point in time.参考答案：错误[判断题]Modern linguistics is different from traditional grammar.参考答案：正确[单选题]The branch of linguistic study called _____ is concerned with how speakers use the sentences of a language to achieve effective and successful communication.A:sociolinguisticsB:pragmaticsC:syntaxD:computational linguistics参考答案：B第2批作业[判断题]A person's social backgrounds do not exert a shaping influence on his choice of linguistic features.参考答案：错误[判断题]Componential analysis is a way in which the meaning of a word can be dissected into meaning components, called semantic features.参考答案：正确[判断题]The standard language is a better language than nonstandard languages.参考答案：错误[判断题]Derivation refers to the process by which new words are formed by the addition of affixes to the roots, stems, or words.参考答案：正确[判断题]Pragmatics treats the meaning of language as something intrinsic and inherent.参考答案：错误[判断题]The distinction between competence and performance is proposed by Halliday.参考答案：错误[判断题]Bilingualism and diglossia mean the same thing.参考答案：错误[判断题]Hyponymy refers to the phenomenon that words having different meanings have the same form.参考答案：错误[判断题]What essentially distinguishes semantics and pragmatics is whether in the study of meaning the context of use is considered.参考答案：正确[判断题]“alive” and “dead” are complementary antonyms.参考答案：正确[判断题]Language use varies from one speech community to another, from one regional group to another, from one social group to another, and even from one individual to another.参考答案：正确[判断题]Both semantics and pragmatics study how speakers of a language use sentences to effect successful communication.参考答案：错误[判断题]Some languages are inferior, or superior, to other languages.参考答案：错误[判断题]For the vast majority of children, language development occurs spontaneously and requires little conscious instruction on the part of adults.参考答案：正确[判断题]Observations of children in different language areas of the world reveal that the developmental stages are similar, possibly universal, whatever the nature of the input.参考答案：正确[判断题]Pidgins are linguistically inferior to standard languages.参考答案：错误[判断题]The kind of name or term speakers use to call or refer to someone may indicate something of their social relationship to or personal feelings about that individual.参考答案：正确[判断题]“Smog” is a word formed by the word-forming process called acronymy.参考答案：错误[判断题]The Cooperative Principle is advanced by Paul Grice.参考答案：正确[判断题]Two speakers of the same language or dialect use their language or dialect in the same way.参考答案：错误第3批作业[填空题]The _______ relation is a relation holding between elements replaceable with each other at a particular place in a structure, or between one element present and the others absent.参考答案：paradigmatic[填空题]"Poor John" and "ran away" are the _____ constituents of the sentence "Poor John ran away".参考答案：immediate[填空题]Michael A. K. Halliday has developed the ______ grammar.参考答案：systemic-functional[填空题]The transformational-generative grammar was proposed by the American linguist Noam ______.参考答案：Chomsky[填空题]The word "brunch" is formed by way of _____ from "breakfast" and "lunch".参考答案：blending[填空题]_______ is the study of teh formation of sentences in a language.参考答案：Syntax[填空题]____ is the smallest unit of language in terms of relationship between expression and content.参考答案：Morpheme[填空题]A ____ is any morpheme or combination of morphemes to which an affix can be added.参考答案：stem[填空题]Morphemes that may constitute words by themselves are ______.参考答案：free morphemes[填空题]A ____ is the base form of a word that cannot further be analyzed without total loss of identity.参考答案：root[填空题]______ affixes do not change the word class of the word they attach to.参考答案：Inflectional[填空题]"WTO" is an ______ made up from teh first letters of the name of the organization "World Trade Organization".参考答案：acronym第4批作业[判断题]All normal children have equal ability to acquire their first language.参考答案：正确[单选题]In first language acquisition, imitation plays ___.A：a minor roleB：a significant roleC：a basic roleD： no role参考答案：A[单选题]The syllabic structure of the word "ac hieved” is ______.A:VCCVCCB:VCVCCC:VCVVCVCD:VCCVCVC参考答案：B[单选题]_______are bound morphemes because they cannot be used as separate words.A:RootsB:StemsC:AffixesD:Compounds参考答案：C[单选题]The relation between the two words "buy” and "sell” can be described as____.A: gradable antonymyB:converse antonymyC:complementary antonymyD:synonymy参考答案：B[单选题]Many Chinese English learners may, at the beginning stage, produce "mans” and "photoes” as the plural forms of "man” and "photo”. This i s most likely the result of _______ in the process of foreign language learning.A:Negative transferB:OvergeneralizationC:Positive transferD:mother tongue interference参考答案：B[单选题]Which of the following qualities is not the requirement of a good test? _______.A:ObjectivityB:ReliabilityC:ValidityD:Both A and C参考答案：A[单选题]Which of the following statements about machine translation is likely to be wrong?_______.A: Machine translation has always been a chief concern in computational linguistics.B:There are areas where machine translation surpasses human translations.C:Sooner or later, machine translation will replace human translation completely.D:In some areas, human translations surpasses machine translation.参考答案：C[单选题]Teaching culture in our language classes can _______.A:get the students familiar with cultural differencesB:help the students transcend their own culture and see things as the members of the target culture willC:emphasize the inseparability of understanding language and understanding culture through various classroom practicesD:All of the above.参考答案：D[单选题]According to Grice's theory, a conversational implicature arises when the cooperative principle and its maxims are _______.A:strictly observedB:secretly and deliberately violatedC:blatantly or apparently violatedD:Both A and B参考答案：C[单选题]The sounds produced without the vocal cords vibrating are ____ sounds.A：voicelessB：voicedC：vowelD：consonantal参考答案：A[单选题]Since /p/ and /b/ are phonetically similar, occur in the same environments and they can distinguish meaning, they are said to be _____.A：in phonemic contrastB：in complementary distributionC：the allophonesD：minimal pair参考答案：A[单选题]The sound /f/ is ____.A：voiced palatal affricateB：voiced alveolar stopC：voiceless velar fricativeD：voiceless labiodental fricative参考答案：D[单选题]The meaning carried by the inflectional morpheme is _____.A：lexicalB：morphemicC：grammaticalD：semantic参考答案：C[单选题]____ is a voiced alveolar stop.A：/z/B：/d/C：/k/D：/b/参考答案：B[单选题]The assimilation rule assimilates one sound to another by "copying” a feature of a sequential phoneme, thus making the two phones ______.A：identicalB：sameC：exactly alikeD：similar参考答案：D[单选题]A ____ vowel is one that is produced with the front part of the tongue maintaining the highest position.A：backB：centralC：frontD：middle参考答案：C[单选题]_____ are often thought to be the smallest meaningful units of language by the linguists.A：WordsB：MorphemesC：PhonemesD：Sentences参考答案：B[单选题]Bound morphemes are those that ____.A： have to be used independentlyB：can not be combined with other morphemesC：can stand as words on their ownD： have to be combined with other morphemes参考答案：D[判断题]The statement "His car is yellow" entails the statement "He has a car".参考答案：错误[判断题]Sense is concerned with the relationship between the linguistic element and thenon-linguistic world of experience, while the reference deals with the inherent meaning of the linguistic form.参考答案：错误[单选题]Language serves the _______ function when it is used to talk about language itself.A:recreationalB:metalingualC:phaticD:performative参考答案：B[单选题]The Cooperative Principle that language users are believed to follow was initially proposed by_________.A:GriceB: AustinC:ChomskyD:Saussure参考答案：A。

