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簡(jiǎn)介：課后習(xí)題以及答案課后習(xí)題以及答案導(dǎo)論導(dǎo)論一填空。1、語言學(xué)的三大發(fā)源地是（）、（）和（）。2、語言學(xué)是（）世紀(jì)成為獨(dú)立的學(xué)科的，其標(biāo)志是（）。3、現(xiàn)代語言學(xué)的標(biāo)志性著作是瑞士語言學(xué)家（）的（）。4、語言交際過程可分為（）（）（）五個(gè)階段。5、印度最早的經(jīng)典所使用的語言是6、（）、（）、（）是中國(guó)“小學(xué)”的主要研究?jī)?nèi)容。二判斷正誤。1、語文學(xué)主要是研究古代的口語和書面語。2、語言有自身結(jié)構(gòu)的獨(dú)立性，與系統(tǒng)之外的社會(huì)環(huán)境沒有關(guān)系。3、理論語言學(xué)是研究語言一般規(guī)律的，不受具體語言研究影響。4、語言形式和內(nèi)容的關(guān)系是語言研究的根本問題。三思考題。1、語言與人類社會(huì)生活有哪些密切聯(lián)系2、語文學(xué)研究有哪些特征3、語言學(xué)學(xué)科內(nèi)部都有哪些研究分類如何看待它們之間的答案答案一、填空一、填空1、古希臘、古印度、古代中國(guó)2、19、歷史比較語言學(xué)的出現(xiàn)3、索緒爾、普通語言學(xué)教程4、編碼、發(fā)送、傳遞、接收、解碼5、梵語6、音韻學(xué)、文字學(xué)、訓(xùn)詁學(xué)二、判斷正誤二、判斷正誤1、。語文學(xué)主要是研究古代的書面語，因?yàn)檎Z文學(xué)研究所關(guān)注的，首先是反映在古代書面文獻(xiàn)中的古代思想觀念、政治制度等的，其直接目的大多是解讀古典文獻(xiàn)，而不是自覺地探索語言自身的規(guī)律，對(duì)當(dāng)時(shí)的口語研究不是很關(guān)注。2、。語言有自身結(jié)構(gòu)的獨(dú)立性，也與系統(tǒng)之外的社會(huì)環(huán)境密切聯(lián)系。語言學(xué)除了關(guān)注語言本體的結(jié)構(gòu)性質(zhì)和發(fā)展規(guī)律，同時(shí)也要探究語言系統(tǒng)與人、與社會(huì)之間錯(cuò)綜復(fù)雜的關(guān)系。而且語言一直在隨著社會(huì)的發(fā)展而變化，會(huì)受到社會(huì)環(huán)境的影響。3、。一般把研究某種具體語言的語言學(xué)稱為漢語語言學(xué)或英語語言學(xué)等等，把側(cè)重理論探討的稱為理論語言學(xué)。理論語言學(xué)一般注重考察人類語言的共同規(guī)律和普遍特征，而不是學(xué)習(xí)研究某一門具體語言。它所研究的是從具體的語言現(xiàn)象中總結(jié)、歸納出普遍的（）3書刊上的話語不具有人際互動(dòng)功能。（）4抽象思維要以語言為形式依托。（）5布洛卡區(qū)在大腦的右半球前部。（）6聾啞人不會(huì)說話，所以不具有抽象思維的能力。（）7不同語言結(jié)構(gòu)的差異體現(xiàn)出思維方式的不同。（）8漢語名詞沒有數(shù)的變化，所以漢語沒有區(qū)別單數(shù)和多數(shù)的概念。三、思考題1為什么說語言是人類最重要的信息傳遞的手段2語言的人際互動(dòng)功能表現(xiàn)在哪些方面3為什么說思維離不開語言4語言思維功能的生理基礎(chǔ)是什么，有哪些體現(xiàn)5兒童語言習(xí)得的臨界期指什么臨界期的存在說明語言的哪些特性6不同語言思維方式的特殊性體現(xiàn)在哪些方面7張三說，“我們先發(fā)明了電視，然后才給電腦命名，所以思維不需要語言。”張三的錯(cuò)誤在哪里8舉例說明語言在社會(huì)生活中的作用。答案一、填空題。1、社會(huì)；思維。2、信息傳遞；人際互動(dòng)。3、語言。4、左；右。5、獨(dú)詞句；雙詞句。二、判斷題。18、√√√三、思考題。1、在各種信息傳遞形式中，身勢(shì)等非語言的形式，獨(dú)自傳遞的信息有限，多半是輔助語言來傳遞信息；文字是建立在語言基礎(chǔ)之上的再編碼形式；旗語之類則是建立在語言或文字基礎(chǔ)之上的再編碼形式。語言是人類社會(huì)信息傳遞第一性的，最基本的手段。2、語言的社會(huì)功能的另一個(gè)重要方面是建立或保持某種社會(huì)關(guān)聯(lián)，這可稱為語言的人際互動(dòng)功能?；?dòng)包括兩個(gè)方面一個(gè)是說話者在話語中表達(dá)自己的情感、態(tài)度、意圖，另一方面，這些又對(duì)受話者施加了影響，得到相映的語言或行動(dòng)上的反饋，從而達(dá)到某種實(shí)際效果。3、語言是社會(huì)現(xiàn)象，是社會(huì)的交際工具，同時(shí)也是心理現(xiàn)象，是人類思維的工具。思維功能是語言功能的另一重要方面。思維是認(rèn)識(shí)現(xiàn)實(shí)世界時(shí)的動(dòng)腦筋的過程，也只動(dòng)腦筋時(shí)進(jìn)行比較、分析、綜合以認(rèn)識(shí)現(xiàn)實(shí)的能力。思維的時(shí)候需要用語言。語言和思維形影相隨，不可分離。4、大腦是人體最復(fù)雜的器官，是人的各種行為的指揮中樞，也是人類語言思維能力的生理基礎(chǔ)。人的大腦有左右兩個(gè)半球，左右大腦分別控制向?qū)σ话氲纳眢w行為，同時(shí)，大腦左半球控制語言功能以及相關(guān)的計(jì)數(shù)、分類、推理等功能，掌管抽象的，概括的思維，而大腦右半球則在音樂等藝術(shù)感知、人的面貌識(shí)別、立體圖形的識(shí)別、整體把握能力、內(nèi)在想象力等方面起著主要作用，掌管不需要語言的感性直觀思維。大腦的具體功能分區(qū)大致分為軀體運(yùn)動(dòng)區(qū)、軀體感覺區(qū)、視區(qū)和聽區(qū)，對(duì)稱分布于大腦的左右兩個(gè)半球。

簡(jiǎn)介：語言學(xué)概論考試題庫1語言學(xué)的發(fā)展歷史語言學(xué)的發(fā)展歷史傳統(tǒng)語言學(xué)（古希臘、古羅馬）歷史比較語言學(xué)、現(xiàn)代語言學(xué)、當(dāng)代語言學(xué)2語言學(xué)概念語言學(xué)概念是以語言為研究對(duì)象的科學(xué)研究語言的本質(zhì)語言的結(jié)構(gòu)和發(fā)展規(guī)律3為什么語言學(xué)既是一門古老的科學(xué)又是一門年輕的學(xué)科為什么語言學(xué)既是一門古老的科學(xué)又是一門年輕的學(xué)科語言是伴隨著人類一起出現(xiàn)的是人類社會(huì)生活必不可少的所以人類很早就注意到了語言的重要性很早就注意研究語言所以語言學(xué)是古老的但語言學(xué)直到18世紀(jì)下半葉產(chǎn)生了歷史比較語言學(xué)后來又建立了語言學(xué)的各個(gè)部門語言研究才發(fā)展成為一門獨(dú)立的學(xué)科同其它學(xué)科相比語言學(xué)的確是十分年輕的語言是社會(huì)現(xiàn)象與社會(huì)的政治經(jīng)濟(jì)文化歷史等密切相關(guān)而語言的發(fā)生又與物理生理心理等學(xué)科密切相關(guān)而現(xiàn)代社會(huì)語言與語言的信息處理如機(jī)器翻譯語碼轉(zhuǎn)換等又涉及到數(shù)學(xué)計(jì)算機(jī)科學(xué)所以語言學(xué)既與社會(huì)科學(xué)有密切的聯(lián)系又與自然科學(xué)有密切的聯(lián)系正因?yàn)槿绱穗S著語言學(xué)與別的學(xué)科的交融又產(chǎn)生了許多新的語言學(xué)分支學(xué)科如社會(huì)語言學(xué)心理語言學(xué)統(tǒng)計(jì)語言學(xué)話語語言學(xué)數(shù)理語言學(xué)宇宙語言學(xué)等等這些也體現(xiàn)了語言學(xué)是一門年輕的學(xué)科2任意性；3結(jié)構(gòu)的二層性；4開放性創(chuàng)造性即人們能夠運(yùn)用有限的語言手段通過替換和組合造出無限的句子。5傳授性人類的語言能力是先天具備的，但是掌握什么語言，則是后天學(xué)會(huì)的，沒有現(xiàn)實(shí)的語言環(huán)境，就學(xué)不會(huì)一種語言；動(dòng)物的“語言”則是與生俱來的本能，不用學(xué)習(xí)。6不受時(shí)、地環(huán)境的限制。9為什么說語言是人類和動(dòng)物之間無法逾越的鴻溝為什么說語言是人類和動(dòng)物之間無法逾越的鴻溝人類以外的動(dòng)物不具備語言能力，自然不可能學(xué)會(huì)人類語言。人類的祖先在長(zhǎng)期維持生存的勞動(dòng)活動(dòng)中鍛煉了大腦，改造了發(fā)音器官，具備了說話的能力，而在共同勞動(dòng)中又有了交流思想的需要，于是產(chǎn)生了語言。這是人類和其他動(dòng)物分道揚(yáng)鑣的最后最重要的標(biāo)志。某些動(dòng)物能夠復(fù)述人教的話，但不明白復(fù)述的意思，不能裝卸話語中的單位，進(jìn)行替換和組合的聯(lián)系，不斷造出新句子，根本原因是動(dòng)物沒有分析、抽象的能力，無法學(xué)會(huì)人類的語言。10語音的屬性語音的屬性自然屬性，社會(huì)屬性，物理屬性11語音有哪些屬性什么是語音的本質(zhì)屬性語音有哪些屬性什么是語音的本質(zhì)屬性

