卓越研究生英語（人文篇）綜合教程1 教案匯 B1U1-Minds-woven-in-ords-B1U3-Gems-of-the-earth

卓越研究生英語（人文篇）1卓越研究生英語（人文篇）1Unit1Mindswoveninwords教師用書11Unit1MindswoveninwordsUnitoverviewSettingSetting（核心議題）。ExploringExploring（ReadingA&Viewing論和心語假說這兩種對(duì)語言和思維關(guān)系的不同學(xué)術(shù)見解。ReadingA閱讀認(rèn)知科學(xué)家的語言思維實(shí)驗(yàn)，了解語言是如何決定思維的。ReadingB閱讀討論漢語特點(diǎn)和中ProducingProducing國際應(yīng)用語言學(xué)聯(lián)合會(huì)正在組織青年論壇，邀請各國的年輕學(xué)者討論語言對(duì)人類社會(huì)的影響。你將作為中國代表參加此次論壇，介紹漢語的獨(dú)特性，向各國參會(huì)者展示漢語如何影響人類思維和社會(huì)發(fā)展。EvaluatingEvaluating學(xué)科知識(shí)目標(biāo)：（Viewing）（ReadingA）、漢語及漢語思維特點(diǎn)（ReadingB）（Academiclisteningreadingskill）、展示漢語魅力的學(xué)術(shù)演講（Academicspeakingskill）PAGEPAGE10LeadinginInfluencesexertedonindividuals:EnrichingworldviewandperspectiveShapingthoughtpatternsFacilitatingexpressionProvidingaccesstoknowledgeWinningcareeropportunitiesInfluencesexertedonsociety:PreservingcultureandheritagePromotinginternationaltradeCommunicatingculturalvaluesandcustomsAffectingpowerdynamicswithinsocietyFunctioninginvariousformsofmediaViewingPre-viewingNo,IhavenotnoticedwhatlanguageIamthinkingin.TherearetimeswhenIamawarethatIhaveaclearanddefiniteidea,butwhenitcomestoputtingitinlanguage,nomatterwhetherinmymothertongueormysecondlanguage,Ioftenfindthatlanguagefailstoputacrossfaithfullytheideathathasoccurredtome.Thelanguageinwhichpeoplethinkcanvary.Someindividualsmaypredominantlythinkintheirnativelanguageorthelanguagetheyusemostfrequently.Otherswhoarebilingualormultilingualmightswitchbetweenlanguagesdependingonthecontextorthelanguagetheyarerecentlyusing.It’simportanttonotethatthinkingisnotalwaysdependentonlanguagealone.Non-linguisticthoughts,suchasvisualimageryorabstractconcepts,canalsooccurwithouttheneedforspecificlinguisticrepresentation.Thenatureofthoughtanditsrelationshipwithlanguageisafascinatingtopicstudiedbypsychologists,linguists,andcognitivescientists.Itcontinuestobeanareaofongoingresearchandexploration,delvingintothecomplexinterplaybetweenlanguage,cognition,andperception.Script:Canwethinkcomplexthoughtswithoutlanguage?IfyoucanhearwhatI’msayingandunderstandme,youcanprobablyspeakEnglish.alsoverylikelythatyouthinkinEnglishaswell,right?mightbesayingtoyourself:Whenisthisguygoingtogettothepoint?ButifItookallofthosewordsoutoftheEnglishlanguage,wouldyoustillbeabletothinkthatthought?Ifyouknowfewerwords,canyouthinkfewerthoughts?Moreimportantly,canyouthinkcomplexthoughts?Accordingtothetheoryoflinguisticdeterminism,theanswerwouldbeno.Iflinguisticdeterminismholdstrue,reasonabletothinkthattheDanipeople,whohaveonlytwowordsfordescribingmiliandmola,whichmeandarkcolorsandlightcolorsrespectively,willnotbeabletomakedetaileddistinctionsbetweencolorslikewedo.Theyshouldonlybeabletodistinguishthemasdarkorlight.studiesshowthattheDanipeoplecanmakedistinctionsbetweendifferentcolorsjustfine,despitenothavingtermsforthem.Iftheycanmakethedistinctions,whydotheynothavedifferentwordsforthem?Itseemsthatthere’sacomplexandinterdependentrelationshipbetweenlanguage,thought,andculture.Letmeputforthasimplifiedthoughtexperimentthatmayhelpclarifyourdilemma.Considertwohypotheticalcultures:CultureAandCultureB.Cultureflagismadeupofvariousshadesofgreenandtheyliveinaforest.CultureB’sflagismadeupofvariousshadesofblueandtheyliveneartheocean.Now,supposeIshowbothculturesalightergreenandadarkergreen.CultureAisfarmorelikelytomakeadistinctionbetweenthetwocolorsbecause,livinginaforestandseeingalotofgreen,theyvaluemakingthatdistinctionintheirlanguageandneedtomakethatdistinctiontocommunicatewithoneanother.Ontheotherhand,whenCultureBisaskedwhatcolorstheysee,theymayjustrefertotheminthesingular,green.Theydon’tvaluemakingthatdistinctionbecausetheydon’tneedto.Alanguagemaylackwordsforcolors,butitdoesn’tmeanitsspeakerscannotexperiencethatphenomenonorcreateanewwordforit.It’smorelikelyareflectionoftheirculture;theydon’tnecessarilyseetheworlddifferently,buttheyvaluedifferentthings.Stevenapsychologistandlinguist,putsforththeconceptof“mentalese”:aninnate“l(fā)anguageofthought.”Hestatesthat,“knowingalanguageisknowinghowtotranslatementaleseintostringsofwords,andviceversa.”Accordingtohim,youandIarenotthinkinginEnglish.Rather,wearethinkinginthe“l(fā)anguageofthought”andtranslatingthatintoourrespectivelanguagessothatwecancommunicatewithothers.Ingeneral,thoughtcomesfirstandlanguagecomesInsomesense,wecanlookatonelanguageandseeareflectionofthevaluesandthoughtsthatpeopleinthatculture“share”basedonthewordsthattheyhavechosentocreate.Analyticalviewing1thinkcomplexthoughtwithoutlanguageLinguisticdeterminismcomplexandinterdependentlanguage,thought,andcultureMentaleseLanguageisareflectionofvaluesandthoughts/ThoughtcomesfirstandlanguagecomesafterExercisesonline2Checkthecorrectinterpretationsofthegivenacademicconcepts.YoucanrefertotheAcademiclisteningskill.linguisticdeterminismThenotionthatlanguagedeterminesthought.Theconceptthatlanguagedeterminespersonality.C Thebeliefthatlanguageisdeterminedbythought.D Theassumptionthatwecannotthinkcomplexthoughtwithoutlanguage.mentaleseThelanguageofmind.Thecharacteristicsofmind.Thetheorythatsuggeststhoughthasaninnatelanguage.Thetheoryofmindthatadvocatesthoughtshapeslanguage.A,DA,CA,DA,C12Answerthefollowingquestions.1 WhatevidencefromtheDanipeople’slanguageandculturechallengesthetheoryoflinguisticdeterminismanddemonstratesthecomplexrelationshipbetweenlanguage,thought,andculture?AccordingAccordingtoStevenPinker’sconceptof“mentalese,”howdoeslanguagefunctionasatranslationtoolforourinnate“l(fā)anguageofthought”?Howdoesthisperspectivecontributetotheunderstandingthatlanguagedoesnotsolelydetermineourabilitytothinkcomplexthoughts?ReferenceanswerThefactthattheDanipeoplecanmakedistinctionsbetweendifferentcolors,evenwithonlytwowordsfordescribingcolor(miliandmola),challengesthenotionthatlanguagedeterminesourabilitytoperceiveanddifferentiatecolors.Itsuggeststhatalthoughtheirlanguagelacksspecifictermsforvariouscolors,theycanstillexperienceanddiscerndifferentshades.Thishighlightstheinterdependentrelationshipbetweenlanguage,thought,andculture,whereculturalvaluesandenvironmentalfactorsinfluencelanguagedevelopmentandusage.Pinkersuggeststhatthereisanunderlyinguniversalcognitivesystem,independentofanyparticularlanguage,whichformsthebasisofhumanthinking.Pinkersuggeststhatthereisanunderlyinguniversalcognitivesystem,independentofanyparticularlanguage,whichformsthebasisofhumanthinking.Languageactsasameanstoexpressandcommunicatethesethoughtswithothers.Fromthisperspective,languagedoesnotsolelydetermineourabilitytothinkcomplexthoughts.Rather,itservesasamediumthroughwhichwetranslateourinternalthoughtsintocommunicablelanguage,allowingustoexpressandshareourcognitiveprocesseswithothers.Thisperspectiveemphasizestheroleoflanguageasatoolforcommunicationratherthanadeterminantofthoughtitself.Languagefocus(online)WordsandphrasesCompletethesentenceswiththecorrectformofthewordsorphrases.linguistic hypothetical psychologist viceversa interdependent phenomenon1The analyzedthesyntaxandgrammarofthelanguagetobetterunderstanditsstructure. regardingcognitivedevelopment. regardingcognitivedevelopment.3Inbilingualindividuals,Inbilingualindividuals,the oflanguageandthinkingishighlightedThestudyoflanguageand isaninvaluabletoolinunderstandinghowlanguageaffectsourthoughtsandbehaviors.Theemergenceofnewlanguagetrendsandshiftsincommunicationpatternsare thatreflectthedynamicnatureoflinguisticevolution.Therelationshipbetweenlanguageandcognitionisatwo-waystreet;howweprocessthoughtscanshapelinguisticstructures,and .Answerlinguist(s)hypothesisinterdependencepsychologyphenomenaviceversaReadingAPre-readingIagreewithPinker,becausesomesimplethoughtscertainlycanexistwithoutlanguage.StevenPinker’sconceptof“mentalese”suggeststhatlanguageandthoughtareseparateentities,andthatthoughtcanexistindependentlyoflanguage.Accordingtothisview,languageisseenasamediumforcommunicationratherthanaprerequisiteforthoughtitself.IdisagreewithPinker,becausecomplexthoughtscanhardlydevelopwithoutthefullmasteryofalanguage.That’swhywehavenevercomeacrossagreatthinkerwhoisilliterate.TheSapir-Whorfhypothesisproposesthatlanguagedoesshapethewaywethinkandperceivetheworld.Itsuggeststhatthestructureandvocabularyofalanguageinfluencehowspeakersconceptualizeandinterpretreality.Whilethereisongoingdebateamongcognitivescientistsandlinguistsregardingtherelationshipbetweenlanguageandthought,evidencesuggeststhatlanguagecanindeedhaveanimpactoncognition.Researchinlinguisticrelativityhashighlightedexampleswheredifferentlanguagesstructureandemphasizecertainconceptsdifferently,influencingthoughtpatternsandculturalperspectives.It’simportanttonotethattheextenttowhichlanguageshapesthoughtmayvarydependingonvariousfactorssuchasindividualexperiences,culturalcontexts,andthespecificcognitiveprocessunderconsideration.LanguagepointsThequestiontouchesonamajorcontroversyinthestudyofmind,engagingscoresofphilosophers,anthropologists,linguists,andpsychologists.(Para.1)Meaning:Thequestionconcernsanimportantdebateinthestudyofmind.Itattractstheattentionofphilosophers,anthropologists,linguists,andpsychologists.touchontorefertoordiscussbriefly涉及Inhisspeechhewasonlyabletotouchonafewaspectsoftheproblem.engage:vt.(fml.)tosucceedinattractingandkeepingattentionandinterest吸引?。ㄗ⒁饬?