刘润清《新编语言学教程》章节题库(形态学)【圣才出品】
汉语国际教育硕士《354汉语基础》考研 章节题库 语言学(第10章 语言演变与语言分化)【圣才出品】
第10章语言演变与语言分化10.1 社会接触与语言接触简答语言间的相互影响主要有哪些表现？它们在语言的发展中有什么作用？答：（1）表现：语言间相互影响的范围非常广泛，包括语言间语言成分的吸收、结构规则的模仿、在另一种语言的影响下产生一些新的语言成分以及某一个或几个民族放弃自己的语言而选用另一民族的语言，等等。
语言间的相互影响在同时运用两种或两种以上的语言的地区特别容易发生。
（2）作用：语言成分的相互吸收是语言间相互影响中的一种普遍现象。
一般的情形，每一种语言都包含有一定数量的外来成分，其中包括外来的词、外来的音位、音节、构词词素和句子结构的规则等等。
这些外来的东西一经吸收之后就逐渐成为本语言中自己的东西。
这是丰富语言的一条途径。
10.2 不成系统的词汇借用一、判断1．意译词是借词的一种类型。
【答案】错误【解析】意译词是本族词，虽然意义是来源于外语，但完全按照本民族的构词规则使用现成的构词材料创造的，不是借词。
2．洋泾浜和皮钦语是两个不同的概念。
【答案】错误【解析】"洋泾浜"和"皮钦语"是同一个概念，前者和汉语词，后者是借词。
3．“镭射”和“激光”都是借词。
【答案】错误【解析】“镭射”是借词，“激光”的意译词。
二、简答为什么说意译词不是外来词？答：意译词是运用本族语言的构词材料和规则构成新词，把外语里某个词的意义移植进来。
借词是外来词，音译词不是外来词。
从结构看，语言符号是由声音和意义两个要素构成的，借词的音和义都是借自外语，是外来词，意译词的构词材料和构词规则都是本民族的，只吸收了意义，没有吸收形式，故不是外来词。
10.3 语言联盟与系统感染简答简述双语现象的发展趋势。
答：双语现象指不同民族的杂居地区，一个民族或其中的多数人能同时讲两种不同语言的现象。
它是两种语言斗争的相持阶段，可能很短，也可能很长。
双语现象的发展有两种结果：（1）如果两个民族向融合的方向发展，相互间的关系越来越密切，其中某一个民族就会放弃自己的语言，完成语言的融合.（2）如果两个民族向分离的方向发展，那么它们就继续各说自己的语言，语言各自独立，最后也不融合。
刘润清《新编语言学教程》Syntax教学PPT课件
tence
Subject
Predicate
a referring expression
comprises a finite verb or a verb phrase and says something about the subject
Introduction
Lexical item 语项 --labels attached to “words”. “Lexical item”
ultimate constituents poor, John, ran, away
Advantages of IC analysis
1. It helps to account for the ambiguity of certain constructions.
e.g. The son of Pharaoh’s daughter is the daughter of Pharaoh’s son.
