語(yǔ)言學(xué)名詞解釋和問(wèn)答題答案(只供參考)

精品文檔四、名詞解釋：1)話語(yǔ)：①ittooflangueinactual②ituseoftheconventionsandtheapplicationtherules.③itconcrete,theoccurringlanguage④itfrompersonperson,andfromsituationtosituation.2)Applied應(yīng)用語(yǔ)言學(xué)findingsinlinguisticstudiescanoftenbetoofpracticalrecoveryofability.Theofsuchapplicationsknownas3)（所指）語(yǔ):Itwhataformtointhereal,physicalworld,itwiththebetweenthelinguisticelementandthenon-linguisticofexperience.4)Illocutionaryact言外行theofexpressingthespeaker’sintention,itisthinsayingsomething.5)地方言itisalinguisticvarietyusedbypeopleinthesameIthasthatregionaldialectwith6)LAD(LanguageAcquisitionDevice)語(yǔ)習(xí)得機(jī)：Itasanimaginary"blackhuman7)CAAnalysis）對(duì)比分析withdescribingcomparablefeaturesofthenativethetargetCAtheformsacrosstwolanguagestothemismatchesordifferencessothatpeoplecanpredictdifficultylearnersmayencounter.8)（神經(jīng)言學(xué)itstudyofrelated：betweentheItincludesintohowbrainisfunctionoftheinwhichofbrainlanguagetobrainaffectsabilityuse9)述謂結(jié)構(gòu)分①ItproposedbytheBritishLinguistG.Leech.②Theiscalledpredication,istheofofsentence.③allofsentence.④Apredicationconsistsargument(s)munication(intercultural跨文化交流：itcommunicationbetweenpeoplewhoseculturalperceptionssystemsenoughalterevent.Cross-association相聯(lián)想：InEnglishmaywordswhichsimilarinTheirpronunciationalsoalike.Theofleadstoisas精品文檔

精品文檔CPHCriticalHypothesis臨界期說(shuō)aspecificlimitedtimeperiodfor①strongofCPHchildrenacquiretheirfirstbyorwillneverabletofrom②Theholdslanguagelearningwillbemoredifficultandincompleteafterpuberty.inVictorandGenie’scases)Prescriptivegrammer規(guī)定法ifthelinguistictolaydownrulesfor"correct"inusingtoellpeopleshouldsaywhattheynotsay,itissaidtobeprescriptive.Performance語(yǔ)言用；言行為theactualrealizationofincommunication.Duality雙性(doublearticulation)：isawhichofofstructures,ortwolowerorofsounds,whichhigherlevelbemeaningful.五、問(wèn)答題：Chapter1Howyoufollowingoflinguistics:linguisticsisthelanguage?studiesitstudiesingeneral.Itscientificitisonoflinguisticwithreferencesomeofstructure.Inorderdiscoverandrulesofsystem,whathasfirstcollectlanguagefacts,whichfoundtodisplaysomeaboutheformulateshypothesesstructure.Butthusformedtobecheckedagainstthefullyprovevalidity.HowSaussuredistinctionbetweensimilardistinctioncompetenceBothSaussureandmakethedistinctionabstractsystempurposesingleoutsystemforaresimilarintwoaspects:thedefinitionandthecontentofOnhand,Saussureasthelinguisticbyallmembersofacommunity,andparolethelangueinactualuse.Chomskydefinescompetencetheidealuser’sknowledgeoftherulesofhislanguage,performanceofthisknowledgeinlinguisticcommunication.WethatandbothrefertoabstractandandperformancebotharetheiractualOnthehand,Saussureopinion,whatlinguistsshoulddoisabstractlanguefromparoleistooandAndsameasChomsky.thinkslinguistsshouldstudytheidealspeakercompetence,notwhichtootostudied.differSaussuretooksociologicalofChomskyatapointofview,amindofindividual.精品文檔

精品文檔featuresoflanguagehavespecifiedbyshowthatisdifferentanimalcommunicationthismeansisnoconnectionandsounds.Agoodisthatdifferentsoundsaretorefertothesameobjectinlanguage.isproductiveitpossibleconstructionandinterpretationofnewsignalsofusers.Duality:languageisawhichconsistsoftwoofstructures,orlevels.Atthelowerorthebasicthereisstructureofwhicharemeaningless.soundsoflanguagecanregroupedintoalargenumberofunitsoffoundlevelofsystem.Languagecanbeusethingswhichareornotpresent,inthe,presentorfuture,orinplaces.Inwords,canbeusedtorefertoremovedtheofspeaker.Culturaltransmission:Languageisonfromonegenerationthroughteachinglearningratherbyinstinct.Chapter23.ExplainwithbroadtranscriptionandnarrowtranscriptionBroad—symbolforonetranscriptiondiacriticsaddedthesymbolstoshowthefinerdifferencesbetweensounds.Insymbol[l]isforthesound[l].what’saphone?howisitdifferentfromaphoneme?areallophonesrelatedaphoneme?①AaspeechsoundsweandproduceduringlinguisticareallPhonesdomeaning,somedo,somee.g.[bI:t]&[bIt],[spIt]&[spIt].②Aphonologicalunit;itisadistinctiveunit,notparticularsound,itiscertainphoneticthephonemebedifferentlyin[pIt],[tIp]and[spIt].③Allophone—phonesthatrepresentaphonemephoneticPhonedifferentThephoneme/l/canberealizedasareallophonesof/l/精品文檔