西南大学网络教育习题

西南大学网络教育习题

西南大学网络教育习题1：[单选题]When language is used for establishing an atmosphere or maintaining social contact rather than for exchanging information or ideas, it serves a _____ function.A:expressive B:evocative C:performative D:phatic 参考答案：D2：[单选题]_____ is the study of meaning in language.A:Syntax B:Applied linguistics C:Morphology D:Semantics 参考答案：D3：[单选题]Which of the following statements is FALSE:A:Language is just for communication.B:Language is one of many ways in which we experience the world.C: Language is a sign system.D:Language is arbitrary and conventional. 参考答案：A4：[单选题]Of the following sounds, ______ is a rounded vowel.A:[au] B: [u:] C:[ju:] D:[e] 参考答案：B5：[单选题]_____ are produced when the nasal passage is opened by lowering the soft palate ant the back of the throat and the air is allowed to pass through it.A:Semi-vowels B:Affricates C:Nasals D:Glides 参考答案：C6：[单选题]A ______ is any morpheme or combination of morphemes to which an affix can be added.A:root B:free morpheme C:stem D:suffix 参考答案：C7：[单选题]Foreign language learners' errors may be caused by ________.A:borrowing patterns from the mother tongueB:extending patterns form the target language, e.g. by analogyC:expressing meanings using the words and grammar which are already knownD:all the above three 参考答案：D8：[单选题]Linguistics is generally defined as the scientific study of language.A：False B：True 参考答案：B9：[单选题]If a linguistic study describes and analyzes the language people actually use, it is said to be ______.A：prescriptive B：analytic C：descriptive D：linguistic 参考答案：C10：[单选题]Language is said to be arbitrary because there is no logical connection between _____ and meanings.A：sense B：sounds C：objects D：ideas 参考答案：B11：[判断题]A diachronic study of language is the description of language at some point in time. 参考答案：错误12：[判断题]Modern linguistics is different from traditional grammar. 答案：正确13：[单选题]Which of the following is not a design feature of human language?A：Arbitrariness B：Displacement C：Duality D：Meaningfulness 答案：D14：[单选题]Modern linguistics regards the written language as _____.A：primary B：better C：secondary D：unchangeable 参考答案：C15：[判断]Modern linguistics is mostly prescriptive, but sometimes descriptive. 答案：错误16：[单选题]Language serves the ________ function when it is used to express the speaker's feeling or attitude or to arouse a certain feeling or attitude in the hearer.A: phatic B:informative C:emotive D:directive 参考答案：C17：[单选题]Which one of the following statements does not account for the primacy of speech over writing in linguistic analysis? _______A:Speech existed long before writing systems came into being.B:Speech is more complex than writing.C:Genetically children learn to speak before learning to write.D: Written forms just represent in this way or that the speech sounds. 参考答案：B18：[判断题]The distinction between competence and performance was proposed by F. de Saussure. 参考答案：错误19：[单选题]The syllabic structure of the word "children" is ______.A:CVCCVC B:CCVCCCVC C:CCVCCVC D:CVVCCVC 参考答案：A 20：[单选题]The branch of linguistic study called _____ is concerned with how speakers use the sentences of a language to achieve effective and successful communication.A:sociolinguistics B:pragmatics C:syntax D:computational linguistics 答案：B 21：[单选题]By _____, we mean language can refer to contexts removed from the immediate situations of the speaker.A:cultural transmission B: interchangeability C:displacement D:creativity 答案：C 22：[单选题]_____ studies the changes in language and language use with respect to social factors.A:Sociolinguistics B:Comparative linguistics C:Syntax D:Computational linguistics 答案：A 23：[单选题]There are ______ morphemes in the word "policemen".A: two ree our D:five 参考答案：B1：[判断题]All normal children have equal ability to acquire their first language. 答案：正确2：[单选题]In first language acquisition, imitation plays ___.A：a minor roleB：a significant roleC：a basic roleD：no role 答案：A3：[单选题]The syllabic structure of the word "achieved” is ______.A:VCCVCC B:VCVCC C:VCVVCVC D:VCCVCVC 案：B4：[单选题]The relation between the two words "buy” and "sell” can be described as____. A: gradable antonymy B:converse antonymy C:complementary antonymyD:synonymy 答案：B5：[单选题]Which of the following qualities is not the requirement of a good test? _______. A:Objectivity B:Reliability C:Validity D:Both A and C 参考答案：A6：[单选题]Teaching culture in our language classes can _______.A:get the students familiar with cultural differencesB:help the students transcend their own culture and see things as the members of the target culture willC:emphasize the inseparability of understanding language and understanding culture through various classroom practices D:All of the above.参考答案：D7：[单选题]The sounds produced without the vocal cords vibrating are ____ sounds.A：voiceless B：voiced C：vowel D：consonantal 参考答案：A8：[单选题]The sound /f/ is ____.A：voiced palatal affricate B：voiced alveolar stopC：voiceless velar fricative D：voiceless labiodental fricative 参考答案：D9：[单选题]____ is a voiced alveolar stop.A：/z/ B：/d/ C：/k/ D：/b/ 参考答案：B10：[单选题]A ____ vowel is one that is produced with the front part of the tongue maintaining the highest position.A：back B：central C：front D：middle 参考答案：C11：[单选题]Bound morphemes are those that ____.A：have to be used independently B：can not be combined with other morphemesC.can stand as words on their own D：have to be combined with other morphemes答案D 12：[判断]The statement "His car is yellow" entails the statement "He has a car"答案：错误13：[单选题]_____ are often thought to be the smallest meaningful units of language by the linguists.A：Words B：Morphemes C：Phonemes D：Sentences 参考答案：B14：[单选题]The assimilation rule assimilates one sound to another by "copying” a feature of a sequential phoneme, thus making the two phones ______.A：identical B：same C：exactly alike D：similar 参考答案：D15：[单选题]The meaning carried by the inflectional morpheme is _____.A：lexical B：morphemic C：grammatical D：semantic 参考答案：C16：[单选题]Since /p/ and /b/ are phonetically similar, occur in the same environments and they can distinguish meaning, they are said to be _____.A：in phonemic contrast B：in complementary distributionC：the allophones D：minimal pair 参考答案：A17：[单选题]According to Grice's theory, a conversational implicature arises when the cooperative principle and its maxims are _______.A:strictly observed B:secretly and deliberately violatedC:blatantly or apparently violated D:Both A and B 参考答案：C18：[单选题]Which of the following statements about machine translation is likely to be wrong? _______.A: Machine translation has always been a chief concern in computational linguistics.B:There are areas where machine translation surpasses human translations.C:Sooner or later, machine translation will replace human translation completely.D:In some areas, human translations surpasses machine translation. 参考答案：C19：[单选题]Many Chinese English learners may, at the beginning stage, produce "mans” and "photoes” as the plural forms of "man” and "photo”. This is most likely the result of _______ in the process of foreign language learning.A:Negative transfer B:OvergeneralizationC:Positive transfer D:mother tongue interference 参考答案：B20：[判断题]Sense is concerned with the relationship between the linguistic element and the non-linguistic world of experience, while the reference deals with the inherent meaning of the linguistic form. 参考答案：错误21：[单选题]_______are bound morphemes because they cannot be used as separate words. A:Roots B:Stems C:Affixes D:Compounds 参考答案：C22：[单选题]Language serves the _______ function when it is used to talk about language itself.A:recreational B:metalingual C:phatic D:performative 参考答案：B23：[单选题]The Cooperative Principle that language users are believed to follow was initially proposed by_________.A:Grice B: Austin C:Chomsky D:Saussure 参考答案：A1：[判断题]A person's social backgrounds do not exert a shaping influence on his choice of linguistic features. 参考答案：错误2：[判断]The standard language is a better language than nonstandard languages. 答案：错误3：[判断题]Bilingualism and diglossia mean the same thing. 参考答案：错误4：[判断题]What essentially distinguishes semantics and pragmatics is whether in the study ofmeaning the context of use is considered. 参考答案：正确5：[判断]Language use varies from one speech community to another, from one regional group to another, from one social group to another, and even from one individual to another.正确6：[判断题]Observations of children in different language areas of the world reveal that the developmental stages are similar, possibly universal, whatever the nature of the input. 正确7：[判断题]Some languages are inferior, or superior, to other languages. 参考答案：错误8：[判断]“Smog” is a word formed by the word-forming process called acronymy. 答案：错误9：[判断题]Pidgins are linguistically inferior to standard languages. 参考答案：错误10：[判断题]For the vast majority of children, language development occurs spontaneously and requires little conscious instruction on the part of adults. 参考答案：正确11：[判断题]“alive” and “dead” are complementary antonyms.参考答案：正确12：[判断题]Componential analysis is a way in which the meaning of a word can be dissected into meaning components, called semantic features. 参考答案：正确13：[判断题]Two speakers of the same language or dialect use their language or dialect in the same way. 参考答案：错误14：[判断题]Derivation refers to the process by which new words are formed by the addition of affixes to the roots, stems, or words. 参考答案：正确15：[判断题]Hyponymy refers to the phenomenon that words having different meanings have the same form. 参考答案：错误16：[判断]The distinction between competence and performance is proposed by Halliday错误1：[单选题]READING COMPREHENSION. Read the passage, choose the correct answer tothe question following the passage. (Notice: In the final exam, there will be five questions following the passage.)Language is a system of arbitrary, vocal symbols which permit all people in a given culture, or other people who have learnt the system of that culture, to communicate or to interact.Now, what is meant by system? Every language operates within its own system, that is, within its own recurring patterns or arrangements which are meaningful to its speakers. The sounds, which are used to form words, which, in turn, are used in speech utterances, are always arranged in particular ways or designs which convey the same meaning to all speakers of the language. Let us examine some examples in English.When I say the words "the man”, you know I'm talking of one man and of a man previously mentioned. "The men”, on the other hand, conveys the meaning of more than one man. When you hear "arrive” you know it would fit into the place used for verbs in sentence. "Arrival”, on the other hand, would fit into the slot used for what we generally call a noun, wouldn't it? To continue, in English, word order is an important part of the system. Compare the two sentences: "The cat bit the lady.” and "The lady bit the cat.” The forms of the words are exactly the same, aren't they? But what a difference in the meaning!Examining another feature of the "system”, we find that in English adjectives don't "agree” with nouns. We say "the boys are tall” and "the tall boys”; "the girl is tall” and "the tall girls”. In the native language of your students, changes may occur because of gender (masculine or feminine) or because of number (singular or plural).This system of meaningful arrangements of sounds and forms in speech which the youngest native speaker knows by the time he reaches six or seven may differ in important respects from any other language system in the world.Question:From this passage it can be said of language that ______.A：Different languages are different in their grammatical systems.B：Languages that possess the feature of gender agreement may be more complex than those that do not.C：The change of word order will change the meaning of a sentence.D：Different cultures have different languages. 参考答案：A1：[论述题]Answer the following question in 120 to 160 words.1. Why are speech and writing treated differently in linguistics?2. How should errors on the part of foreign language learners be treated?3. What is an indirect speech act?4. What are conversational implicatures? Exemplify how they arise.5. What is a register？参考答案：1．While speech is the vocal/spoken form of language, writing is the written form of language.They belong to different systems though they may overlap. That speech is primary over writing is a general principle of linguistic analysis. First, speech existed long before writing systems came into being. Second, written forms just represent in this way or that the speech sounds. Third, genetically children learn to speak before learning to write. Everything considered, speech is believed to more representative of human language than writing. Most modern linguistic analysis is thus focused on speech, different from traditional grammar of the 19th century and therebefore.2．①When a second language learner uses a linguistic item in a way which fluent or native speakers of the language regards as showing faulty or incomplete learning, he is considered to have made an error. Usually, error is used as a cover term referring generally to the learner's misuse of the target language, may it be grammatical or pragmatic, conscious or unconscious.②The structuralist linguists follow the behavioristic view that to learn is to change old habits and build new habits. In their opinion errors occur when the learner fails to respond correctly to a particular stimulus in the second language. Since an error may serve as a negative stimulus which reinforces "bad habits”, it should not be allowed to occur.③The post-structuralists regard errors as evidence of the learning process. By makinghypothesis about the target language, the learner arrives at a particular interlanguage. Then he modifies his hypothesis and goes towards the target language. ④Obviously, errors can be found at the stage of interlanguage. As stated by Corder (1967), errors are significant in the process of language teaching and learning.3. According to the speech act theory, each utterance is produced with a certain illocutionaryforce, and at the same time, a speech act is performed in the name of that illocutionary force.For example, in producing "Get out of the room!”, the speaker performs a speech act ofordering. An indirect speech act is a speech act performed indirectly, that is throughperforming another kind of speech act. For example, people often indirectly perform the speech act of requesting through performing the speech act of questioning, as the mother does in the following conversation:Mother: Tommy, can you pass me the salt?Tom: Here you are.Mother: Thanks, honey.Obviously, the mother here is not asking Tom whether he has the ability to pass her the salt;instead, she is making an indirect speech act, i.e. a request.Indirect speech acts are often felt to be more polite ways of performing certain kinds of speech act, such as requests and refusals.4． According to Grice, when we speak we generally have something like the Cooperative Principle and its maxims in our mind to guide us, though sub-consciously, or evenunconsciously. We will try to say things which are true, relevant, as well as informative enough, and in a clear manner. Hearers will also try to interpret what is said to them in this way. The CP and its maxims not always strictly observed. In blatant, apparent violations, the speaker deliberately violates some maxims and makes it clear to his hearers, yet at a deeper level the CP and its maxims are still thought, by both the speaker and his hearers, to be upheld.When blatant, apparent violations of some maxims take place, what Grice terms"conversational implicatures” will arise. The following conversation illustrates the violation of the maxim of relation:A: The hostess is an awful bore. Don't you think so?B: The roses in the garden are beautiful, aren't they?B's response is obviously not relevant to A's question. The conversational implicature of B's utterance is something like "I don't want to talk about her” or "It is not proper to talk about her here and now.”5. There exist types or varieties of the same one language, and they are assumed to be relatedboth to the language user and to the use to which language is put. Varieties that are related to use are known as Registers. (According to Halliday, "Language varies as its function varies; it diff ers in different situations.” The type of language which is selected asappropriate to a type of situation is a register.) Halliday distinguishes three social variables that determine the register: field of discourse, tenor of discourse, and mode of discourse.Field of discourse refers to what is going on: to the area of operation of the language activity.It is concerned with the purpose and subject-matter of communication. Tenor of discourse refers to the role of relationship in the situation in question: who the participants in the communication group are and in what relationship they stand to each other. Mode of discourse mainly refers to the means of communication. It is concerned with "how”communication is carried out. Fundamental to the mode of discourse is the distinction between speaking and wring.The three variables are the features of the context of situation which determine the features of language appropriate to the situation, i.e. register. And they determine the register collectively, not piecemeal.。