is a term associated with dictionaries or lexicons. It takes an abstract view of words. --a word has more or less consistent meaning, but can differ because of grammatical function. e.g. do/did/done/doing/does are particular
胡壮麟《语言学教程》(第3、4版)笔记和考研真题详解(1-6章)【圣才出品】
第1章语言学导论1.1复习笔记本章要点：1.The definition and the design features of language语言的定义与特征2.The origin and the function of language语言的起源和功能3.Main branches of linguistics study语言学研究的范围和内容4.Important distinctions in Linguistics语言学的一些重要区分本章考点：1.有关语言的常考考点语言的定义；语言的基本特征(任意性、二重性、多产性、移位性、文化传递和互换性)；语言的功能(提供信息、人际交往、施为、表达情感、寒暄、娱乐、元语言)；语言的起源(神授说，人造说(“汪汪”，“噗噗”，“哟-嘿-吼”理论)，进化说)等。
2.有关语言学的常考考点(1)语言学的定义，现代语言学与传统语法学研究的三个显著区别。
(2)语言学研究的四个原则及其简要说明。
语言学中几组重要区别，每组两个概念的含义、区分及其意义。
(3)普通语言学的主要分支学科及各自的研究范畴。
(4)宏观语言学及应用语言学的主要分支及各自的研究范畴。
本章内容索引：I.Definition of languageII.Design features of language1.Arbitrariness2.Duality3.Creativity4.Displacement5.Cultural Transmission6.InterchangeabilityIII.Origin of language1.The Biblical account2.The bow-wow theory3.The pooh-pooh theory4.The yo-he-ho theory5.The evolution theoryIV.Functions of languagermative function2.Interpersonal function3.Performative function4.Emotive function5.Phatic function6.Recreational function7.Metalingual functionV.Definition of linguisticsVI.Branches of linguistics1.Microlinguistics2.MacrolinguisticsVII.Important concepts and their distinctions1.Descriptive vs.Prescriptive2.Synchronic vs.Diachronicngue vs.Parolepetence vs.Performance5.Etic vs.Emic6.Traditional Grammar vs.Modern Grammar7.Linguistic Potential vs.Actual Linguistic BehaviorI.The definition of language(语言的定义)Language is a system of arbitrary vocal symbols used for human communication.This definition has revealed five essential factors of language:systematic,arbitrary,vocal,symbolic语言是人类以口头交流的任意的符号系统。
胡壮麟《语言学教程》笔记和考研真题详解(语言与认知)【圣才出品】
第6章语言与认知6.1 复习笔记本章要点:1. Psycholinguistics心理语言学2. Language acquisition, language comprehension, language production 语言习得，语言的理解，语言的生成3. First language acquisition第一语言习得4. Cognitive linguistics认知语言学常考考点：语言习得；第一语言习得；语言的理解和生成；范畴；隐喻；整合理论等。
本章内容索引：I. Definition of cognitionII. Definition of PsycholinguisticsIII. Language acquisition1. The Behaviorist Approach2. The Innateness HypothesisIV. Language comprehension1. Sound Comprehension2. Word recognition3. Comprehension of sentences4. Comprehension of textV. Language Production1. Access to words2. Generation of sentences3. Written language productionVI. Cognitive Linguistics1. Definition2. Construal and Construal Operations(1) Attention/ Salience(2) Judgment/ Comparison(3) Perspective/ Situatedness3. Categorization(1) Basic level(2) Superordinate level(3) Subordinate level4. Image Schemas5. Metaphor(1) Ontological metaphors(2) Structural metaphors(3) Orientional metaphors6. Metonymy7. Blending TheoryI. Definition of cognition (认知的定义)Cognition is used in several different loosely related disciplines. In psychology it is used to refer to the mental processes of an individual, with particular relation to a concept which argues that the mind has internal mental states (such as beliefs, desires and intentions) and can be understood as information processing, especially when much abstraction or concretization is involved, or processes such as involving knowledge, expertise or learning for example are at work. Another definition of “cognition” is the mental process or faculty of knowing, including aspects such as awareness, perception, reasoning, and judgment.“认知”一词既可用于不同学科也可用于相关学科。
戴炜栋《新编简明英语语言学教程》笔记和课后习题(含考研真题)详解(形态学)【圣才】
Morphology studies the internal structure of words, and the rules by which
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圣才电子书 十万种考研考证电子书、题库视频学习平台Байду номын сангаас
圣才电子书 十万种考研考证电子书、题库视频学习平台
第 3 章 形态学
3.1 复习笔记
本章要点： 1. Open class and closed class
开放词类与封闭词类 2. Morpheme
语素 3. Analyzing word structure
分析词语结构 4. Derivational and inflectional morphemes
