Contextual Grammars versus Natural Languages
胡壮麟《语言学教程》测试题及答案

WORD格式胡壮麟《语言学教程》(修订版)测试题第一章:语言学导论I.Choose the best answer. (20%)nguage is a system of arbitrary vocal symbols used for human __________.A. contactB. communicationC. relationD. community2.Which of the following words is entirely arbitrary?A. treeB. typewriterC. crashD. bang3. The function of the sentence “ Waterboils at 100 degrees Centigrade.”is__________.A. interrogativeB. directiveC. informativeD. performative4. In Chinese when someone breaks a bowl or a plate the host or the people presentare likely to say “碎碎(岁岁)平安” as means of controlling the forces whichthey believes feel might affect their lives. Which functions does it perform?A. InterpersonalB. EmotiveC. PerformativeD. Recreational5.Which of the following property of language enables language users to overcomethe barriers caused by time and place, due to this feature of language, speakers ofa language are free to talk about anything in any situation?A. TransferabilityB. DualityC. DisplacementD. Arbitrariness6. Study the following dialogue. What function does it play according to thefunctions of language?— A nice day, isn ’ t it?— Right! I really enjoy the sunlight.A. EmotiveB. PhaticC. PerformativeD. Interpersonal7. __________ refers to the actual realization of the ideal language user knowledge’of the rules of his language in utterances.A. PerformanceB. CompetenceC. LangueD. Parole8.When a dog is barking, you assume it is barking for something or at someone that exists hear and now.It couldn ’ t be sorrowful for some lost love or lost bone. This indicates the design feature of __________.A. cultural transmissionB. productivityC. displacementD. duality9. __________ answers such questions as how we as infants acquire our first language.A. Psycholinguistics C. SociolinguisticsB. Anthropological linguistics D. Applied linguistics10.__________ deals with language application to other fields,particularly education.A. Linguistic theoryB. Practical linguisticsC. Applied linguisticsD. Comparative linguisticsII.Decide whether the following statements are true or false. (10%)nguage is a means of verbal communication. Therefore, the communication wayused by the deaf-mute is not language.nguage change is universal, ongoing and arbitrary.13.Speaking is the quickest and most efficient way of the human communicationsystems.nguage is written because writing is the primary medium for all languages.15.We were all born with the ability to acquire language, which means the detailsof any language system can be genetically transmitted.16.Only human beings are able to communicate.17. . De Saussure, who made the distinction between langue and parole in the early20th century, was a French linguist.18. A study of the features of the English used in Shakespeare’s time is an example of the diachronic study of language.19.Speech and writing came into being at much the same time in human history.20.All the languages in the world today have both spoken and written forms.III.Fill in the blanks. (10%)nguage, broadly speaking, is a means of __________ communication.22.In any language words can be used in new ways to mean new things and can becombined into innumerable sentences based on limited rules. This feature is usuallytermed __________.nguage has many functions. We can use language to talk about itself. Thisfunction is __________.24.Theory that primitive man made involuntary vocal noises while performingheavy work has been called the __________ theory.25.Linguistics is the __________ study of language.26.Modern linguistics is __________ in the sense that the linguist tries todiscover what language is rather than lay down some rules for people to observe.27.One general principle of linguistic analysis is the primacy of __________over writing.28.The description of a language as it changes through time is a __________ study.29.Saussure put forward two important concepts. __________ refers to the abstractlinguistic system shared by all members of a speech community.30. Linguistic potential is similar to Saussure ’ s langue and Chomsky ’ s ________ IV. Explain the following terms, using examples. (20%)31.Design feature32.Displacementpetence34.Synchronic linguisticsV.Answer the following questions. (20%)35.Why do people take duality as one of the important design features of humanlanguage? Can you tell us what language will be if it has no such design feature?(南开大学, 2004 )36. Why is it difficult to define language?(北京第二外国语大学,2004)VI. Analyze the following situation. (20%)37. How can a linguist make his analysis scientific?(青岛海洋大学,1999)第二章:语音I. Choose the best answer. (20%)1. Pitch variation is known as __________ when its patterns are imposed on sentences.A. intonationB. toneC. pronunciationD. voice2. Conventionally a __________ is put in slashes (/ /).A. allophoneB. phoneC. phonemeD. morpheme3.An aspirated p, an unaspirated p and an unreleased p are __________ of the p phoneme.A. analoguesB. tagmemesC. morphemesD. allophones4. The opening between the vocal cords is sometimes referred to as __________.A. glottisB. vocal cavityC. pharynxD. uvula5. The diphthongs that are made with a movement of the tongue towards the centerare known as __________ diphthongs.A. wideB. closingC. narrowD. centering6. A phoneme is a group of similar sounds called __________. A.minimal pairs B. allomorphs C. phones D. allophones7. Which branch of phonetics concerns the production of speech sounds? A.Acoustic phonetics B. Articulatory phonetics C. Auditory phonetics D.None of the above8. Which one is different from the others according to places of articulation?A. [n]B. [m]C. [ b ]D. [p]9. Which vowel is different from the others according to the characteristics of vowels?A. [i:]B. [ u ]C. [e]D. [ i ]10.What kind of sounds can we make when the vocal cords are vibrating?A. VoicelessB. VoicedC. Glottal stopD. ConsonantII. Decide whether the following statements are true or false. (10%)11.Suprasegmental phonology refers to the study of phonological properties of units larger than the segment-phoneme, such as syllable, word and sentence.12.The air stream provided by the lungs has to undergo a number of modification to acquire the quality of aspeech sound.13. Two sounds are in free variation when they occur in the same environment and donot contrast, namely,the substitution of one for the other does not produce adifferent word, but merely a different pronunciation.14. [p] is a voiced bilabial stop.15. Acoustic phonetics is concerned with the perception of speech sounds.16.All syllables must have a nucleus but not all syllables contain an onset and a coda.17.When pure vowels or monophthongs are pronounced, no vowel glides take place.18.According to the length or tenseness of the pronunciation, vowels can be divided into tense vs. lax orlong vs. short.19.Received Pronunciation is the pronunciation accepted by most people.20.The maximal onset principle states that when there is a choice as to where toplace a consonant, it is put into the coda rather than the onset.III.Fill in the blanks. (20%)21.Consonant sounds can be either __________ or __________, while all vowelsounds are __________.22. Consonant sounds can also be made when two organs of speech in the mouth are brought close together so that the air is pushed out between them, causing__________.23. The qualities of vowels depend upon the position of the __________ and the lips.24.One element in the description of vowels is the part of the tongue which is at the highest point in the mouth. A second element is the __________ to which that part of the tongue is raised.25.Consonants differ from vowels in that the latter are produced without__________.26.In phonological analysis the words fail / veil are distinguishable simplybecause of the two phonemes /f/ - /v/. This is an example for illustrating__________.27.In English there are a number of __________, which are produced by movingfrom one vowel position to another through intervening positions.28. __________ refers to the phenomenon of sounds continually show the influenceof their neighbors.29.__________ is the smallest linguistic unit.30.Speech takes place when the organs of speech move to produce patterns of sound. These movements have an effect on the __________ coming from the lungs.IV. Explain the following terms, using examples. (20%)31.Sound assimilation32.Suprasegmental feature33. Complementary distribution34.Distinctive featuresV. Answer the following questions. (20%)35. What is acoustic phonetics?(中国人民大学,2003)36.What are the differences between voiced sounds and voiceless sounds in terms of articulation?(南开 04)VI. Analyze the following situation. (20%)37.Write the symbol that corresponds to each of the following phonetic descriptions; then give an English word that contains this sound. Example: voiced alveolar stop [d] dog. (青岛海洋大学, 1999 )(1)voiceless bilabial unaspirated stop(2)low front vowel(3)lateral liquid(4)velar nasal(5)voiced interdental fricative第三章:词汇I. Choose the best answer. (20%)1. Nouns, verbs and adjectives can be classified as __________.A. lexical wordsB. grammatical wordsC. functionwords D. form words2. Morphemes that represent tense, number, gender and case are called __________ morpheme.A. inflectional C. boundB. freeD. derivational3. There are __________ morphemes in the word denationalization.A. threeB. fourC. fiveD. six4.In English –ise and –tion are called __________.A. prefixesB. suffixesC. infixesD. stems5. The three subtypes of affixes are: prefix, suffix and__________. A. derivational affix B. inflectional affix C. infixD. back-formation6. __________ is a way in which new words may be formed from already existing words by subtracting an affix which is thought to be part of the old word.A. affixationB. back-formationC. insertionD. addition7.The word TB is formed in the way of __________.A. acronymyB. clippingC. initialismD. blending8. The words like comsat and sitcom are formed by __________. A.blending B. clipping C. back-formation D. acronymy9. The stem of disagreements is __________A. agreementB. agreeC. disagreeD. disagreement10.All of them are meaningful except for __________.A. lexemeB. phonemeC. morphemeD. allomorphII. Decide whether the following statements are true or false. (10%)11. Phonetically, the stress of a compound always falls on the first element, while the second element receives secondary stress.12.Fore as in foretell is both a prefix and a bound morpheme.13. Base refers to the part of the word that remains when all inflectionalaffixes are removed.14.In most cases, prefixes change the meaning of the base whereas suffixes change the word-class of the base.15.Conversion from noun to verb is the most productive process of a word.16. Reduplicative compound is formed by repeating the same morpheme of a word.17. The words whimper, whisper and whistle are formed in the way of onomatopoeia.18. In most cases, the number of syllables of a word corresponds to the number of morphemes.19. Back-formation is a productive way of word-formations.20. Inflection is a particular way of word-formations.III. Fill in the blanks. (20%)21. An __________ is pronounced letter by letter, while an __________ is pronounced as a word.22. Lexicon, in most cases, is synonymous with __________.23.Orthographically, compounds are written in three ways: __________, __________ and __________.24. All words may be said to contain a root __________.25. A small set of conjunctions, prepositions and pronouns belong to __________ class, while the largest part of nouns, verbs, adjectives and adverbs belongs to __________ class.26.__________ is a reverse process of derivation, and therefore is a processof shortening.27.__________ is extremely productive, because English had lost most of its inflectional endings by the end of Middle English period, which facilitated the use of words interchangeably as verbs or nouns, verbs or adjectives, and vice versa.28.Words are divided into simple, compound and derived words on the __________ level.29. A word formed by derivation is called a __________, and a word formed by compounding is called a__________.30.Bound morphemes are classified into two types: __________ and __________.IV. Explain the following terms, using examples. (20%)31.Blending32.Allomorph33.Closed-class word34. Morphological ruleV. Answer the following questions. (20%)35.How many types of morphemes are there in the English language? What are they?(厦门大学, 2003 )36. What are the main features of the English compounds?VI. Analyze the following situation. (20%)37. Match the terms under COLUMN I with the underlined forms from COLUMN II(武汉大学, 2004 )I II(1)acronym a. foe(2)free morpheme b. subconscious(3)derivational morpheme c. UNESCO(4)inflectional morpheme d. overwhelmed(5)prefix e. calculation第四章:句法I. Choose the best answer. (20%)1.The sentence structure is ________.A. only linearB. only hierarchicalC. complexD. both linear and hierarchical2.The syntactic rules of any language are ____ in number.A. largeB. smallC. finiteD. infinite3.The ________ rules are the rules that group words and phrases to form grammatical sentences.A. lexicalB. morphologicalC. linguisticD. combinational4.A sentence is considered ____ when it does not conform to the grammatical knowledge in the mind of native speakers.A. rightB. wrongC. grammaticalD. ungrammatical5.A __________ in the embedded clause refers to the introductory word that introduces the embedded clause.A. coordinatorB. particleC. prepositionD. subordinator6. Phrase structure rules have ____ properties.A. recursiveB. grammaticalC. socialD. functional7.Phrase structure rules allow us to better understand _____________.A.how words and phrases form sentences.B.what constitutes the grammaticality of strings of wordsC.how people produce and recognize possible sentencesD.all of the above.8. The head of the phrase “ the city RomeA. the cityB. RomeC.city ” is __________.D. the city Rome9.The phrase “ on the shelflongs”tobe__________ construction.A. endocentricB. exocentricC. subordinateD. coordinate10.The sentence “ They were wanted to remain quiet and not to expose themselves. is a __________sentence.A. simpleB. coordinateC. compoundD. complexWORD格式II. Decide whether the following statements are true or false. (10%)11.Universally found in the grammars of all human languages, syntactic rules that comprise the system of internalized linguistic knowledge of a language speaker are known as linguistic competence.12.The syntactic rules of any language are finite in number, but there is nolimit to the number of sentences native speakers of that language are able toproduce and comprehend.13.In a complex sentence, the two clauses hold unequal status, one subordinatingthe other.14.Constituents that can be substituted for one another without loss ofgrammaticality belong to the same syntactic category.15. Minor lexical categories are open because these categories are not fixed and new members are allowed for.16.In English syntactic analysis, four phrasal categories are commonly recognizedand discussed, namely, noun phrase, verb phrase, infinitive phrase, and auxiliary phrase.17.In English the subject usually precedes the verb and the direct objectusually follows the verb.18.What is actually internalized in the mind of a native speaker is a completelist of words and phrases rather than grammatical knowledge.19.A noun phrase must contain a noun, but other elements are optional.20.It is believed that phrase structure rules, with the insertion of the lexicon, generate sentences at the level of D-structure.III. Fill in the blanks. (20%)21.A __________ sentence consists of a single clause which contains a subject and a predicate and stands alone as its own sentence.22.A __________ is a structurally independent unit that usually comprises a numberof words to form a complete statement, question or command.23.A __________ may be a noun or a noun phrase in a sentence that usually precedes the predicate.24.The part of a sentence which comprises a finite verb or a verb phrase and which says something about the subject is grammatically called __________.25.A __________ sentence contains two, or more, clauses, one of which isincorporated into the other.26.In the complex sentence, the incorporated or subordinate clause is normallycalled an __________clause.27.Major lexical categories are __________ categories in the sense that new wordsare constantly added.28.__________ condition on case assignment states that a case assignor and a case recipient should stay adjacent to each other.29.__________ are syntactic options of UG that allow general principles to operatein one way or another and contribute to significant linguistic variations between andWORD格式among natural languages.30. The theory of __________ condition explains the fact that noun phrases appearonly in subject and object positions.IV. Explain the following terms, using examples. (20%)31.Syntax32.IC analysis33. Hierarchical structure34. Trace theoryV. Answer the following questions. (20%)35.What are endocentric construction and exocentric construction?(武汉大学,2004)36. Distinguish the two possible meanings of “ more beautiful flowers ”by means IC analysis. (北京二外国语大学,2004)VI. Analyze the following situation. (20%)37.Draw a tree diagram according to the PS rules to show the deep structure of thesentence:The student wrote a letter yesterday.第五章:意义I. Choose the best answer. (20%)1. The naming theory is advanced by ________.A. PlatoB. BloomfieldC. Geoffrey LeechD. Firth2. “We shall know a word by the company it keeps. ” This statement represents _______.A. the conceptualist viewB. contexutalismC. the naming theoryD. behaviorism3.Which of the following is NOT true?A.Sense is concerned with the inherent meaning of the linguistic form.B.Sense is the collection of all the features of the linguistic form.C.Sense is abstract and decontextualized.D.Sense is the aspect of meaning dictionary compilers are not interested in.4.“Can I borrow your bike?A. is synonymous with C.entails ” _______ “ You have a bike. ”B. is inconsistent withD. presupposes5. ___________ is a way in which the meaning of a word can be dissected into meaning components,called semantic features.A. Predication analysisB. Componential analysisC. Phonemic analysisD. Grammatical analysis6.“Alive”and “ dead” are ______________.A. gradable antonymsB. relational antonymsC. complementary antonymsD. None of the above7. _________ deals with the relationship between the linguistic element and thenon-linguistic world of experience.A. ReferenceB. ConceptC. SemanticsD. Sense8.___________ refers to the phenomenon that words having different meanings have the same form.A. PolysemyB. SynonymyC. HomonymyD. Hyponymy9. Words that are close in meaning are called ______________.A. homonymsB. polysemiesC. hyponymsD. synonyms10.The grammaticality of a sentence is governed by _______.A. grammatical rulesB. selectional restrictionsC. semanticrules D. semantic featuresII.Decide whether the following statements are true or false. (10%)11. Dialectal synonyms can often be found in different regional dialects such as British English and American English but cannot be found within the varietyitself, for example, within British English or American English.12. Sense is concerned with the relationship between the linguistic element andthe non-linguistic world of experience, while the reference deals with theinherent meaning of the linguistic form.13. Linguistic forms having the same sense may have different references indifferent situations.14. In semantics, meaning of language is considered as the intrinsic andinherent relation to the physical world of experience.15. Contextualism is based on the presumption that one can derive meaning from or reduce meaning to observable contexts.16. Behaviorists attempted to define the meaning of a language form as thesituation in which the speaker utters it and the response it calls forth in the hearer.17. The meaning of a sentence is the sum total of the meanings of allits components.18. Most languages have sets of lexical items similar in meaning but rankeddifferently according to their degree of formality.19.“It is hot. ”-placeisnopredication because it contains no argument.20.In grammatical analysis, the sentence is taken to be the basic unit, but in semantic analysis of a sentence, the basic unit is predication, which is the abstraction of the meaning of a sentence.III. Fill in the blanks. (20%)21. __________ can be defined as the study of meaning.22. The conceptualist view holds that there is no __________ link between alinguistic form and what it refers to.23.__________ means what a linguistic form refers to in the real, physical world;it deals with the relationship between the linguistic element and the non-linguistic world of experience.24. Words that are close in meaning are called __________.25. When two words are identical in sound, but different in spelling and meaning, they are called__________.26.__________ opposites are pairs of words that exhibit the reversal of a relationship between the two items.27.__________ analysis is based upon the belief that the meaning of a word can be divided into meaning components.28. Whether a sentence is semantically meaningful is governed by rules called__________ restrictions, which are constraints on what lexical items can go with what others.29. A(n) __________ is a logical participant in a predication, largely identical with the nominal element(s)in a sentence.30.According to the __________ theory of meaning, the words in a language aretaken to be labels of the objects they stand for.IV. Explain the following terms, using examples. (20%)31.Entailment32.Propositionponential analysis34.ReferenceV. Answer the following questions. (20%)35. What are the sense relations between the following groups of words?Dogs, cats, pets, parrots; trunk, branches, tree, roots(青岛海洋大学,1999 )36.What are the three kinds of antonymy?(武汉大学, 2004 )VI. Analyze the following situation. (20%)37. For each group of words given below, state what semantic property or properties are shared by the (a) words and the (b) words, and what semantic property or properties distinguish between the classes of (a)words and (b) words.(1) a. bachelor, man, son, paperboy, pope, chiefb. bull, rooster, drake, ram(2) a. table, stone, pencil, cup, house, ship, carb. milk, alcohol, rice, soup(3) a. book, temple, mountain, road, tractorb. idea, love, charity, sincerity, bravery, fear (青岛海洋大学,1999)第七章:语言、文化和社会[注:第六章无测试题]I.Choose the best answer. (20%)1._______ is concerned with the social significance of language variation and language use in different speech communities.A. PsycholinguisticsB. SociolinguisticsC. Applied linguisticsD. General linguistics2.The most distinguishable linguistic feature of a regional dialect is its __________.A. use of wordsB. use of structuresC. accentD.morphemes3. __________ is speech variation according to the particular area where a speaker comes from.A. Regional variation C. Social variationB. Language variation D. Register variation4._______ are the major source of regional variation of language.A. Geographical barriersB. Loyalty to and confidence in one ’ s native speechC. Physical discomfort and psychological resistance to changeD. Social barriers5. _________ means that certain authorities, such as the government choose, a particular speech variety, standardize it and spread the use of it across regional boundaries.A. Language interference C. Language planningB. Language changes D. Language transfer6._________ in a person ’ s speech or writing usually ranges on a continuum from casual or colloquial to formal or polite according to the type of communicative situation.A. Regional variationB. Changes in emotionsC. Variation in connotationsD. Stylistic variation7.A ____ is a variety of language that serves as a medium of communication among groups of people for diverse linguistic backgrounds.A. lingua francaB. registerC. CreoleD. national language8.Although _______ are simplified languages with reduced grammatical features, they are rule-governed, like any human language.A. vernacular languagesB. creolesC. pidginsD. sociolects9.In normal situations, ____ speakers tend to use more prestigious forms than their____ counterparts with the same social background.A. female; maleB. male; femaleC. old; youngD. young; old10.A linguistic _______ refers to a word or expression that is prohibited bythe “ polite ” society generalfrom use.A. slangB. euphemismC. jargonD. tabooII.Decide whether the following statements are true or false. (10%)11. Language as a means of social communication is a homogeneous system with a homogeneous group of speakers.12. The goal of sociolinguistics is to explore the nature of language variation and language use among a variety of speech communities and in different social situations. 13. From the sociolinguistic perspective, the term“speechotbevarietyused to”can n refer to standard language, vernacular language, dialect or pidgin.14. The most distinguishable linguistic feature of a regional dialect is its grammarand uses of vocabulary.15. A person’s social backgrounds do not exert a shaping influence on his choiceof linguistic features.16. Every speaker of a language is, in a stricter sense, a speaker of a distinct idiolect.17.A lingua franca can only be used within a particular country forcommunication among groups of people with different linguistic backgrounds.18.A pidgin usually reflects the influence of the higher, or dominant, language inits lexicon and that of the lower language in their phonology and occasionallysyntax.19. Bilingualism and diglossia mean the same thing.20. The use of euphemisms has the effect of removing derogatory overtones and the disassociative effect as such is usually long-lasting.III. Fill in the blanks. (20%)21. The social group isolated for any given study is called the speech __________.22. Speech __________ refers to any distinguishable form of speech used by aspeaker or group of speakers.23.From the sociolinguistic perspective, a speech variety is no more than a__________ variety of a language.nguage standardization is also called language __________.25.Social variation gives rise to __________ which are subdivisible intosmaller speech categories that reflect their socioeconomic, educational,occupational background, etc.26. __________ variation in a person ’ s speech or writing usuallyon range continuum from casual or colloquial to formal or polite according to the typeof communicative situation.27. A regional dialect may gain status and become standardized as the national or。
原创1:Grammar—Infinitives (2) as the predicative

不定式to do作表语的含义有哪些?
3. 用于第一人称疑问句,表示征求意见 What am I to do if I fail to find a good solution? 如果不能找到一个好的解决方案,我该怎么办呢? 4. 表示事态发展的结果、预期的结果及预言。 If you are to live a long life,you must keep healthy. 如果你想长寿,你必须保持健康。
不定式to do作表语的含义有哪些?
1. 表解释说明。 My dream is to be a pilot. 我的理想是当一名飞行员。 2. 表示目的。 The next step is to understand exactly what conveys in the contemporary painting. 下一步要弄清楚这幅当代画所表达的确切内涵。
Read these sentences from the previous text and fill in the blanks using words from the text. Discuss with your partner the function of the italicized infinitives.
Homework
1. Go over what we have learnt. 2. Finish the Exercises in this unit on workbook.
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不定式to do作表语的含义有哪些?