大学《语言学导论》试题及答案

大学《语言学导论》试题及答案

大学网络与继续教育学院课程考试试题卷类别：网教专业：英语 20 年6月课程名称【编号】：语言学导论【0181】 A卷大作业满分：100分（要求：学生必须按各大题的答题要求，完成全部题目）Ⅰ. For each question there are four choices. Decide which one would be the best answer to the question, or would best complete the sentence. Write the corresponding letter on your ANSWER SHEET. (20%)1. ________ refers to the language user’s underlying knowledge about the systemof rules of his language.A. RegisterB. PerformanceC. CompetenceD. Dialect2. “classmate” is a _______.A. compoundB. phraseC. derivativeD. morpheme3. The function of the sentence “I promise to come on time tomorrow” is mainly_______.A. directiveB. informativeC. performativeD. phatic4. Which of the following sounds is a voiceless stop? _______.A. [d]B. [p]C. []D. []5. “-ed” and “-s” are ______ because they do not help to form new words.A. free morphemesB. inflectional morphemesC. derivative morphemesD. roots 6. Systemic-functional grammar has been developed by _______.A. GriceB. AustinC. ChomskyD. Halliday7. The syllabic structure of the word “studied” is ______.A. CCCCVVCB. CCCCVCC. CCCVVCD. CCVCVC8. ______ refers to the phenomenon that words having different meanings have thesame form.A. PolysemyB. SynonymyC. HomonymyD. Hyponymy9. The study of meaning in context is called _______.A. pragmaticsB. sociolinguisticsC. applied linguisticsD.semantics10. _______ means that certain authorities, such as the government, choose aparticular speech variety, standardize it and spread the use of it across regional boundaries.A. Language testingB. Language changeC. Language planningD. Language transferⅡ. Decide whether each of the following statements is True or False. Write True or False on the ANSWER SHEET. (20%)11. Diachronic linguistics studies language development or change over time.12. Ultimate constituents are constituents directly below the level of aconstruction.13. Standard dialect is a particular variety of a language, which is used by aparticular social class.14. Compounds are words that are formed by joining two or more words.15. Transformational-Generative grammar was first proposed by P. H. Grice.16. To linguists, no languages are superior to any other languages.- 1 -- 2 -- 3 -。

商务英语09届论文题目汇总

商务英语09届论文题目汇总

文学院英语专业05级毕业论文翻译方向选题一览表序号指导教师学生姓名班级论文题目英文中文1 陈红丁美龄01Translator’s Subjectivity Embodied in Huang Yuanshen’sVersions of Jane Eyre译者主体性在黄源深译本《简爱》中的体现黄飞02Analyzing The Application of Domestication in TwoDifferent Chinese Versions of The Adventure of TomSawyer析《汤姆索亚历险记》的两个中文译本规划策略的运用张红杰03On “M eaning”, “Context”and “Imagery”inTranslation of English Song Lyrics论英文歌词翻译的“意”、“境”、“象”焦广杰01 On C-E Zero Translation论汉译英零翻译现象王琦02Foreignization and Domestication in Yang Hsien-yi’sVersion of A Dream of Red Masions浅析杨译版《红楼梦》归化和异化处理易芬02The Loss of Beauty in C-E Idiom Translation andCompensation Methods习语汉译英中美的流失与补偿伍琳琼02On Subtitle Translation of Forrest Gump from theFunctionalist Perspective从功能理论角度论《阿甘正传》字幕翻译2齐明珍曹玉芳01On the Reproduction of Rhyme in the Translation ofChinese Ancient Poetry浅谈中国古诗英译过程中韵的再现程大武02Reception Environment and Lin Shu’s TranslationPhenomenon接受环境与林纾翻译之现象李霄03On Translation of the Subtitling of NottingHill-From thePerspective of Relevance Theory从关联理论的角度看电影《诺丁山》字幕的翻译李贞02 Coping Tactics in Interpretation口译的应变策略肖文慈01Domestication and Foreignization in Translating Color Termsin WangWei’s Poems浅谈王维诗中色彩词翻译的归化和异化赵笠珲02 Adaptation in Advertisement Translation广告翻译中的改编1王黎01 Characteristic Analysis in Zhang Peiji’s Translation ofChinese Essays张培基汉译英散文作品中的特点分析3 王水平汪靓雅01Analysis of Lin Yutang’s Criteria From the Translationof Six Chapters of a Floating Life从《浮生六记》的翻译分析林语堂的翻译标准魏宏艳02A Study of Zhang Guruo’s Translation of Tess ofthe D’Urbervilles from the Aesthetic Perspective从美学角度分析张谷若译《德伯家的苔丝》齐骁03The Solutions to the Problemsin International Business Interpretation涉外商务谈判口译中常见问题和解决策略郭虹02Solutions to the Problems in Translation of DiplomaticDocuments外交文献翻译存在问题的解决4 张秀仿董思思02On Mistranslation of Polysemy from English toChinese论英汉翻译中一词多义的误译现象周磊03On Alliterative English Advertisements and theTranslation Strategies押头韵英语广告及其翻译策略葛彦如02On Euphemism Translation in BusinessCorrespondence论商务英语中委婉语的翻译2文学院英语专业05级毕业论文文学方向选题一览表序号指导教师学生姓名班级论文题目英文中文1 韩力扬赵欣豪01 A Comparison of Wolf Principle and Santiago’s Spirit“狼道”与“桑提亚哥精神”的对照任沂01Virtue and Evil --- An Analysis of Edgar Allen Poe’sHorror Fictions善与恶--- 解读埃德加爱伦坡的恐怖小说唐富荣01 On the Allegory of the Theme in Orwell’s Animal Farm浅析乔治·奥威尔《动物农庄》主题的讽喻性畅毅01An Analysis of Coleman’s Tragedy in The HumanStain对《人性的污秽》中科尔曼的悲剧性分析2 郝宝燕郁君01A Study of Conceptual Metaphor of “Love” in JohnDonne’s Poetry约翰·邓恩诗歌中爱情隐喻的研究秦聪01An Analysis of Howards End: the Double Significanceof Material and Spirit浅析《霍华德庄园》：物质与精神的双重意义任敬03Analysis of Human Negation through Coetzee’sDisgrace从库切的《耻》解读人性之耻周如如02On Deconstruction of Logocentrism of Mara andDann : An Adventure论《玛拉和丹恩历险记》中逻各斯中心主义的解读4 张艳红丁思诗01An Analysis on Implied Meaning in The House onMango Street浅析《芒果街上的小屋》中的寓意徐虎02On Hemingway’s “Dual Personality” in A Farewell toArms论海明威的“双重性格”在《永别了，武器》中的体现王艳艳03An Analysis of the Biblical Influence in The Lion, TheWitch and The Wardrobe解读《纳尼亚传奇：狮子、女巫和魔衣橱》中的圣经影响5 王敬民王飞飞01 On Willa Cather’s Ecological View in My Antonia试析薇拉·凯瑟在《我的安东尼亚》中的生态观杨曼03 On Updike’s Religious View in Terrorist 从《恐怖分子》看厄普代克的宗教观3孙佳01 From Self-awareness to Personal Tragedy：An Analysisof Edith in Domby and Son从自我意识到个人悲剧：简析《董贝父子》中的伊迪丝王莎莎03 The Reflection of Jeffrey Archer's Values in To Cut A LongStory Short杰弗里·阿彻的价值观在《长话短说》中的体现6 孙光勇马静01 Music, Disguise, Humor—An Analysis of theLanguage Feature in Invisible Man音乐，伪装，幽默—《看不见的人》语言特色分析7 郭晖董莎莎01On the Influence of Christian Culture in Three of O.Henry’s Short Stories论基督教文化在欧·亨利三篇短篇小说中的影响段晓燕03On Eustacia’s Opposition to Male-manipulation in The Returnof the Native论游苔莎对男权控制的抗争宫雪03The Relationship between Man ,Nature and Society inRobert Frost’s Poems人、自然、社会的关系在罗伯特·弗洛斯特诗歌中的体现吴斌斌03An Analysis of Emily Dick inson’s Psychology in HerNature Poems从艾米莉·狄金森的自然诗中浅析诗人的心理8 杨丽王瑞瑞03 On the Characters in Beloved -From the Perspective ofNationalism从民族主义视野下看《宠儿》中的人物9 孙国玲李文琦02 On the V oice of Harmony between Chinese andAmerican Culture in The Woman Warrior论《女勇士》中的中美文化和谐之音4文学院英语专业05级毕业论文应用英语方向选题一览表序号指导教师学生姓名班级论文题目英文中文1 杜凤秋刘维01The Pragmatic Analysis on Mode of DecliningExpressions in Business English商务英语中拒绝语表达方式的语用分析李倩01Cultural Elements in Cross-cultural Translation and theTranslation Strategies跨文化翻译中的文化因素与翻译策略黄强02The Comparative Study of Language Used in theCoverage of “3.14Tibet Riots” between China and theU.S——A Corpus-based Research中美就“3.14事件”英文报道用语之比较——基于语料库的研究徐丽君02Applying the Politeness Principle in InternationalBusiness Negotiating Strategies礼貌原则在国际商务谈判策略中的应用王秀艳03An Analysis of Lexical Features of English BusinessContract from the Perspective of Adaptation Theory从顺应论角度浅析英文商务合同的语言特点2 张莉祁九菊01 Cultural Awareness in the Translation of Shoes Brands鞋类商标翻译中的文化因素王冬01On Translation of Humour from the Perspective ofFunctional Equivalence从功能对等理论看幽默的翻译李波02Functional Equivalence and Public EnvironmentalProtection Advertisements Translation功能对等理论下的环保公益广告的翻译严飞虎02The Linguistic Characteristics of American ElectionAdvertisements美国选举广告的语言特点郑秀芳03An Analysis of the Application of Cooperative Principlein Business Negotiation浅析“合作原则”在商务谈判中的应用3 杨丽霞邓平01Analysis of Distortion in Translation of ForeignEconomic and Trade Contract对外经贸合同翻译的失真问题分析蔡胜超01A Brief Study of the Commerciality on English andChinese Movie Title Translation略谈中英电影片名翻译的商业性5和春江02 On Cross-Cultural Communication Strategies ofTransnational Corporations in Chinese Market浅析跨国公司在中国市场的跨文化交际策略陈亮02 On the Foreignization Strategy in InterculturalTranslation浅析跨文化翻译中的异化策略汤唯佳03 A Study on Cultural Differences in Sino-US NegotiationBased on Theories of Cultural Dimensions从文化层面理论看中美商务谈判中的文化差异4 史艳红马涛02A Study on Business Negotiation ——an AdaptationApproach商务谈判的顺应性分析王欣03An Analysis of Pragmatic Failure in Daily EnglishCommunication日常英语交际中的语用失误分析郝文杰02 A Cognitive Study of Metaphors about Economic Crisis经济危机隐喻的认知研究张新玲02An Analysis of Uncertainty Avoidance in Sino-WesternBusiness Negotiation浅析中西商务谈判中的不确定性回避高海楼03A Contrastive Study on Compliment in Chinese andEnglish中英恭维语比较研究6文学院英语专业05级毕业论文语言学方向选题一览表序号指导教师学生姓名班级论文题目英文中文1 李静刘丽丽01 A Pragmatic Study of Conversational Humor in Friends 《老友记》中会话幽默的语用研究王姮01Interpersonal Function Analysis of Abama'sInaugurationSpeech奥巴马就职演说的人际功能分析郑玲02Comparison of the Associative Meaning of Color Word“Red”between English and Chinese英汉颜色词“红”的联想意义比较温爽03The Analysis on Cohesive Devices in English BusinessContracts商务英语合同中的语篇衔接手段分析李盈慧02The Discourse Analysis on War News fromSystemic-Functional Perspective基于系统功能语法的战争类新闻语篇分析2 王丹董永斌03On Influence of Teacher’s Nonverbal Behav ior in Classon Students’ Attitudes to English Learning教师课堂非言语行为对学生英语学习态度影响研究熊大敏01A Cross-cultural Contrastive Study on English and Chinese PoliteLanguage英汉礼貌用语的跨文化对比研究孙丽芳02A Pragmatic Study of Fuzzy Language in BusinessLetters商务函电中模糊语言的语用分析郭皓楠03 The V iolation of Cooperative Principle and English Humor论合作原则的违反与英语话语幽默姬张昊01An Analysis on the Change of Lexical Meaning of English V ogueW ords英语时尚新词的词义变化剖析3 张俊徐义娟01 Analysis on Pragmatic Functions of Parody in Advertisement 广告中仿拟的语用功能分析何小珊01 A Functional Analysis of V ocatives 称呼语的功能分析朱红菊02 Pragmatic Analysis of Business English Conversation商务英语会话的语用分析7高园园02 A Pragmatic Analysis of Euphemism in BusinessNegotiation对商务谈判中委婉语的语用分析许倩03 Study on English News from Systemic-functionalPerspective从系统功能视角对英语新闻的研究刘艳03 A Systemic-Functional Analysis of English Idioms英语习语的系统功能分析4 张喜荣赵曙光02 Contrastive Studies on English and Chinese Connectives英汉连接性词语对比研究赵爱梅02 Studies on Euphemism in English Business Letters 商务英语信函中的委婉表达崔冬艳03Pragmatic Analysis on Humorous Expressions inBusiness Negotiation商务谈判中幽默语的语用分析韦杰03Analysis of English Blending Words Based onConceptual Blending Theory概念合成理论对英语拼缀词的解析王召鹏03Analysis on English and Chinese Proverbs ThroughCultural Linguistics英汉谚语的文化语言学分析8。