words are formed, including inflection and word formation. 形态学研究词的内部结构以及构词规则，包括屈折变化和构词法两个领域。
II. Open class and closed class（开放类和封闭类） 1. Open class words: in English, nouns, verbs, adjectives and adverbs make up the largest part of the vocabulary. They are the content words of a language. 开放性词类：在英语中，名词、动词、形容词和副词占词汇的绝大部分。它们是一门语 言中的实义词，经常有新词产生。 2. Closed class words: The other syntactic categories include “grammatical” or “functional” words. Conjunctions, prepositions, articles and pronouns consist of relatively few words and new words are not usually added to them. 封闭性词类：其他的句法范畴包括“语法性的”或者“功能性的”词。连词、介词、冠 词和代词相对较少，通常不会增加新词。
刘润清,文旭新编语言学教程学习指南
这本书的内容编排十分合理，由浅入深，从基础知识到高级理论，让我在阅读 的过程中感受到了语言学的魅力。同时，书中还提供了大量的实例，这些实例 既生动又具有说服力，使得我在理解理论知识的同时，也能看到这些理论在现 实生活中的实际应用。
再者，这本书虽然是关于语言学的教材，但并不枯燥乏味。两位作者在阐述观 点时，运用了生动的语言和丰富的例子，使得整本书的阅读过程变得非常愉快。 我在阅读的过程中，不仅能够学到知识，还能感受到语言学的乐趣。
我想说的是，《刘润清，文旭新编语言学教程学习指南》这本书对于想要深入 学习语言学的人来说是一本非常值得推荐的教材。它既包含了丰富的理论知识， 又有生动的实例说明，让人在阅读的过程中既能学到知识，又能感受到语言学 的魅力。我相信，这本书对于我在语言学方面的学习和研究将会有很大的帮助。
目录分析
《刘润清，文旭新编语言学教程学习指南》是一本为语言学本科生和研究生编 写的教材，旨在帮助他们掌握语言学的基本概念、理论和研究方法。该书的目 录经过精心设计，有助于学生更好地理解和掌握语言指南》这本书的目录经过精心设计，注重 理论与实践相结合，有助于学生更好地理解和掌握语言学知识。
作者简介
作者简介
这是《刘润清，文旭新编语言学教程学习指南》的读书笔记，暂无该书作者的介绍。
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刘润清，文旭新编语言学教程学习指 南
读书笔记
01 思维导图
03 精彩摘录 05 目录分析
目录
02 内容摘要 04 阅读感受 06 作者简介
思维导图
本书关键字分析思维导图
语言
方法
新编
部分
研究
介绍
内容
学习
语言学
语言学 应用
读者
文旭
基础
胡壮麟《语言学教程》课后习题(语言、文化、社会)【圣才出品】
第7章语言、文化、社会1. Define the following terms.·Anthropological Study of Linguistics: aims to look at the relationships between language and culture in a speech community. For this reason, it can alternatively he called anthropological linguistics. More specifically, practitioners of the field want to know more about a given community by examining the correlation between the tradition of the community, beliefs, and social behavior of community members and their language use in different contexts of communication.·Communication: is an information process taking place between at least two parties or persons.·Communicative Competence: is a sociolinguistic rule put forward by Dell Hymes in contrast with the “competence”vs. “performance”dichotomy in theoretic linguistics.·Context of Situation: is a framework put forward by Firth. This theory has the following elements (Firth, 1950: 43—44 [Palmer, 1981: 53—543).A. The relevant features of the participants= persons, personalities:(i) The verbal action of the participants.(ii) The non-verbal action of the participants.B. The relevant objects.C. The effects of the verbal action.·Nida’s Classification of Culture: According to Nida(1964), there are five types of sub-culture we should be fully aware of when engaged in translation: 1) ecological culture; 2) linguistic culture; 3) religious culture: 4)material culture; and 5)social culture.·Ethnography of Communication: is an authoritative research framework of our time in a linguistic study of social and cultural factors (Hymes, 1972). The essential elements Suggested by this framework include 1) speech community, 2) situation, event and act, and 3) mnemonic SPEAKING components. ·FLB: an important concept recently put forward by theoretic linguistics, stands for the faculty of language in the broad sense. It forms a contrast with FLN -- the faculty of language in the narrow sense.·FLN: an important concept recently put forward by theoretic linguistics, stands for the faculty of language in the narrow sense. It forms a contrast with FLB the faculty of language in the broad sense.·Gender Difference: is a term used to refer to the variety of differences observed between men and women’s linguistic behavior. This study covers almost all the levels of linguistic studies, ranging from pronunciation variants to communicative patterns.