語言學(xué)導(dǎo)論課程教學(xué)大綱 Teaching plan of Linguistics

1、PAGE PAGE 42Teaching Plan of Linguistics: A course book語言學(xué)導(dǎo)論課程教學(xué)大綱課程名稱(中文)： 語言學(xué)導(dǎo)論 課程名稱(英文)： Linguistics: A Course Book 課程編號： 060502015013 課程類別： 專業(yè)核心課 （公共基礎(chǔ)課、專業(yè)基礎(chǔ)課、專業(yè)核心課或?qū)I(yè)選修課）學(xué)時學(xué)分：總學(xué)時 32 學(xué)分 2 其中實踐學(xué)時 開課單位： 外國語學(xué)院 適用專業(yè) 英語專業(yè)（師范） 先修課程： 英語語言基礎(chǔ)知識和技能 一、課程的教學(xué)目標(biāo)和教學(xué)要求本課程的教學(xué)目的在于使學(xué)生了解人類語言研究的最新成果，提高他們對語言社會、人文、經(jīng)濟、

2、科技以及個人修養(yǎng)等方面重要性的認(rèn)識，培養(yǎng)語言意識，發(fā)展理性思維，以幫助拓寬學(xué)生的思路和視野，全面提高學(xué)生的語言素質(zhì)。在教學(xué)過程中，力求使學(xué)生掌握英語語言學(xué)這門學(xué)科的精神實質(zhì)，弄清基本概念，做到融會貫通，并能聯(lián)系語言實際運用語言學(xué)理論，解決實際問題，注重培養(yǎng)學(xué)生對語言的觀察和研究能力。二、教學(xué)時數(shù)分配章節(jié)教學(xué)內(nèi)容教學(xué)時數(shù)Chapter 1(I)Chapter 1(II)Chapter 1(III)Chapter 3(I)Chapter 3(II)Chapter 3(III)Chapter 5(I)Chapter 5(II)Chapter 6(I)Chapter 6(II)Chapter 6(II

3、I)Chapter 7(I)Chapter 7(II)Chapter 7(III)Chapter 9(I)Chapter 9(II)examWhy study language / what is language / design features of language / origin of language / Functions of language / what is linguistics / Main branches of macro-linguistics / important distinctions in linguistics What is morpheme?W

4、hat is word? / Word formationLexical change / word group and phraseMeanings of MEANING / The referential theory Sense relation Language acquisition / importance / stages / theories Cognitive linguistics / construal / categorizationMetaphor / metonymyLanguage and cultureLanguage and societyCross-cult

5、ural communicationGeneral features of the literary language, Foregrounding, Figurative languageThe language in fiction and dramaTest in Class 2222222222222222三、主要教學(xué)內(nèi)容與教學(xué)方法本課程介紹語言學(xué)基本概念和理論，使學(xué)生了解當(dāng)代語言學(xué)各學(xué)科的基礎(chǔ)知識和前沿動態(tài)，了解語言的本質(zhì)、結(jié)構(gòu)、功能及其變化規(guī)律，掌握語言學(xué)研究基本方法和基本學(xué)術(shù)規(guī)范，提高英語總體水平和學(xué)術(shù)研究能力。主要內(nèi)容包括語音學(xué)、音位學(xué)、形態(tài)學(xué)、句法學(xué)、語義學(xué)、語言變化、語言與

6、社會、語言與文化、語言與思維、語言習(xí)得、第二語言習(xí)得等。從事本課程的教學(xué)，應(yīng)遵循傳授語言學(xué)知識與培養(yǎng)語言研究能力相結(jié)合的原則。本課程主要教學(xué)方法包括：講授法（傳授語言學(xué)基本概念和理論）討論法（分小組討論和集體討論兩類）學(xué)生報告（對專題開展研究）等等。對于一些與現(xiàn)實生活關(guān)系密切的專題，可指導(dǎo)學(xué)生從事局部、短期的實地調(diào)查，幫助學(xué)生提高從事語言觀察和分析的能力。章節(jié)重點和難點目的和要求思考題1Introduction to linguistics (1)Why study language What is languageDesign feature of language了解語言的定義、特征、功能