韩礼德文章索引

韩礼德文章索引

The published works of M. A. K. Halliday I. Included in The Collected Works of M. A. K. Halliday(Continuum Books), edited by Jonathan J. Webster.Volume One: On Grammar (2002)1. Halliday, M. A. K. (1957) ‘Some aspects of systematic description and compari-son in grammatical analysis’, Studies in Linguistic Analysis, Special V olume of the Philological Society. Blackwell, 54–67.2. Halliday, M. A. K. (1961) ‘Categories of the theory of grammar’, Word, 17.3.,241–92.3. Halliday, M. A. K. (1963) ‘Class in relation to the axes of chain and choice inlanguage’, Linguistics, 2., 5–15.4. Halliday, M. A. K. (1966) ‘Lexis as a linguistic level’. In C. E. Bazell et al. (eds)In Memory of J. R. Firth. Longman, 148–62.5. Halliday, M. A. K. (1966) ‘Some notes on ‘deep’ grammar’, Journal ofLinguistics, 2.1., 57–67.6. Halliday, M. A. K. (1966) ‘The concept of rank: a reply’, Journal of Linguistics,2.1., 110–118.7. Halliday, M. A. K. (1970) ‘Language structure and language function’. In JohnLyons (ed.) New Horizons in Linguistics. Penguin, 140–165.8. Halliday, M. A. K. (1979) ‘Modes of meaning and modes of expression: typesof grammatical structure and their determination by different semantic func-tions’. In D. J. Allerton et al. (eds) Function and Context in Linguistic Analysis.Cambridge University Press, 57–79.9. Halliday, M. A. K. (1981) ‘Text semantics and clause grammar: some patternsof realization’. In James E. Copeland and Philip W. Davies (eds) The Seventh LACUS Forum 1980. Linguistic Association of Canada and the United States, 31–59.10. Halliday, M. A. K. (1982) ‘How is a text like a clause?’ In Sture Allen (ed.)Text Processing: text analysis and generation, text typology and attrition(Proceedings of Nobel Symposium 51). Almqvist and Wiksell, 209–47.11. Halliday, M. A. K. (1984) ‘On the ineffability of grammatical categories’. InAlan Manning, et al. (eds) The Tenth LACUS Forum. John Benjamins, 3–18. 12. Halliday, M. A. K. (1985) ‘Dimensions of discourse analysis: grammar’, TheHandbook of Discourse Analysis, Vol. 2: Dimensions of Discourse. Academic Press, 29–56.13. Halliday, M. A. K. (1987) ‘Spoken and written modes of meaning’,Comprehending Oral and Written Language. Academic Press, 55–82.14. Halliday, M. A. K. (1992) ‘How do you mean?’. In Martin Davies and LouiseRavelli (eds) Advances in Systemic Linguistics: Recent Theory and Practice.Pinter, 20–35.1028Continuing Discourse on Language15. Halliday, M. A. K. (1996) ‘On grammar and grammatics’. In Ruqaiya Hasan, etal. (eds) Functional Descriptions: Theory in Practice. John Benjamins, 1–38. 16. Halliday, M. A. K. (1998) ‘Grammar and daily life: concurrence and comple-mentarity’. In Tuen A. van Dijk (ed.) Functional Approaches to Language,Culture and Cognition. John Benjamins, 221–37.17. Halliday, M. A. K. (2002) ‘Introduction: a personal perspective’. In JonathanJ. Webster (ed.) Collected Works of M. A. K. Halliday, Vol. 1, On Grammar.Continuum, 1–16.Volume Two: Linguistic Studies of Text and Discourse (2002)18. Halliday, M. A. K. (1964) ‘Descriptive linguistics in literary studies’. In AlanDuthie (ed.) English Studies Today: Third Series. Edinburgh University Press, 23–39.19. Halliday, M. A. K. (1964) ‘The linguistic study of literary texts’. In Horace Lunt(ed.) Proceedings of the Ninth International Congress of Linguists, Cambridge, MA, 1962. Mouton, 302–307.20. Halliday, M. A. K. (1971) ‘Linguistic function and literary style: an inquiry intothe language of William Golding’s The Inheritors’. In Seymour Chatman (ed.) Literary Style: a Symposium. Oxford University Press, 330–68.21. Halliday, M. A. K. (1977) ‘Text as semantic choice in social context’. In TeunA. van Dijk and János S. Petöfi (ed.) Grammars and Descriptions. Walter deGruyter, 176–226.22. Halliday, M. A. K. (1982) ‘The de-automatization of grammar: from Priestley’sAn Inspector Calls’. In John M. Anderson (ed.) Language Form and Linguistic Variation: Papers Dedicated to Angus McIntosh. John Benjamins, 129–59.23. Halliday, M. A. K. (1987) ‘Poetry as scientifi c discourse: the nuclear sectionsof Tennyson’s In Memoriam’. In David Birch and Michael O’Toole (eds)Functions of Style. Pinter, 31–44.24. Halliday, M. A. K. (1990) ‘The construction of knowledge and value in thegrammar of scientifi c discourse: with reference to Charles Darwin’s The Origin of Species’. In Clotilde de Stasio, et al. (eds) La Rappresentazione Verbalee Iconica: Valori Estetici E Funzionali. Atti del XI Congresso Nazionaledell’Associazzione Italiana di Anglistica, Bergamo, 24 e 25 Ottobre 1988.Guerini Studio (Milan), 57–80.25. Halliday, M. A. K. (1992) ‘Some lexicogrammatical features of the ZeroPopulation Growth text’. In William C. Mann and Sandra A. Thompson (eds) Discourse Description: Diverse Linguistic Analysis of a Fund-raising Text. John Benjamins, 327–58.26. Halliday, M. A. K. (1994) ‘So you say ‘pass’… thank you three muchly’. InAllen D. Grimshaw (ed.) What’s Going on Here? Complementary Studies of Professional Talk. Ablex, 175–229.Volume Three: On Language and Linguistics (2003)27. Halliday, M. A. K. (1964) ‘Syntax and the consumer’. In C. I. J. M. StuartReport of the Fifteenth Annual (First International) Round Table Meetingon Linguistics and Language Studies, Monograph Series on Languages andLinguistics 17. Georgetown University Press, 11–24.The published works of M.A.K. Halliday 1029 28. Halliday, M. A. K. (1967) Grammar, Society and the Noun, lecture given atUniversity College London on 24 November 1966. H. K. Lewis (for University College London).29. Halliday, M. A. K. (1969) ‘A brief sketch of systemic grammar’, LaGrammatica; La Lessicologia. Bulzoni Editore.30. Halliday, M. A. K. (1972) ‘Towards a Sociological Semantics’, Working Papersand Prepublications C014. Centro Internazionale di Semiotica e Linguistica, University di Urbino.31. Halliday, M. A. K. (1973) ‘The functional basis of language’. In Basil Bernstein(ed.) Applied Studies towards a Sociology of Language, Vol. 2, Class, Codes and Control. Routledge and Kegan Paul, 343–66.32. Halliday, M. A. K. (1975) ‘The context of linguistics’. In Francis P. Dinneen(ed.) Report of the Twenty-fi fth Annual Round Table Meeting on Linguisticsand Language Studies, Monograph Series on Language and Linguistics 17.Georgetown University Press.33. Halliday, M. A. K. (1977) ‘Ideas about language’, Occasional Papers, 1., 32–55.34. Halliday, M. A. K. (1985) ‘Systemic background’. In James D. Benson andWilliam S. Greaves (eds) Systemic Perspective on Discourse, Vol. 1: Selected Theoretical Papers from the Ninth International Systemic Workshop, Advances in Discourse Processes 15. Ablex Publishing, 1–15.35. Halliday, M. A. K. (1987) ‘Language and the order of nature’. In N. Fabb, et al.(eds) The Linguistics of Writing: Arguments between Language and Literature.Manchester University Press, 135–54.36. Halliday, M. A. K. (1990) ‘New ways of meaning: the challenge to appliedlinguistics’, Journal of Applied Linguistics, 6, Ninth World Congress of Applied Linguistics Special Issue. The Greek Applied Linguistics Association (GALA) (Thessaloniki), 7–36.37. Halliday, M. A. K. (1992) ‘Systemic grammar and the concept of a ‘science oflanguage’’, Waiguoyu (Journal of Foreign Languages), No. 2 (General Serial No. 78), 1–9.38. Halliday, M. A. K. (1992) ‘The act of meaning’. In James E. Alatis (ed.)Georgetown University Round Table on Languages and Linguistics: Language, Communication and Social Meaning. Georgetown University Press, 7–21.39. Halliday, M. A. K. (1992) ‘The history of a sentence’. In Vita Fortunati (ed.) laCultura Italiana e le Letterature Straniere Moderne, V ol. 30. A. Longo Editore (Ravenna), 29–45.40. Halliday, M. A. K. (1993) ‘Language in a changing world’, Occasional Papers,13.41. Halliday, M. A. K. (1994) ‘On language in relation to the evolution of humanconsciousness’. In Sture Allen (ed.) Of Thoughts and Words (Proceedings ofNobel Symposium 92: the Relation between Language and Mind). ImperialCollege Press.42. Halliday, M. A. K. (1994) ‘Systemic theory’. In R. E. Asher (ed.) Encyclopediaof Language and Linguistics, V ol. 8. Pergamon Press.1030Continuing Discourse on Language43. Halliday, M. A. K. (1995) ‘A recent view of ‘missteps’ in linguistic theory’,Functions of Language, 2.2. John Benjamins Publishing Co., 249–67.44. Halliday, M. A. K. (1997) ‘Linguistics as metaphor’. In Anne-Marie Simon-Vandenbergen, et al. (eds) Reconnecting Language: Morphology and Syntax in Functional Perspectives. John Benjamins Publishing Co., 3–27.45. Halliday, M. A. K. (2001) ‘Is the grammar neutral? Is the grammarian neutral?’.In Jessica de Villiers and Robert J. Stainton (eds) Communication in Linguistics: Papers in Honour of Michael Gregory. Editions duGref (Toronto).46. Halliday, M. A. K. (2003) ‘On the ‘architecture’ of human language’. InJonathan J. Webster (ed.) Collected Works of M. A. K. Halliday, Vol. 3, OnLanguage and Linguistics. Continuum, 1–32.Volume Four: The Language of Early Childhood (2003)47. Halliday, M. A. K. (1969) ‘Relevant models of language’, The State ofLanguage, Educational Review, University of Birmingham, 22.1. CarfaxPublishing, 26–37.48. Halliday, M. A. K. (1974) ‘A sociosemiotic perspective on language develop-ment’, Bulletin of the School of Oriental and African Studies (W. H. Whiteley Memorial Volume), 37.1. The School of Oriental and African Studies, 98–118. 