·Linguistic Determinism: is a theory which believes that our language will influence or decide our way of looking at the world. In a loose sense, linguistic determinism, linguistic relativity, and the Sapir-Whorf hypothesis can beregarded as synonyms.·Linguistic Relativity: is a view which “was first expounded by the German ethnologist, Wilhelm yon Humboldt”(Crystal, 1985: 262). In a loose sense, this term has the same meaning with linguistic determinism and the Sapir-Whorf hypothesis.·Linguistic Sexism: is a term used to refer to sex-biased phenomena in language use. More specifically, it aims to reveal and deal with linguistic issues related to male chauvinism.·Six-Person System: is a typological pattern developed to study personal pronouns from the perspective of linguistic universality (Ingram, 1978). The following table summarizes this system explicitly. This typological system provides us with a comparative model to study the pronominal usage across languages.Six-Person System·Speech Community: refers to a group of people who “share not only the same rules of speaking, but at least one linguistic variety as well.”(Hymes, 1972: 52) ·SPEAKING: is a mnemonic way of summarizing certain components of speech which make possible the description and analysis of communicative behavior: S=Situation(场景), P=Participants(参与者), E=Ends(目的), A=Act sequence (相关形式与内容), K=Key (语气), I=Instrumentalities (语式), N—Norms (准则), and G —Genres(体裁).·Sapir-Whorf Hypothesis: is a theoretic assumption which suggests that our language helps mould our way of thinking and, consequently, different languages may probably express speakers’unique ways of understanding the world. In a loose sense, this term can be interchangeably used with linguistic relativity and linguistic determinism.·Sociolinguistics of Language: examines issues related to the subject from a more linguistic perspective and, hence, is complementary with the Sociolinguistics of Society in terms of its coverage and concerns. Alternatively, we may also define the Sociolinguistics of Language as a study of sociolinguistic issues at a micro level of discussion.·Sociolinguistics of Society: examines issues related to the subject from a more societal perspective and, hence, is complementary with the Sociolinguistics of 1.anguage in terms of its coverage and concerns. Alternatively, we may also define the Sociolinguistics of Society as a study of sociolinguistic issues at a macro level of discussion.·Tripartite Model for Successful Communication: is a working framework which is based on Roger’s concept of real communication (1961) and is composed of the following principles: 1) try to look at things from other persons’point of view, 2) try to sense their feeling to a given issue, and 3) try to understand their way of knowing the world.·Variationist Linguistics: is a theoretic framework advanced by William Labor to study how language variation and change take place in different social contexts or geographic districts under the influence of social factors such as economics, education, class, gender, style, and so on. The method it uses is basically quantitative, but qualitative instruments have recently been introduced in this branch of linguistic research for a better description and explanation of the data collected.·Women Register: is a hypothesis which assumes that the following features are prevailing in women’s linguistic behavior:1) Women use more “fancy”color terms such as “mauve”and “beige”.2) Women use less powerful curse words.3) Women use more intensifiers such as “terrible”and “awful”.4) Women use more tag questions.5) Women use more statement questions like “Dinner will be ready at seveno’clock?”