7、和起源，以及語言學(xué)的主要分支和重要概念Ex 4 -10, Ex 201Introduction to linguistics (1)Origin of language Functions of languageEx 11, 121Important distinctions in LinguisticsMain branches of linguisticsMacrolingusitcsImportant distinction in linguisticsEx 13-18, Ex 223The formation of wordMorpheme and MorpholopyTypes of

8、 MorphemesMorphological Change andAllomorph了解構(gòu)成詞的最小意義單位語素，語素的類型，常見詞根和詞綴的意義，并通過詞素的學(xué)習(xí)提高對英語派生詞和復(fù)合詞的理解和運用能力。Ex 2, 3, 11, 12, 133MorphologyWhat is word Identification of words Classification of wordsWord Formation (1) The inflectional way of formation The derivational way of formationEx 4-53Lexical chang

9、eWays of lexical ChangeWord group and phraseEx 6, 8, 105MeaningThe meaning of meaning7 types of meaning The Referential Theory掌握詞義的分類及詞匯之間、句子之間的主要語義關(guān)系，了解語義特征特征和成分分析方法。Ex25Sense relationsSynonymyAntonymyHyponymyEx 3, 4, 5, 6，9-106Psychology了解認(rèn)知研究的發(fā)展和主要的概念、語言的心理過程和認(rèn)知語言學(xué)的基本概念和研究方法。6Cognitive Linguistic

10、s (1)Introduction to cognitive linguisticsThree main approaches Construal Categorization Image schemaEx 7, 106Cognitive Linguistics (2)Conceptual metaphorConceptual metonymyEX 87Language and cultureWhat is cultureRelationship between language and cultureContradictions between Chinese and EnglishCult

11、urally-loaded words了解語言、文化和社會之間的關(guān)系，以及跨文化對比Ex37Language and societyLanguage and Society Sociolinguistic study of language Sociolinguistic study of society Applied sociolinguisticsEx2,5,87Cross-cultural communicationSimilarity and difference between cultures some basic principles in studying a foreign

12、 languageEx 69General features of the literary languageStyle and stylisticsForegrounding Literal language and figurative languageAnalysis of literary language掌握文體學(xué)的基本概念，以及前景化在文學(xué)作品中的應(yīng)用；了解在小說和劇本的語言特點，學(xué)會從語言學(xué)的角度分析文學(xué)作品。Ex39Language in drama & fictionNarrate DialoguePsychological descriptionDrama as ficti

13、onA cognitive approach to literatureEx 4,5,6四、考核方式平時考查成績占30（課堂提問+課堂討論），期末考查成績占70。五、參考書目1. 語言學(xué)教程，胡壯麟主編，北京大學(xué)出版社，1988。2. 簡明英語語言學(xué)教程，戴煒棟主編，上海外語教育出版社，1998。3. 英語語言學(xué)導(dǎo)論，文秋芳主編，江蘇教育出版社，1995。4. The Study of Language, George Yule, Cambridge University Press/外語教學(xué)與研究出版社,2000.教學(xué)內(nèi)容安排如下：Chapter 1 Invitation to lingui

14、stics (6 periods)教學(xué)目標(biāo)和要求:了解語言的定義、特征、功能和起源，以及語言學(xué)的主要分支和重要概念。教學(xué)內(nèi)容：1.1 Why study language?Language plays a central role in our lives as individuals and social beings. If we are not fully aware of the nature and mechanism of our language, we will be ignorant of what constitutes our essential humanity.1.2

15、 What is Language?When we study language, we are approaching what some might call the “human essence,” the distinctive qualities of mind that are, so far as we know, unique to man. -Noam Chomsky, Language & MindLanguage is what distinguishes us from other animals. It is species-specific. Species-spe

16、cific is a term used (originally by Chomsky) to refer to language as a genetic endowment unique to the human species. 1.3 Design features of language Bertrand Russell (published a large number of books on logic, the theory of knowledge, and many other topics. He is one of the most important logician