、興趣）Itisamoviethatengagesboththemindandtheeye.Datahavebeencollectedaroundtheworldsothatwehaveactualscientificevidencetoweighinonthisquestion.(Para.1)Meaning:havegatheredinformationfromallovertheworld.Throughitwehaveacquiredsoundandsolidevidencetogiveouropinionsonthisissue.weighinon:togiveopinionorviewpointonaparticularsubjectorissue參與討論；（對(duì)…）發(fā)表意見ThePresident’spoliticaladvisersalsoweighedinontheplan.Simplyput,speakersoflanguageslikeKuukThaayorrearemuchbetterthanEnglishspeakersatstayingorientedandkeepingtrackofwheretheyare,eveninunfamiliarlandscapesorinsideunfamiliarbuildings.(Para.3)Meaning:Insimpleterms,speakersoflanguageslikeKuukThaayorrearereallygoodatmaintainingdirectionsandspatialawarenesseveninnewplaces.TheyarebetteratthisthanEnglishspeakers.oriented:a.beingawareofsb.’sdirectionalposition,esp.concerningthecardinaldirections有方向感的Shewasalwayswell-oriented,neverlosinghersenseofdirectioneveninunfamiliarsurroundings.keeptrackof:tohaveinformationaboutwhatishappeningorwheresb./sth.is了解…的動(dòng)態(tài)Asadoctor,Mr.Blackneedstokeeptrackofthelatestdevelopmentinthefieldofmedicine.testthisidea,peopleweregivensetsofpicturesthatshowedsomekindoftemporalprogression(e.g.picturesofamanaging,acrocodilegrowing,orabananabeingeaten).Theirjobwastoarrangetheshuffledphotosonthegroundtoshowthecorrecttemporal(Para.4)Meaning:Toexaminetheconcept,participantsweregivensetsofimages.Eachsetillustratesachronologicalsequence,suchastheagingprocessofaman,thegrowthofacrocodile,ortheconsumptionofabanana.Theirtaskwastoarrangethesemixed-upimagesonthefloorinthecorrectorderoftime.temporalprogression:thesequentialadvancementordevelopmentofeventsorphenomenaovertime時(shí)間發(fā)展順序Thestudyanalyzedthetemporalprogressionofsocietalnormsthroughanexaminationofhistoricaltextsandculturalartifacts.shuffle:vt.tomovepaperorthingsintodifferentpositionsoradifferentorder把（紙張等）變換位置，打亂次序Afterreviewingtheinitialdraft,theeditorsuggestedthattheparagraphsneededtobeshuffledtoimprovetheflowofthewriting.Beyondabstractorcomplexdomainsofthoughtlikespaceandtime,languagesalsomeddleinbasicaspectsofvisualperception–ourabilitytodistinguishcolors,forexample.(Para.6)Meaning:Languagesaffectsuchabstractorintricateareasofthoughtasspaceandtime.Besides,theyalsoinfluencebasicskillslikeidentifyingcolors.meddlein:tobecomeinvolvedinsththatdoesnotconcernyou管閑事；干涉；干預(yù)It’snotagoodideatomeddleinotherpeople’spersonalmatterswithouttheirconsent.Differentlanguagesdivideupthecolorcontinuumdifferently:Somemakemanymoredistinctionsbetweencolorsthanothers,andtheboundariesoftendon’tlineupacrosslanguages.(Para.6)Meaning:Variouslanguagescategorizecolorsdifferentlyalongaspectrum.Somelanguageshavemorecolordistinctionsthanothers.Thesedistinctionsmaynotalignconsistentlyacrossdifferentlanguages.colorcontinuum:theentirerangeofcolors,oftendepictedinalinearorcircularformattorepresenttheirrelationshipandtransitionsfromonehuetoanother色譜Artistsoftenexplorethesubtleshiftswithinthecolorcontinuumtocreatecaptivatingandharmoniouspalettesintheirpaintings.lineuptobeinthecorrectpositioninrelationtosth.else對(duì)齊；一致Thebooksontheshelfdonotlineupneatlybecauseoftheirdifferentsizes.Evenwhatmightbedeemedfrivolousaspectsoflanguage,orflukesofgrammar,canhavefar-reachingsubconsciouseffectsonhowweseetheworld.