49. Halliday, M. A. K. (1975) ‘Into the adult language’, Learning how to Mean:Explorations in the Development of Language, in the series Explorations in the study of Language. Edward Arnold, 82–119.50. Halliday, M. A. K. (1975) ‘Learning how to mean’. In Eric Lennebergand Elizabeth Lennebery (eds) Foundations of Language Development: aMultidisciplinary Perspective. Academic Press, 239–65.51. Halliday, M. A. K. (1975) ‘The social context of language development’,Learning how to Mean: Explorations in the Development of Language, in the series Explorations in the study of Language. Edward Arnold, 120–45.52. Halliday, M. A. K. (1976) ‘Early language learning: a sociolinguistic approach’.In William C. McCormack and Stephen A. Wurm (eds) Language and Man,Anthropological Issues. Mouton de Gruyter, 97–124.53. Halliday, M. A. K. (1978) ‘Meaning and the construction of reality in earlychildhood’. In Herbert L. Pick, et al. (eds) Modes of Perceiving and Processing of Information. Lawrence Erlbaum Associates, 67–96.54. Halliday, M. A. K. (1979) ‘On the development of texture in child language’. InTerry Myers (ed.) The Development of Conversation and Discourse. Edinburgh University Press, 72–87.55. Halliday, M. A. K. (1979) ‘One child’s protolanguage’. In Margaret Bullowa(ed.) Before Speech: the Beginnings of Interpersonal Communication.Cambridge University Press, 171–90.56. Halliday, M. A. K. (1979) ‘The ontogenesis of dialogue’. In Wolfgang U.Dressler (ed.) Proceedings of the Twelfth International Congress of Linguists, Innsbruck, 1978. Innsbrucker Beiträge zur Aprachwissenschaft, 539–44.57. Halliday, M. A. K. (1980) ‘The contribution of developmental linguistics to theinterpretation of language as a system’, The Nordic Languages and ModernThe published works of M.A.K. Halliday 1031 Linguistics: Proceedings of the Fourth International Conference of Nordic andGeneral Linguistics, Oslo, 1980, 1–18.58. Halliday, M. A. K. (1980) ‘Three aspects of children’s language development:learning language, learning through language, learning about language’. InYetta M. Goodman, et al. (eds) Oral and Written Language Development:Impact on Schools, Proceedings from the 1979 and 1980 IMPACT Conferences.International Reading Association (Newark), 7–19.59. Halliday, M. A. K. (1983) ‘On the transition from child tongue to mothertongue’, Australian Journal of Linguistics, 3.2. The Australian LinguisticSociety, 201–16.60. Halliday, M. A. K. (1984) ‘Language as code and language as behaviour: asystemic-functional interpretation of the nature and ontogenesis of dialogue’.In R. P. Fawcett, et al. (eds) The Semiotics of Culture and Language, Vol. 1,Language As Social Semiotic. Frances Pinter Publishers Ltd, 3–35.61. Halliday, M. A. K. (1991) ‘The place of dialogue in children’s constructionof meaning’. In SorIn Stati, et al. (eds) Dialoganalyse III: Referate der 3,Arbeitstgung. Max Niemeyer Verlag GmbH, 417–30.62. Halliday, M. A. K. (1993) ‘Towards a language-based theory of learning’,Linguistics and Education, 5.2. Elsevier Science, 93–116.63. Halliday, M. A. K. (1998) ‘Representing the child as a semiotic being’, paperpresented at the conference ‘Representing the Child’, Monash University, 2–3 October 1998.64. Halliday, M. A. K. (1999) ‘Grammar and the construction of educationalknowledge’. In Barry Asker, et al. (eds) Language Analysis Description andPedagogy. Language Centre, Hong Kong University of Science and Technology, 70–87.Volume Five: The Language of Science (2004)65. Halliday, M. A. K. (1988) ‘On the language of physical science’. In MohsenGhadessy Registers of Written English: Situational Factors and LinguisticFeatures. Pinter.66. Halliday, M. A. K. (1989) ‘Some grammatical problems in scientifi c English’,Symposium in Education. Society of Pakistani English Language Teachers,Karachi: SPELT.67. Halliday, M. A. K. and Martin, James. (1993) ‘Writing science: literacyand discursive power’, Writing Science: Literacy and Discursive Power.RoutledgeFlamer.68. Halliday, M. A. K. (1995) ‘Language and the reshaping of human experience’,from the International Symposium of Critical Discourse Analysis, Athens,15–16 December 1995. Speech delivered at the offi cial ceremony for M.A.K.Halliday at the National and Kapodistrian University of Athens, Doctor Honoris Causa of the Faculty of English Studies, School of Philosophy, on 14 December 1995. Also appears in Offi cial Speeches, No. 44 in V ol. 31 (Athens, 2002),(period 1 September 1995–31 August 1997) Part A, 1995–6, pp. 1261–76.. 69. Halliday, M. A. K. (1997) ‘On the grammar of scientifi c English’. In CarolTaylor Torsello (ed.) Grammatica: Studi interlinguistici. Unipress (Padova).1032Continuing Discourse on Language70. Halliday, M. A. K. (1998) ‘Things and relations: regrammaticizing experienceas technical knowledge’. In James R. Martin and Robert Veel (eds) ReadingScience: Critical and Functional Perspectives on Discourse of Science.Routledge.71. Halliday, M. A. K. (1998) ‘Language and knowledge: the ‘unpacking’ of text’.In Desmond Allison, et al. (eds) Text in Education and Society. SingaporeUniversity Press and World Scientifi c (Singapore).72. Halliday, M. A. K. (1999) ‘The grammatical construction of scientifi c knowl-edge: the framing of the English clause’. In Rema Rossini Favretti, et al.(eds) Incommensurability and Translation: Kuhnian Perspectives on Scientifi c Communication and Theory Change. Edward Elgar (Cheltenham).73. Halliday, M. A. K. (2004) ‘How big is a language? On the power of language’.In Jonathan J. Webster (ed.) Collected Works of M. A. K. Halliday, Vol. 5, The Language of Science. Continuum.Volume Six: Computational and Quantitative Studies (2005)74. Halliday, M. A. K. (1956) ‘The linguistic basis of a mechanical thesaurus, andits application to English preposition classifi cation’, Machine Translation, 3:3, December 1956. Massachusetts Institute of Technology, 81–88.75. Halliday, M. A. K. (1962) ‘Linguistics and machine translation’, Zeitschrift FürPhonetik Sprachwissenschaft Und Kommunikationsforschung, 15.1/2., 145–158.76. Halliday, M. A. K. (1991) ‘Corpus studies and probabilistic grammar’. InKarin Aijmer and Bengt Altenberg (eds) English Corpus Linguistics: Studies in Honour of Jan Svartvik. Longman.77. Halliday, M. A. K. (1991) ‘Language as system and language as instance:the corpus and a theoretical concept’, Directions in Corpus Linguistics:Proceedings of Nobel Symposium 82. Mouton de Gruyter.78. Halliday, M. A. K. (1991) ‘Towards probabilistic interpretations’. In EijaVentola (ed.) Trends in Linguistics: Functional and Systemic Linguistics:Approaches and Uses. Mouton de Gruyter.79. Halliday, M. A. K. and James, X. L. (1993) ‘A quantitative study of polarity andprimary tense in the English fi nite clause’. In John M. Sinclair (eds) Techniques of Description: Spoken and Written Discourse. Routledge.80. Halliday, M. A. K. (1993) ‘Quantitative studies and probabilities in gram-mar’. In Michael Hoey (ed.) Data, Description and Discourse: Papers on the English Language in Honour of John M. Sinclair on his Sixtieth Birthday.HarperCollins.81. Halliday, M. A. K. (1995) ‘Fuzzy grammatics: a systemic functional approachto fuzziness in natural language’, Proceedings of 1996 IEEE InternationalConference on Fuzzy Systems, The International Joint Conference of the Fourth IEEE International Conference on Fuzzy System and the Second International Fuzzy Engineering Symposium. IEEE: Piscataway NJ.82. Halliday, M. A. K. (1995) ‘On language in relation to fuzzy logic and intelligentcomputing’, Proceedings of 1995 IEEE International Conference on FuzzySystems, The International Joint Conference of the Fourth IEEE International Conference on Fuzzy System and the Second International Fuzzy Engineering Symposium. IEEE: Piscataway NJ.The published works of M.A.K. Halliday 1033 83. Halliday, M. A. K. (1995) ‘Computing meanings: some refl ections on past expe-rience and present prospects’, presented as plenary address at PACLING 95. 84. Halliday, M. A. K. (2002) ‘The spoken language corpus’. In Karin Aijmer andBengt Altenberg (eds) Proceedings of ICAME 2002: the Theory and Use ofCorpora, Göteborg, 22–26 May 2002. Editions Rodopi (Amsterdam).Volume Seven: Studies in English Language (2005)85. Halliday, M. A. K. (1963) ‘Intonation in English grammar’, Transactions of thePhilological Society. Blackwell Publishing Ltd, 143–169.86. Halliday, M. A. K. (1963) ‘The tones of English’, Archivum Linguisticum, 15.1.The Continuum International Publishing Company Ltd, 1–28.87. Halliday, M. A. K. (1966) ‘Notes on transitivity and theme in English, part 1’,Journal of Linguistics, 3.1, 1966. Cambridge University Press, 37–81.88. Halliday, M. A. K. (1967) ‘Notes on transitivity and theme in English, part 2’,Journal of Linguistics, 3, 1967. Cambridge University Press, 199–244.89. Halliday, M. A. K. (1968) ‘Notes on transitivity and theme in English, part 3’,Journal of Linguistics, 4.2, 1968. Cambridge University Press, 179–215.90. Halliday, M. A. K. (1969) ‘Options and functions in the English clause’, BrnoStudies in English, 8., 81–88.91. Halliday, M. A. K. (1970) ‘Functional diversity in language, as seen from aconsideration of modality and mood in English’, Foundations of Language:International Journal of Language and Philosophy, 6.3., 322–361.92. Halliday, M. A. K. (1976) ‘The teacher taught the student English: an essayin applied linguistics’. In Peter A. Reich (ed.) Second LACUS Forum 1975.Hornbeam Press (Columbia, S. C.), 334–9.93. Halliday, M. A. K. (1980) ‘On being teaching’. In Sidney Greenbaum, et al.