17、s of the 20th Century. ) “No matter how eloquently a dog may bark, he cannot tell you that his parents were poor but honest.” 1.3.1 Arbitrariness (form and meaning) 房子house, maisonette; 手 hand Arbitrary relationship between the sound of morpheme and its meaning Onomatopoeic Words such as cuckoo, cra

18、sh, wow wow, etc.Arbitrariness at the syntactic levelSyntax is less arbitrary than words, especially in so far as the order is concerned Arbitrariness and convention It is the conventionality of a language that is more worth noticing than its arbitrariness.1.3.2 Duality two layers simultaneously: di

19、stinct sound at one level and distinct meaning at another: with a limited set of distinct sounds, we are capable of producing a very large number of sound combinations or words which are distinct in meaning. Soundwordsentence 1.3.3 creativityThe creativity of linguistic knowledgeThis is the houseThi

20、s is the house that Jack built.This is the malt that lay in the house that Jack builtThis is the dog that chased the cat that killed the rat that ate the malt that lay in the house that Jack built.1.3.4 Displacement (time, place, mythical creatures)Language enables us to communicate about things tha

21、t dont exist or dont yet exist.Displacement benefits human beings by giving them the power to handle generalizations and abstraction. All these properties make our language distinctive, or unique. They are referred to as Design Features of human language,which are thought to distinguish it from othe

22、r kinds of animal communication. 1.4 Origin of language The wow-wow theoryThe pooh-pooh theory The “yo-he-ho” theoryLanguage evolves within specific historical, social and cultural contexts1.5 Function of language Language is many things-a system of communication, a medium for thought, a vehicle for

23、 literary expression, a social institution, a matter for a controversy, a factor in nation building. 6 primary factors of any speech event by Jakobson Speaker, addressee, context, message, contact ,code Functions of Language (Jakobson, 1960) Referential: convey messages &information (context) Poetic

24、: indulge in L for its own sake(message: e.g. poetry) Emotive:express altitudes, feelings & emotions (addresser: e.g. intonation showing anger)-Conative: persuade and influence others through commands & entreaties (addressee: imperative and vocative) Phatic: establish communion with others. ( contac

25、t e.g.“Hello, do you hear me?) Metalingual: use language to talk about language. (code)Professor Halliday is the founder of systematic functional linguistics, one of the two main schools in linguistics in the world (the other being Chomsky in America)Professor Halliday is the founder of systematic f

26、unctional linguistics, one of the two main schools in linguistics in the world (the other being Chomsky in America)Halliday:IdeationalInterpersonal TextualHalliday observed child language development, and proposed seven categories of language function: Instrumental regulatory representational intera

27、ctional personal heuristic imaginative *The Basic Functions of Language1.5.1 Informative function (ideational) Use language to record facts and express thoughts1.5.2 Interpersonal function - Establish and maintain status in a society1.5.3 Performative function 1.5.4 Emotive function -Change the emot

28、ional status of an audience for/against sth or sb1.5.5 Phatic function -Seemingly meaningless expressions used to maintain good personal relations1.5.6 Receational function -Use of language for the sheer joy of it1.6 What is linguistics?Linguistics is defined as the scientific study of language. Lin

29、guists try to answer the following three questions in the linguistic study:What is linguistic knowledge? How is it acquired? How is it used?1.7 Main branches of linguistics 1.7.1 phonetics studies speech sounds, including the production of speech, that is how speech sounds are actually made, transmi

30、tted and received, the sounds of speech, the description and classification of speech sounds, words and connected speech, etc1.7.2 phonology studies the rules governing the structure, distribution, and sequencing of speech sounds and the shape of syllables.1.7.3 morphologyis concerned with the inter

31、nal organization of words. It studies the minimal units of meaningmorphemes, and word-formation processes.1.7.4 syntax is about principles of forming and understanding correct English sentences.1.7.5 semantics examines how meaning is encoded in a language. 1.7.6 pragmatics is the study of meaning in

32、 context. It deals with particular utterances in particular situations and is especially concerned with levels of language below the word and above it. 1.8 macrolinguistics 1.8.1 psycholinguistics investigates the interrelation of language and mind, in processing and producing utterances and in lang