5. 表示“安排、命令、决定、劝告、意愿、禁止”等。 He is to head for Tibet next week. 下周他要动身到西藏去。(安排) You are to have a chat with them after school. 放学后你应该和他们聊天。(劝告) Boys are not to wear long hair. 男生不准留长发。(禁止) 6. 用于被动语态,相当于should,具有情态意义。 These paintings of great value are not to be sold. 这些很珍贵的油画不应该卖掉。
五年级下册英语自我评价标准版听力

五年级下册英语自我评价标准版听力全文共3篇示例,供读者参考篇1Evaluating My Listening Skills in 5th Grade EnglishAs I look back on this past school year, I can definitely say my English listening abilities have grown a lot. At the beginning of the year, understanding anything beyond simple phrases and vocabulary words was really tough. But now, I'm able to grasp the main ideas and key details when I hear longer stories and conversations. It's been great to build up this crucial skill.When we started the new textbook, just following along as the teacher read the opening dialogues was a major challenge. The speakers went at a natural pace, using idioms and slang that went right over my head. By replaying the audio tracks over and over while following the text, gradually I got better at catching on to the different accents and speech patterns.Doing listen-and-answer exercises helped me hone my focus and avoid getting distracted. At first, I'd miss key details because my mind wandered or I misheard words that sounded similar. But practicing intentional listening, taking notes, and going backwhen I got stuck helped build my concentration. I had to learn not to panic when I didn't understand everything, but instead jot down whatever words I did recognize so I could piece things together bit by bit.Building vocabulary knowledge was crucial too. So many times, I grasped the overall situation being described but got hung up on one or two unfamiliar words that changed the whole meaning. Making vocabulary flashcards and listening for those same terms used in context helped cement them in my memory. I'm still not perfect at inferring meaning from context clues alone, but I'm much better than when I started.When it came to understanding speakers' intentions and feelings based on tone and inflection, that was one of my biggest weaknesses initially. I'm used to my native language where we convey so much meaning just through subtle changes in pitch, pace and emphasis. Gradually, through lots of focused listening practice, I started picking up on these nuances in English speech too - when a character sounded upset, excited, sarcastic or annoyed even if I missed some of the actual words.This year's textbook also incorporated more diverse accents from different English-speaking regions, which expanded my "ear training." At the start it was hard for me to adjust to accentsthat sounded quite different from my teacher's standard pronunciation. But the more I heard those varied voices and speech patterns, the more comfortable I became understanding a range of English speakers, not just one style.Thinking back to our first round of listening exercises, they seem so basic compared to what I can handle now! Simple requests and phrases have given way to multi-step instructions, open-ended queries and longer anecdotes or explanations. My listening stamina has increased too - I can stay focused for larger chunks of time without losing the overall thread or needing constant replays and repetition.Of course, listening comprehension is still my biggest area for growth compared to the other skills. There's so much more practice ahead before I'll feel fully fluent understanding naturally spoken English in all situations. But I'm really proud of how far I've come since the beginning of 5th grade. With continued effort, I'm confident these listening abilities will keep expanding next year and beyond.Some of the specific listening skills I've leveled up this year include:Identifying the main topic and purpose of a longer spoken textDistinguishing supporting details versus unimportant side informationFollowing multistep instructions and procedures based on oral guidanceComprehending different moods/attitudes based on paralinguistic cues like tone, inflection, pacingDeveloping familiarity with diverse accents and conversational speech patternsExpanding vocabulary to facilitate understanding unfamiliar terms in contextUsing background knowledge and contextual clues to decipher overall meaningWhile I've made great strides, some persistent challenges include:Quickly processing information delivered at a very rapid paceComprehending sarcasm, metaphors and other non-literal languageFocusing my attention when there are multiple background voices or noisesGrasping complex hypothetical situations or abstract ideas through listening aloneInferring implication and deeper meaning beyond just the literal phrases usedOverall, I feel really proud of the listening growth I've demonstrated this year, while still having plenty of room for further progress ahead. By continuing to practice focused listening across all sorts of real-world situations, I know my ears will just keep getting stronger. Bring on 6th grade!篇2Self-Evaluation Standards for 5th Grade Second Semester English ListeningAs a fifth-grader, the second semester of English class was a real challenge for me when it came to listening comprehension. We covered a lot of new vocabulary, grammar structures, and longer dialogues and stories. At first, I felt pretty lost and overwhelmed, but over the course of the semester, I learned some good strategies that helped me improve my listening skills. Here are the self-evaluation standards I used to track my progress:Understanding Words and PhrasesAt the beginning, even some basic words and phrases used in the dialogues threw me off. I would hear them but then immediately forget what they meant. My first goal was to build up my vocabulary by making flashcards for new words and phrases, practicing them regularly, and trying to use them in sentences. Gradually, I got better at quickly recognizing these building blocks of the language just by hearing them. I knew I had made progress when I could understand at least 70% of the individual words and set phrases used in our textbook listening exercises.Understanding Sentence StructureThe next step was being able to piece those words and phrases together into full sentences with the correct grammar structure and meaning. This involved paying close attention to things like verb tenses, subject-verb agreement, and differentiating between statements, questions and commands. I struggled with this for a while, but practicing sentence structure drills and having my parents quiz me really paid off. I felt I had an acceptable grasp of sentences when I could accurately analyze the structure of 60% of the sentences I heard.Understanding Dialogue ContextOkay, so I had words, phrases and sentences under my beltto an extent. But the real challenge was following along with extended dialogues between multiple speakers without getting lost. This required taking in the words while also picking up on context clues about the situation, emotions, relationships between speakers and other details. I worked on strategies like visualizing the scene, making predictions, and separating out key details from lesser ones. My target was being able to summarize the basic context and point of 50% of the dialogues we covered.Understanding Stories and PresentationsThe most advanced listening situations involved following along with longer stories and presentations, sometimes on unfamiliar topics. This demanded focused extended listening while continuing to visualize, make predictions, separate main ideas from details, and make inferences. Even though stories and talks covered themes meant for children, keeping everything straight still challenged my English ears. I scored myself on being able to restate the main idea and key supporting points from 40% of the stories and talks.Applying Listening StrategiesBeyond just comprehension, I also evaluated my ability to apply specific listening strategies we learned. These includedpreviewing material, listening for signal words, taking basic notes, making timelines and graphic organizers for the content, identifying the speaker's purpose and tone, and formulating relevant questions. Using one or more of these strategies enhanced how much I could extract from spoken English. I gave myself a pat on the back if I could successfully apply a particular strategy to at least 50% of the selections.Overall, making incremental progress in these areas gave me a huge sense of accomplishment and boosted my listeningself-confidence. It was so satisfying to understand more and more just from audio input alone without needing visuals or translations. While I'm still a work in progress, self-evaluating helped me celebrate my "little wins" along the way. With these standards as a guide, I know I ended 5th grade in a solid position to keep building my English listening skills heading into middle school. Listening comprehension may never be easy, but at least I have a process to slowly make it easier.篇3Listening Evaluation for 5th Grade English (Second Semester)As I reflect on my listening skills in English class this past semester, I can definitely see areas where I have improved as well as some things I still need to work on. Overall, I feel pretty good about how far I've come, but there's always room for growth!One of the biggest improvements I've noticed is in my ability to understand dialogue and conversations between multiple speakers. At the beginning of the semester, it was really hard for me to follow along when there were different voices going back and forth. I would get lost tracking who was saying what. But through lots of practice listening to dialogues in our textbook audio clips and videos, I've gotten much better at keeping the different speakers straight in my mind.I particularly struggled early on with understanding speakers who had stronger accents or spoke really quickly. Luckily, our teacher did a great job exposing us to a variety of accents and speech rates over the course of the semester. While those fast talkers with thicker accents still trip me up sometimes, I've learned techniques like listening for context clues and familiar vocabulary words to piece together the overall meaning. It's gotten easier to not panic if I miss a word or phrase here and there.In terms of specific skills we've focused on, I feel strongest with my ability to comprehend the main ideas and important details in simple conversations, stories and instructions. As long as the vocabulary and grammar structures aren't too advanced, I can usually identify the key points and summarize what I've heard. Listening for concrete facts and information is one of my strengths.Where I still have some growing to do is with making inferences and understanding more abstract concepts and opinions just from listening. If the conversations or listening passages get more conceptual or analytical, I have a harder time fully grasping the implied meanings and reasoning behind what's being said. I tend to do better when the listening is more straightforward and factual.Another area for improvement is keeping focused for extended periods of listening. I've built up my listening stamina this semester by doing more lengthy exercises. However, if an audio clip or video goes much past 5 minutes or so, my mind does still sometimes start to wander, especially if I find the topic uninteresting. Taking good notes seems to help me a lot with maintaining concentration.One skill I'm quite proud of is my ability to listen for specific details like names, numbers, dates, etc. According to the feedback from my teacher, I'm strong at catching those concrete pieces of information and jotting them down accurately. I try to have my pencil ready during any listening activity in case I need to quickly write down a key detail.In addition to honing my core listening abilities, I've learned some good strategies this semester for activating my prior knowledge before starting a listening task. Making predictions, going over key vocabulary, and thinking about the context in advance all helps get my brain in gear for comprehending the overall message better. Our teacher also emphasized listening for word stress and intonation as clues to meaning, which has been helpful.Looking ahead to next year, some goals I have for myself are to keep expanding my vocabulary knowledge, especially of common idioms and phrasal verbs. The more familiar I am with a wider range of vocabulary, the more successful I'll be at piecing together meaning from context when I encounter unknown words or phrases. I also want to work on taking more focused notes during longer listening exercises, rather than trying to write everything down verbatim.Another goal is to build up my inferencing skills by practicing with more open-ended and opinion-based listening materials. Things like podcasts, interviews, and movie clips could give me opportunities to go beyond just comprehending facts and start analyzing tone, purpose, and implied meanings as well. It will also be great experience for listening to more authentic, unscripted speech at natural, rapid speeds.Overall, I'm pleased with the listening progress I've made in 5th grade English. Has it been easy? No way! Listening comprehension is one of the most challenging skills, especially when it's not your first language. But between helpful listening strategies from my teacher and lots of focused practice with all the different activity types we've done, I've definitely leveled up my abilities. I feel prepared to continue growing as a listener in middle school and beyond. Bring on those future listening challenges - I'm ready!。
英语三级试题及答案

英语三级试题及答案一、听力理解(共20分)A. 短对话理解(每题1分,共5分)1. What is the man going to do?A) Buy a book. B) Return a book. C) Borrow a book.Answer: B2. Where does the conversation most probably take place?A) In a library. B) In a bookstore. C) In a classroom.Answer: A3. What does the woman mean?A) She is busy. B) She is interested in the book. C) Sheis going to the library.Answer: C4. Why does the man suggest going to the library?A) To find a better book. B) To study in a quiet place. C) To meet a friend.Answer: B5. What is the relationship between the two speakers?A) Friends. B) Classmates. C) Teacher and student.Answer: AB. 长对话理解(每题2分,共10分)听下面一段较长的对话,回答6至10题。
6. What is the main topic of the conversation?A) A birthday party. B) A school project. C) A travel plan.Answer: A7. When is the party going to be held?A) Next Friday. B) This weekend. C) Tomorrow.Answer: B8. What does the woman suggest the man do?A) Buy a gift. B) Prepare a speech. C) Make a reservation. Answer: A9. What does the man think of the woman's idea?A) He agrees with her. B) He disagrees with her. C) Hehas no opinion.Answer: A10. What will the woman probably do next?A) Call her friend. B) Go shopping. C) Make a list.Answer: CC. 短文理解(每题2分,共5分)听下面一段短文,回答11至15题。
常用英语语法术语表Grammatical-Terms