(with a rising intonation at the end)6) Women’s linguistic behavior is more indirect and, hence, more polite thanmen’s.2. What are some important contributions that sociolinguistics has made to linguistic studies?Key: A couple of contrastive points can be given to show important contributions of sociolinguistics to linguistics. First, we observe that traditional linguisticsemphasizes a formal analysis of language, whereas sociolinguistics calls for a multi-faceted study of language as well so that a more balanced research framework can be achieved. Second, we notice that traditional linguistics focuses much on the study of structure, whereas sociolinguistics emphasizes the study of function as well so that a holistic study of linguistic issues will be possible. Third, traditional linguistics attempts to look at internalized elements of language, whereas sociolinguistics pays attention to externalized factors in language use as well so that a better understanding of the relationships between language, society, and the speaker can be achieved.3. Why do we need to teach culture in our language classroom?Key: A consensus has been reached that language not only reflects culture hut also is part of culture. The close relationships between language and culture have widely been acknowledged. When it comes to language teaching and learning, the influence of cultural knowledge on the linguistic performance of language learners has been identified and highlighted. It has repeatedly been found that learners who lack sufficient knowledge about the target culture can hardly become active and appropriate language users in their target language. For these reasons, the information concerning cultural differences has rightly been introduced in language classrooms of different kinds for enhancing learners’cultural consciousness and improving their performance in cross-cultural contexts of communication.。
胡壮麟《语言学教程》课后习题(句法：从语词到篇章)【圣才出品】
第4章句法：从语词到篇章1. Define the following terms.·syntax: the study of the rules governing the ways different constituents are combined to form sentences in a language, or the study of the interrelationships between elements in sentence structures.·co-occurrence: It means that words of different sets of clauses may permit, or require, the occurrence of a word of another set or class to form a sentence or a particular part of a sentence. For instance, what can precede a noun (dog) is usually the determiners and adjectives, and what can follow it when it takes the position of subject will be predicators such as bark, bite, run, etc. In short, co-occurrence is the syntactic environment in which a construction, with its relevant elements, can appear grammatically and conventionally. Thus relations of co-occurrence partly belong to syntagmatic relations, partly to paradigmatic relations.·construction: it refers to any syntactic construct which is assigned one or more conventional functions in a language, together with whatever is linguistically conventionalized about its contribution to the meaning or use construct contains. It can be further divided into the external and internal properties.Take the sentence The boy kicked the ball as an example, we will determine the external syntax as an independent clause, while NP (“the boy”), VP (“kicked”)and NP (“the ball”) will be assigned respectively to the different elements in this clause.·constituent: Constituent is a term used in structural sentence analysis for every linguistic unit, which is a part of a larger linguistic unit. Several constituents together form a construction: for example, in the sentence The boy ate the apple, S (A), the boy (B), ate the apple (C), each part is a constituent. Constituents can be joined together with other constituents to form larger units. If two constituents, in the case of the example above, B (the boy) and C (ate the apple), are joined to form a hierarchically higher constituent A (“S”, here a sentence), then B and C are said to be immediate constituents of A. ·endocentric: Endocentric construction is one whose distribution is functionally equivalent to that of one or more of its constituents, i. e. a word or a group of words, which serves as a definable Centre or Head. In the phrase two pretty girls, girls is the Centre or Head of this phrase or word group. ·exocentric: Exocentric construction refers to a group of syntactically related words where none of the words is functionally equivalent to the group as a whole, that is, there is no definable “Centre”or “Head”inside the group. Exocentric construction usually includes basic sentence, prepositional phrase, predicate (verb + object ) construction, and connective (be + complement) construction. In the sentence The boy smiled, neither constituent can substitute for the sentence structure as a whole.·subordination: Subordination refers to the process or result of linking linguisticunits so that they have different syntactic status, one being dependent upon the other, and usually a constituent of the other. Thus the subordinate constituents are words which modify the Head. Consequently, they can be called modifiers. In the phrase swimming in the lake, swimming is the head and in the lake are the words modifying the head.·category: The term category in some approaches refers to classes and functions in its narrow sense, e.g., noun, verb, subject, predicate, noun phrase, verb phrase, etc. More specifically, it refers to the defining properties of these general units: the categories of the noun, for example, include number, gender, case and countability; and of the verb, for example, tense, aspect, voice, and so on.·coordination: A common syntactic pattern in English and other languages is formed by grouping together two or more categories of the same type with the help of a conjunction such as and, but or or. This phenomenon is known as coordination. In the construction the lady or the tiger, both NPs the lady and the tiger have equivalent syntactic status, each of the separate constituents can stand for the original construction functionally.·agreement: Agreement (or concord) may be defined as the requirement that the forms of two or more words of specific word classes that stand in specific syntactic relationship with one another shall also, be characterized by the same paradigmatically marked category (or categories). For instance, the syntactic relationship between this pen and it in the following dialogue:—Whose is this pen?—Oh, it’s the one I lost.·embedding: Embedding refers to the means by which one clause is included in another clause in syntactic subordination. E.g., I saw the man who had visited you last year.·reeursiveness: it mainly means that a constituent can be embedded within (i.e., be dominated by) another constituent having the same category, but it can be used to any means to extend any constituent. Together with openness, recursiveness is the core of creativity of language. For example, “I met a man who had a son whose wife sold cookies that she had baked in her kitchen that was fully equipped with electrical appliances that were new”. ·cohesion: Cohesion refers to relations of meaning that exist within the text, and that define it as a text. The cohesive devices usually include: conjunction, ellipsis, lexical collocation, lexical repetition, reference, substitution, and so on. In the following example, the cohesive device is “Reference”, that is, “it”refers back to the door: He couldn’t open the door. It was locked tight.