33、uage acquisition for example1.8.2 sociolinguistics is an umbrella term with covers a variety of different interest in language and society, including the social functions of language and the social characteristics of its users.1.8.3 anthropological linguistics anthropological linguists are intereste

34、d primarily in the history and structure of formerly unwritten languages. 1.8.4 computational linguistics is an interdisciplinary field which centers around the use of computers to process or produce human language(also known as natural language, to distinguish it from computer languages).1.9 Import

35、ant distinctions in linuguistics 1.9.1 Descriptive vs Prescriptive Descriptive grammars represent the unconscious linguistic Knowledge or capacity of its speakers, are a model of the mental grammar every speaker of the language knows. Instead of teaching the rules of the language, they describe the

36、rules that are already known. The linguist tries to discover and record the rules to which the members of a language-community actually conform and does not seek to impose upon other (i.e. extraneous) rules, or norms of correctness.(Lyons, 1982 :47)Prescriptive grammars attempt to legislate what you

37、r grammar should be. They prescribe. I dont want to talk grammar. I want to talk like a lady.G. B. Shaw, Pygmalion Teaching Grammars are written to help people learn a foreign language or a dialect of their own language. 1.9.2 synchronic vs. diachronic 1.9.3 Langue& Parole 1.9.4 Competence and Perfo

38、rmance Linguistic competence is the knowledge that native speakers have of their languages as an abstract formal relations. It is distinct from linguistic performance, the behavior of actual use. Chapter 3 lexicon (6 periods)教學(xué)目標(biāo)和要求:了解構(gòu)成詞的最小意義單位語素，語素的類型，常見詞根和詞綴的意義，并通過詞素的學(xué)習(xí)提高對英語派生詞和復(fù)合詞的理解和運用能力。教學(xué)內(nèi)容：3

39、.1 What is word? 3.1.1 three senses of “word”A physically definable unitThe common factor underlying a set of formsA grammatical unit 3.1.2 identification of wordsstabilityrelative uninterruptibilitya minimum free form3.1.3 classification of words1)variable and invariable words2)grammatical words an

40、d lexical words function words and content words3)closed-class words and open-class wods4)word class3.2 the formation of word 3.2.1 morpheme and morphology morpheme is the smallest unit of language in terms of relationship between expression and content, a unit that cannot be divided into further sm

41、aller unit without destroying or drastically altering the meaning, whether it is lexical or grammatical. 3.2.2 types of morphemes (1) free morpheme and bound morpheme dog nation close godfather sunflower(2) root, affix and steminternationalism inter-, -al, -ism, nationaffixprefix un-, im-, mini- , m

42、ulti- suffix -tion, -ise, infix foot, feet, goose, geese stem: friends friend friendships friendship(3) inflectional affix and derivational affix eg. inflectional affix: toys walks Johns derivational affix .4the counterpoint of phonology and morphologymorpheme and phonemeallomorph3.3 lexical change

43、3.3.1. lexical change proper (1) invention Kodak Coke(2) Blending ex.3-27(3) abbreviation ex.3-28(4) Acronym WTO CIA BBC VOA(5) back-formation (6) analogical creation (7) borrowing i. loanwords:eg. encore ii.loanblend iii.loanshift iv.loan translation 3.3.3 morpho-syntactical change 3.3.4 semantic c

44、hange 3.3.5 orthographic change Chapter 5 Meaning (4 periods)教學(xué)目標(biāo)和要求:掌握詞義的分類及詞匯之間、句子之間的主要語義關(guān)系，了解語義特征特征和成分分析方法。教學(xué)內(nèi)容：the subject concerning the study of meaning is called semantics 5.1 meanings of “meaning” G. Leech, 7types of meaning in his semantics 1.conceptual meaning Associative meaning 2.connota

45、tive meaning 3.social meaning 4.affective meaning 5.reflected meaning 6. collocative meaning 7. thematic meaning 5.2 the referential theory The theory of meaning which relates the meaning of a word to the thing it refers to, or stand for, is know as the referential theory. 5.3 sense relations Sense