(eds) Studies in English Linguistics: for Randolph Quirk. Longman.94. Halliday, M. A. K. (1985) ‘English intonation as a resource for discourse’,Festschrift in Honour of Arthur Delbridge: Beiträge Zur Phonetic andLinguistik, 48. Helmut Buske Publishers (Hamburg), 111–17.95. Halliday, M. A. K. (1985) ‘It’s a fi xed word order language is English’, ITLReview of Applied Linguistics, 67–8. K. U. Leuven, Department of Linguistics, 91–116.96. Halliday, M. A. K. (1998) ‘On the grammar of pain’, Functions of Language, 5,1. John Benjamins Publishing Co., 1–32.97. Halliday, M. A. K. (2005) ‘Towards an applicable description of the grammar ofa language’. In Jonathan J. Webster (ed.) Collected Works of M. A. K. Halliday,Vol. 7, Studies in English Language. Continuum.Volume Eight: Studies in Chinese Language (in press)98. Halliday, M. A. K. (1959) the Language of the Chinese ‘Secret History of theMongols’, Publications of the Philological Society 17. Blackwell.99. Ellis, J. O. and Halliday, M. A. K. (unpublished ms.) ‘Temporal categories in themodern Chinese verb’.1034Continuing Discourse on Language100. H alliday, M. A. K. (unpublished ms.) ‘Some lexicogrammatical features of the dialects of the Pearl River Delta’.101. H alliday, M. A. K. (1980) ‘The origin and early development of Chinese pho-nological theory’. In R. E. Asher and Eugenie J. A. Henderson (eds) Towards a History of Phonetics. Edinburgh University Press, 123–139.102. H alliday, M. A. K. (1984) ‘Grammatical metaphor in English and Chinese’. In Beverly Hong (ed.) New Papers in Chinese Language Use, Contemporary China Papers 180. Australian National University Contemporary China Centre, 9–18. 103. H alliday, M. A. K. (1992) ‘A systemic interpretation of Peking syllable fi nal’. In Paul Tench (ed.) Studies in Systemic Phonology. Pinter Publishers, 100–123. 104. H alliday, M. A. K. (1993) ‘Analysis of scientifi c texts in English and Chinese’.In Kegi Hao (eds) Proceedings of the International Conference on Texts andLanguage Research, 29–31 March 1989. Xi’an Jiaotong University Press,90–97.105. H alliday, M. A. K. (1996) ‘Grammatical categories in modern Chinese’, Transactions of the Philological Society, 177–224.106. H alliday, M. A. K. (2001) ‘On the grammatical foundations of discourse’.In Ren Shaozeng, et al. (eds) Grammar and Discourse: Proceedings ofthe International Conference on Discourse Analysis. University of MacauPublications Centre, 47–58.Volume Nine: Language and Education (forthcoming)107. H alliday, M. A. K. and McIntosh, Angus. (1966) ‘General linguistics and its application to language teaching’, Patterns of Language: Papers in General,Descriptive and Applied Linguistics. Longman (Longmans Linguistics Library). 108. H alliday, M. A. K. (1967) ‘Linguistic and the teaching of English’. In James N.Britton (ed.) Talking and Writing: a Handbook of the Thematic Organization of the English Clause. Methuen (London), 80–90.109. H alliday, M. A. K. (1971) ‘A ‘linguistic approach’ to the teaching of the mother tongue?’ The English Quarterly, Canadian Council of Teachers of English, 4.2., 13–24.110. H alliday, M. A. K. (1972) ‘National language and language planning in a multi-lingual society’, East African Journal.111. H alliday, M. A. K. (1977) ‘Some thoughts on language in the middle school years’, English in Australia, 42., 3–16.112. H alliday, M. A. K. (1978) ‘Is learning a second language like learning a fi rst language all over again?’. In D. E. Ingram and T. J. Quinn (eds) LanguageLearning in Australian Society: Proceedings of the 1976 Congress of theApplied Linguistics Association of Australia. Australian International Press and Publications Pty Ltd, 3–19.113. H alliday, M. A. K. (1979) ‘Differences between spoken and written lan-guage: some implications for literacy teaching’. In Glenda Page, et al. (eds)Communication through Reading: Proceedings of the Fourth AustralianReading Conference. Australian Reading Association, 37–52.114. H alliday, M. A. K. (1979) ‘Some refl ections on language education in multi-lingual societies, as seen from the standpoint of linguistics’. In Madge CalxtonThe published works of M.A.K. Halliday 1035 (ed.) Report of the 1977 Seminar on Language Education in MultilingualSocieties. Regional Language Centre (RELC) (Singapore).115. H alliday, M. A. K. (1981) ‘A response to some questions on the language issue’, The English Magazine: The Language Issue. T he English Centre (Magazine) (London).116. H alliday, M. A. K. (1986) ‘Language across the culture’. In Makhan L. Tickoo (ed.) Language in Learning: Selected Papers From the RELC Seminar on‘Language across the Curriculum’, Singapore, 22–26 April 1985, Anthology Series 16. SEAMEO Regional Language Centre (Singapore), 14–29.117. H alliday, M. A. K. (1986) Learning Asian Languages. University of Sydney Centre for Asian Studies.118. H alliday, M. A. K. (1988) ‘Language and socialization: home and school’.In Linda Gerot, et al. (eds) Language and Socialization, Home and School:Proceedings from the Working Conference on Language in Education,Macquarie University, 17–21 November 1986. Macquarie University, 1–14. 119. H alliday, M. A. K. (1988) ‘Some basic concepts of educational linguistics’. In Verner Bickley (ed.) Languages in Education in a Bi-lingual or Multi-lingual Setting. Institute of Language in Education (Hong Kong), 5–17.120. H alliday, M. A. K. (1990) ‘On the concept of ‘educational linguistics’’. In Rod Giblett and John O’Carroll (eds) Discipline – Dialogue – Difference:Proceedings of the Language in Education Conference, Murdoch University, December 1989. 4D Duration Publications (Murdoch), 23–42.121. H alliday, M. A. K. (1991) ‘The notion of ‘context in language education’’. In Thao Le and Mike McCausland (eds) Language Education: interaction andDevelopment, Proceedings of the International Conference, Vietnam, April1991. University of Tasmania (Launceston), 1–26.122. H alliday, M. A. K. (1994) ‘A language development approach to education’.In Norman Bird, et al. (eds) Language and Learning. Institute of Language in Education (Hong Kong), 5–17.123. H alliday, M. A. K. (1994) ‘Contexts of English’. In X. Carlon, et al. (eds) Perspectives on English: Studies in Honour of Professor Emma Vorlat. Peeters (Leuvne), 449–468.124. H alliday, M. A. K. (1996) ‘Literacy and linguistics: a functional perspective’. In Ruqaiya Hasan and Geoff Williams (eds) Literacy in Society. Longman.125. H alliday, M. A. K. (1998) ‘Where languages meet: the signifi cance of the Hong Kong experience’. In Barry Asker (ed.) Teaching Language and Culture: Building Hong Kong on Education. Addison Wesley Longman, 27–37.126. H alliday, M. A. K. (forthcoming) ‘Linguistics and language education’.In Jonathan J. Webster (ed.) Collected Works of M. A. K. Halliday, Vol. 9,Language and Education. Continuum.Volume Ten: Language and Society (forthcoming)127. H alliday, M. A. K., McIntosh, Angus and Strevens, Peter. (1964) ‘The users and uses of language’, the Linguistic Sciences and Language Teaching. Longman. 128. H alliday, M. A. K. (1971) ‘Language in a social perspective’, the Context of Language (educational Review, University of Birmingham), 23.3., 165–188.1036Continuing Discourse on Language129. H alliday, M. A. K. (1973) ‘Forward’ to Basil Bernstein (ed.) Class, Codes and Control Vol. Ii: Applied Studies towards a Sociology of Language, PrimarySocialization, Language and Education. Routledge and Kegan Paul, ix-xvi. 130. H alliday, M. A. K. (1974) Language and Social Man, Schools Council Programme in Linguistics and English Teaching: Papers, Series II, V ol. 3.Longman.131. H alliday, M. A. K. (1975) ‘Language as social semiotic: towards a general sociolinguistic theory’. In Adam Makkai and Valerie Becker Makkai (eds) The First LACUS Forum. Hornbeam Press (Carolina), 17–46.132. H alliday, M. A. K. (1975) ‘Sociological aspects of semantic change’. In Luigi Heilmann (ed.) Proceedings of the Eleventh International Congress of Linguists.II Mulino (Bologna), 853–879.133. H alliday, M. A. K. (1975) ‘Some aspects of sociolinguistics’, Interactions between Linguistics and Mathematical Education, report on a Symposium spon-sored by UNESCO – CEDO – ICMI, Nairobi, September 1974, ED-74/CONF.808(64–73). UNESCO (Paris).134. H alliday, M. A. K. (1976) ‘Anti-languages’, American Anthropologist, 78.3., 570–584.135. H alliday, M. A. K. (1978) ‘An interpretation of the functional relationship between language and social structure’. In Uta Quasthoff (ed.) Sprachstruktur – Sozialstruktur: Zur Linguistischen Theorienbildung. Scriptor (Konigstein and Ts), 3–42.136. H alliday, M. A. K. (1994) ‘Language and the theory of codes’. In Alan Sadovnik (ed.) Knowledge and Pedagogy: the Sociology of Basil Bernstein. Ablex,124–142.。