精品文檔Chapter5Whatthemajorviewsstudymeaning?namingtheory命論thescholarlinguisticorsymbols,inotherthewordsinalanguagearebelabelsofobjectstheyfor;arenameslabelsforsemanticrelationshipholdingthingstherelationshipofconceptualist概論:holdsthatnodirectlinkalinguisticformwhatitto;inthelinkedthroughmediationofinthemind.semanticsuggestedby境:RepresentativelytheBritishlinguistR.FirthbeeninfluencedbytheanthropologistMalinowskitheGermanthatshouldintermsofsituation,use,context-elementscloselylinkedwithlanguagebehavior.…meaningofwordisinlanguage.Behaviourism行主論Basedcontextualistbehavioristdefining“meaning”.Behavioristsattemptedofafromthe“situationthespeakeruttersitandresponseitcallsinhearer.”Thissomewhatclosetocontextualism,linkedwithinterest.6.Inwhatwayanalysistothedistinctivefeatures?分分和音分為別特有相之？Inthelightofcomponentialofofaofdistinctivetheanalysisbreaksdownthemeaningofthewordintotheseitisthesedistinguishwordmeaningsimilarly,aphonemecollectionofdistinctiveabrokendownintodistinctiveanditssoundthatdifferent精品文檔

精品文檔Chapter6towhataispossiblyperformingwhilemakingexample.Accordingtoaspeakermightbeperformingactssimultaneouslyspeaking:illocutionaryandact.Alocutionaryclauses.Itofliteralmeansofsyntax,Anillocutionarytheexpressingtheintention;itisinsayingsomething.Aperlocutionaryisactperformedorresultingfromsayingitconsequenceof,ortheaboutbyitperformedbysomething.Let'slookanexample:leftwideopen."Thelocutionaryactspeakerrds“you“have”,“door”,“openetc.thusexpressingtheliterallymean.Theillocutionaryactbyisthatbyutteranceexpressedhisofspeaking,i.e.someonetoclosetheoracomplaint,TheperlocutionaryacttotheeffectofIfgetsandseesthatspeakermeanstellhimtoclosethesuccessfullyaboutchangeintheheintendedto;theperlocutionaryactisWhatarefourmaximsoftoshowhowfloutingmaximsconversational答：CooperativePrinciple,CP.ItMakeyourcontributionsuchasrequiredattheatitoccurstheacceptedofthetalkinwhichengaged.bespecific,theremaximsunderthisgeneralprinciple:ofquantity數(shù)量原則A:Susan'sfarewellparty?B:Itfloutingmaximofquantityofquality質(zhì)原則A:WouldyouliketojoinusforthepicniconB:I'mafraidIhavegotclassonofrelation相原則A:HowmathB:Wehadmatchwiththeotherofmanner方式準(zhǔn)則A:forkids?B:ButIvetoI-C-E-C-R-E-A-M.精品文檔

精品文檔Chapter9WhatyouthinkofGiveorprooftoSapir-Whorflanguagefilterspeople'sperceptionwaytheytheiroflanguageandthoughtisnowknownHypothesis.TheremainlydifferentSapir-WhorfHypothesis:astrongversionweakstrongversionbelievesthatlanguagepatternsthinkingandoneholdsthattheformerinfluencestheIwithone.anthesnow.Eskimosnowisimportantsocrucialtoofitsvariousformsandnamed.InEnglish-speakingcultures,lessandusuallysufficestheneed.morespecific,however,canbemadeuptomeetcorn”,”,“driftingsnowChapter10Amongtheacquisitionmentionedinthiswhichdoisreasonableconvincing?why.Behaviouristview---languagebehavior,languagelearningaofformation.Inthistheory,imitationandarepreliminary(始),discrimination（識(shí)別）andgeneralizaitiontolanguageAninnatist(語(yǔ)法天生主義者h(yuǎn)umanbrain,thereanimaginary“boxcalledacquisitionwhichissaidcontaintoallneedaccesstheofanaturallanguagetheLAD,whichenablesdiscoverhisstructurebymatchingtheinnategrammaticalChomskyinnateifchildrenarewithUG,thenwhathavelearnisinwhichownlanguagemakeuseoftheseinprincipleswhichintheparticulararelearning.An互主義者)view----languageasaresultofthecomplexinterplay,betweenhumanofchildtheenvironmentinwhichchildInareasonableintheroutineaspects,theinnatistmostincomplexthedescriptionconvincinginchildrenlearnandappropriatelyenvironment.精品文檔

精品文檔Chapter11、Towhatsecondlanguagelearningtolanguagelearning?C