常用英语语法术语表Grammatical-Terms常用英语语法术语表Grammatical Terms 1. 语法grammar句法syntax词法morphology结构structure句子sentence从句clause词组phrase词类part of speech实词notional word虚词structural word单纯词simple word派生词derivative复合词compound词性part of speech名词noun专有名词proper noun普通名词common noun可数名词countable noun不可数名词uncountable noun抽象名词abstract noun具体名词concret noun物质名词material noun集体名词collective noun个体名词individual noun介词preposition连词conjunction动词verb主动词main verb及物动词transitive verb不及物动词intransitive verb 系动词link verb助动词auxiliary verb情态动词modal verb规则动词regular verb不规则动词irregular verb 短语动词phrasal verb限定动词finite verb非限定动词infinite verb使役动词causative verb感官动词verb of senses动态动词event verb静态动词state verb感叹词exclamation形容词adjective副词adverb方式副词adverb of manner程度副词adverb of degree时间副词adverb of time地点副词adverb of place修饰性副词adjunct连接性副词conjunct疑问副词interogative adverb关系副词relative adverb代词pronoun人称代词personal pronoun物主代词possesive pronoun反身代词reflexive pronoun相互代词reciprocal pronoun指示代词demonstrative pronoun疑问代词interrogative pronoun关系代词relative pronoun不定代词indefinite pronoun物主代词possecive pronoun名词性物主代词nominal possesive prnoun形容词性物主代词adjectival possesive pronoun冠词article定冠词definite article不定冠词indefinite article数词numeral基数词cardinal numeral序数词ordinal numeral分数词fractional numeral形式form单数形式singular form复数形式plural form限定动词finite verb form非限定动词non-finite verb form 原形base form2.morphology词法notional实词form word虚词word-building构词法root词根prefix前缀suffix后缀synonym同义词antonym反义词conversion转化法derivation派生法affixation词缀法composition合成法compound复合词parts of speech词类noun名词pronoun代词numeral数词adjective形容词verb动词adverb副词article冠词preposition介词conjunction连词interjection感叹词particle引导词classification of nouns名词的分类common noun普通名词proper noun专有名词collective noun集合名词material noun物质名词abstract noun抽象名词countable noun可数名词personal pronoun人称代词possessive pronoun物主代词reflexive pronoun反身代词demonstrative pronoun指示代词interrogative pronoun疑问代词relative pronoun关系代词indefinite pronoun不定代词reciprocal pronoun相互代词case格nominative case主格objective case宾格possessive case所有格singular form单数形式plural form复数形式cardinal numeral基数词ordinal numeral序数词fraction numeral分数数词degrees of comparison比较级positive degree原级comparative degree比较级superlative degree最高级notional verb实义动词modal verb情态动词link verb连系动词auxiliary verb助动词transitive verb及物动词intransitive verb不及物动词regular verb规则动词irregular verb不规则动词finite verb限定动词non-finite verb非限定动词person人称number数gender性tense时态voice语态mood语气principal forms of verbs动词的主要形式present form现在形式past form过去形式participle分词present participle现在分词past participle过去分词infinitive不定式gerund动名词verbal noun动名词simple present tense一般现在时simple past tense一般过去时simple future tense一般将来时present continuous tense现在进行时past continuous tense过去进行时future continuous tense将来进行时past perfect tense过去完成时future perfect tense将来完成时present perfect continuous tense现在完成进行时future perfect continuous tense将来完成进行时sequence of tenses时态的呼应passive voice被动语态active voice主动语态indicative mood陈述语气imperative mood祈使语气subjunctive mood虚拟语气adverb of time 时间副词adverb of place地点副词adverb of manner方式副词adverb of degree程度副词adverb of frequency频度副词conjunctive adverb连接副词definite article定冠词indefinite article不定冠词coordinating conjunction并列连词subordinating conjunction从属连词syntax句法declarative sentence陈述句imperative sentence祈使句exclamatory sentence感叹句interrogative sentence疑问句general question一般疑问句special question特殊疑问句alternative question选择疑问句disjunctive question反意疑问句simple sentence简单句compound sentence并列句语法术语Grammar Terms 语法grammar句法syntax词法morphology结构structure句子sentence从句clause词组phrase词类part of speech实词notional word虚词structural word名词noun专有名词proper noun普通名词common noun可数名词countable noun不可数名词uncountable noun 抽象名词abstract noun具体名词concrete noun物质名词material noun集体名词collective noun个体名词individual noun介词preposition连词conjunction动词verb主动词main verb及物动词transitive verb不及物动词intransitive verb 系动词link verb助动词auxiliary verb情态动词modal verb规则动词regular verb不规则动词irregular verb短语动词phrasal verb限定动词finite verb非限定动词infinite verb使役动词causative verb感官动词verb of senses动态动词event verb静态动词state verb感叹词exclamation形容词adjective副词adverb方式副词adverb of manner程度副词adverb of degree时间副词adverb of time地点副词adverb of place修饰性副词adjunct连接性副词conjunct疑问副词interrogative adverb 关系副词relative adverb代词pronoun人称代词personal pronoun物主代词possessive pronoun 反身代词reflexive pronoun相互代词reciprocal pronoun指示代词demonstrative pronoun疑问代词interrogative pronoun关系代词relative pronoun不定代词indefinite pronoun名词性物主代词nominal possessive pronoun形容词性物主代词adjectival possessive pronoun冠词article定冠词definite article不定冠词indefinite article数词numeral基数词cardinal numeral序数词ordinal numeral分数词fractional numeral形式form单数形式singular form复数形式plural form限定动词finite verb form非限定动词non-finite verb form原形base form从句clause从属句subordinate clause并列句coordinate clause名词从句nominal clause定语从句attributive clause状语从句adverbial clause宾语从句object clause主语从句subject clause同位语从句appositive clause时间状语从句adverbial clause of time地点状语从句adverbial clause of place方式状语从句adverbial clause of manner让步状语从句adverbial clause of concession原因状语从句adverbial clause of cause结果状语从句adverbial clause of result目的状语从句adverbial clause of purpose条件状语从句adverbial clause of condition真实条件状语从句adverbial clause of real condition非真实条件状语从句adverbial clause of unreal condition 含蓄条件句adverbial clause of implied condition错综条件句adverbial clause of mixed condition句子sentence简单句simple sentence并列句compound sentence复合句complex sentence并列复合句compound complex sentence 陈述句declarative sentence疑问句interrogative sentence一般疑问句general question特殊疑问句special question选择疑问句alternative question附加疑问句tag question反义疑问句disjunctive question修辞疑问句rhetorical question感叹疑问句exclamatory question存在句existential sentence肯定句positive sentence否定句negative sentence祈使句imperative sentence省略句elliptical sentence感叹句exclamatory sentence基本句型basic sentence pattern句子成分members of sentences主语subject谓语predicate宾语object双宾语dual object直接宾语direct object间接宾语indirect object复合宾语complex object同源宾语cognate object补语complement主补subject complement宾补object complement表语predicative定语attribute同位语appositive状语adverbial句法关系syntactic relationship 并列coordinate从属subordination修饰modification前置修饰pre-modification后置修饰post-modification限制restriction双重限制double-restriction非限制non-restriction数number单数形式singular form复数形式plural form规则形式regular form不规则形式irregular form格case普通格common case所有格possessive case主格nominative case宾格objective case性gender阳性masculine阴性feminine通性common中性neuter人称person第一人称first person第二人称second person第三人称third person时态tense过去将来时past future tense过去将来进行时past future continuous tense过去将来完成时past future perfect tense一般现在时present simple tense一般过去时past simple tense一般将来时future simple tense现在完成时past perfect tense过去完成时present perfect tense将来完成时future perfect tense现在进行时present continuous tense过去进行时past continuous tense将来进行时future continuous tense过去将来进行时past future continuous tense现在完成进行时present perfect continuous tense 过去完成进行时past perfect continuous tense语态voice主动语态active voice被动语态passive voice语气mood陈述语气indicative mood祈使语气imperative mood虚拟语气subjunctive mood否定negation否定范围scope of negation全部否定full negation局部否定partial negation转移否定shift of negation语序order自然语序natural order倒装语序inversion全部倒装full inversion部分倒装partial inversion直接引语direct speech间接引语indirect speech自由直接引语free direct speech自由间接引语free indirect speech一致agreement主谓一致subject-predicate agreement 语法一致grammatical agreement概念一致notional agreement就近原则principle of proximity强调emphasis重复repetition语音pronunciation语调tone升调rising tone降调falling tone降升调falling-rising tone文体style正式文体formal非正式文体informal口语spoken/oral English感情色彩emotional coloring 褒义commendatory贬义derogatory幽默humorous讽刺sarcastic挖苦ironic。
英语单词练习题讲解

英语单词练习题讲解### English Vocabulary Practice: Strategies for MasteryIntroduction:Mastering English vocabulary is a journey that requires consistent practice and strategic learning. This article aims to provide a set of practice exercises that can help learners expand their vocabulary and improve their language proficiency.1. Contextual Learning:One of the most effective ways to learn new words is through context. Here's an exercise:- Exercise: Read a short passage and underline unfamiliar words. Try to guess their meanings from the context. Afterward, look up the words to confirm your understanding.2. Word Roots and Affixes:Understanding the roots, prefixes, and suffixes can help in deducing the meanings of new words.- Exercise: List common roots and affixes, and match them with their meanings. For example, "tele-" means "far off," and "auto-" means "self."3. Synonyms and Antonyms:Enhance your vocabulary by learning synonyms (words withsimilar meanings) and antonyms (opposite meanings).- Exercise: Provide a word and list five synonyms and five antonyms. For example, the word "happy" could have synonymslike joyful, elated, content, delighted, and cheerful, and antonyms like sad, unhappy, miserable, sorrowful, and depressed.4. Thesaurus Use:A thesaurus is a valuable tool for discovering new words with the same meaning.- Exercise: Choose a common word and use a thesaurus to find ten alternatives. Practice using these alternatives in sentences.5. Word of the Day:Make it a habit to learn a new word every day.- Exercise: Subscribe to a "Word of the Day" service orchoose a word from a dictionary. Use that word in a sentenceto reinforce its meaning.6. Flashcards:Flashcards are a classic method for memorizing new vocabulary.- Exercise: Create flashcards with a new word on one side and its definition and an example sentence on the other. Reviewthe flashcards regularly.7. Reading and Listening Comprehension:Exposure to English through reading and listening can introduce you to new words in context.- Exercise: Read a book or listen to a podcast in English, and note down new words. Use these words in conversation or writing to practice.8. Writing Practice:Writing helps to solidify your understanding of new vocabulary.- Exercise: Write a short essay or story using at least ten new words you've learned recently.9. Conversation Practice:Using new words in conversation can help you remember them better.- Exercise: Engage in conversations with friends or language partners, and try to incorporate new vocabulary into your speech.10. Online Resources and Apps:Take advantage of technology to aid your vocabulary learning.- Exercise: Use apps and online resources that offer vocabulary quizzes, games, and challenges to keep learning fun and interactive.Conclusion:Vocabulary acquisition is an ongoing process that requirespatience and persistence. By incorporating these exercisesinto your routine, you can gradually expand your English vocabulary and enhance your overall language skills. Remember, practice makes perfect. Happy learning!。
自然语言处理概述外文翻译
自然语言处理概述外文翻译
自然语言处理(Natural Language Processing,简称NLP)是计
算机科学、人工智能以及语言学等学科交叉的一个领域。
其研究内
容就是让计算机能够理解、处理和生成自然语言的信息。
NLP的应
用非常广泛,例如自动翻译、语音识别、文本分析和问答系统等等。
在NLP领域中,最常见的任务有自然语言理解(Natural Language Understanding,简称NLU)和自然语言生成(Natural Language Generation,简称NLG)。
自然语言理解是指将自然语言转化成计算机可以理解的形式。
这其中包括分词、词性标注、语法分析、语义分析和实体识别等。
其中,分词是将连续的文本切割成有意义的词汇序列,词性标注是
指为每个词汇标注其词性,语法分析是指分析句子的句法结构,语
义分析是指理解句子的意义,实体识别是指从文本中识别出特定的
实体(人名、地名、组织机构名等)。
自然语言生成则是指根据要求生成自然语言文本。
其基本过程
就是先从语言知识中找到适当的表达,然后将这些表达组合成符合
要求的句子。
自然语言生成在自动化问答、智能对话系统等方面有着广泛的应用。
07年到09年词汇汇总20
全国2007年4月高等教育自学考试英语词汇学试题I. Each of the statements below is followed by four alternative answers. Choose the one that best completesthe statement and put the letter in the bracket. (30%)1.Which of the following is NOT a rhetorical feature of idioms?()A.Phonetic manipulation. B.Lexical manipulation.C.Figures of speech. D.Phrasal verbs.2.The sentence “I like Mary better than you.” is ambiguous due to ______.()A.extra-linguistic context B.lexical contextC.grammatical context D.homonymy3.Which of the following is NOT one of the obvious characteristics of the basic word stock?()A.Creativity. B.Stability.C.Duality. D.All national character.4.Which of the following is NOT considered as an inflectional affix?()A.-es B.-orC.-estD.-er5.The following are user-friendly features of Longman Dictionary of Contemporary English, except ______.()A.extra column B.clear grammar codesC.usage notes D.language notes6.Which of the following is a case of suffixation? ()A.Hemisphere. B.Attempt.C.NATO. D.Respondent.7.Which of the following is NOT one of the main sources of new words?()A.The rapid development of modern science and technology.B.Geographical and political changes.C.The influence of other cultures and languages.D.Social and economic changes.8.Webster’s New World Dictionary is a(n) ______ dictionary. ()A.unabridged B.deskC.pocket D.encyclopedic9.Angel, martyr and paradise have their meanings ______ because of the influence of Christianity.()1 / 21A.elevated B.degradedC.narrowed D.extended10.As far as denotation is concerned, relative synonyms may differ ______. ()A.in the diachronic approach B.in the stylistic and emotive colouring of wordsC.in usage in simple terms D.in the range and intensity of meaning11.Which of the following is NOT true about Old English? ()A.Uses of Old English borrowed heavily from Latin and other languages.B.Old English has a vocabulary of about 50,000 to 60,000.C.Old English refers to the English language used from 450 to 1150.D.Old English was a highly inflected language.12.Neologisms are newly-created words or expressions. Which of the following is NOT an example of neologisms? ()A.SARS. B.Can-opener.C.Futurology. D.Freak out.13.Which of the following words is morphologically motivated? ()A.Black market. B.Greenhorn.C.Hopeless. D.Neigh.14.In the sentence “Italian artists were more active in the quattrocento than in the sixteenth century which followed.” The meaning of quattrocento can be inferred from the clue of ______. ()A.definition B.explanationC.example D.relevant detail15.Tooth and nail is an idiom ______ in nature. ()A.norminal B.adjectivalC.adverbial D.verbalII. Complete the following statements with proper words or expressions according to the course book. (10%) 16.The smallest functioning unit in the composition of words is the ______________.17.Word-meaning changes by modes of extension, narrowing, degradation, elevation and ______________. 18.In the word “post-war”, “post-” is a prefix of ______________.19.Functional words such as preparations, conjunctions, though having little lexical meaning, possess strong ______________meaning.20.Relative synonyms also called ______________ are similar or nearly the same in denotation, but embrace different degrees of a given quality.2 / 21III. Match the words or expressions in Column A with those in Column B according to 1) meaning of prefixes; 2) type of word formations; 3)types of meaning changes and 4) types of idioms. (10%)A B()21.Ultr- A. backformation()22.burgle B. initialism()23.pop C. transfer of sensation()24.clear-sounding D. before()25.VOA E. brim (water’s edge —the top edge of a cup)()26.fore- F. mistress()27.degradation G. succeed()28.kick the bucket H. clipping()29.extension I. die()30.make it J. extremeIV. Study the following words or expressions and identify 1) historical stage of English vocabulary; 2) origins of homonyms; 3) types of meanings; 4) sources of synonyms; 5) causes of ambiguity and 6) types of motivations. (10%)31.ball, ball ()32.a hard businessman ()33.friend or foe ()34.miniskirt ()35.an attractive ball ()36.lie –distort the fact ()37.occupation-walk of life ()38.coffee ()39.mother (love, care) ()40.enrich ()V. Define the following terms. (10%)41.loan words42.specialized dictionary43.conversion44.lexical context45.amelioration3 / 21VI. Answer the following questions. Your answers should be clear and short. Write your answers in the space given below. (12%)46.What are bound morphemes? Illustrate your point.47.Why is context very important for the understanding of word-meaning?48.What is the difference between associative meaning and conceptual meaning?VII. Analyze and comment on the following. Write your answers in the space given below. (18%) 49.Some people hold that Shakespeare is more difficult to read than contemporary writings. Do you agree or disagree to this comment? State your reason(s) with at least three examples.50.Use examples to illustrate the similarity and difference between absolute synonyms and relative synonyms.