閱讀精讀12月5日1203團(tuán)第二講

盜夢(mèng)空間式的長(zhǎng)難找動(dòng)有幾個(gè)動(dòng)詞就有幾個(gè)句再分析句子之間的相互關(guān)Vt+that語(yǔ)從Nthat語(yǔ)從句或者同位語(yǔ)從Ving形式/ved形式現(xiàn)在分詞或者過(guò)去分One’sfirstinclinationmightbetoarguethattheremustbesomesortofbuilt-inanimalaggressioninstinctthatwasactivatedbytheexperiment,andthatMilgram’steacher-subjectswerejustfollowingageneticneedtodischargethispent-upprimalurgeontothepupilbyadministeringtheelectricalshock.Amodernhard-coresociobiologistmightevengosofarastoclaimthatthisaggressiveinstinctevolvedasanadvantageoustrait,havingbeenofsurvivalvaluetoourancestorsintheirstruggleagainstthehardshipsoflifeon insandinthecaves,ultima findingitswayintoourgeneticmake-upasaremnantofourancientanimalways.Analternativetothisnotionofgeneticprogrammingistoseetheteacher-subjects’actionsasaresultofthesocialenvironmentunderwhichtheexperimentwascarriedout.AsMilgramhimselfpointedout,‘Mostsubjectsintheexperimentseetheirbehaviourinalargercontextthatisbenevolentandusefultosociety-thepursuitofscientifictruth.Thepsychologicallaboratoryhasastrongclaimtolegitimacyandevokestrustandconfidenceinthosewhoperformthere.Anactionsuchasshockingavictim,whichinisolationappearsevil,acquiresacomple differentmeaningwhen cedinthissetting.’ Thus,inthisex nationthesubjectmergeshis alityand alandmoralcodewiththatoflargerinstitutionalstructures,surrenderingindividualpropertieslikeloyalty,self-sacrificeanddisciplinetotheserviceofmalevolentsystemsofauthority. Herewehavetworadicallydifferentex nationsforwhysomanyteacher-subjectswerewillingtoforgotheirsenseof alresponsibilityforthesakeofaninstitutionalauthorityfigure.Theproblemforbiologists,psychologistsandanthropologistsistosortoutwhichofthesetwopolarex nationsismore usible.This,inessence,istheproblemofmodernsociobiology-todiscoverthedegreetowhichhard-wiredgeneticprogrammingdictates,oratleaststronglybiases,the ctionofanimalsandhumanswiththeirenvironment,thatis,theirbehaviour.Putanotherway,sociobiologyisconcernedwithelucidatingthebiologicalbasisofallbehaviour.14abiological onofthe15theex teacher-subjectsfortheexperiment16theidentityofthe17theexpected 19thewayMilgrampersuadedtheteacher-subjectstocontinue20Theteacher-subjectsweretoldthattheyweretestingwhetherAa450-voltshockwasB.punishmenthelpsC.thepupilswereD.theyweresuitedto21Theteacher-subjectswereinstructedAstopwhenapupilaskedthemB.denouncepupilswhomade C.reducetheshocklevelafteracorrectD.givepunishmentaccordingtoa22Beforetheexperimenttook cethe Abelievedthatashockof150voltswastoo failedtoagreeonhowtheteacher-subjectswouldrespondtoinstructions. underestimatedtheteacher-subjects’willingnesstocomplywithexperimental thoughtthatmanyoftheteacher-subjectswouldadministerashockof450volts.23SeveralofthesubjectswerepsychologystudentsatYaleUniversity. Somepeoplemaybelievethattheteacher-subjects’behaviourcouldbeex inedasapositivesurvivalmechanism. Inasociologicalex valuesaremorepowerfulthanauthority. 26Milgram’sexperimentsolvesanimportantquestioninsociobiology.第一

adj.垂死的；快 middle- adj.中年 adj.