·grammatical subject & logical subject: Grammatical and logical subjects are two terms accounting for the case of subject in passive voice. Take the sentences A dog bit John and John was bitten by a dog as examples. Since the object noun (John in this case) sits in the slot before the verb in the passive, it is called grammatical subject, for the original object noun phrase occupies the grammatical space before a verb, the space that a subject normally occupies;the subject (a dog), now the object of a preposition (by a dog), is called a logical subject, since semantically, the subject still does what a subject normally does: it performs an action.2. Indicate the category of each word in the following sentences (Hint: It may help to refer back to section 4.2.2)(1) The instructor told the students to study.(2) The customer requested for a cold beer.(3) The pilot landed the jet.(4) These dead trees must be removed.(5) That glass suddenly broke.Key: (1) [NP (det. +n.)+V+NP (det. +n.)+inf.](2) [NP (det. +n.)+V+P P (prep. +det. +adj. +n.)](3) [NP (det. +n.)+V+NP (det. +n)](4) [NP (det. +adj. +n.) +mv (modal verb) +be (auxiliary verb) +Past Participle](5) [NP (det. +n.)+adv. +V]3. Put brackets around the immediate constituents in each sentence. Ex. ((I) ((rode) (back))) ((when) ((it) ((was) (dark)))).(a) The boy was crying.(b) Shut the door.(c) Open the door quickly.(d) The happy teacher in that class was beaming away.(e) He bought an old car with his first pay cheque.Key: (a) ((The) (boy)) ((was) (crying)).(b) (Shut) ((the) (door)).(c) ((Open) ((the) (door))) (quickly).(d) ((The) (((happy) (teacher)) ((in) ((that) (class))))) ((was) ((beaming) (away))).(e) (He) (((bought) ((an) ((old) (car)))) ((with) ((his) ((first) ((pay) (cheque)))))).4. For each of the underlined constructions or word groups, do the following. —State whether it is headed or non-headed.—If headed, state its headword.—Name the type of constructions.Ex. His son will be keenly competing.Answer: headed, headword--competing; verbal group(a) Ducks quack.(b) The ladder in the shed is long enough.(c) I saw a bridge damaged beyond repair.(d) Singing hymns is forbidden in some countries.(e) His handsome face appeared in the magazine.A lady of great beauty came out.(g) He enjoys climbing high mountains.(h) The man nodded patiently.。
胡壮麟《语言学教程》（第5版）章节题库（5-8章）【圣才出品】
胡壮麟《语言学教程》（第5版）章节题库（5-8章）【圣才出品】第5章意义Ⅰ. Fill in the blanks.1. According to G Leech, _____ meaning is the communicative value an expression has by virtue of what it refers to, over and above its purely conceptual content. 【答案】connotative 【解析】利奇认为内涵意义是指通过语言所指传达的意义，是位于纯粹的概念意义之上的。
2. According to G Leech, _____ meaning refers to logic, cognitive, or denotative content.【答案】conceptual【解析】利奇认为概念意义是指逻辑的、认知的、外延的内容。
3. According to G. Leech, _____ meaning refers to what is communicated of the feelings and attitudes of the speaker／writer.【答案】affective【解析】利奇认为感情意义是指所传达的关于说话人/作者感情、态度方面的意义。
4. The theory of meaning which relates the meaning of a word to the thing it refers to, or stands for, is known as the _____ theory.【答案】referential【解析】把词语意义跟它所指称或所代表的事物联系起来的理论，叫做指称理论。
5. _____ is the technical name for the sameness relation.【答案】Synonymy【解析】同义关系是相同关系的专业术语，完全的同义关系是很少的。
胡壮麟《语言学教程》配套题库(第4版)【章节题库】第8~12章【圣才出品】
第8章语言的使用I. Fill in the blanks.1. There has been a maxim in ______ which claims that “You are what you say”. 【答案】quantity【解析】格莱斯的数量准则指1.使你的话语如(交谈的当前目的)所要求的那样信息充分；2.不要使你的话语比要求的信息更充分。
即说你该说的。
2. The theory of conversational implicature was proposed by ______.【答案】Grice【解析】格赖斯认为一定存在一些管理话语产生和理解的机制。
他把这种机制称为合作原则，在这个大原则下有四条准则，它们分别为数量、质量、关系和方式准则。
3. ______ were sentences that did not state a fact or describe a state, and were not verifiable.【答案】Performatives【解析】施为句是用来做事的，既不陈述事实，也不描述情况，且不能验证其真假。
4. In making conversation, the general principle that all participants are expected to observe is called the ______ principle proposed by J. Grice.【答案】Cooperative【解析】通常在对话中，所有的参与者都被希望能够遵守由格莱斯提出的合作原则，这样就不会有会话含义的产生。
5. In the light of the ______ principle, four maxims are specified．They are the maxim of quantity, maxim of ______, maxim of ______ and the maxim of _____.【答案】cooperative; quality; relation; manner【解析】考查合作原则及四条次则：数量准则、质量准则、关联准则、方式准则。