46、may be defined as the semantic relations between one word and another, or more generally between on linguistic unit and another.Reference is concerned with the relation between a word and the thing it refers to, or more generally between a linguistic unit and a non-linguistic entity it refers to.The

47、re are generally three kinds of sense relations recognized, namely, sameness relation, oppositeness relation an inclusiveness(內(nèi)包) relation. 5.3.1 synonymyis the technical name for the sameness relation.5.3.2 antonymy is the name for oppositeness relation. (1) gradable antonymyeg. big small; good bad

48、 long short(2) complementary antonymy eg. dead alive; male female present absent(3) converse antonymy eg. lend borrow; buy sell; husband wife 5.3.3. hyponymy is a matter of class membership.Superoridinate hyponymy co-hyponyms eg. flowers : rose tulip lilyeg. on P169 5.4 componential analysisThe idea

49、 that the meaning of a sentence depends on the meaning of the constituent words and the way they are combined is usually known as the principle of COMPOSITIONALTYAccording to the principle of compositionality, each word in the lexicon is equipped with certain components and combinations of words int

50、o sentences must go through certain selection restrictions（選擇限制條件） in order to produce acceptable sentences. Thus we can say colorful ball becausecolorful Adja. (Color) abounding in contrast or variety of bright colors b. (Evaluative) having distinctive character, vividness, or picturesqueness ball

51、NCa. (Social Activity) (Large Assembly) for the purpose of social dancingb. (Physical Object) having globular shapec. (Physical Object) solid missile for projection by engine of war5.5 sentence meaningThe meaning of a sentence is obviously related to the meanings of the words used in it, but it is a

52、lso obvious that sentence meaning is not simply the sum total of the words.The cat is chasing the mouse.The mouse is chasing the cat. （order）I have read that book.That book I have read. (thematic meaning)The son of Queen Elizabeths daughter is the daughter of Queen Elizabeths son. (structure)Chapter

53、 6 Language and Cognition（6 periods）教學(xué)目標(biāo)和要求: 了解認(rèn)知研究的發(fā)展和主要的概念、語言的心理過程和認(rèn)知語言學(xué)的基本概念和研究方法。教學(xué)內(nèi)容：6.1. What is Cognition?Mental processes, information processingMental process or faculty of knowing, including awareness, perception, reasoning, and judgment.The formal approach: structural patterns, including

54、the study of morphological, syntactic, and lexical structure. The psychological approach: language from the view of general systems ranging from perception, memory, attention, and reasoning.The conceptual approach: how language structures (processes & patterns) conceptual content. 6.2. Psycholinguis

55、ticsPsychological aspects of language.Psychological states and mental activity with the use of language.Language acquisition, language production & comprehension.Related fieldsStructural linguisticsCognitive psychologyAnthropologyNeurosciences Six subjects of researchLanguage acquisition (L1 / L2)La

56、nguage comprehensionLanguage productionLanguage disordersLanguage and ThoughtNeurocognition6.2.1Holophrastic stageLanguages sound patternsPhonetic distinctions in parents language.One-word stage: objects, actions, motions, routines.Two-word stage: around 18mThree-word-utterance stageGive doggie pape

57、r.Put truck window.Tractor go floor.Fluent grammatical conversation stageEmbed one constituent inside another:Give doggie paper. Give big doggie paper.Use more function words: missing function words and inflection in the beginning but good use (90%) by the age of 3, with a full range of sentence typ

58、es.All parts of all language are acquired before the child turns four.6.2.2Mental lexicon: information about the properties of words, retrievable when understanding languageFor example, we may use morphological rules to decompose a complex word like rewritable the first few times we encounter it and

59、 after several exposures we may store and access it as a unit or word. It means that frequency of exposure determines our ability to recall stored instances. Connectionism: readers use the same system of links between spelling units and sound units to generate the pronunciations of written words lik

60、e tove and to access the pronunciations of familiar words like stove, or words that are exceptions to these patterns, like love. Similarity and frequency play important roles in processing and comprehending language, with the novel items being processed based on their similarity to the known ones. W