第二

farfrom 遠(yuǎn)非；完全lost adj.失去的 了vanish vi. ；突然不linguisticgenerationdiversity

adj.語(yǔ)言上的，語(yǔ)言學(xué)上的n.代；一代人n.多樣性；差shrinkpace

縮??；減adj.大規(guī)模的；大量的；大批的n.速度；速率extinctionheadforrebounddominate

loss n.損失；喪失；遺evolutionaryadj.演化第三

isolation n.隔絕 ；孤立；分endangered adj.瀕 的；有滅 breed v.產(chǎn)生；導(dǎo)pepper v.使布滿(mǎn)；使充relatively adv.相對(duì)地；比較而言necessarily adv.必定；必然critically adv.危急地；嚴(yán)重第四rejectfaithcrisis

接受 相n.信仰；信念；忠teens n.十幾歲(13—19歲confidence n.信任；信用；信induce v.引誘；勸community n.tradition n.傳統(tǒng)；慣alongsideprep.在…旁邊；和…在一起(相比voluntary adj.自動(dòng)的；自主的；自愿第五kill 消 adj.少數(shù)人adapt 適 v.( 明令 ；取socio- adj. ；阻攔；(試圖)勸 v.促進(jìn)；提 adj.商業(yè)的；貿(mào)易 n.團(tuán)結(jié)；聯(lián)合；統(tǒng)atthe

至少；最n.保留 n.編輯處理有關(guān)的詳細(xì)資danger

rely 依賴(lài)；依 v.任 adj.未成文的；口頭 adj.致命的；極有害的；破壞性 adj.未記錄 beboundupwith與…有密切關(guān)系；隨…

pair

n.削弱；減少；損 adv.充分地；足夠

n.方法；方die第八

adj.波利尼西亞的；波利尼西亞人n.保存；保 adj.