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第3章形态学
I. Fill in the blanks.
1. The _____is the minimal distinctive unit in grammar, a unit which cannot be divided without destroying or drastically altering the meaning, whether lexical or grammatical.（北二外2008研）
【答案】morpheme
【解析】语素是最小的语言单位，不能再进一步分成更小的单位而不破坏或彻底改变词汇意义或语法意义。
2. Some morphemes like -ish, -ness, -ly, -dis, trans, un-are never words by themselves but are always parts of words. These affixes are ______ morphemes. 【答案】bound
【解析】粘着语素指不能单独出现，必须跟至少一个其他语素共同出现的语素。
3. ______ is a branch of linguistics that studies the interrelationship between phonology and morphology.（南开大学2007研）
【答案】Morphophonology
【解析】形态音系学是语言学的一个分支，主要研究形态学与音系学的关系。
4. ______ is a relatively complex form of compounding in which a new word is
formed by joining the initial part of one word and the final part of another word. For example, the English word smog is made from______and ______.（人大2006研）【答案】Blending; smoke; fog
【解析】混成法是指一个词由两个单词混合而成，一般把第一个单词的开头部分和第二个单词的最后部分连接起来，或者是把两个单词的开头部分连接起来。
5. An______ is pronounced letter by letter, while an ______is pronounced as a word. 【答案】initialism; acronym
【解析】首字母缩写和缩略词的区别在于，前者是一个一个字母读，后者是按单词读。
6. Words are divided into simple, compound and derived words on the ______ level. 【答案】morphemic
【解析】从词素的角度来讲词可以划分为简单词、合成词和派生词。
7. A _____ morpheme is one that cannot constitute a word by itself.（北二外2003研）【答案】bound
【解析】粘着语素指不能单独出现，必须跟至少一个其他语素共同出现的语素。
8. As the lexical words carry the main content of a language while the grammatical ones serve to link its different parts together, the lexical words are also known as content words and grammatical ones are ______.（中山大学2008研）
【答案】function words
【解析】词可分为词汇词和语法词。
具有词汇意义的词称为词汇词，例如名词、动词、形容词和副词。
表达语法意义的词是语法词，例如连词、介词和代词。
9. In terms of the meaning expressed by words, they can be classified into ______ words and ______ words.（南开大学2007研）
【答案】lexical, grammatical
【解析】从词所表达的意义划分，词可分为词汇词和语法词。
10. Affix is the collective term for the type of formative that call be used only when
added to another morpheme. Affixes are limited in number in a language，and are generally classified into three subtypes, namely, prefix, suffix, and______.（北京邮电大学2010研）
【答案】infix
【解析】词缀是那些只能附着于另一个语素（词根或词干）上的一类语素的总称。
词缀都是粘着语素，可分为前缀、中缀和后缀三种。
Ⅱ. Multiple Choices.
1. ______other than compounds may be divided into roots and affixes.（大连外国语学院2008研）
A. Polymorphemic words
B. Bound morphemes
C. Free morphemes
【答案】A
【解析】多语素词可被分为词根和词缀，而合成词是不可以被这样分的。
2. ______ refers to the way in which a particular verb changes for tense, person, or number.（西安外国语学院2006研）
A. Affixation
B. Inflection
C. Derivation
D. Conjugation
【答案】D
【解析】屈折变化是通过附加屈折词缀表现语法关系，如数、人称、有定性、体和格。
它并不改变所附加词干的语法类别。
3. Compound words consist of ______ morphemes.（北二外2003研）
A. bound
B. free
C. both bound and free
【答案】B
【解析】合成词是由自由词素组合而成的。
4. Which of the following words is formed by the process of blending?（对外经贸2006研）
A. WTO
B. Motel
C. Bookshelf
D. red-faced
【答案】B
【解析】混成法是指一个词由两个单词混合而成，一般把第一个单词的开头部分和第二个单词的最后部分连接起来，或者是把两个单词的开头部分连接起来。
Motel是由
motor与hotel二词的缩合。
5. Bound morphemes do not include ______.（西安交大2008研）
A. roots
B. prefixes
C. suffixes
D. words
【答案】D
【解析】粘着语素指不能单独出现，必须跟至少一个其他语素共同出现的语素。
词根，词缀都可能是粘着词素。
6. Which two terms can best describe the following pairs of words: (table—tables, day + break—daybreak.（大连外国语学院2008研）
A. inflection and compound
B. compound and derivation
C. inflection and derivation
【答案】A
【解析】屈折变化是通过附加屈折词缀表现语法关系，如tables。
合成词是由词根语素按一定的规则组合起来构成的，如daybreak。
7. Point out which item does not fall under the same category as the rest, and explain the reason in ONE sentence. (Focus on the type of word formation)（南京大学2007研）
A. burgle
B. fridge
C. auto
D. math
【答案】A
【解析】A是逆构词法变来的，其他的是缩写词。
8. There are different types of affixes or morphemes. The affix “-ed”in the word “learned”is known as a(n) ______.
A. derivational morpheme
B. free morpheme
C. inflectional morpheme
D. free form
【答案】C。