全国2007年7月高等教育自学考试英语词汇学试题Ⅰ. Each of the statements below is followed by four alternative answers. Choose the one that would best complete the statement and put the letter in the bracket. (30%)1.The definition of a word comprises the following points except ________.()A.a sound unity B.a minimal unit of meaningC.a unit of meaning D.a form that can function alone in a sentence2.Words may be classified into content words and function words by ________. ()A.origin B.notionC.stability D.use frequency3.It’s said that modern English vocabulary develops through three channels. Which of the following is NOT one of them? ()A.Borrowing. B.Semantic change.C.Creation. D.Blending.4.What did modern English begin with? ()A.The establishment of printing.B.The Norman invasion.C.Britain’s trade relations with the low countries.D.The Second World War.5.Which of the following is NOT considered to be a stem? ()A.-tion. B.Nation.4 / 21C.International. D.National.6.Which of the following is a case of conversion? ()A.Encourage. B.Week.C.Toothache. D.Doubt.7.Which of the following words is semantically motivated? ()A.Airmail.B.Hiss.C.Mouth in the phrase “the mouth of a river”.D.Laconic in the phrase “a laconic answer”.8.One of the interesting features about a language is that there are a great many more ________ than ________ in it. ()A.hyponyms … homonyms B.homonyms … hyponymsC.synonyms … antonyms D.antonyms … synonyms9.Which of the following words was used during the American Civil War to refer to those northerners who were secretly aiding the South? ()A.Rattlesnake. B.Villain.C.Informer. D.Copperhead.10.In a narrow sense, context refers to the words, clauses, sentences in which a word appears and is known as ________. ()A.non-linguistic context B.linguistic contextC.extra-linguistic context D.type of context11.Ambiguity in a passage often occurs due to ________ and homonymy in an inadequate context. ()A.allomorph B.variationC.suffixation D.polysemy12.Which of the following rhetorical features can be seen in the idiom “might and main”?()A.Rhyme. B.Alliteration.C.Juxtaposition. D.Synecdoche.13.The idiom “by twos and threes” shows the characteristics of idioms that ________. ()A.the words that make up the idiom have lost their individual identity in the idiomB.idioms are semantically inexplicableC.the word order in an idiom can’t be inverted or changed5 / 21D.idioms are grammatically unanalysable14.CCELD is noted for its unique features except ________. ()A.definition B.extra columnC.usage examples D.complicated grammar codes15.Webster’s Third New International Dictionary is the best-known ________. ()A.desk dictionary B.pocket dictionaryC.unabridged dictionary D.encyclopedic dictionaryⅡ.Complete the following statements with proper words or expressions according to the course book. (10%)16. Bound morphemes include two types: bound root and ________.17. In the word “pseudo-science”, “pseudo-” is a ________ prefix.18. Associative meaning is open-ended and indeterminate, while ________ meaning is constant and relativelystable.19. Antonyms are classified on the basis of ________.20. The opposite of semantic elevation in meaning change is called ________.Ⅲ. Match the words or expressions in Column A with those in Column B according to 1) types of meaning changes; 2) features of idiom; 3) meaning of prefixes and 4) word formation. (10%)A B()21. BASIC A prefixation()22. doctor (skilled in any learned profession → B extra-linguistic factorspecialist in medicine)()23. fine art C idioms adjectival in nature()24. up in the air D elevation()25. governor (pilot → head of a state) E compounding()26. retro- F deletion()27. a chocolate frog (an informer) G acronym()28. inter- H back()29. hyperactive I between()30. for good and all = for good J narrowingⅣ. Study the following words or expressions and identify1) types of sense relations; 2) features of idioms;3) types of meanings and 4) historical stages of English. (10%)31. external ()6 / 2132. home (East or west, home is best. ) ()33. by-gone ()34. hesitate → be in two minds ()35. candidate → a person seeking an office ()36. notorious ()37. “A friend in need is a friend in deed. ”()38.win → gain the upper hand ()39. might and main ()40. “Two heads are better than one. ”()Ⅴ. Define the following terms. (10%)41. neologisms42. back-formation43. associated transfer44. lexical context45. usage notesⅥ. Answer the following questions. Your answers should be clear and short. Write your answers in the space given below. (12%)46. What are affixes?47. What is collocative meaning? Please illustrate your point with an example.48. Guess the meaning of the word underlined in the following sentence and tell what contextual clueshave helped you in arriving at the meaning.Italian artists were more active in the quattrocento than in the sixteenth century which followed. Ⅶ. Analyze and comment on the following. Write your answers in the space given below. (18%)49. Analyze and comment on the differences of synonyms in three ways.50. Point out the compounds in the following sentence and explain how they are combined.The out-going president talked to the stockholders who had staged a sit-in in forty-storey building.全国2008年4月历年自考英语词汇学真题I. Each of the statements below is followed by fouralternative answers. Choose the one that best completes the statement and put the letter in the bracket. (30%)1. Words fall into the basic word stock and nonbasic vocabulary by______. ()A. use frequencyB. notion7 / 21C. productivityD. origin2. Words like bear, nut, knocked out can be categorized as ______. ()A. terminologyB. jargonC. slangD. neologisms3. Identify the word that is of Scandinavian origin among the following. ()A. SkirtB. DressC. ModelD. Status4. Which of the following statements is NOT true? ()A. Old English was a highly inflected language.B. Reviving archaic or obsolete words also contribute to the growth of English vocabularyC. The word cloak is of French origin.D. Modern English is a synthetic language.5. The root of the word “antecedent” is ______. ()A. ante-B. -ced-C. -dentD. -ent6.Shortening a longer word by cutting a part off the original and using what remains is called ______. ()A. blendingB. clippingC. acronymyD. back-formation7. Associative meaning of words comprises the following except ______. ()A. connotative meaningB. lexical meaningC. affective meaningD. collocative meaning8. What is a common feature peculiar to all natural languages? ()A. Suffixation.B. Polysemy.C. Allomorph.D. Variation.9. Which word that formerly meant animal, and later animal from Latin and beast from French found their way into English?()A. Deer.B. Cattle.C. Sheep.D. Bird.10. When a word with multiple meanings is used in an inadequate context, this word may create ______. ()A. semantic motivationB. degradation8 / 21C. ambiguityD. extension11. Without ______, there is no way to determine the very sense of the word that the speaker intended to convey.A. contextB. semantic unityC. structural stabilityD. stylistic feature12. Idioms manifest such rhetorical features as the following except______. ()A. phonetic manipulationB. lexical manipulationC. literary expressionsD. figures of speech13. According to its grammatical functions, idioms can be classified into five groups. The idiom “heart and soul” belongs to______. ()A. idioms nominal in natureB. idioms adjectivalin natureC. idioms verbal in natureD. idioms adverbialin nature14. The main body for a dictionary is______of words. ()A. spellingsB. pronunciationsC. definitionsD. grammar15. Readers can’t find pronunciation or meaning in ______.()A. Longman Dictionary of Contemporary English with Chinese TranslationB. The Encyclopedia AmericanaC. Chamber’s Encycloped ic English DictionaryD. Collins COBUILD English Language DictionaryII. Complete the following statements with proper words or expressions according to the course book. (10%) 16. Affixes attached to the end of words to indicate grammatical relationships are known as ________ morphemes.17. The chief function of ________ is not to change the word class of the stem, but to change its meaning.18. “Pavement” in British English and “sidewalk” in American English have the same________.19. Red, scarlet, mauve, violet, lavender, pansy, black, purple, etc, make up the________fieldof ‘colours’.20. Some words can have two different types of antonyms at the same time, one being ________ and the other oppositeIII. Match the words or expressions in Column A with those in Column B according to 1 ) types of meanings;2) types of motivations; 3) types of dictionaries; 4) origins of English and 5) types of sense relations. (10%)9 / 21A B( )21. queer, odd A. onomatopoetically motivated( )22. surplus value B. subordinate hyponymy( )23. miaow C. specialized dictionary( )24. CED D. Greek( )25. hard disk, CPU etc. — computer E. polysemy( )26. technology F. semantically motivated( )27. Longman Dictionary of Phrasal Verbs G relative synonym( )28. The pen is mightier than the sword. H. conceptual meaning( )29. gay-joyous, brilliant and homosexual I. bilingual dictionary( )30. home/dwelling place J. GermanIV. Study the following words or expressions and identify 1) types of context; 2) types of word formation;3) causes of meaning change; 4 ) types of bound morphemes underlined. (10%)31. boob-head-one who returns too often to jail ( )32. ascendant ( )33. look out/look out ( )34. descend ( )35. telequiz ( )36. landlord (in English vs. in Chinese) ( )37. a coloured nail/a copper nail ( )38. tolerance ( )39. churl-bad people ( )40. stockholder ( )V. Define the following terms. (10%)41. creation (as a mode of vocabulary development)42. free morphemes43. collocative meaning44. concatenation45. grammatical contextVI. Answer the following questions. Your answers should be clear and short. Write your answers in the space given below. (12%)46. What is suffixation? Give an example to illustrate your point10 / 2147. What is the remarkable feature of Longman Lexicon of Contemporary English ?48. Supply two examples to illustrate that the influx of borrowings has caused some words tochange in meaning.VII. Analyze and comment on the following. Write your answers in the space given below. ( 18 % )49. Explain the meaning of the phrase “a laconic answer”, using the theory of motivation.50. Study the following sentence: 1) pick out the idiom, 2) explain its origin, and 3) comment onthe use.David’s head was in the tool-box, but his voice was heard saying, “Too many cooks, better let me.”全国自考2008年7月英语词汇学试题I. Each of the statements below is followed by four alternative answers. Choose the one that best completes the statement and put the letter in the bracket. (30%)1. Which of the following words does NOT belong to terminology? ( )A. Penicillin.B. Algebra.C. Symphony.D. Knife.2. In the sentence “I like to see a movie.”, there are ________ functional words. ( )A.2B.3C.4D.53. Of the characteristics listed for the basic word stock, the most important is ________. ( )A. all national characterB. productivityC. polysemyD. collocability4. Social, economic and political changes bring about such new words as the following EXCEPT ________. ( )A. fast foodB. TV dinnerC. tahiniD. Watergate5. The prehistoric ________ parent language is thought to be a highly inflected language, which English originated from. ( )A. PrussianB. Indo-European11 / 21C. CzechD. Russian6. The surviving languages accordingly fall into eight principal groups, which can be grouped into the ________ set and the Western set. ( )A. EasternB. AfricanC. AmericanD. Northern7. The plural morpheme “-s” is realized by /z/ after the following sounds EXCEPT ________.( )A./z/B./g/C./d/D./b/8. The word “recollection” comprises ________ morphemes. ( )A.1B.2C.3D.49. The following words have inflectional affixes EXCEPT ________. ( )A. worksB. workerC. workingD. worked10. “Dis-” in the word “disloyal” is a ________ prefix. ( )A. negativeB. reversativeC. pejorativeD. locative11. The word “AIDS” is a(n) ________. ( )A. initialismB. acronymC. derivativeD. compound12. The word “smog” is created by blending, with the structure of ________. ( )A. head + tailB. head + headC. head + wordD. word + tail13. So far as stylistic meaning is concerned, “residence” is ________. ( )A. neutralB. informalC. colloquialD. formal14. Words which are used to show the attitude of approval are ________. ( )12 / 21A. appreciativeB. pejorativeC. connotativeD. collocative15. “Pavement” in British English and “sidewalk” in American English have the same ________.( )A. motivationB. collocationC. senseD. connotation16. A common feature peculiar to all natural languages is ________. ( )A. homonymyB. hyponymyC. monosemyD. polysemy17. In both CCELD and LDCE, the most frequently used meaning of the word “gay” is ________.( )A. joyous and lively, merry, happyB. homosexualC. given to social life and pleasureD. bright, brilliant18. All the following words can be used as an antonym to the word “clear” EXCEPT ________.( )A. dirtyB. fussyC. guiltyD. ambiguous19. The change of word meaning is brought about by the following internal factors EXCEPT ________. ( )A. influx of borrowingB. analogyC. psychological factorsD. shortening20. A good example of ________ is the word “manuscript”, which now means “writing by hand or typ ed with a type-writer or a word-processor”, but its original meaning was “handwriting” only.( ) A. degradation B. elevationC. narrowingD. extension21. In the sentence “Never run towards a dangerous animal.”, the word “dangerous” is used in the ________ sense of transfer. ( )A. subjectiveB. objectiveC. sensationalD. physical13 / 2122. The sentence “They saw her duck.” is ambiguous due to ________. ( )A. grammatical contextB. lexical contextC. antonymyD. hyponymy23. The following are types of context EXCEPT ________. ( )A. linguistic contextB. non-linguistic contextC. syntactical contextD. extra-linguistic context24. In the sentence “The village had most of the usual amenities: a pub, a library, a post office, a vi llage hall, a medical centre, and a school.” The meaning of amenity can be inferred from the clue of ________. ( )A. relevant detailsB. word structureC. antonymyD. hyponymy25. The idiom “hustle and bustle” is a ________ as far as rhetorical f eatures of idioms are concerned. ( )A. simileB. repetitionC. reiterationD. personification26. Sentence idioms embrace the following sentence types EXCEPT ________. ( )A. declarative sentenceB. interrogative sentenceC. imperative sentenceD. simple sentence27. “Beyond the pale” is an idiom ________ in nature. ( )A. verbalB. nominalC. adjectivalD. adverbial28. The following are the types of dictionary EXCEPT ________. ( )A. monolingual dictionaries and bilingual dictionariesB. linguistic and encyclopedic dictionariesC. specialized dictionariesD. Chinese and English dictionaries29. Oxford Advanced Learner’s Dictionary, 3rd Edition (1980) is a(n) ________ dictionary.