专八语言学试题【答案版本】

1. F. de. Saussure is a (n) __________linguist.A. AmericanB. BritishC. SwissD. RussianSwiss linguist. The founder of structural linguistics, he declared that there is only an arbitrary relationship between a linguistic sign and that which it signifies. The posthumously published collection of his lectures,Course in General Linguistics (1916), is a seminal work of modern linguistics.索绪尔，费迪南德·德：(1857-1913) 瑞士语言学家，结构主义语言的创始人，他声称在语言符号和其所指含义之间仅有一种模糊的关系。

他死后，他的讲演集出版为《普通语言学教程》（1916年），是现代语言学的开山之作2.N. Chomsky is a(n) ______linguist.Canadian B. American C. French D. SwissAmerican linguist who revolutionized the study of language with his theory of generative grammar, set forth inSyntactic Structures (1957).乔姆斯基，诺阿姆：(生于1928) 美国语言学家，他在《句法结构》（1957年）一书中所阐述的关于生成语法的理论曾使语言学研究发生突破性进展3.___________is the study of speech sounds in language or a language with reference totheir distribution and patterning and to tacit rules governing pronunciation.A.PhonologyB. Lexicography 词典编纂C. lexicology词典学D.Morphology词态词态学音位学研究的是一种语言的整个语音系统及其分布，包括某一特定语言里的语音和音位分部和结合的规律。

英语语言学概论试卷第3套

ThreeⅠMark the choice that best completes the statement.1.Today, the grammar taught to learners of a language is basically __________.A. descriptiveB. prescriptiveC. both A and BD. neither of the two2. The clear /l/ and the dark /f/ are __________.A. in complementary distributionB. in free variationC. both A and BD. neither of the two3. –ed in the word played is __________.A. a free morphemeB. a rootC. a derivational affixD. an inflectional morpheme4. The __________ function of language is primarily to change the social of persons.A. interpersonalB. informativeC. textualD. performative5. Whorf believes that speakers of different languages perceive and experience the worlddifferently and that is the notion of __________.A. linguistic determinismB. language determinismC. social relativismD. linguistic relativism6. What essentially distinguishes semantics from pragmatics is __________.A. whether in the study of meaning the context of use is consideredB. whether it studies the meaning or notC. whether is studies how the speakers use language to effect communicationD. whether it is a branch of linguistics7. Of all the following examples, __________ is NOT an example of the affix addition.A. the addition of –able to a verb, such as in readableB. the addition of –ment to a verb, such as in accomplishmentC. the attachment of –ize to a noun or adjective, such as in stabilizeD. the addition of a or an before a noun, such as in an apple8. In English, inflectional affixes are mostly __________.A. prefixesB. suffixesC. infixesD. stems9. That the use of language involves a network of systems of choices is the opinion of__________.A. HallidayB. SaussureC. ChomskyD. Firth10. Of the following __________ does NOT belong to the three sub-types of antonymy.A. gradable antonymyB. converse antonymyC. complementary antonymyD. complete antonymy11. __________ is NOT included in Firth’s famous Context of Situation theory.A. The non-verbal action of the participantsB. The properties of the phonematic unitsC. The relevant objectsD. The effects of the verbal action12. The phrase backwash effect is often used in __________.A. systemic functional grammarB. error analysisC. testingD. sociolinguistics13. We can often find the phrase immediate constituents in __________.A. transformational generative grammarB. systemic functional grammarC. traditional grammarD. structural grammar14. The following ideas about language are wrong EXCEPT __________.A. Language evolves within specific historical, social and cultural contextB. Language has a form-sound correspondenceC. Language is a means of communicationD. Language is not related to any of the individuals who use it15. Because __________ can distinguish one phoneme from another, it is a distinctive feature for English obstruents.A. voicingB. nasalizationC. placeD. aspirationII. Fill in each of the following blanks with an appropriate word. The first letter of the word is already given.1. The ultimate objective of language is not just to create grammatically well-formed sentences, but to convey m .2. V ibration of the vocal cords results in a quality of speech sounds called “v“.3. Those morphemes that can not be used by themselves, but must be combined with other morphemes to form words are called b morphemes.4. The incorporated, or subordinate, clause is normally called an e clause.5. The study of sounds is called p , and the study of sound patterns is called p .6. Context is generally considered as constituted by the knowledge shared by the s and the hearer.7. The most widely spread morphological changes in the historical development of English are the loss and addition of a .8. A refers to a way of pronunciation which tells the listener something about the speaker’s regional or social background.9. Inflection is the manifestation of grammatical relationships through the addition of inflectional affixes, such as n , p , and f .10. One-word utterances sometimes show an overextension or under extension of r .11. In Katz and Postal’s proposal stated in “An Integrated Theory of Linguistic Description”,the p provides the grammatical classification and semantic information of words.12. Nasalization rule read, a non-nasalized sound is transformed into a n sound when it appears before a nasalized sound.13. The process of insertion of a nasal sound to the article “a” when it appears before a wo rd “orange” is known as c.14. The p relation, Saussure originally called Associative, is a relation holding betweenelements replaceable with each other at a particular place in s structure, or between one element present and the others absent.15. In Chomsky’s linguistic model, the m component is responsible for the correct spelling and pronunciation of the words in the surface structure.Ⅲ. Mark the following statements with “T”if they are true or “F”if they are false. Provide explanations for false statements.nguage is not an isolated phenomenon; it is a social activity carried out in a certain socialenvironment by human being.2.Speech is made up of continuous bursts of sounds.3.Acoustic phonetic is the study of the production of speech sound.4.The primary function of the vocal organs is to fulfill the biological needs of breathing andeating.5.The lungs are involved in the production of speech.6.Even if we think of a sentence as what people actually utter in the course of communication, itis still a sentence.7.Many words that were popular among Middle English speakers have lost their Modern users.For example, Shakespeare’s Romeo and Juliet contain such words as beseem, wot and gyve.8.A lingua franca has to be a native language currently spoken by a particular people.9.To tell whether a sound is a consonant or not, we should judge is its manners of articulation.10.Semi-vowel and semi-consonant actually refer to the same kind sound.11.Two words, or two expressions, which have the same semantic components, will besynonymous to each other.12.Meaning is extracted from text or speech by relating hat is presented to information stored inshort-term memory.13.In English some books is a case of number concord.14.Synchronic linguistics refers to the approach which studies language over various periods oftime and at various historical stages.15.A single phoneme always represents a single morpheme.Ⅳ. Match each term in Column A with one relevant item in Column B.Ⅴ. Explain the following concepts or theories.1.Prescriptive ad descriptive2.Diacritics3.Bound root4.Grammatical relations5.Selectional restrictions6.Speech act theory7.Gradable antonymy8.Standard language9.Esperanto10.EquivalenceⅥ. Fill in each of the following blanks with the original forms of abbreviation itemsin linguistics, and then put in the corresponding square brackets thespecific linguistic field in which the abbreviation forms are used.1.IC __________________________________ ( )2.IPA_________________________________ ( )3.CD _________________________________ ( )4.RP __________________________________ ( )5.UG _________________________________ ( )Ⅶ. Answer the following questions as comprehensively as possible, giving examples if necessary.1. Describe the major ways of word formation with some example.2. What do you know about the minimum free form?3. What does syntax study? Give a brief account of the major approaches in the development of syntax.4. Why do we say that the analysis of a sentence in terms of them and rheme is functional?5. It has been observed that women tend to approximate more closely to the standard language than man do. Why do you think this is so?6. Briefly explain what phonetics and phonology are concerned with and what kind of relationships hold between the two.。