(Para.8)Meaning:Someelementsoflanguagemayseeminsignificantoraccidental.Buttheycandeeplyinfluenceoursubconsciousperceptionsoftheworld.deem:vt.tohaveaparticularopinionaboutsth.認(rèn)為；視為；相信Thenewpolicywasdeemedbythemanagementteamagreatsuccessinimprovingworkplaceproductivity.fluke:n.[C](infml.)sth.luckyorunusualthathappensbyaccident,notbecauseofplanningorskill偶然；僥幸；意外Thediscoveryoftheoldfamilyrecipebookintheatticwasasheerfluke.A

語言如何塑造思維方式7,000種語言，它們之間的差異數(shù)不勝數(shù)。這就引出了一個(gè)問題：我們所說的語言是否塑造了我們的思維方式？人們一直在思考這個(gè)古老的問題。據(jù)說查理大帝曾說過，會(huì)說另一種語言就等于擁有了第二個(gè)靈魂。這是語言決定現(xiàn)實(shí)的有力論斷。但另一方面，莎士比亞借朱麗葉之口說：“姓名本來是沒有意義的；我們叫作玫瑰的這種花，要是換了個(gè)名字，它的香味還是同樣芬芳?！?。這表明，語言并不能塑造現(xiàn)實(shí)。這個(gè)問題觸及了思維研究中的一個(gè)重大爭議，吸引了許多哲學(xué)家、人類學(xué)家、語言學(xué)家和心理學(xué)家。然而，盡管人們一直在關(guān)注和爭論這個(gè)問題，就此展開的實(shí)證研究卻少之又少，直到最近，斯坦福大學(xué)和麻省理工學(xué)院（MIT）實(shí)驗(yàn)室的研究才幫助人們重新審視這個(gè)問題。我們收集了世界各地的數(shù)據(jù)，借助切實(shí)的科學(xué)證據(jù)來參與對(duì)這個(gè)問題的討論。澳大利亞北部約克角西海岸上有一個(gè)名為波姆普羅的小型原住民社區(qū)，居住在這里的庫塔人談?wù)摽臻g的方式很獨(dú)特。庫塔人和許多其他原住民群體一樣，不使用英語中常用的“前、后、左、右”等詞來描述觀察者自己所處的空間，而是使用“東、西、南、北”等基本方向詞。在大大小小的情況中都是如此。例如，他們會(huì)說“你的東南腿上有只螞蟻”或“把杯子往西北偏北一點(diǎn)”。使用這種語言的顯而易見的結(jié)果是，庫塔人始終保持方向感，否則就無法正常交談。庫塔人的常用問候語是“你去哪兒？”回答大致是“東南偏南，中等距離?！比绻恢雷约好娉膫€(gè)方向，你連招呼都打不了。結(jié)果是，使用以絕對(duì)參照系為主的語言（如庫塔語）的人與使用相對(duì)參照系的語言（如英語）的人在導(dǎo)航能力和空間認(rèn)知方面存在巨大差異。簡而言之，說庫塔語等語言的人比說英語的人更善于保持方向感，更明確知道自己所處的位置，甚至在陌生的地形或陌生的建筑物內(nèi)也是如此。讓他們具備這種能力的正是他們的語言。通過這種注意力訓(xùn)練，他們完成了一次次曾被認(rèn)為超出人類能力的導(dǎo)航壯舉。由于空間只是思維的一個(gè)基本領(lǐng)域，人們對(duì)空間的思維差異還不止于此。人們依賴空間認(rèn)知建立其他更為復(fù)雜和抽象的表征。那么，如果庫塔人對(duì)空間的思考方式與眾不同，對(duì)時(shí)間等其他事物的思考方式是否也與眾不同呢？為了驗(yàn)證這一想法，我們給受試者們分發(fā)了幾組顯示某種時(shí)間順序的圖片（例如，顯示一組人類衰老、鱷魚成長或香蕉被吃掉的圖片），他們的任務(wù)是把地上打亂次序的照片按時(shí)間順序排好。每個(gè)人分兩次接受測試，每次都朝向不同的方位。如果讓使用英語的受試者擺放，他們會(huì)把卡片從左到右按時(shí)間順序排列。而使用希伯來語的受試者則傾向于從右到左排列卡片，這說明語言的書寫方向起著一定的作用。那像庫塔人這樣不使用“左”和“右”的人呢？他們會(huì)怎么做？庫塔人從左到右排列卡片的次數(shù)并不比從右到左的次數(shù)多，朝向身體擺放的次數(shù)也不比遠(yuǎn)離身體的次數(shù)多。但他們的排列并不是隨意的：排列有其規(guī)律，只是不同于使用英語的受試者。他們不是從左到右排列時(shí)間順序，而是從東到西排列。也就是說，面南而坐時(shí)，卡片從左到右排列。面朝北方時(shí)，卡片從右到左排列。面朝東方時(shí)，卡片則朝向身體，以此類推。即使沒有告訴受試者朝向哪個(gè)方向，情況也是如此。庫塔人不僅早就知道自己的朝向，而且還自發(fā)地利用空間方位來構(gòu)建時(shí)間表征。除了空間和時(shí)間等抽象或復(fù)雜的思維領(lǐng)域外，語言還干預(yù)視覺感知的基本方面——例如我們分辨顏色的能力。不同的語言對(duì)色譜的劃分各不相同：有些語言對(duì)顏色的區(qū)分比其他語言要多得多，而且不同語言對(duì)顏色的區(qū)分往往并不一致。為了檢驗(yàn)色彩語言的差異是否會(huì)導(dǎo)致色彩感知的差異，我們比較了俄語和英語使用者辨別藍(lán)色深淺的能力。在俄語中，沒有一個(gè)詞能涵蓋所有被英（голубой，發(fā)音為goluboy）和深藍(lán)色（синийsiniy）。這種區(qū)分是否意味著，對(duì)于講俄語的人來說，深藍(lán)與淺藍(lán)的區(qū)別會(huì)更明顯？實(shí)際上，數(shù)據(jù)顯示確實(shí)如此。相較于對(duì)兩種藍(lán)色不做區(qū)分的情況，俄語使用者能夠更快地區(qū)分深藍(lán)和淺藍(lán)，這兩種藍(lán)色在俄語中有不同的名稱（siniy和goluboy）。即使是看上去無關(guān)緊要的語言現(xiàn)象或語法上的偶然現(xiàn)象，也會(huì)潛移默化地深刻影響著人們看待世界的方式。以語法性別為例，在西班牙語和其他羅曼語中，名詞要么是陽性，要么是陰性。這意味著說話者需要根據(jù)名詞的性別來改變代詞、形容詞、動(dòng)詞詞尾、所有格和數(shù)詞等。例如，在描述“鑰匙”（在德語中是陽性詞，在西班牙語中是陰性詞）時(shí)，德語使用者更傾向于使用“堅(jiān)硬”“沉重”“鋸齒狀”“金屬”“鋸齒狀”和“有用”等詞，而西班牙語使用者則更傾向于使用“金色”“精巧”“小”“可愛”“閃亮”和“小巧”等詞。