( )14 / 21A. specializedB. deskC. pocketD. encyclopedic30. Usage notes of the dictionary explain the following aspects EXCEPT ________. ( )A. literal meanings of the wordsB. difficult points of grammar and styleC. important British and American differencesD. slight differences between words of similar meaningsII. Match the words in Column A with the words in Column B according to 1) types of vocabulary by notion;2) sources of synonyms; 3) types of motivation; and 4) types of transfer. (10%)A B( ) 31. morphological motivation A. laconic meaning “brief” or “short”( ) 32. associated transfer B. the foot of the mountain( ) 33. borrowing C. squeak/hiss( ) 34. etymological motivation D. You should address your remarks to the chair.( ) 35. notional words E. charm/glamour( ) 36. abstract to concrete F. black market/greenhorn( ) 37. semantic motivation G. occupation/walk of life( ) 38. figurative use H. fire/flame/conflagration( ) 39. regional English I. This teaching assistant is an efficient help.( ) 40. onomatopoeic motivation J. cloud/yellowIII. Complete the following statements with proper words or expressions according to the course book. (10%)41. As defined in terms of spoken language, a word is viewed as a sound or ________ of sounds which are made voluntarily with human vocal equipment.42. Modern English vocabulary develops through three channels: creation, ________ and borrowing.43. The ________ is the smallest functioning unit in the composition of words.44. Suffixation generally changes the grammatical function or word ________ of stems of words.45. ________ indicates the speaker’s attitude towards the person or thing in question.15 / 2146. Relative synonyms or ________ are similar or nearly the same in denotation, but embrace different shades of meaning or different degrees of a given quality.47. There are generally ________ major factors that cause changes in meaning.48. Physical situation or environment relating to the use of words is called ________ or non-linguistic context.49. Unlike free phrases, the structure of an idiom is to a large extent ________.50. Three good general dictionaries are LDCE, CCELD and ________.IV. Define the following terms. (10%)51. bound root52. prefixation53. pejoration34. homophone55. grammatical contextV. Answer the following questions. Your answers should be clear and short. Write your answers in the space given below. (20%)56. What are the types of morphemes?57. What is conceptual meaning of a word? Give an example to illustrate your point.58. Decide whether the following statement is true or false, based on your understanding of the changes in word meaning. State your reason with one example.Elevation or amelioration refers to the process by which words rise from humble beginnings to positions of importance.59. What is semantic unity of idioms? Explain it with one example.VI. Analyze and comment on the following. Write your answers in the space given below. (20%)60. Comment on the following 2 groups of words or sentences to illustrate the semantic features and grammatical features of compounds.Group 1: “red meat/hot dog”Group 2: “He bad-mouthed me. / major generals”61. Analyze and comment on the following two pairs of sentences in terms of superordinates and subordinates:16 / 21[a]Trees surround the water near our summer place.[b]Old elms surround the lake near our summer cabin.[a]I met a writer who is the relation of a politician.[b]I met a newspaper reporter who is the brother of Senator Buckley.全国2009年7月高等教育自学考试英语词汇学试题I. Each of the statements below is followed by four alternative answers. Choosethe one that best completes the statement and put the letter in the bracket. (30%)1. Words may fall into native words and borrowed words by ______.()A. use frequencyB. notionC. originD. sound2. Which of the following words does NOT belong to jargon? ()A. Orchestra.B. Bottom line.C. Ballpark figures.D. Bargaining chips.3. In the sentence “It is fun to play with children.”, there are ______content words. ()A. 2B. 3C. 4D. 54. Rapid growth of science and technology breeds such new words as the following EXCEPT ______.()A. open heart surgeryB. fast foodC. moon walkD. space shuttle5. Reviving archaic words also contributes to the growth of English vocabulary. For instance, the Americans use “sick” for ______in British English. ()A. sixB. ailmentC. throwing upD. ill6. If we say that Old English was a language of full endings, Middle English was one of ______endings. ()A. leveledB. shortC. longD. paralleled7. The plural morpheme “-s” is pronounced as/s/in the following words EXCEPT ______.()A. packs B. bagsC. cheatsD. ships8. There are______ free morphemic words in the following words: bird, man, red, turn.()A. 1B. 2C. 3D. 49. The following words have derivationalaffixes EXCEPT______. ()A. subseaB. prewar17 / 21C. postwarD. desks10. The suffix “-tion” is a ______suffix. ()A. adjectiveB. verbC. adverbD. noun11. From the sentences “Hand in your papers.” and “She papered the room green.”, we can see such a means of word formation as ______. ()A. affixationB. compoundingC. conversionD. acronymy12. The word “beg” comes from the word “beggar”.Such a way of creating a new word is called ______.()A. suffixationB. clippingC. blendingD. back-formation13. “Pen” and “sword” in the sentence “The pen is mightier than the sword.” are ______motivatedwords. ()A. semanticallyB. etymologicallyC. morphologicallyD. onomatopoeically14. “Tables, men, potatoes” have the same______ meaning, for they have the same plural meaning. ()A. lexicalB. grammaticalC. conceptualD. associative15. Stylistic features of words include the following EXCEPT ______. ()A. formalB. literaryC. argumentativeD. slang16. The word ______is an illustrative example of concatenation. ()A. neckB. boardC. candidateD. harvest17. Based on the degree of ______, homonyms fall into three classes: perfect homonyms, homographs and homophones. ()A. intensityB. propertyC. similarityD. variety18. Complete synonyms are identical both in grammatical meaning and lexical meaning, including ______and associative meanings. ()A. conceptualB. perceptualC. eventualD. actual19. Narrowing of meaning, also called ______, is the opposite of widening meaning.()A. specialization B. realizationC. evolutionD. creation20. As far as transfer is concerned, the phrase “loud colours” falls into the category of transfer______.()A. from concrete to abstract meaningsB. from abstract to concrete meaningsC. through association18 / 21。
英语自考本科语言学概论
Chapter 1: Introduction1.What is linguistics?Linguistics is generally defined as the scientific study of language.The word “language” implies that linguistics studies not any particular language, but languages in general.The word “study” does not mean “learn” but “investigation” or “examine”.“Scientific” refers to the way in which the language is studied.Based on systematic investigation of language data, the study is conducted with reference to some general theory of language structure. In studying language, the linguist first has to study language facts, then he formulates some hypotheses about language structure which have to be re-checked against the observed facts so as to prove their validity.The process of linguistic study:1)Certain linguistic facts are observed, and generalizations are made about them;2)Based on these generalization, hypotheses are formed to account for these facts;3)Hypotheses are tested by further observations;4) A linguistic theory is constructed about what language is and how it works.1.1The scope of linguisticsGeneral linguistics –the study of language as a whole, which deals with the basic concepts, theories, descriptions, models, methods applicable in any linguistic study.Phonetics – the study of sounds, which are used in linguistic communication,Phonology – the study of how sounds are put together and used in communication.Morphology – the study of the way in which morphemes are arranged to form words.Syntax – the study of how morphemes and words are combined to form sentences.Semantics – the study of meaning in language.Pragmatics – the study of meaning in context of use.Socio-linguistics – the study of language with reference to society.Psycholinguistics – the study of language with reference to the workings of mind.Applied linguistics – Findings in linguistic studies can often be applied to the solution of such problems as the recovery of speech ability. This study is called applied linguistics. In a narrow sense, it refers to the application of linguistic principles and theories to language teaching and learning, especially the teaching of foreign and second languages.Anthropological / neurological / mathematical / computational linguistics1.2Some important distinctions in linguistics1.2.1Prescriptive vs. DescriptiveIf a linguistic study describes and analyzes the language people actually use, it is said to be descriptive (modern); if it aims to lay down rules for “correct” behavior, i.e. to tell people what they should say and what they should not say, it is said to be prescriptive (traditional). (Question: how is modern linguistics different from traditional grammar?)1.2.2Synchronic vs. DiachronicThe description of a language at some point in time is a synchronic study; the description of a language as it changes through time is a diachronic study. In modern linguistics, synchronic study seems to enjoy priority over diachronic study.1.2.3Speech and writingAs two major media of communication, modern linguistics regards spoken form as primary, because the spoken form is prior to the written form and most writing systems are derived from the spoken form. In the past, traditional grammarians tended to over-emphasize the importance of the written word, partly because of its permanence.(Why does modern linguistics regard the spoken form of a language as primary?)1.2.4Langue and parole (语言和言语)The distinction was made by famous Swiss Ferdinand de Saussure early this century. Both are French words.1)Langue refers to the abstract linguistic system shared by all the members of a speechcommunity, and parole refers to realization of langue in actual use.2)Langue is the set of conventions and rules which language users all have to follow whileparole is their concrete use.3)Langue is abstract; it is not the language people actually use, but parole is concrete; it refers tothe naturally occurring language events.4)Langue is relatively stable and does not change frequently; while parole varies from personto person, and from situation to situation.Saussure made this distinction in order to single out one aspect of language for serious study. In his opinion, parole is simply a mass of linguistic facts, too varied and confusing for systematic investigation, and linguists are supposed to abstract langue from parole.1.2.5Competence and performance (语言能力和语言运用)Similar to 1.3.4, American Noam Chomsky defines competence as the ideal user‟s knowledge of the rules of his language, and performance the actual realization of this knowledge in linguistic communication. Chomsky thinks that linguists should study competence but not performance.Similar to Saussure, Chomsky thinks that linguists should study the ideal speaker‟s competence, but not his performance. As one difference, Saussure took a sociological view of language and his notion of language is a matter of social inventions, whereas Chomsky looks at language from a psychological point of view and to him competence is a property of the mind of each individual.2.What is language2.1DefinitionsNowadays, the generally accepted definition of language is that language is a system of arbitrary vocal symbols used for human communication.1)Language is a system, as elements of language are combined according to rules;2)Arbitrary, as no intrinsic connection between form and meaning, or between sign and what itstands for.3)V ocal, as primary medium is sound for all languages.“Human”indicates the difference from the communication systems of other living creatures. “Communication”means that language makes it possible for its users to talk to each other and fulfill their communicative needs.2.2Design featuresRefer to the defining properties of human language that distinguish it from any animal system of communication. The American Charles Hockett specified 12 design features, 5 of which will be discussed here.1)ArbitrarinessNo logical connection between meanings and sounds, symbols, words. Not entirely arbitrary, there are some words in every language that imitate natural sounds. Some compound words are not entirely arbitrary. But this makes up only a small percentage.This nature is a sign of sophistication, which only human beings are capable of and it makes it possible for language to have an unlimited source of expressions.2)Productivity3)DualityLanguage is a system, which consists of two sets of structure, or two levels, one of sounds ad the other of meanings. At the lower or the basic level, there is the structure of sounds, which are meaningless. But the sounds of language can be grouped and regrouped into a large number ofunits of meaning such as morphemes and words. Then at the higher level, the units can be arranged and rearranged into an infinite number of sentences.4)DisplacementLanguage can be used to refer to things, which are present or not present, real or imagined matter in the past, present, or future, or in far-away places. In other words, language can be used to refer to contexts removed from the immediate situations of the speaker.5)Cultural transmissionWe are born with the ability to acquire language, the details of any language are not genetically transmitted, but instead have to be taught and learned anew.In linguistics, as in any other discipline, data and theory stand in a dialectal complementation.Chapter 2: Phonology1.The phonic medium of languageOf two media of language, speech is more basic than writing, for the reasons:1)In linguistic evolution, speech is prior to writing;2)In everyday communication, speech plays a greater role in terms of the amount of informationconveyed;3)Speech is always the way in which every native speaker acquires his mother tongue, andwriting is learned and taught later in school.This limited range of sounds which are meaningful in human communication and are of interest to linguistic are the phonic medium of language; and the individual sounds within this range are the speech sounds (语音).2.Phonetics2.1 What is phonetics?Phonetics is defined as the study of the phonic medium of language; it is concerned with all the sounds that occur in the world‟s languages. Three branches: (the most important conclusion is that phonetic identity is only a theoretical ideal.)1)Articulatory phoneticsHow a speaker uses his speech organs to articulate the sounds. Longest established, highly developed.2)Auditory phoneticsHow the sounds are perceived by the hearer.3)Acoustic phoneticsStudies speech sounds by looking at the sound waves (recorder named spectrographs). It studies the physical means by which speech sounds are transmitted through air from one person to another.2.2 Organs of speechThe articulatory apparatus of a human being are contained in three important areas or cavities, where the air stream coming from the lungs may be modified by complete or partial interference. It may also be modified