胡壮麟语言学Exercise 12

Exercises 12 4
I. Fill in the blanks.
7.
In the history of American linguistics, the period between 1933 and 1950 is also known as the _____ Age. Bloomfieldian 8. _____ in language theories is characteristic of America. Descriptivism
Exercises 12 9
II. Choose the best answer.
13.
The principal representative of American descriptive linguistics is _____. A. Boas B. Sapir C. Bloomfield D. Harris C

Exercises 12
II. Choose the best answer.
16. _____ Grammar is the most widespread and the best understood method of discussing Indo-European languages. A. Traditional B. Structural C. Functional D. Generative A
Exercises
Exercises 12
1
I. Fill in the blanks.
1.
The Prague School practiced a special style of _____ Linguistics. synchronic 2. The Prague School is best known and remembered for its contribution to phonology and the distinction between _____ and phonology. phonetics

胡壮麟语言学Exercise 12

Exercises 12 8
II. Choose the best answer.
12.
The most important contribution of the Prague School to linguistics is that it sees language in terms of _____. A. function B. meaning C. signs D. system A
Exercises
Exercises 12
1
I. Fill in the blanks.
1.
The Prague School practiced a special style of _____ Linguistics. synchronic 2. The Prague School is best known and remembered for its contribution to phonology and the distinction between _____ and phonology. phonetics

Exercises 12 12
II. Choose the best answer.
16. _____ Grammar is the most widespread and the best understood method of discussing Indo-European languages. A. Traditional B. Structural C. Functional D. Generative A

Exercises 12
11
II. Choose the best answer.
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化。
ｏ ｆ ｔ ｈ ｅ ｉ ｎ ｔ ｅ ｒ ｒ ｏ ｇ ａ ｔ ｅ ｄ ｉ ｓ ｅ ｃ ｏ ｎ ｄ ， ｔ ｈ ｅ ｗｉ ｄ ｅ ｌ ｙ ｕ ｓ ｅ ｏ ｆ Ｌｏ ｗ ｖ ａ ｌ ｕ ｅ
ｍ ｏｄａ ｌ Ｖｅ ｒ ｂｓ ｄｅ ｍ ｏｎ ｓ ｔ ｒ ａ ｔ ｅ ｓ ａ ｍｏ ｒ ｅ ｈｕｍ ａ ｎｅ ａ ｎｄ ｄｅ ｍ ｏｃ ｒ ａ ｔ ｉ ｃ ｌ ｅｇｉ ｓ ｌ ａ ｔ ｉ ｏｎ ｐｒ ｉ ｎｃ ｉ ｐｌ ｅ；ａ ｎｄ ｔ ｈｉ ｒ ｄ，ｔ ｈｅ ａｂｓ ｅ ｎｃｅ ｏｆ Ａｆ ｆ ｅｃ ｌ ｒ ｅ ｓ ｏ ｕ ｒ ｃ ｅ ｓ ａ ｎ ｄ ｔ ｈ ｅ ｒｅ ｆ ｑ ｕｅ ｎ ｔ ａ ｐｐｌ ｉ ｃ ａ ｔ ｉ ｏ ｎ ｏ ｆ Ｃａ ｐａ ｃ ｉ ｔ ｙ ｒ ｅ ｓ ｏ ｕｒ ｃ ｅ ｓ
词块 。一段时 间以后 ，他们 自己就能够模仿并找到词块 。
最后 ，教师应要求 学生练 习写作，通过 写作可 以测试 和 评估 学生是否 掌握 了词块 的用法 。此外 ，还应该鼓励 学 生使 用单词 ，而不是只关注他 们的词汇 量。尽管词汇 量 在 英语习得 中很重要 ，但是在 实际语境 中运用语 言的能 力才 是评估英语 水平 的真 正标 准 。总之 ，教师应 意识到 词块教学法 的重要性 ，尽 力在实践 中指 导学生并 不断强
— —
Ｐｏｌ ｉ ｃ ｅ Ｃａ ｕｔ ｉ ｏ ｎ
Ａｎ Ａｎ ａ ｌ ｙ ｓ ｉ ｓ Ｏ ｆ ｔ ｈ ｅ“ Ｍｉ ｒ ａ ｎ ｄ ａ
Ｗａ ｒ ｎ ｉ ｎ ｇ ｓ ’ ’ 口 郑洁 源自四川警察 学院基础教 学部
Ａｂｓ ｔ ｒ ａｃ ｔ ：Ｂａ ｓ ｅｄ ｏｎ ｔ ｈ ｅ ｉ ｎ ｔ ｅ ｒ ｐｅ ｒ ｓ ｏｎ ａｌ ｆ ｕｎｃ ｔ ｉ ｏｎ ｉ ｎ Ｈａ ｌ ｌ ｉ ｄａ ｙ’ Ｓ ｓ ｙ ｓ ｔ ｅ ｍｉ ｃ ｆ ｕｎｃ ｔ ｉ ｏｎａ ｌ ｇ ｒ ａ ｍｍａ ｒ ，“ Ｍ ｉ ｒ ａ ｎｄａ Ｗａ ｒ ｎ ｉ ｎｇｓ ” ，ｔ ｈ ｅ ｔ ｙｐ ｉ ｃ ａ ｌ Ｅｎ ｇｌ ｉ ｓ ｈ Ｐｏ ｌ ｉ ｃ ｅ Ｃａ ｕ ｔ ｉ ｏｎ，ｉ ｓ ａ ｎａ ｌ ｙｚ ｅ ｄ ｒｏｍ ｆ ｔ ｈ ｅ ａ ｓ ｐ ｅ ｃ ｔ ｓ ｏｆ Ｍ ｏｏｄ ｓ ｙｓ ｔ ｅ ｍ ，Ｍ ｏ ｄａ ｌ ｉ ｔ ｙ ｓ ｙｓ ｔ ｅ ｍ ａ ｎｄ Ａｐｐｒ ａ ｉ ｓ ａ ｌ ｓ ｙｓ ｔ ｅ ｍ， ｗｉ ｔ ｈ ｔ ｈ ｅ ａ ｉ ｍ ｏ ｆ ｅ ｘｐｌ ｏ ｒ ｉ ｎｇ ｉ ｔ ｓ ｉ ｎ ｔ ｅ ｒ ｐ ｅ ｒ ｓ ｏ ｎａ ｌ ｍｅ ａ ｎｉ ｎｇｓ ． Ｒｅ ｓ ｕｌ ｔ ｓ ｓ ｈｏ ｗ ｔ ｈａ ｔ ：ｆ ｉ ｒ ｓ ｔ ，ｔ ｈｅ ｄｅ ｃ ｌ ａ ｒ ａ ｔ ｉ ｖｅ ｍ ｏｏｄ ａ ｎｄ ｉ ｎｔ ｅ ｒ ｒ ｏｇａ ｔ ｉ ｖｅ ｍｏ ｏｄ ｕｓ ｅ ｄ ｉ ｎ ｔ ｈｅ ｐｏ ｌ ｉ ｃ ｅ ｃ ａ ｕｔ ｉ ｏ ｎ ｐｒ ｏ ｔ ｅ ｃ ｔ ｔ ｈｅ ｌ ｅ ｇ ｉ ｔ ｉ ｍａ ｔ ｅ ｒ ｉ ｇｈ ｔ ｓ
４ ４ 目结 语
综上所述 ，学习者在类连 接和搭配 这两个词汇 知识 的关键方面 的掌握还存在 明显的 问题和 不足 ，同时也说 明他们对 与常 用词相 关 的典型词 块 的掌握还 存在欠 缺 。 为了提高他们 学习中介语 的质量 ，使他们 能够 习得 、产 出更准确 、更 地道、更接 近 目的语 的语 言 ，笔者认 为英 语词汇教学 的重点应放在 词块教学上 ，因为掌握好本 族 语的常用 词块 是学 习者语 言准确性和地道性 的关键所在 。 词块教学 的总体 思路是 ： 借 助于语料 库索 引，将常 用词
ｉ ｎｔ ｅ ｒ ｒ ｏｇａ ｔ ｉ ｏｎ ｐｒ ａ ｃ ｔ ｉ ｃ ｅ ｓ ．
放到上下文中 （ 而 不是 孤 立 出来 ） ，充 分 思 考 它 们 使 用 时
ｎａ ｒ ｒ ｏｗ ｔ ｈｅ ｉ ｎ ｔ ｅ ｒ ｐｅ ｒ ｓ ｏｎａ ｌ ｄｉ ｓ ｔ ａ ｎｃ ｅ ｂｅ ｔ ｗｅ ｅ ｎ ｐ ｏｌ ｉ ｃｅ ｍａ ｎ ａ ｎｄ ｔ ｈｅ ｉ ｎｔ ｅ ｒ ｒ ｏｇ ａ ｔ ｅｄ ，ｒ ｅ ｆ ｌ ｅ ｃ ｔ ｉ ｎｇ ｔ ｈｅ ｔ ｒ ａ ｎｓ ｆ ｏ ｒ ｍａ ｔ ｉ ｏ ｎ ｉ ｎ ｐｏ ｌ ｉ ｃ ｅ ｍａ ｎ’ Ｓ
接 受的词块 。因此 ，学习者能否 掌握一个词 的意义和用
法 ， 其 关 键 在 于 能 否 掌 握 能 够 体 现 该 词 意 义 和 用 法 的 常 用词块 。
“ ． 】 ｒ ‘ ‘‘ 。 ‘‘ ６ “ “
囝 解 决 方 法
这里总结 出三种途径 来提高学 习者的搭配 能力 。一 是在教学 中引入语料 库索引工 具，二是提供优 质充足 的 输入材料 ，三是提高学生的搭配意识 。对 语言教师来说 ， 具体 的方法如 下：首先 ，教师必 须改变传 统 的只注重发 音、形式 、意义而完全 忽视词汇在 语境 中用法 的词汇教 学法 ，应根据 单个单词 的语境指 导学生学 习词汇 ，而不 只是机械 地理解和 记忆词汇 ，还应 该 向学生 强调在语境 中学 习词 汇的重要 性并培养他们 的词块意识 。其次 ，教 师应该教 学生如何 识别词块 ，向学 生展示一 些词块 的例 子 ，使 学生在课下 能够 很容 易地 准确熟练地 使用那些词 块 。 比如 ，当老师讲解一个段 落后 ，应 该有意识地 分析 和总 结这段 的某 些词块来帮助 学生确定 哪些短语属 于该
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