Therearecurrentlyapproxima y6,800languagesintheworld.Thisgreatvarietyoflanguagescameaboutlargelyasaresultofgeographical1…………Butintoday’sworld,factorssuch ernmentinitiativesand arecontributingtohugedecreaseinthenumberoflanguages.Onefactorwhichmayhelptoensurethatsomeendangeredlanguagesdonotdieoutcomple yispeople’sincreasingappreciationoftheir Thishasbeenencouragedthroughprogrammesoflanguageclassesforchildrenandthrough‘a(chǎn)pprentice’schemes,inwhichtheendangeredlanguageisusedasthemediumofinstructiontoteachpeoplea4 speakersofendangeredlanguageshaveevenproducedwritingsystemsinordertohelpsecurethesurvivaloftheirmothertongue.IntheNativeAmericanNavajonation,whichsprawlsacrossfourstatesintheAmericansouth-west,thenativelanguageisdying.Mostofitsspeakersaremiddle-agedorelderly.AlthoughmanystudentstakeclassesinNavajo,theschoolsareruninEnglish.Streetsigns,supermarketgoodsandeventheirownnewspaperareallinEnglish.Notsurprisingly,linguistsdoubtthatanynativespeakersofNavajowillremaininahundredyears’ Isolationbreedslinguisticdiversity:asaresult,theworldispepperedwithlanguagesspokenbyonlyafewpeople.Only250languageshavemorethanamillionspeakers,andatleast3,000havefewerthan2,500.Itisnotnecessarilythesesmalllanguagesthatareabouttodisappear.Navajoisconsideredendangereddespitehaving150,000speakers.Whatmakesalanguageendangeredisnotjustthenumberofspeakers,buthowoldtheyare.Ifitisspokenbychildrenitisrelativelysafe.Thecriticallyendangeredlanguagesarethosethatareonlyspokenbytheelderly,accordingtoMichaelKrauss,directoroftheAlasskNativeLanguageCenter,in Whydopeoplerejectthelanguageoftheirparents?Itbeginswithacrisisofconfidence,whenasmallcommunityfindsitselfalongsidealarger,wealthiersociety,saysNicholasOstler,ofBritain’sFoundationforEndangeredLanguages,inBath.‘Peoplelosefaithintheirculture,’hesays.‘Whenthenextgenerationreachestheirteens,theymightnotwanttobeinducedintotheoldtraditions.’ ThechangeisnotalwaysvoluntaryQuiteoften,ernmentstrytokilloffaminoritylanguagebybanningitsuseinpublicordiscouragingitsuseinschools,alltopromotenationalunityTheformerUSofrunning nreservationschoolsinEnglish,forexample,effectivelyputlanguagessuchasNavajoonthedangerlist.ButSalikokoMufwene,whochairstheLinguisticsDepartmentattheUniversityofChicago,arguesthatthedeadliestweaponisnot buteconomic ‘NativeAmericanshavenotlostprideintheirlanguage,buttheyhavehadtoadapttosocio-economicpressures,’hesays.‘TheycannotrefusetospeakEnglishifmostcommercialactivityisinEnglish.’Butarelanguagesworthsaving?Attheveryleast,thereisalossofdataforthestudyoflanguagesandtheirevolution,whichreliesoncomparisonsbetweenlanguages,bothlivinganddead.Whenanunwrittenandunrecordedlanguagedisappears,itislostto Languageisalsointima yboundupwithculture,soitmaybedifficulttopreserveonewithouttheother.‘If shiftsfromNavajotoEnglish,theylosesomething,’Mufwenesays.‘Moreover,thelossofdiversitymayalsodepriveusofdifferentwaysoflookingattheworld,’saysPagel.Thereismountingevidencethatlearningalanguageproducesphysiologicalchangesinthebrain.‘YourbrainandminearedifferentfromthebrainofsomeonewhospeaksFrench,forinstance,’Pagelsays,andthiscouldaffectourthoughtsandperceptions.‘Thepatternsandconnectionswemakeamongvariousconceptsmaybestructuredbythelinguistichabitsofourcommunity.’ Sodespitelinguists’bestefforts,manylanguageswilldisappearoverthenextcentury.Butagrowinginterestinculturalidentitymaypreventthedirestpredictionsfromcomingtrue.‘Thekeytofosteringdiversityisforpeopletolearntheirancestraltongue,aswellasthedominantlanguage,’saysDougWhalen,founderand theEndangeredLanguageFundinNewHaven,Connecticut.‘Mostoftheselanguageswillnotsurvivewithoutalargedegreeofbilingualism,’hesays.InNewZealand,classesforchildrenhaveslowedtheerosionofMaoriandrekindledinterestinthelanguage. AsimilarapproachinHawaiihasproducedabout8,000newspeakersofPolynesianlanguagesinthepastfewyears.InCalifornia,‘a(chǎn)pprentice’programmeshaveprovidedlifesupporttoseveralindigenouslanguages.Volunteer‘a(chǎn)pprentices’pairupwithoneofthelastlivingspeakersofaNativeAmericantonguetolearnatraditionalskillsuchasbasketweaving,withinstructionexclusivelyintheendangeredlanguage.Afterabout300hoursoftrainingtheyaregenerallysufficientlyfluenttotransmitthelanguagetothenextgeneration.ButMufwenesaysthatpreventingalanguagedyingoutisnotthesameasgivingitnewlifebyusingiteveryday.‘Preservingalanguageismorelikepreservingfruitsinajar,’hesays. However,preservationcanbringalanguagebackfromthedead.Thereareexamplesoflanguagesthathavesurvivedinwrittenformandthenbeenrevivedbylatergenerations.Butawrittenformisessentialforthis,sothemerepossibilityofrevivalhasledmanyspeakersofendangeredlanguagestodevelopsystemsofwritingwherenoneexistedbefore.Neverbeforehasthe net’slinguisticdiversityshrunkatsuchapace.Atthemoment,weareheadingforaboutthreeorfourlanguagesdominatingtheworld,’saysMarkPagel,anevolutionarybiologistattheUniversityofReading.‘It’samassextinction,andwhetherwewilleverreboundfromthelossisdifficulttoknow.’Whatmakesalanguageendangeredisnotjustthenumberofspeakers,buthowoldtheyare.Ifitisspokenbychildrenitisrelativelysafe.Thecriticallyendangeredlanguagesarethosethatareonlyspokenbytheelderly,accordingtoMichaelKrauss,directoroftheAlasskNativeLanguageCenter,inWhydopeoplerejectthelanguageoftheirparents?Itbeginswithacrisisofconfidence,whenasmallcommunityfindsitselfalongsidealarger,wealth