in the larynx (喉)before it reaches any of the cavities. They are:Pharyngeal cavity – the throatAir stream: lung →windpipe →glottis (vocal cord)Vibration of the vocal cords results in a quality of speech sounds called “voicing”, which is a feature of all vowels and some consonants. Otherwise “voiceless”Oral cavity – the mouthThe greatest source of modification of the air stream. Tongue is the most flexible organ.Nasal cavity – the noseThe velum can be drawn back to close the passage of the air stream so that all air exiting from the lungs can only pass through the oral cavity. Produced are oral sounds. Otherwise, nasalized sounds such as three nasal consonants. Generally, the passage is definitely open or closed.2.3Orthographic representation of speech sounds – broad and narrow transcriptionsInternational Phonetic Alphabet (IPA) came into being at the end of 19th century. Its basic principle is using a different letter for each distinguishable speech sound.The IPA provides a set of symbols called diacritics, which can be added to letter-symbols to make finer distinction than the letter-symbols alone. The transcription with letter-symbols only is called broad transcription, normally in dictionaries and textbooks. The other with diacritics is narrow transcription, used by phoneticians in their study of speech sounds.2.4Classification of English speech soundsTwo broad categories –vowels and consonants, the basic difference is that in pronunciation of vowels, no air stream meets obstruction, while consonant, the air stream is obstructed somehow. (the basic difference between a vowel and consonant)2.4.1Classification of English consonantsTwo ways: manner of articulation(how obstruction is created): stops, fricatives (when the obstruction is partial and the air is forced through a narrow passage in mouth so as to cause definite local friction at the point), affricates, liquids, nasals, glides; and place of articulation (where): bilabial (the upper and lower lips are brought together to create obstruction), labiodental, dental, alveolar, palatal, velar, glottal sounds. Each classification brought about certain phonetic features of consonants.2.4.2Classification of English vowelsV owels are differentiated by a number of factors: the position of the tongue in the mouth (front / central / back vowels), the openness of the mouth (close / semi-close / semi-open / open), the shape of the lips (rounded / unrounded), and the length of the vowels (with or without colon, the long vowels are all tense vowels and the short vowels are lax vowels). Monophthongs (individual vowels) and diphthongs. In English, all the front vowels and the central vowels are unrounded vowels.3.Phonology3.1 Phonology and phonetics (音系学和语音学)Phonetics is concerned with the description of all the speech sounds in language (the study of sounds that are used in linguistic communication), while phonology (the study of how sounds are put together and used in communication) is concerned with the study of the sound system of a particular language. Therefore, the conclusion about the phonology of one language should not be generalized into the study of another language. What is true in one language may not be true in another language.3.2 Phone, phoneme, and allophonePhones can be simply defined as the speech sounds we use when speaking a language. A phone is a phonetic unit or segment. It does not necessarily distinguish meaning: some do, some don‟t. The basic unit in phonology is called phoneme; it is a unit that is of distinctive value. But it is an abstract unit. To be exact, a phoneme is not a sound; it is a collection of distinctive phonetic features. In actual speech, a phoneme is realized phonetically as a certain phone. The different phones, which can represent a phoneme in different phonetic environment are called the allophones of that phoneme. A different definition would be that a phoneme is a class of phonetically similar sounds, which in particular language do not stand in contrast with one another. Although phonemes are the minimal segments of language systems, they are not their minimalelements. A phoneme is further analyzable because it consists of a set of simultaneous distinctive features. The features that a phoneme possesses, making it different from other phonemes, are its distinctive features. Distinctive features are language-specific, that what distinguishes meaning in one language does not necessarily do so in another language, e.g. aspiration. (鼻音, refers to a strong puff of air stream in the production of speech sounds)Which allophone is to be used is determined by the phonetic context in which it occurs. But the choice of an allophone is not random or haphazard in most cases; it is rule-governed. One of the tasks of the phonology is to find out these rules.3.3 Phonemic contrast, complementary distribution, and minimal pairPhonemic contrast refers to the relation between two phonemes. If two phonemes can occur in the same environment and distinguish meaning, they are in phonemic contrast. Those two allophones of the same phoneme are said to be in complementary distribution, which means that the allophones of the same phoneme always occur in different phonetic environments.A basic way to determine the phonemes of a language is to see if substituting one sound for another results in a change of meaning. If it does, the two sounds then represent different phonemes. An easy way to do this is to find the minimal pairs. The sound combinations (pill, bill, etc.) constitute a minimal set, in which they are identical in form except for initial consonant.3.4 Some rules in phonology3.4.1 Sequential rulesThe rules that govern the combination of sounds in a particular language are called sequential rules, which is language-specific.3.4.2 Assimilation rulesIt assimilates one sound to another by “copying” a feature of a sequential phoneme, thus making the two phones similar, caused by articulatory or physiological processes.3.4.3. Deletion rulesIt tells us when a sound is to be deleted although it is orthographically represented.3.5 Suprasegmental features – stress, tone, intonationRefers to the phonemic features that occur above the level of the segments. These are the phonological properties of such units as the syllable, the word, and the sentence.3.5.1 StressWord stress and sentence stress. In English, word stress is free. The location of stress in English distinguishes meaning. Word stress may also be employed to distinguish meaning in the combinations of –ing forms and nouns; Sentence stress refers to the relative force, which is given to the words in a sentence.3.5.2 ToneTones are pitch variations, which are caused by the differing rates of vibration of the vocal cords. Pitch variation can distinguish meaning just like phonemes. English is not a tone but intonation language. Chinese is a typical tone language.3.5.3 IntonationWhen pitch, stress and sound length are tied to the sentence rather than the word in isolation, they are collectively known as intonation. English has four: the falling tone (indicates that what is said is a straight-forward, matter-of-fact statement), the rising tone (question of what is said), the fall-rise tone (indicates an implied message), and the rise-fall tone, in which the first three are most frequently used.Intonation can make a certain part of a sentence especially prominent by placing the nucleus on it. Nucleus refers to the major pitch change in an intonation unit.Chapter 3: Morphology1.DefinitionsIt is a branch of grammar which studies the internal structure of words and the rules by which words are formed. Two sub-branches: inflectional morphology / lexical or derivational morphology. The former studies inflection and the latter word-formation.2.Morpheme2.1 Morpheme: the smallest meaningful unit of languageThe meaning morphemes convey may be of two kinds: lexical meaning and grammatical meaning.2.2 Types of morphemes2.2.1 Free morphemesMorphemes, which are independent units of meaning and can be used freely all by themselves or in combination with other morphemes.2.2.2 Bound morphemesMorphemes, which cannot be used independently but have to be combined with other morphemes, either free or bound, to form a word.RootsWith clear definite meaning, it must be combined with another root or an affix to form a word.AffixesInflectional affixesManifest various grammatical relations or grammatical categories such as number, tense, degree, and case.Derivational affixesDerivation, derivative (the word formed). The existing form to which a derivational affix can be added is called a stem, which can be a bound root, a free morpheme, or a derived form itself. Prefixes: usually modify the meaning of stem but do not change the part of speech(词类)of original word, except “be-” and “en(m)-”Suffixes: modify the meaning of the original word and in many cases change its part of speech: noun-forming, adjective-forming, adverb-forming, verb-forming.2.2.3 Morphological rulesWe must guard against overgeneralization. Different words may require different affixes to create the same meaning change.poundingRefers to combination of two or sometimes more than two words to create new words.3.1 Types of compound words3.2 Features of compounds1)Orthographically, a compound can be written as one word with or without a hyphen inbetween, or as two separate words.2)Syntactically, the part of speech of the compound is generally determined by the part ofspeech of the second element.3)Semantically, the meaning of a compound is often idiomatic, not always being the sum totalof the meanings of its components.4)Phonetically, the stress of a compound always falls on the first element, while the secondelement receives secondary stress.Chapter 4: Syntax1.Syntax as a system rulesAs a major component of grammar, syntax consists of a set of abstract rules that allow words to be combined with other words to form grammatical sentences. A sentence is considered grammatical when it is in agreement with the grammatical knowledge in the mind of native speakers. Universally found in the grammars of all human languages, syntactic rules comprise the system of internalized linguistic knowledge of a language speaker known as linguistic competence. The syntactic rules of any language are finite in number, and yet there is no limit to the number of sentences native speakers of that language are able to produce and comprehend.A major goal of linguistics is to show with a consistent and explicit grammatical theory how syntactic rules account for this grammatical knowledge. A theory of grammar must provide a complete characterization of linguistic utterances 言语that speaker implicitly consider well-formed, or grammatical, sequences.2.Sentence structure2.1 The basic components of a sentenceA sentence is a structurally independent unit that usually comprises a number of words to form a complete statement, question or command. Normally, a sentence consists of at least a subject (referring expression被指对象) and its predicate which contains a finite verb or a verb phrase.2.2 Types of sentences2.2.1 The simple sentenceConsists of a single clause which contains a subject and a predicate and stands alone as its own sentence. A clause that takes a subject and a finite verb, and at the same time stands structurally alone is known as a finite clause.2.2.2 The coordinate sentenceContains two clauses joined by a linking word that is called coordinating conjunction, such as “and”, “but”, “or”. Two clauses are equal parts rather than being subordinate to the other.2.2.3 The complex sentenceContains two, or more, clauses, one of which is incorporated into the other. The incorporated or subordinate clause is normally called an embedded clause (子句), and the clause in which it is embedded is called a matrix clause (主句). 1) Embedded clause functions as a grammatical unit in its matrix clause; 2) most embedded clauses require an introductory word that is called asubordinator(引导词), such as that, if, before; 3) an embedded clause may not function as a grammatical well-formed sentence if it stands independently as a simple sentence unless its form changes.2.3 The linear and hierarchical structures of sentences2.3.1 The linear word order of a sentence (words in sentence one after another in a sequence)2.3.2 The hierarchical structure of a sentenceSentences are organized by grouping together words of the same syntactic category, such as noun phrase (NP) or verb phrase (VP).2.3.3 Tree diagrams of sentence structure3.Syntactic categoriesApart from sentences (S) and clauses (C), a syntactic category usually refers to a word (called a lexical category) or a phrase (phrasal category) that performs a particular grammatical function, such as the subject in a sentence. Constituents that can be substituted for one another without loss of grammaticality belong to the same syntactic category.3.1 Lexical categoriesCommonly known as parts of speech (词类). Major lexical categories are open categories in the sense that new words are constantly added, including 4 –noun, verb, adjective, and adverb. Minor lexical categories are closed ones as the number of lexical items are fixed and no new members are allowed for, including 6.3.2 Phrasal categoriesFour: NP, VP, PP (prepositional), AP (adjective). NP and VP, which are essential components of a sentence, form the two major syntactic categories, that is, the subject and the predicate of a sentence.4.Grammatical relationsThe structural and logical relations of constituents are called grammatical relations. It concerns the way each noun phrase in the sentence relates to the verb. (who does what do whom). Structural vs. logical subject, object. (**)binational rules5.1 Phrase structural rulesThe combinational pattern in a linear formula may be called a phrase structural rule, or rewrite rule. It allows us to better understand how words and phrases form sentences, and so on.S →NP VP “()”means optionalNP →(Det) (Adj) N (PP) (S)VP →V (NP) (PP) (S)AP →A (PP) (S)PP →P NP5.2 The recursiveness (循环性) of phrase structure rulesCan generate an indefinite number of sentences, and sentences with infinite length. “creative”5.3 X-bar theorya. X”b. X‟‟→ Spec X’X‟→ X complSpec X‟(specifier)X Complement(head)Commonly known as the X-bar theory, this widely recognized and highly abstract X-bar schema is capable of reducing the redundancies of individual phrasal structure rules and may well capture certain basic properties shared by all phrasal categories across the languages of the world.6.Syntactic movement and movement rulesSyntactic movement occurs when a constituent in a sentence moves out of its original place to a new position, the sentence involving which cannot be described by phrase structure rules. It was governed by transformational rules, the operation of which may change the syntactic representation of a sentence (句法的表达方式).6.1 NP-movement and WH-movementNP-movement occurs when, for example, a sentence changes from the active voice to the passive voice (postpose, prepose).WH-movement is obligatory in English. It changes a sentence from affirmative to interrogative.6.2 Other types of movementAUX-movement (auxiliary)6.3 D-structure and S-structureThe syntactic component of the grammar:Phrase Structure