總之，這些研究結(jié)果表明，語言加工在大多數(shù)基本思維領(lǐng)域中無處不在，以多種不同的方式潛移默化地塑造著我們。語言是人類獨(dú)有的天賦，是我們作為人類的核心體驗(yàn)。認(rèn)識(shí)到語言在構(gòu)建精神生活中的作用，就離理解人類的本質(zhì)更近了一步。Analyticalreading1spacetemporalprogression(arrange)fromeasttowestarecalledbydifferentnamesvisualperceptiongrammaticalgenderadjectivesassociatedwithfemalequalitiesLinguisticprocessesarepervasiveinmostfundamentaldomainsofthoughtandconstructourmentallivesExercisesonline2Decidewhetherthefollowingstatementsaretrue(T)orfalse(F)accordingtothetext.Differencesinlinguisticcategorizationsofcolorscanleadtovariationsincolorperceptionbetweendifferentlanguagespeakers.Linguisticprocesseshavenoimpactonourunderstandingofgrammar-relatedconcepts.Speakersoflanguagesrelyingprimarilyonabsolutereferenceframes,likeKuukThaayorre,havebetternavigationalabilityandspatialknowledgethanthoserelyingonrelativereferenceframes,likeEnglish.Hebrewspeakersarrangepicturesshowingtemporalprogressionfromrighttoleftduetothewritingdirectionintheirlanguage.TheKuukThaayorrearrangepicturesshowingtemporalprogressionfromwesttoeast,basedontheirspatialorientation,regardlessofthedirectiontheyarefacing.AnswerTFTTF3Answerthefollowingquestions.Inwhatwaydoeslanguageinfluenceourperceptionandrepresentationoftime?ProvideexamplesfromoroutsidethetexttosupportyourTheauthorhasdiscussedhowlanguagesshapethewaywethinkaboutspace,time,color,andobjects.Whichpartofdiscussionimpressesyoumost?Why?Accordingtotheauthor,“Beyondabstractorcomplexdomainsofthoughtlikespaceandtime,languagesalsomeddleinbasicaspectsofvisualperception.”(para.6)Inwhatotherdomainsoraspectsdoyouthinklanguageshapesourthinking? ReferenceanswerLanguageinfluencesourperceptionandrepresentationoftimebyshapinghowwearrangetemporalprogressionandconceptualizethesequencingofevents.Inthetext,anexampleisgivenofEnglishspeakersarrangingpicturesinaleft-to-rightprogressiontodepictthetemporalHebrewspeakers,ontheotherhand,tendtoarrangepicturesfromrighttoleftduetothewritingdirectionintheirlanguage.TheKuukThaayorrepeople,whousecardinaldirectionsinsteadofrelativereferenceframes,arrangethepicturesalwaysfromeasttowestinspiteoffacingdifferentdirections.Theseexamplesdemonstratehowlanguagecaninfluencethespatialorientationanddirectionalityinwhichweperceiveandrepresenttheflowoftime. Foranotherinstance,ChinesePutonghuaspeakershaveaverticalmetaphorfortime(e.g.,thenextmonthisthe“downmonth”(下個(gè)月)andthelastmonthisthe“upmonth”(上個(gè)月).PutonghuaspeakerstalkabouttimeverticallymoreoftenthanEnglishspeakersdo,andtheytendtothinkabouttimeverticallymoreoftenthanEnglishspeakersdo.ThishasbeenprovedbyanexperimentdonebyacognitivescientistatUniversityofCalifornia,LeraBoroditsky,whereshestandsnexttoaparticipantoftheexperimentandpointstoaspotinspacedirectlyinfrontofhim/her,andaskswherehe/shewouldputtomorrowifthespothereistoday.WhenEnglishspeakersareaskedtodothis,theynearlyalwayspointhorizontally.ButPutonghuaspeakersoftenpointvertically,aboutsevenoreighttimesmoreoftenthanEnglishspeakers.WhatimpressesmemostishowtheKuukThaayorre’slanguageandrelianceoncardinaldirectionsforspatialorientationaffecttheirnavigationalabilityandspatialknowledge.Theiruniquelinguisticsystemenablesthemtostayorientedallthetime,eveninunfamiliarlandscapes.Thishighlightstheprofoundinfluenceoflanguageoncognitionandchallengestheassumptionthatcertaincognitiveabilitiesareuniversallyfixed.Itshowstheintricaterelationshipbetweenlanguage,thought,andculture,emphasizingtheroleoflanguageinshapingourperceptionofspaceandnavigationskills.Accordingtotheauthor,languageshapesourthinkinginvariousdomainsoraspectsbeyondabstractorcomplexthought.Forinstance,differentlanguagesdivideupthecolorcontinuumdifferently,leadingtovariationsincolorperceptionanddiscrimination.GrammaticalgenderinlanguageslikeSpanishandGermanalsoinfluenceshowspeakersdescribeobjects,withdifferentassociationsandcharacteristicsattributedbasedonthegenderednatureofnouns.languagelikelyplaysaroleinshapingourthinkingaboutconceptslikesocialrelationships,emotions,andculturalpractices.Theseexampleshighlighthowlanguagehaspervasiveeffectsondiverseaspectsofourthinkingandperception.ThinkingbeyondIagreewithWilliamLabov’sviewpointontherelationshipbetweenlanguageandsociety.Languageandsocietyareindeedintertwined,andlanguagebothreflectsandshapessocialrealities.Here’sapositiveexplanationofLabov’sviewpoint:Languagereflectssocialrealities:Languageisnotadetachedsystembutratherisdeeplyinfluencedbysocialfactors.Thewaypeoplespeak,thewordstheyuse,andtheirlinguisticvariationsareoftentiedtotheirsocialidentities,suchastheirsocialclass,ethnicity,andgender.Byanalyzinglanguagepatterns,wecangaininsightsintothesocialstructures,culturalpractices,andpowerdynamicswithinasociety.Languageshapessocialrealities:Languageisapowerfultoolthatshapessocialinteractions,behaviors,andculturalnorms.Theuseoflanguagecanreinforceorchallengesocialhierarchies,expresspolitenessorsolidarity,andconveyculturalvalues.Throughlinguisticchoices,individualsactivelyparticipateinconstructingandnegotiatingtheirsocialrealities,influencinghowtheyareperceivedandtreatedbyothers.Languagechangeswithsocialchanges:Languageisnotstaticbutevolvesalongsidesocietalchanges.Languagevariationsandinnovationsoftenemergeasaresponsetosocialshifts,culturalinfluences,andcontactwithotherlanguages.Languagechangecanalsocontributetosocialchangebychallengingexistingsocialnormsorreflectingevolvingsocialattitudes.Thisdynamicrelationshipbetweenlanguageandsocietyensuresthatlanguageremainsalivingandrelevantaspectofhumanculture.Onthewhole,Iagreewithhim,butstillhavesomereservations:Labov’sperspectiveoversimplifiesthecomplexinteractionsbetweenlanguageandsociety.Languageisjustoneaspectofhumanbehaviorandsocialdynamics,anditisinfluencedbyamultitudeoffactorsbeyondsocialstructuresalone.Otherfactors,suchasindividualcognition,psychology,andculturalinfluences,alsoplayasignificantroleinshapinglanguageuseanddevelopment.Therelationshipbetweenlanguageandsocietymaybemoreunidirectional.Languageprimarilyreflectsandisdeterminedbysocialrealities,ratherthanactivelyshapingthem.Languageisseenasaproductofsocialfactors,ratherthananindependentforcethatshapesbehaviorsandsocialinteractions.Languagevariationandchangeareinfluencedbyavarietyoffactorsbeyondsocialstructures,includinghistorical,geographic,andlinguisticfactors.Thesefactorscaninteractincomplexways,makingitdifficulttoattributelanguagevariationsolelytosocialfactors.Therefore,itmaybeoverlysimplistictoassumethatlanguagereflectsandshapessocialrealitiesexclusively.Labov’sviewpointmaynotadequatelyaccountforindividualagencyandcreativityinlanguageuse.Whilesocialfactorscertainlyinfluencelanguage,individualsalsohavethecapacitytoinnovate,createnewlinguisticforms,andchallengeexistingsocialnormsthroughlanguage.Thisindividualagencycancontributetolanguagechangeandshapesocialdynamicsinwaysthatmaynotalignneatlywithsocialstructures.Languagefocus(online)Bankedclozearray subconscious orientation discriminate intricateperception possessive proceed feat flukerandom continuum controversy domain resideanguageandmindareintricatelyconnected,operatingwithinthearray subconscious orientation discriminate intricateperception possessive proceed feat flukerandom continuum controversy domain resideanguageandmindareintricatelyconnected,operatingwithinthe1) ofumancognition.Language,oneoftheremarkable2) ofhumanLhingenuity,enablesustocommunicate,expressthoughts,andexploretheworldofideas.Itisanessentialtoolforourcognitiveprocesses,shapingourviewandunderstandingoftheworld. towardlanguage,capableofcomprehendingandproducingcomplexLanguageisnota(n)3) assemblageofwords;itisorganizedandstructured,allowingustoconveymeaning towardlanguage,capableofcomprehendingandproducingcomplexlinguisticstructures.Throughlanguage,welinguisticstructures.Throughlanguage,wecan5) betweenvariousconcepts,categorizeinformation,andmakesenseoftheconcepts,categorizeinformation,andmakesenseofthevast6) ofThe7) surroundinglanguageandmindcentersontheextenttowhichlanguageshapesourthoughtsandviceversa.Somearguethatlanguagedeterminesourcognitiveprocesses,influencinghowwe8) andinterprettheworld.Otherscontendthatlanguageisareflectionofourthoughts,merelyameansofexternalizingourmentalstates.eachotherineachotherina(n)9) complexrelationship.Ourcognitiveprocessesshapethewayweuselanguage,whileshapethewayweuselanguage,whilelanguage10) toshapeandAnswerdomainfeatsrandomorienteddiscriminatearraycontroversyperceiveintricatelyproceedsTranslatethesentencesintoEnglishusinginfinitives.Model:Charlemagneisreputedtohavesaidthattospeakanotherlanguageistopossessasecondsoul.學(xué)習(xí)一門新語言，便打開了通往不同文化和思維方式的大門。參與有意義的對(duì)話，意味著要交換思想并拓寬思維。教授語言技能，是為了賦予個(gè)人以表達(dá)思想、與不同人群溝通的能力。翻譯文學(xué)作品，就是要彌合文化差異，保留思想的豐富性。創(chuàng)意寫作旨在探索心靈深處，表達(dá)獨(dú)特觀點(diǎn)。Referenceanswerlearnanewlanguageistoopenagatewaytodifferentculturesandwaysofthinking.engageinmeaningfulconversationsistoexchangeideasandbroadenthemind.3.teachlanguageskillsistoempowerindividualstoexpressthoughtsandconnectwithdiversecommunities.translateliteratureistobridgegapsbetweenculturesandpreservetherichnessofthought.writecreativelyistoexplorethedepthsofthemindandexpressuniqueperspectives.ReadingBPre-readingHerearesomemajorcharacteristicsoftheChineselanguageandtheirimplications:LogographicWritingSystem:Chinesecharacters,orHanzi,formalogographicsystemwher