Rules + the Lexicon (词汇)generateD-structure (deep structure)Movement RulestransformS-structure (Surface structure)A sentence may not look different when it is at different syntactic levels. Since syntactic movement does not occur to all sentences, the D-structure and S-structure of some sentences look exactly the same at different levels of representation.6.4 More α-a general movement ruleThere is a general movement rule accounting for the syntactic behavior of any constituent movement, called Moveα(or Move Alpha), which means “move any constituent to any place”. The problem is Moveαis too powerful and the grammar should include some conditions which will restrain this power and stimulate that only “certain constituents” move to “certain positions”.7.Toward a theory of universal grammarSince early 1980s, Noam Chomsky and other generative linguists proposed and developed a theory of universal grammar (UG) known as the principles and parameters theory. According to Chomsky, UG is a system of linguistic knowledge and a human species-specific gift, which exists in the mind or brain of a normal human being. According to principles-and-parameters framework, UG consists of a set of general conditions, or general principles, that generate phrases and at the same time restrain the power of Moveα, thus preventing this rule from applying in certain cases. UG also contains a set of parameters that allow general principles to operate in certain ways, according to which particular grammar of natural languages vary.7.1 General principles of Universal GrammarOne general principle, or condition, is the Case Condition, which requires that a noun phrase has a Case and Case is assigned by V (verb) or P (preposition) to the object position, or by AUX (auxiliary) to the subject position. The theory of Case Condition accounts for the fact that noun phrases appear only in subject and object positions. When a noun phrase moves, it can move only to the position where it can be assigned Case, in order to satisfy condition of Case requirement.Another condition is the Adjacent Condition on Case assignment. This condition states that a Case assignor and a Case recipient should stay adjacent to each other. It explains why no otherphrases category can intervene between a verb and its direct object. While strictly served in English well-formed sentences, it is not the case in some other languages.7.2 The parameters of Universal GrammarParameters are syntactic options of UG that allow general principles to operate in one way or another and contribute to significant linguistic variations between and among natural languages. Set in one of the permissible ways, a parameter acquires a particular value, e.g. a plus [+] or [-], which allows the grammar of a language to behave in a way very different from that of another language.Another parameter, the one that involves word order, concerns the directionality of Case assignment, i.e. the Directionality parameter, which can account for the typological difference in the word order within the VP category between English and Japanese.Chapter 5: Semantics1.What is semantics?A study of meaning in language. Linguists cannot agree among themselves as to what meaning is. Philosophers are interested in understanding the relations between linguistic expressions and the phenomena in the real word they refer to and in evaluating the conditions of truth and falsehood of such expressions. Psychologists focus their interest on understanding the human mind through language.2.Some views concerning the study of meaning2.1 The naming theoryIt is one of the oldest notions concerning meaning, and also a very primitive one, proposed by Greek scholar Plato. According to his theory, the linguistic form of symbols, in other words, the words used in a language are taken to be labels of the objects they stand for. So words are just names or labels for things. The limitation: 1) applicable to nouns only; 2) within the category of nouns, there are nouns which denote things that do not exist or abstract notions.2.2 The conceptualist viewIn the interpretation of meaning, a linguistic form and what it refers to are linked through the mediation of concepts in the mind (no direct links). This theory avoids many of the problems the naming theory has met, but it also raises a completely new problem of its own: what is precisely the link between the symbol and the concept?Thought/Reference (refers to concept) :by Ogden and Richards。
你英语上的烦恼并请求帮助作文
你英语上的烦恼并请求帮助作文Learning a new language can be a daunting and frustrating experience. As someone who has been studying English for several years, I have faced my fair share of challenges and setbacks. From struggling with grammar rules to feeling self-conscious about my pronunciation, the journey of becoming proficient in English has been a rollercoaster of emotions. In this essay, I hope to share some of the common English language troubles I have encountered and humbly request the assistance of those who are more experienced in this field.One of the biggest hurdles I have faced in my English learning journey is the complexity of the grammar system. The seemingly endless list of verb tenses, irregular conjugations, and intricate sentence structures can be overwhelming at times. I often find myself second-guessing my word choices and sentence constructions, constantly worried about making grammatical errors. This lack of confidence in my grammatical abilities can be a significant barrier to effective communication, as I may hesitate to express my thoughts and ideas for fear of sounding incorrect.Another challenge I have grappled with is the nuances of English vocabulary. While I may have a solid grasp of common words and phrases, there are countless idioms, colloquialisms, and context-dependent expressions that can trip me up. Trying to decipher the true meaning behind these linguistic subtleties can be a frustrating experience, as I often find myself feeling lost in conversations or struggling to convey my intended message.Pronunciation has also been a persistent source of anxiety for me. The wide range of vowel sounds, diphthongs, and stress patterns in the English language can be incredibly difficult to master, especially for someone whose native language has a vastly different phonetic system. I find myself constantly worrying about how I sound to native speakers, and this self-consciousness can inhibit my ability to engage in natural, spontaneous conversations.Furthermore, the cultural and contextual aspects of the English language have proven to be a significant hurdle. Understanding the appropriate use of formal versus informal language, recognizing cultural references and humor, and navigating the unspoken social norms of communication in an English-speaking environment can be a daunting task. Without a deep understanding of these nuances, I often feel like I am missing crucial pieces of the puzzle, limiting my ability to truly connect with others and participate fully in thelanguage.Despite these challenges, I remain determined to overcome my English language troubles and become a more proficient and confident speaker. I firmly believe that with the right guidance and support, I can achieve my goal of fluency. This is where I humbly request the assistance of those who have successfully navigated the journey of learning English as a second language.First and foremost, I would greatly appreciate any tips or strategies for improving my grammatical understanding. Perhaps you could share resources, such as grammar books or online tutorials, that have been particularly helpful in your own language learning journey. Additionally, I would be grateful for any advice on how to effectively practice and apply grammatical concepts in real-world conversations.Secondly, I would love to learn more about effective vocabulary-building techniques. Are there any specific methods or tools you have used to expand your English vocabulary and better understand the nuances of words and expressions? Recommendations for engaging with native-speaker content, such as books, movies, or podcasts, would also be invaluable in this regard.Thirdly, I would appreciate any guidance on improving my pronunciation and overall spoken English skills. Perhaps you couldshare insights on how to develop a more natural-sounding accent, or suggest exercises and resources that have helped you overcome pronunciation challenges. Additionally, any advice on building confidence and overcoming self-consciousness when speaking English would be greatly appreciated.Finally, I would be grateful for any insights you can provide on navigating the cultural and contextual aspects of the English language. Understanding the appropriate use of language in different social situations, recognizing cultural references and humor, and developing a deeper appreciation for the unspoken rules of communication in an English-speaking environment would be invaluable in my language learning journey.By sharing your own experiences, strategies, and resources, you could make a significant impact on my progress and help me overcome the various English language troubles I have faced. I am eager to learn and grow, and I believe that with the right guidance and support, I can achieve my goal of becoming a proficient and confident English speaker.Thank you in advance for your time and consideration. I am deeply grateful for any assistance you can provide, and I look forward to continuing my journey of mastering the English language with your help.。
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Mathematical Structures of Computer Science
TUCS Research Group
1 Introduction
The contextual grammars produce languages starting from a nite set of axioms and adjoining contexts, iteratively, according to a selection procedure: each context (presented as a pair of strings) has an associated set of strings (called a selector set) to which the context may be adjoined. As introduced in 13], the adjoining of the contexts is done at the ends of the strings. In the internal contextual grammars, introduced in 21], the contexts can be adjoined to the selector strings appearing as substrings of the derived strings. Details about these basic variants of contextual grammars can be found in 19] (see also 20]). Recently, a variant has been considered, which turned out to be able to cover all usual non-context-free constructions in natural (and arti cial) languages: internal contextual grammars with maximal use of selectors, see 16]. Speci cally, a string selector may be used only if no superstring of it can be used. We shall recall here the results in 16], 14], 15], about the generative capacity of these grammars and about their relevance for natural language modelling, then we shall continue the study of the second topic (covering speci c constructions, semilinearity and related properties, ambiguity). In the last section of the paper we introduce contextual grammars with the selectors presented as patterns in the sense of 1]. Speci cally, we consider as selector language the language identi ed by a pattern (that is, a string consisting of constants and variables), by consistently interpreting the variables. In order to derive a string, we identify an interpretation of the pattern selector as a substring of it and we adjoin the associated context to this interpretation. As for usual contextual grammars, we consider free, minimal and maximal modes of interpreting the pattern selectors.
Байду номын сангаасbstract
We continue here the investigations concerning the relevance of certain classes of contextual grammars (internal contextual grammars with maximal use of selectors) as generative models of natural languages. We discuss the mildly context-sensitiveness property (especially the semilinearity and related properties), the possibility to cover certain constructions speci c to natural languages, as well as the ambiguity of languages generated by our grammars. Then, contextual grammars with the selectors presented as patterns are introduced and brie y investigated from the point of view of covering the mentioned constructions in natural languages.
Institute of Mathematics of the Romanian Academy PO Box 1-764, 70700 Bucuresti, Romania
Turku Centre for Computer Science TUCS Technical Report No 44 September 1996 ISBN 951-650-837-5 ISSN 1239-1891
Contextual Grammars versus Natural Languages
Solomon Marcus Carlos Martin-Vide Gheorghe Paun
University of Bucharest, Faculty of Mathematics Str. Academiei 14, 70109 Bucuresti, Romania Research group in Mathematical Linguistics and Language Engineering Rovira i Virgili University, Pca. Imperial Tarraco 1 43005 Tarragona, Spain
2 Internal contextual grammars with maximal use of selectors
We denote: A = the free monoid generated by the alphabet A, = the empty word, A+ = A ? f g, jxj = the length of x 2 A , mi(x) = the mirror image (the reversal) of x 2 A . The families of nite, regular, contextfree, context-sensitive, and recursively enumerable languages are denoted by FIN; REG; CF; CS; RE , respectively. For the elements of formal language theory we use, we refer to 26]. A contextual grammar is a construct
G = (A; B; (S1; C1); : : :; (Sn; Cn )); n 1;
1
where A is an alphabet, B is a nite language over A, S1; : : : ; Sn are languages over A, and C1; : : :; Cn are nite subsets of A A . The elements of B are called axioms, the sets Si are called selectors, and the elements of sets Ci, written in the form (u; v), are called contexts. The pairs (Si; Ci) are also called productions. The contexts in Ci may be adjoined only to words in the associated set Si. Formally, we de ne the direct derivation relation on A as follows: x =)in y i x = x1x2x3; y = x1ux2vx3; where x2 2 Si; (u; v) 2 Ci; for some i; 1 i n: Remark. The above de ned relation (introduced in 21]) has been denoted by =)in in order to distinguish it from the external derivation de ned for G (this type is considered in 13]), where the context is adjoined at the ends of the derived word: x =)ex y i y = uxv for (u; v) 2 Ci; x 2 Si, for some i; 1 i n. We do not investigate here the external derivation. Two natural variants of the relation =)in de ned above are (see 16]): x =)Ml y i x = x1x2x3; y = x1ux2vx3; for x2 2 Di; (u; v) 2 Ci; for some 1 i n; and there are no x01; x02; x03 2 V such that x = x01x02x03; x02 2 Di; jx01j jx1j; jx03j jx3j; jx02j > jx2j; x =)Mg y i x = x1x2x3; y = x1ux2vx3; for x2 2 Di; (u; v) 2 Ci; for some 1 i n; and there are no x01; x02; x03 2 V such that x = x01x02x03; x02 2 Dj ; for some 1 j n; jx01j jx1j; jx03j jx3j; jx02j > jx2j: We say that =)Ml is a derivation in the maximal local mode (the wordselector x2 is maximal in Si) and =)Mg is a derivation in the maximal global mode (the word-selector x2 is maximal with respect to all S1; : : : ; Sn). For 2 fin; Ml; Mgg; we denote L (G) = fz 2 A j w =) z; for some w 2 B g; where =) is the re exive and transitive closure of =) . If in a grammar G as above, all selectors S1; : : : ; Sn are languages in a given family F , then we say that G is a contextual grammar with F choice (or with F selection). The families of languages L (G), for G a contextual grammar with F choice, is denoted by CL (F ). Here we consider F one of the families FIN; REG only. 2