簡(jiǎn)介：01任務(wù)試卷總分100測(cè)試時(shí)間判斷題單項(xiàng)選擇題論述題論述題一、判斷題（共一、判斷題（共1010道試題，共道試題，共2020分。）分。）1地主階級(jí)和農(nóng)民階級(jí)之間沒有共同語言，這說明語言是有階級(jí)性的。A錯(cuò)誤B正確答案A2語言是思維的工具，語言與思維具有非常密切的關(guān)系。A錯(cuò)誤B正確答案B3任何一種符號(hào)，都是由內(nèi)容和意義兩個(gè)方面構(gòu)成的。A錯(cuò)誤B正確答案A4從本質(zhì)上看，語言其實(shí)是一種符號(hào)系統(tǒng)。A錯(cuò)誤B正確答案B5人類選擇語音而不是色彩、手勢(shì)作為語言符號(hào)的形式，是因?yàn)檎Z音比較好聽。A錯(cuò)誤B正確答案A6語言符號(hào)的約定俗成是指語音形式和意義的結(jié)合是社會(huì)成員共同規(guī)定的。A錯(cuò)誤B正確答案B7“我和他沒有共同語言”，這里的語言不是指作為交際工具的語言。A錯(cuò)誤B正確答案答案B8沒有內(nèi)容，符號(hào)的存在就失去了意義，所以，符號(hào)的內(nèi)容比符號(hào)的形式重要。A錯(cuò)誤A工人階級(jí)和資產(chǎn)階級(jí)沒有共同語言，所以語言是有階級(jí)性的。B語言是一種特殊的社會(huì)現(xiàn)象，與其它社會(huì)現(xiàn)象有不同的特點(diǎn)。C在現(xiàn)代社會(huì)，語言的作用已經(jīng)越來越顯得弱了。D沒有語言，不會(huì)影響人類的思維行為。答案答案B4下列說法不正確的一項(xiàng)是（）。A一個(gè)人掌握什么樣的語言，與他從小所處的環(huán)境密切相關(guān)。B人類能說什么樣的語言的能力是天生的，與動(dòng)物不同。C人的右腦主要控制形象思維活動(dòng)。D思維能力沒有民族性，全人類一樣。答案答案B5下列說法正確的一項(xiàng)是（）。A人類語言符號(hào)的音義聯(lián)系具有共同特點(diǎn)。B語言符號(hào)由形式和內(nèi)容構(gòu)成，內(nèi)容決定了符號(hào)的形式。C語音和意義是語言符號(hào)不可缺少的構(gòu)成元素。D語音形式與意義內(nèi)容是互相適應(yīng)的，有什么樣的形式，就有什么樣的內(nèi)容。答案答案C6從組合關(guān)系看，句子（）與其它三類都不相同。A小王跑得快。B小張?zhí)酶?。C小于覺得累。D小劉打得好。答案答案C7下列說法不正確的一項(xiàng)是（）。

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簡(jiǎn)介：作業(yè)1第9題AROUNDTHETIMEOFTHEIRSECONDBIRTHDAYCHILDRENBEGINTOPRODUCE____UTTERANCESAONEWDBTWOWDCTHREEWDDFOURWD答案B您的答案B題目分?jǐn)?shù)25此題得分252第10題WHICHOFTHEFOLLOWINGPAIRSOFWDSARECOMPLETEHOMONYMSAFLOURFLOWERBLEADTOGUIDELEADAKINDOFMETALCHEROINHOINEDCRIKETCRIKET答案D您的答案D題目分?jǐn)?shù)25此題得分253第11題WHICHOFTHEFOLLOWINGISANEXAMPLEOFOVERGENERALIZATIONAEYESBEARSCSHEEPDFOOTS答案D您的答案D題目分?jǐn)?shù)25此題得分254第12題WHICHOFTHEFOLLOWINGUNDERLINEDPARTSISAFREEMPHEMEAUNDERSTABLEBEASTWARDCOTHERWISEWHICHSIDESOFMUSCLESOFOURSDOESOURLEFTBRAINCONTROLABOTHLEFTRIGHTBLEFTCRIGHTDSOMETIMESLEFTSOMETIMESRIGHT答案C您的答案C題目分?jǐn)?shù)25此題得分259第26題THENATIVISTVIEWOFLANGUAGEACQUISITIONISHELDBY____ABLOOMFIELDBCHOMSKYCSAUSSUREDSKINNER答案B您的答案B題目分?jǐn)?shù)25此題得分2510第27題“WHYDON’TYOUASKMARYFHELP”ISANINSTANCEOF____AREPRESENTATIVESBEXPRESSIVESCMISSIVES答案C您的答案C題目分?jǐn)?shù)25此題得分2511第28題THEGREATWALLBELONGSTO____CULTUREAMATERIALBSPIRITUALCFOLKDNONEOFTHEABOVE答案A您的答案A

簡(jiǎn)介：1英語語言學(xué)教程（胡壯麟版）英語語言學(xué)教程（胡壯麟版）CHAPTERONEINVITATIONTOLINGUISTIC1WHATISLANGUAGE“LANGUAGEISSYSTEMOFARBITRARYVOCALSYMBOLSUSEDFHUMANCOMMUNICATIONITISASYSTEMSINCELINGUISTICELEMENTSAREARRANGEDSYSTEMATICALLYRATHERTHANROMLYARBITRARYINTHESENSETHATTHEREISUSUALLYNOINTRINSICCONNECTIONBETWEENAWKLIKE“BOOK”THEOBJECTITREFERSTOTHISEXPLAINSISEXPLAINEDBYTHEFACTTHATDIFFERENTLANGUAGESHAVEDIFFERENT“BOOKS”“BOOK”INENGLISH“LIVRE”INFRENCH“SHU”INCHINESEITISSYMBOLICBECAUSEWDSAREASSOCIATEDWITHOBJECTSACTIONSIDEASETCBYNOTHINGBUTCONVENTIONNAMELYPEOPLEUSETHESOUNDSVOCALFMSTOSYMBOLIZEWHATTHEYWISHTOREFERTOITISVOCALBECAUSESOUNDSPEECHISTHEPRIMARYMEDIUMFALLHUMANLANGUAGESWRITINGSYSTEMSCAMEMUCHLATERTHANTHESPOKENFMSTHEFACTTHATSMALLCHILDRENLEARNCANONLYLEARNTOSPEAKLISTENBEFETHEYWRITEREADALSOINDICATESTHATLANGUAGEISPRIMARILYVOCALRATHERTHANWRITTENTHETERM“HUMAN”INTHEDEFINITIONISMEANTTOSPECIFYTHATLANGUAGEISHUMANSPECIFIC2DESIGNFEATURESOFLANGUAGE“DESIGNFEATURES”HEREREFERTOTHEDEFININGPROPERTIESOFHUMANLANGUAGETHATTELLTHEDIFFERENCEBETWEENHUMANLANGUAGEANYSYSTEMOFANIMALCOMMUNICATIONTHEYAREARBITRARINESSDUALITYPRODUCTIVITYDISPLACEMENTCULTURALTRANSMISSIONINTERCHANGEABILITY1ARBITRARINESSBY“ARBITRARINESS”WEMEANTHEREISNOLOGICALCONNECTIONBETWEENMEANINGSSOUNDS2DUALITYTHEPROPERTYOFHAVINGTWOLEVELSOFSTRUCTURESPHONOLOGICALGRAMMATICALUNITSOFTHEPRIMARYLEVELBEINGCOMPOSEDOFELEMENTSOFTHESECONDARYLEVELEACHLEVELHAVINGITSOWNPRINCIPLESOFGANIZATION3PRODUCTIVITYPRODUCTIVITYREFERSTOTHEABILITYTOTHEABILITYTOCONSTRUCTUNDERSTANINDEFINITELYLARGENUMBEROFSENTENCESINONE’SNATIVELANGUAGEINCLUDINGTHOSETHATHASNEVERHEARDBEFEBUTTHATAREAPPROPRIATETOTHESPEAKINGSITUATIONTHEPROPERTYTHATENABLESNATIVESPEAKERSTOCONSTRUCTUNDERSTANINDEFINITELYLARGENUMBEROFUTTERANCESINCLUDINGUTTERANCESTHATTHEYHAVENEVERPREVIOUSLYENCOUNTERED4DISPLACEMENT“DISPLACEMENT”ASONEOFTHEDESIGNFEATURESOFTHEHUMANLANGUAGEREFERSTOTHEFACTTHATONECANTALKABOUTTHINGSTHATARENOTPRESENTASEASILYASHEDOESTHINGSPRESENTINOTHERWDSONECANREFERTOREALUNREALTHINGSTHINGSOFTHEPASTOFTHEPRESENTOFTHEFUTURELANGUAGEITSELFCANBETALKEDABOUTTOO5CULTURALTRANSMISSIONTHISMEANSTHATLANGUAGEISNOTBIOLOGICALLYTRANSMITTEDFROMGENERATIONTOGENERATIONBUTTHATTHEDETAILSOFTHELINGUISTICSYSTEMMUSTBELEARNEDANEWBYEACHSPEAKER6INTERCHANGEABILITYINTERCHANGEABILITYMEANSTHATANYHUMANBEINGCANBEBOTHAPRODUCERARECEIVEROFMESSAGES3FUNCTIONSOFLANGUAGELANGUAGEHASATLEASTSEVENFUNCTIONSPHATICDIRECTIVEINFMATIVEINTERROGATIVEEXPRESSIVEEVOCATIVEPERFMATIVE1PHATICFUNCTIONTHE“PHATICFUNCTION”REFERSTOLANGUAGEBEINGUSEDFSETTINGUPACERTAINATMOSPHEREMAINTAININGSOCIALCONTACTSRATHERTHANFEXCHANGINGINFMATIONIDEASGREETINGSFAREWELLSCOMMENTSONTHEWEATHERINENGLISHONCLOTHINGINCHINESEALLSERVETHISFUNCTION2DIRECTIVEFUNCTIONTHE“DIRECTIVEFUNCTION”MEANSTHATLANGUAGEMAYBEUSEDTOGETTHEHEARER3PAROLEMAKETHANTHESUBJECTOFLINGUISTICSTHELANGUEPAROLEDISTINCTIONISOFGREATIMPTANCEWHICHCASTSGREATINFLUENCEONLATERLINGUISTS5COMPETENCEVSPERFMANCEACCDINGTONCHOMSKY“COMPETENCE”ISTHEIDEALLANGUAGEUSER’SKNOWLEDGEOFTHERULESOFHISLANGUAGE“PERFMANCE”ISTHEACTUALREALIZATIONOFTHISKNOWLEDGEINUTTERANCESTHEFMERENABLESASPEAKERTOPRODUCEUNDERSTANINDEFINITENUMBEROFSENTENCESTORECOGNIZEGRAMMATICALMISTAKESAMBIGUITIESASPEAKER’SCOMPETENCEISSTABLEWHILEHISPERFMANCEISOFTENINFLUENCEDBYPSYCHOLOGICALSOCIALFACTSSOASPEAKER’SPERFMANCEDOESNOTALWAYSMATCHEQUALHISSUPPOSEDCOMPETENCECHOMSKYBELIEVESTHATLINGUISTSOUGHTTOSTUDYCOMPETENCERATHERTHANPERFMANCE6LINGUISTICPOTENTIALVSLINGUISTICBEHAVITHESETWOTERMSTHEPOTENTIALBEHAVIDISTINCTIONWEREMADEBYMAKHALLIDAYINTHE1960SFROMAFUNCTIONALPOINTOFVIEWTHEREISAWIDERANGEOFTHINGSASPEAKERCANDOINHISCULTURESIMILARLYTHEREAREMANYTHINGSHECANSAYFEXAMPLETOMANYPEOPLEONMANYTOPICSWHATHEACTUALLYSAYSIEHIS“ACTUALLINGUISTICBEHAVI”O(jiān)NACERTAINOCCASIONTOACERTAINPERSONISWHATHEHASCHOSENFROMMANYPOSSIBLEINJUSTICEITEMSEACHOFWHICHHECOULDHAVESAIDLINGUISTICPOTENTIALCHAPTER2PHOICS1WHATISPHOICS“PHOICS”ISTHESCIENCEWHICHSTUDIESTHEACTERISTICSOFHUMANSOUNDMAKINGESPECIALLYTHOSESOUNDSUSEDINSPEECHPROVIDESMETHODSFTHEIRDEIONCLASSIFICATIONTRANIONSPEECHSOUNDSMAYBESTUDIEDINDIFFERENTWAYSTHUSBYTHREEDIFFERENTBRANCHESOFPHOICS1ARTICULATYPHOICSTHEBRANCHOFPHOICSTHATEXAMINESTHEWAYINWHICHASPEECHSOUNDISPRODUCEDTODISCOVERWHICHVOCALGANSAREINVOLVEDHOWTHEYCODINATEINTHEPROCESS2AUDITYPHOICSTHEBRANCHOFPHOICRESEARCHFROMTHEHEARER’SPOINTOFVIEWLOOKINGINTOTHEIMPRESSIONWHICHASPEECHSOUNDMAKESONTHEHEARERASMEDIATEDBYTHEEARTHEAUDITYNERVETHEBRAIN3ACOUSTICPHOICSTHESTUDYOFTHEPHYSICALPROPERTIESOFSPEECHSOUNDSASTRANSMITTEDBETWEENMOUTHEARMOSTPHOICIANSHOWEVERAREINTERESTEDINARTICULATYPHOICS2THEIPATHEIPAABBREVIATIONOF“INTERNATIONALPHOICALPHABET”ISACOMPROMISESYSTEMMAKINGUSEOFSYMBOLSOFALLSOURCESINCLUDINGDIACRITICSINDICATINGLENGTHSTRESSINTONATIONINDICATINGPHOICVARIATIONEVERSINCEITWASDEVELOPEDIN1888IPAHASUNDERGONEANUMBEROFREVISIONS3PLACEOFARTICULATIONITREFERSTOTHEPLACEINTHEMOUTHWHEREFEXAMPLETHEOBSTRUCTIONOCCURSRESULTINGINTHEUTTERANCEOFACONSONANT4MANNEROFARTICULATIONTHE“MANNEROFARTICULATION”LITERALLYMEANSTHEWAYASOUNDISARTICULATED5PHONOLOGY“PHONOLOGY”ISTHESTUDYOFSOUNDSYSTEMSTHEINVENTIONOFDISTINCTIVESPEECHSOUNDSTHATOCCURINALANG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簡(jiǎn)介：20132014SECONDTERMTESTPAPERF“LANGUAGELEARNINGSTRATEGIES”NAME_______MAJ_______SCES______IEXPLAINTHEFOLLOWINGTERMS201LANGUAGELEARNINGSTRATEGYLANGUAGELEARNINGSTRATEGYAREBEHAVISACTIONSWHICHLEARNERSUSETOMAKELANGUAGELEARNINGMESUCCESSFULSELFDIRECTEDENJOYABLEACCDINGTOOXFDLEARNINGSTRATEGYISAPLANSTEPACONSCIOUSACTIONTOWARDACHIEVEMENTOFANOBJECTIVEO’MALLEYTHINKSTHATLEARNINGSTRATEGIESAREPLANSACTIONSPROCEDURESETCWHICHTHESTUDENTSADOPTTOEFFECTIVELYACQUIRESTESEARCHEMPLOYINFMATIONMEOVERLLSREFERTOMANYSPECIFICACTIONSBEHAVISTECHNIQUESTHATSTUDENTSUSETOIMPROVETHEIRPROGRESSINDEVELOPINGL2SKILLSITSFEATURESMAINLYCONTAINCOMMUNICATIVECOMPETENCEASTHEMAINGOALGREATERSELFDIRECTIONFLEARNERSNEWROLESFTEACHERSOXFDDIVIDEDLLSINTOTWOMAJCLASSESDIRECTINDIRECTSTRATEGIES2SEMANTICMAPPINGSTRATEGYSEMANTICMAPPINGSTRATEGYREFERSTOADIAGRAMINWHICHTHEKEYCONCEPTSAREHIGHLIGHTEDLINKEDTORELATEDCONCEPTSVIAMEANINGFULIMAGERYGROUPINGASSOCIATINGTHISSTRATEGYISVALUABLEFIMPROVINGBOTHMEMYCOMPREHENSIONOFNEWEXPRESSIONSFEXAMPLETHINKINGOF“HAIR”WECANCONSTRUCTASERIESOFNEWWDSAPICTURETHATBARBERSAREDESIGNINGDIFFERENTHAIRSTYLES3COOPERATIVESTRATEGIES1）COOPERATINGWITHPEERSREGULARLEARNINGPARTNERTEMPARYPAIRSMALLGROUPCONTROLIMPULSETOWARDCOMPETITIVENESSRIVALRYVIAGAMESSIMULATIONSACTIVEEXERCISESLIKEJIGSAWLISTENINGREADINGACTIVITIESVIAQUESTIONINGNEGOTIATINGMEANINGTOEXPRESSCOMPLEXCONTENTSSOIFWEARRANGELAYOUTOFNEWSEDITIALFEATURESWESHOULDUSEGROUPINGSTRATEGIESTOREHEARSASTRUCTUREINADDITIONIVEATTENTIONTOINFMATIONWHICHYOUWANTTOSTRESSWECANUSEPLANNINGSTRATEGIESIVEATTENTIONSTRATEGIESBELONGINGTOMETACOGNITIVESTRATEGIESATTHELASTITISUNNECESSARYTOSUMMARIZECONTENTIDEASTHEREFECOGNITIVESTRATEGIESAREUSEDASWELL2VISITINGGRANNYYOUAREINYOUR30STHREEMONTHSFROMNOWYOUWILLGOTOWARSAWTOVISITYOURGRMOTHERWHOMYOUHAVENEVERMETYOUKNOWFROMYOURPARENTSTHATYOURGRMOTHERSPEAKSONLYAFEWWDSOFENGLISHYOUSPEAKONLYAFEWWDSOFPOLISHYOUNEEDTOLEARNASMUCHPOLISHASYOUCANINTHENEXTTHREEMONTHSSOYOUCANFINDOUTALLYOUCANABOUTYOURGRMOTHER’SLIFETHEFAMILYHISTYYOURPOLISHRELATIVESWHENYOUGETTOPOLWHICHLANGUAGELEARNINGSTRATEGIESDOYOUNEEDTOUSEMANAGEMENTSTRATEGIESMEMYSTRATEGIESCOGNITIVESTRATEGIESCOMPENSATIONSTRATEGIESCOMMUNICATIONSTRATEGIESBECAUSEIDON’TKNOWMUCHPOLISHSOISOMEWAYSFMAKINGUPFINSUFFICIENTLINGUISTICRESOURCESWHICHAREMANAGEMENTSTRATEGIESIAMNOTVERYGOODATPOLISHSOINEEDREFERTOADICTIONARYTOMEMIZESOMEDAILYWDSEXPRESSIONSWHICHAREMEMYSTRATEGIESICANSEIZEEVERYOPPTUNITYTOPRACTICETHETARGETLANGUAGEWHICHBELONGSTOCOGNITIVESTRATEGIESINTHEPROCESSOFPRACTICINGGETTINGTHEMEANINGACROSSUSINGACIRCUMLOCUTIONSYNONYMWHICHBELONGTOCOMPENSATIONSTRATEGIESMEOVERCOMMUNICATIONSTRATEGIESAREUSED3CHURCHYOUAREAVISITFROMTHEUSAINGERMANYITISFRIDAYYOU

簡(jiǎn)介：大家論壇CLUB英語語言學(xué)概論重、難點(diǎn)提示QUESTIONSATTHESECONDLOWERLEVELITISSEENASA大家論壇CLUB18WHATISINTERCHANGEABILITY1INTERCHANGEABILITYMEANSTHATANYHUMANBEINGCANBEBOTHAPRODUCERARECEIVEROFMESSAGESWECANSAYONOTHEROCCASIONSCANRECEIVEUNDERSTFEXAMPLE“PLEASEDOSOMETHINGTOMAKEMEHAPPY”THOUGHSOMEPEOPLEINCLUDINGMESUGGESTTHATTHEREISSEXDIFFERENTIATIONINTHEACTUALLANGUAGEUSEINOTHERWDSMENWOMENMAYSAYDIFFERENTTHINGSYETINPRINCIPLETHEREISNOSOUNDWDSENTENCETHATAMANCANUTTERAWOMANCANNOTVICEVERSAONTHEOTHERHAPERSONCANBETHESPEAKERWHILETHEOTHERPERSONISTHELISTENERASTHETURNMOVESONTOTHELISTENERHECANBETHESPEAKERTHEFIRSTSPEAKERISTOLISTENITISTURNTAKINGTHATMAKESSOCIALCOMMUNICATIONPOSSIBLEACCEPTABLE2SOMEMALEBIRDSHOWEVERUTTERSOMECALLSWHICHFEMALESDONOTCANNOTCERTAINKINDSOFFISHHAVESIMILARHAPSMENTIONABLEWHENADOGBARKSALLTHENEIGHBINGDOGSBARKTHENPEOPLEAROUNDCANHARDLYTELLWHICHDOGDOGSISARE0“SPEAKING”WHICHLISTENING19WHYDOLINGUISTSSAYLANGUAGEISHUMANSPECIFICFIRSTOFALLHUMANLANGUAGEHASSIX“DESIGNFEATURES”WHICHANIMALCOMMUNICATIONSYSTEMSDONOTHAVEATLEASTNOTINTHETRUESENSEOFTHEMSEEI28LET’SBROWCFHOCKET’STTHATCOMPARESHUMANLANGUAGEWITHSOMEANIMALS’SYSTEMSFROMWANGGANG1998P8SECONDLYLINGUISTSHAVEDONEALOTTRYINGTOTEACHANIMALSSUCHASCHIMPANZEESTOSPEAKAHUMANLANGUAGEBUTHAVEACHIEVEDNOTHINGINSPIRINGBEATNICEALANGARDNERBROUGHTUPWASHOEAFEMALECHIMPANZEELIKEAHUMANCHILDSHEWASTAUGHT“AMERICANSIGNLANGUAGE”LEARNEDALITTLETHATMADETHETEACHERSHAPPYBUTDIDMOTMAKETHELINGUISTICSCIRCLEHAPPYFFEWBELIEVEDINTEACHINGCHIMPANZEESTHIRDLYAHUMANCHILDREAREDAMONGANIMALSCANNOTSPEAKAHUMANLANGUAGENOTEVENWHENHEISTAKENBACKTAUGHTTOLOTOSOSEETHE“WOLFCHILD”INI7110WHATFUNCTIONSDOESLANGUAGEHAVELANGUAGEHASATLEASTSEVENFUNCTIONSPHATICDIRECTIVEINFMATIVEINTERROGATIVEEXPRESSIVEEVOCATIVEPERFMATIVEACCDINGTOWANGGANG1988P11LANGUAGEHASTHREEMAINFUNCTIONSATOOLOFCOMMUNICATIONATOOLWHEREBYPEOPLELEARNABOUTTHEWLDATOOLBYWHICHPEOPLELEARNABOUTTHEWLDATOOLBYWHICHPEOPLECREATEARTMAKHALLIDAYREPRESENTATIVEOFTHELONDONSCHOOLRECOGNIZESTHREE“MACROFUNCTIONS”IDEATIONALINTERPERSONALTEXTUALSEE1117SEEHUZHUANGLINETALPP1013PP394396111WHATISTHEPHATICFUNCTION

簡(jiǎn)介：CHAPTER1INTRODUCTIONSTOLINGUISTICSICHOOSETHEBESTANSWER201LANGUAGEISASYSTEMOFARBITRARYVOCALSYMBOLSUSEDFHUMAN__________ACONTACTBCOMMUNICATIONCRELATIONDCOMMUNITY2WHICHOFTHEFOLLOWINGWDSISENTIRELYARBITRARYATREEBTYPEWRITERCCRASHDBANG3THEFUNCTIONOFTHESENTENCE“WATERBOILSAT100DEGREESCENTIGRADE”IS__________AINTERROGATIVEBDIRECTIVECINFMATIVEDPERFMATIVE4INCHINESEWHENSOMEONEBREAKSABOWLAPLATETHEHOSTTHEPEOPLEPRESENTARELIKELYTOSAY“碎碎（歲歲）平安”ASAMEANSOFCONTROLLINGTHEFCESWHICHTHEYBELIEVESFEELMIGHTAFFECTTHEIRLIVESWHICHFUNCTIONSDOESITPERFMAINTERPERSONALBEMOTIVECPERFMATIVEDRECREATIONAL5WHICHOFTHEFOLLOWINGPROPERTYOFLANGUAGEENABLESLANGUAGEUSERSTOOVERCOMETHEBARRIERSCAUSEDBYTIMEPLACEDUETOTHISFEATUREOFLANGUAGESPEAKERSOFALANGUAGEAREFREETOTALKABOUTANYTHINGINANYSITUATIONATRANSFERABILITYBDUALITYCDISPLACEMENTDARBITRARINESS6STUDYTHEFOLLOWINGDIALOGUEWHATFUNCTIONDOESITPLAYACCDINGTOTHEFUNCTIONSOFLANGUAGEANICEDAYISN’TITRIGHTIREALLYENJOYTHESUNLIGHTAEMOTIVEBPHATICCPERFMATIVEDINTERPERSONAL7__________REFERSTOTHEACTUALREALIZATIONOFTHEIDEALLANGUAGEUSER’SKNOWLEDGEOFTHERULESOFHISLANGUAGEINUTTERANCESAPERFMANCEBCOMPETENCECLANGUEDPAROLE8WHENADOGISBARKINGYOUASSUMEITISBARKINGFSOMETHINGATSOMEONETHATEXISTSHEARNOWITCOULDN’TBESROWFULFSOMELOSTLOVELOSTBONETHISINDICATESTHEDESIGNFEATUREOF__________ACULTURALTRANSMISSIONBPRODUCTIVITYCDISPLACEMENTDDUALITY9__________ANSWERSSUCHQUESTIONSASHOWWEASINFANTSACQUIREOURFIRSTLANGUAGEAPSYCHOLINGUISTICSBANTHROPOLOGICALLINGUISTICSCSOCIOLINGUISTICSDAPPLIEDLINGUISTICS10__________DEALSWITHLANGUAGEAPPLICATIONTOOTHERFIELDSPARTICULARLYEDUCATIONALINGUISTICTHEYBPRACTICALLINGUISTICSCAPPLIEDLINGUISTICSDCOMPARATIVELINGUISTICSIIDECIDEWHETHERTHEFOLLOWINGSTATEMENTSARETRUEFALSE1011LANGUAGEISAMEANSOFVERBALCOMMUNICATIONTHEREFETHECOMMUNICATIONWAYUSEDBYTHEDEAFMUTEISNOTLANGUAGE12LANGUAGECHANGEISUNIVERSALONGOINGARBITRARY13SPEAKINGISTHEQUICKESTMOSTEFFICIENTWAYOFTHEHUMANCOMMUNICATIONSYSTEMS14LANGUAGEISWRITTENBECAUSEWRITINGISTHEPRIMARYMEDIUMFALLLANGUAGES15WEWEREALLBNWITHTHEABILITYTOACQUIRELANGUAGEWHICHMEANSTHEDETAILSOFANYKEYINTHEREFERENCEKEYSIWON’TGIVEEXAMPLESFURTHERANALYSISTHATSEEMSTOOMUCHWKFMETHEREFETHISKEYISONLYFREFERENCEINDERTOANSWERTHISKINDOFQUESTIONYOUNEEDMEEXAMPLESSOYOUSHOULDREADTHETEXTBOOKCAREFULLY–ICYWARMTEAI15BACCC610BACACII1115FFTFF1620FFFFFIII21VERBAL22PRODUCTIVITYCREATIVITY23METALINGUALFUNCTION24YOHEHO25SCIENTIFIC26DEIVE27SPEECH28DIACHRONICLINGUISTIC29LANGUE30COMPETENCEIV31DESIGNFEATUREITREFERSTOTHEDEFININGPROPERTIESOFHUMANLANGUAGETHATTELLTHEDIFFERENCEBETWEENHUMANLANGUAGEANYSYSTEMOFANIMALCOMMUNICATION32DISPLACEMENTITMEANSTHATHUMANLANGUAGESENABLETHEIRUSERSTOSYMBOLIZEOBJECTSEVENTSCONCEPTSWHICHARENOTPRESENTINTIMESPACEATTHEMOMENTOFCOMMUNICATION33COMPETENCEITISANESSENTIALPARTOFPERFMANCEITISTHESPEAKER’SKNOWLEDGEOFHISHERLANGUAGETHATISOFITSSOUNDSTRUCTUREITSWDSITSGRAMMATICALRULESCOMPETENCEISINAWAYANENCYCLOPEDIAOFLANGUAGEMEOVERTHEKNOWLEDGEINVOLVEDINCOMPETENCEISGENERALLYUNCONSCIOUSATRANSFMATIONALGENERATIVEGRAMMARISAMODELOFCOMPETENCE34SYNCHRONICLINGUISTICSITREFERSTOTHESTUDYOFALANGUAGEATAGIVENPOINTINTIMETHETIMESTUDIEDMAYBEEITHERTHEPRESENTAPARTICULARPOINTINTHEPASTSYNCHRONICANALYSESCANALSOBEMADEOFDEADLANGUAGESSUCHASLATINSYNCHRONICLINGUISTICSISCONTRASTEDWITHDIACHRONICLINGUISTICSTHESTUDYOFALANGUAGEOVERAPERIODOFTIMEV35DUALITYMAKESOURLANGUAGEPRODUCTIVEALARGENUMBEROFDIFFERENTUNITSCANBEFMEDOUTOFASMALLNUMBEROFELEMENTS–FINSTANCETENSOFTHOUSSOFWDSOUTOFASMALLSETOFSOUNDSAROUND48INTHECASEOFTHEENGLISHLANGUAGEOUTOFTHEHUGENUMBEROFWDSTHERECANBEASTRONOMICALNUMBEROFPOSSIBLESENTENCESPHRASESWHICHINTURNCANCOMBINETOFMUNLIMITEDNUMBEROFTEXTSMOSTANIMALCOMMUNICATIONSYSTEMSDONOTHAVETHISDESIGNFEATUREOFHUMANLANGUAGEIFLANGUAGEHASNOSUCHDESIGNFEATURETHENITWILLBELIKEANIMALCOMMUNICATIONALSYSTEMWHICHWILLBEHIGHLYLIMITEDITCANNOTPRODUCEAVERYLARGENUMBEROFSOUNDCOMBINATIONSEGWDSWHICHAREDISTINCTINMEANING36ITISDIFFICULTTODEFINELANGUAGEASITISSUCHAGENERALTERMTHATCOVERSTOOMANYTHINGSTHUSDEFINITIONSFITALLHAVETHEIROWNSPECIALEMPHASISARENOTTOTALLYFREEFROMLIMITATIONSVI

簡(jiǎn)介：CHAPTERONE1LINGUISTICSISGENERALLYDEFINEDASTHE2THESTUDYOFLANGUAGEASAWHOLEISOFTENCALLED3THESTUDYOF_USEDINLINGUISTICCOMMUNICATIONLEDTOTHEESTABLISHMENTOFPHOICS4THESTUDYOFISKNOWNASSEMANTICS5PSYCHOLINGUISTICSRELATESTHESTUDYOFLANGUAGETO6THESTUDYOFISGENERALLYKNOWNASAPPLIEDLINGUISTICS7IFALINGUISTICSTUDYAIMSTODESCRIBEANALYZETHELANGUAGEPEOPLEACTUALLYUSEITISSAIDTOBE8THEDEIONOFALANGUAGEATSOMEPOINTOFTIMEINISASYNCHRONICSTUDYTHEDEIONOFALANGUAGEASITTHROUGHTIMEISADIACHRONIC9FROMTHEPOINTOFVIEWOFLINGUISTICEVOLUTIONSPEECHISTOWRITING10_REFERSTOTHEABSTRACTLINGUISTICSYSTEMSHAREDBYALLTHEMEMBEROFASPEECHCOMMUNITYREFERSTOTHEREALIZATIONOFLANGUEINACTUALUSE11LINGUISTICISDEIVEWHILETRADITIONALGRAMMERIS12MODERNLINGUISTICREGARDSTHELANGUAGEASPRIMARYNOTTHEWRITTEN13MANYOFTHERULESOFTRADITIONALGRAMMERAPPLYONLYTOTHELANGUAGE14WHENTHESTUDYOFMEANINGISNOTINISDATIONBUTINTHECONTEXTOFLANGUAGEUSEITBECOMESANOTHERBRANCHOFLINGUISTICSTUDYCALLEDPRAGMATICS15PREIVEDEIVEREPRESENTTWODIFFERENTOFLINGUISTICSTUDY答案答案1SCIENTIFICSTUDYOFLANGUAGE8THEDELETIONRULETELLSUSWHENASOUNDISTOBEDALTHOUGHITIS______9LANGUAGEISFIRST______THROUGHITSSOUNDS10THELETTERPINTERMSOFPLACEOFARTICULATION______INTERMSOFMANNEROFARTICULATIONIS_______11_______NOTPHOICIDENTITYISTHECTCITERIONWITHWHICHWEOPERATETHEPHONOLOGICALANALYSISOFLANGUAGE12THEGREATESTSOURCEOFMODIFICATIONOFTHEAIRSTREAMISFOUNDINGTHE_______13CRESPONDINGTOTHEDISTINCTIONOFLONGSHTVOWELSISTHEDISTINCTIONOF___________VOWELS14APHONEMEISFURTHERANALYZABLEBECAUSEITCONSISTSOFASETOF______15SIMILARALTERATIONOFSTRESSALSOOCCURSBETWEENA______APHRASECONSISTINGOFTHESAMEELEMENTS答案答案1PHONICMEDIUM2LABELEDARTICULATIONPHOICS3MANNEROFARTICULATIONPLACEOFARTICULATION4THESPEECHSOUNDS5ALLOPHONES6SEQUENTIALPHONEME7VARYINGPRONUNCIATION8THOGRAPHICALLYREPRESENTED9PERCEIVED10BILABIALSTOPS11PHOICSIMILARITY12ALCAVITY13TENSELOX14SIMULTANEOUSDISTINCTIVEPOUNDNOUN

簡(jiǎn)介：CHAPTERCHAPTER1212LANGUAGELANGUAGEBRAINBRAIN11NEUROLINGUISTICSNEUROLINGUISTICSITISTHESTUDYOFRELATIONSHIPBETWEENBRAINLANGUAGEITINCLUDESRESEARCHINTOHOWTHESTRUCTUREOFTHEBRAININFLUENCESLANGUAGELEARNINGHOWINWHICHPARTSOFTHEBRAINLANGUAGEISSTEDHOWDAMAGETOTHEBRAINAFFECTSTHEABILITYTOUSELANGUAGE22PSYCHOLINGUISTICSPSYCHOLINGUISTICSTHESTUDYOFLANGUAGEPROCESSINGITISCONCERNEDWITHTHEPROCESSESOFLANGUAGEACQISITIONCOMPREHENSIONPRODUCTION33BRAINBRAINLATERALIZATIONLATERALIZATIONTHELOCALIZATIONOFCOGNITIVEPERCEPTIVEFUNCTIONSINAPARTICULARHEMISPHEREOFTHEBRAIN44DICHOTICDICHOTICLISTENINGLISTENINGATECHNIQUEINWHICHSTIMULIEITHERLINGUISTICNONLINGUISTICAREPRESENTEDTHROUGHHEADPHONESTOTHELEFTRIGHTEARTODETERMINETHELATERALIZATIONOFCOGNITIVEFUNCTION55RIGHTRIGHTEAREARADVANTAGEADVANTAGETHEPHENOMENONTHATTHERIGHTEARSHOWSANADVANTAGEFTHEPERCEPTIONOFLINGUISTICSIGNALSIDKNOWNASTHERIGHTEARADVANTAGE66SPLITSPLITBRAINBRAINSTUDIESSTUDIESTHEEXPERIMENTSTHATINVESTIGATETHEEFFECTSOFSURGICALLYSEVERINGTHECPUSCALLOSUMONCOGNITIONARECALLEDASSPLITBRAINSTUDIES77APHASIAAPHASIAITREFERSTOANUMBEROFACQUIREDLANGUAGEDISDERSDUETOTHECEREBRALLESIONSCAUSEDBYATUMANACCIDENTSOON88NONFLUENTNONFLUENTAPHASIAAPHASIADAMAGETOPARTSOFTHEBRAININFRONTOFTHECENTRALSULCUSISCALLEDNONFLUENTAPHASIA99FLUENTFLUENTAPHASIAAPHASIADAMAGETOPARTSOFTHELEFTCTEXBEHINDTHECENTRALSULCUSRESULTSINATYPEOFAPHASIACALLEDFLUENTAPHASIA1010ACQUIREDACQUIREDDYSLEXIADYSLEXIADAMAGEINAROUNDTHEANGULARGYRUSOFTHEPARIETALLOBEOFTENCAUSESTHEIMPAIRMENTOFREADINGWRITINGABILITYWHICHISREFERREDTOASACQUIREDDYSLEXIA1111PHONOLOGICALPHONOLOGICALDYSLEXIADYSLEXIAITISATYPEOFACQUIREDDYSLEXIAINWHICHTHEPATIENTSEEMSTOHAVELOSTTHEABILITYTOUSESPELLINGTOSOUNDRULES1212SURFACESURFACEDYSLEXIADYSLEXIAITISATYPEOFACQUIREDDYSLEXIAINWHICHTHEPATIENTSEEMSUNABLETORECOGNIZEWDSASWHOLEBUTMUSTPROCESSALLWDSTHROUGHASETOFSPELLINGTOSOUNDRULES1313SPOONERISMSPOONERISMASLIPOFTONGUEINWHICHTHEPOSITIONOFSOUNDSSYLLABLESWDSISREVERSEDFEXAMPLELET’SHAVECHISHFIPSINSTENDOFLET’SHAVEFISHCHIPS1414PRIMINGPRIMINGTHEPROCESSTHATBEFETHEPARTICIPANTSMAKEADECISIONWHETHERTHESTRINGOFLETTERSISAWDNOTTHEYAREPRESENTEDWITHANACTIVATEDWD1515FREQUENCYFREQUENCYEFFECTEFFECTSUBJECTSTAKELESSTIMETOMAKEJUDGEMENTONFREQUENTLYUSEDWDSTHANTOJUDGELESSCOMMONLYUSEDWDSTHISPHENOMENONISCALLEDFREQUENCYEFFECT1616LEXICALLEXICALDECISIONDECISIONANEXPERIMENTTHATLETPARTICIPANTSJUDGEWHETHERASTRINGOFLETTERISAWDNOTATACERTAINTIME1717THETHEPRIMINGPRIMINGEXPERIMENTEXPERIMENTANEXPERIMENTTHATLETSUBJECTSJUDGEWHETHERASTRINGOFLETTERSISAWDNOTAFTERSHOWEDWITHASTIMULUSWDCALLEDPRIME1818PRIMINGPRIMINGEFFECTEFFECTSINCETHEMENTALREPRESENTATIONISACTIVATEDTHROUGHTHEPRIMEWHENTHETARGETISPRESENTEDRESPONSETIMEISSHTERTHATITOTHERWISEWOULDHAVEBEENTHISISCALLEDTHEPRIMINGEFFECT06F1919BOTTOMUPBOTTOMUPPROCESSINGPROCESSINGANAPPROACHTHATMAKESUSEPRINCIPALLYOFINFMATIONWHICHISALREADYPRESENTINTHEDATA2020TOPDOWNTOPDOWNPROCESSINGPROCESSINGANAPPROACHTHATMAKESUSEOFPREVIOUSKNOWLEDGEEXPERIENCEOFTHEREADERSINANALYZINGPROCESSINGINFMATIONWHICHISRECEIVED2121GARDENGARDENPATHPATHSENTENCESSENTENCESASENTENCEINWHICHTHECOMPREHENDERASSUMESAPARTICULARMEANINGOFAWDPHRASEBUTDISCOVERSLATERTHATTHEASSUMPTIONWASINCRECTFCINGTHECOMPREHENDERTOBACKTRACKREINTERPRETTHESENTENCE2222SLIPSLIPOFOFTHETHETONGUETONGUEMISTAKESINSPEECHWHICHPROVIDEPSYCHOLINGUISTICEVIDENCEFTHEWAYWEFMULATEWDSPHRASESCHAPTERCHAPTER1111SECONDSECONDLANGUAGELANGUAGEACQUISITIONACQUISITION11SECONDSECONDLANGUAGELANGUAGEACQUISITIONACQUISITIONITREFERSTOTHESYSTEMATICSTUDYOFHOWONEPERSONACQUIRESASECONDLANGUAGESUBSEQUENTTOHISNATIVELANGUAGE2424LANGUAGELANGUAGEAPTITUDEAPTITUDETHENATURALABILITYTOLEARNALANGUAGENOTINCLUDINGINTELLIGENCEMOTIVATIONINTERESTETC2525MOTIVATIONMOTIVATIONMOTIVATIONISDEFINEDASTHELEARNER’SATTITUDESAFFECTIVESTATELEARNINGDRIVE2626INSTRUMENTALINSTRUMENTALMOTIVATIONMOTIVATIONTHEMOTIVATIONTHATPEOPLELEARNAFEIGNLANGUAGEFINSTRUMENTALGOALSSUCHASPASSINGEXAMSFURTHERINGACAREERETC06C2727INTEGRATIVEINTEGRATIVEMOTIVATIONMOTIVATIONTHEDRIVETHATPEOPLELEARNAFEIGNLANGUAGEBECAUSEOFTHEWISHTOIDENTIFYWITHTHETARGETCULTURE06C052828RESULTATIVERESULTATIVEMOTIVATIONMOTIVATIONTHEDRIVETHATLEARNERSLEARNASECONDLANGUAGEFEXTERNALPURPOSES06F2929INTRINSICINTRINSICMOTIVATIONMOTIVATIONTHEDRIVETHATLEARNERSLEARNTHESECONDLANGUAGEFENJOYMENTPLEASUREFROMLEARNING3030LEARNINGLEARNINGSTRATEGIESSTRATEGIESLEARNINGSTRATEGIESARELEARNERS’CONSCIOUSGOALIENTEDPROBLEMSOLVINGBASEDEFFTSTOACHIEVELEARNINGEFFICIENCY3131COGNITIVECOGNITIVESTRATEGIESSTRATEGIESSTRATEGIESINVOLVEDINANALYZINGSYNTHESISINTERNALIZINGWHATHASBEENLEARNED07C06F3232METACOGNITIVEMETACOGNITIVESTRATEGIESSTRATEGIESTHETECHNIQUESINPLANNINGMONITINGEVALUATINGONE’SLEARNING3333AFFECTAFFECTSOCIALSOCIALSTRATEGIESSTRATEGIESTHESTRATEGIESDEALINGWITHTHEWAYSLEARNERSINTERACTCOMMUNICATEWITHOTHERSPEAKERSNATIVENONNATIVECHAPTERCHAPTER1010LANGUAGELANGUAGEACQUISITIONACQUISITION11LANGUAGELANGUAGEACQUISITIONACQUISITIONITREFERSTOTHECHILD’SACQUISITIONOFHISMOTHERTONGUEIEHOWTHECHILDCOMESTOUNDERSTSPEAKTHELANGUAGEOFHISCOMMUNITY22LANGUAGELANGUAGEACQUISITIONACQUISITIONDEVICEDEVICELADLADAHYPOTHETICALINNATEMECHANISMEVERYNMALHUMANCHILDISBELIEVEDTOBEBNWITHWHICHALLOWTHEMTOACQUIRELANGUAGE0333UNIVERSALUNIVERSALGRAMMARGRAMMARATHEYWHICHCLAIMSTOACCOUNTFTHEGRAMMATICALCOMPETENCEOFEVERYADULTNOMATTERWHATLANGUAGEHESHESPEAKS44MOTHERESEMOTHERESEASPECIALSPEECHTOCHILDRENUSEDBYADULTSWHICHISACTERIZEDWITHSLOWRATEOFSPEEDHIGHPITCHRICHINTONATIONSHTERSIMPLERSENTENCESTRUCTURESETC又叫CHILDDIRECTEDSPEECH，CARETAKERTALK0555CRITICALCRITICALPERIODPERIODHYPOTHESISHYPOTHESISTHEHYPOTHESISTHATTHETIMESPANBETWEENEARLYCHILDHOODPUBERTYISTHECRITICALPERIODFLANGUAGEACQUISITIONDURINGWHICHCHILDRENCANACQUIRELANGUAGEWITHOUTFMALINSTRUCTIONSUCCESSFULLYEFFTLESSLY07C06F0466UNDEREXTENSIONUNDEREXTENSIONUSEAWDWITHLESSTHANITSUSUALRANGEOFDENOTATION77OVEREXTENSIONOVEREXTENSIONEXTENSIONOFTHEMEANINGOFAWDBEYONDITSUSUALDOMAINOFAPPLICATIONBYYOUNGCHILDREN88TELEGRAPHICTELEGRAPHICSPEECHSPEECHCHILDREN’SEARLYMULTIWDSPEECHTHATCONTAINSCONTENTWDSLACKSFUNCTIONWDSINFLECTIONALMPHEMES99CONTENTCONTENTWDWDWDSREFERRINGTOTHINGSQUALITYSTATEACTIONWHICHHAVELEXICALMEANINGUSEDALONE1010FUNCTIONFUNCTIONWDWDWDSWITHLITTLEMEANINGONTHEIROWNBUTSHOWGRAMMATICALRELATIONSHIPSINBETWEENSENTENCES1111TABOOTABOOWDSKNOWNTOSPEAKERSBUTAVOIDEDINSOMECONTEXTSOFSPEECHFREASONSOFRELIGIONPOLITENESSETC07C1212ATYPICALATYPICALDEVELOPMENTDEVELOPMENTSOMEACQUISITIONOFLANGUAGEMAYBEDELAYEDBUTFOLLOWTHESAMERULESOFLANGUAGEDEVELOPMENTDUETOTRAUMAINJURYCHAPTERCHAPTER99LANGUAGELANGUAGECULTURECULTURE11CULTURECULTURETHETOTALWAYOFLIFEOFAPERSONINCLUDINGTHEPATTERNSOFBELIEFCUSTOMSOBJECTSINSTITUTIONSTECHNIQUESLANGUAGETHATACTERIZESTHELIFEOFHUMANCOMMUNITY22DISCOURSEDISCOURSECOMMUNITYCOMMUNITYITREFERSTOTHECOMMONWAYSTHATMEMBERSOFSOMESOCIALGROUPUSELANGUAGETOMEETTHEIRNEEDS33ACCULTURATIONACCULTURATIONAPROCESSINWHICHCHANGESONTHELANGUAGECULTURESYSTEMOFVALUESOFAGROUPHAPPENTHROUGHINTERACTIONWITHANOTHERGROUPWITHADIFFERENTLANGUAGECULTUREASYSTEMOFVALUES

簡(jiǎn)介：34胡壯麟語言學(xué)教程（修訂版）測(cè)試題胡壯麟語言學(xué)教程（修訂版）測(cè)試題第一章語言學(xué)導(dǎo)論第一章語言學(xué)導(dǎo)論ICHOOSETHEBESTANSWER201LANGUAGEISASYSTEMOFARBITRARYVOCALSYMBOLSUSEDFHUMAN__________ACONTACTBCOMMUNICATIONCRELATIONDCOMMUNITY2WHICHOFTHEFOLLOWINGWDSISENTIRELYARBITRARYATREEBTYPEWRITERCCRASHDBANG3THEFUNCTIONOFTHESENTENCE“WATERBOILSAT100DEGREESCENTIGRADE”IS__________AINTERROGATIVEBDIRECTIVECINFMATIVEDPERFMATIVE4INCHINESEWHENSOMEONEBREAKSABOWLAPLATETHEHOSTTHEPEOPLEPRESENTARELIKELYTOSAY“碎碎（歲歲）平安”ASAMEANSOFCONTROLLINGTHEFCESWHICHTHEYBELIEVESFEELMIGHTAFFECTTHEIRLIVESWHICHFUNCTIONSDOESITPERFMAINTERPERSONALBEMOTIVECPERFMATIVEDRECREATIONAL5WHICHOFTHEFOLLOWINGPROPERTYOFLANGUAGEENABLESLANGUAGEUSERSTOOVERCOMETHEBARRIERSCAUSEDBYTIMEPLACEDUETOTHISFEATUREOFLANGUAGESPEAKERSOFALANGUAGEAREFREETOTALKABOUTANYTHINGINANYSITUATIONATRANSFERABILITYBDUALITYCDISPLACEMENTDARBITRARINESS6STUDYTHEFOLLOWINGDIALOGUEWHATFUNCTIONDOESITPLAYACCDINGTOTHEFUNCTIONSOFLANGUAGEANICEDAYISN’TITRIGHTIREALLYENJOYTHESUNLIGHTAEMOTIVEBPHATICCPERFMATIVEDINTERPERSONAL7__________REFERSTOTHEACTUALREALIZATIONOFTHEIDEALLANGUAGEUSER’SKNOWLEDGEOFTHERULESOFHISLANGUAGEINUTTERANCESAPERFMANCEBCOMPETENCECLANGUEDPAROLE3425LINGUISTICSISTHE__________STUDYOFLANGUAGE26MODERNLINGUISTICSIS__________INTHESENSETHATTHELINGUISTTRIESTODISCOVERWHATLANGUAGEISRATHERTHANLAYDOWNSOMERULESFPEOPLETOOBSERVE27ONEGENERALPRINCIPLEOFLINGUISTICANALYSISISTHEPRIMACYOF__________OVERWRITING28THEDEIONOFALANGUAGEASITCHANGESTHROUGHTIMEISA__________STUDY29SAUSSUREPUTFWARDTWOIMPTANTCONCEPTS__________REFERSTOTHEABSTRACTLINGUISTICSYSTEMSHAREDBYALLMEMBERSOFASPEECHCOMMUNITY30LINGUISTICPOTENTIALISSIMILARTOSAUSSURE’SLANGUECHOMSKY’S__________IVEXPLAINTHEFOLLOWINGTERMSUSINGEXAMPLES2031DESIGNFEATURE32DISPLACEMENT33COMPETENCE34SYNCHRONICLINGUISTICSVANSWERTHEFOLLOWINGQUESTIONS2035WHYDOPEOPLETAKEDUALITYASONEOFTHEIMPTANTDESIGNFEATURESOFHUMANLANGUAGECANYOUTELLUSWHATLANGUAGEWILLBEIFITHASNOSUCHDESIGNFEATURE（南開大學(xué)，2004）36WHYISITDIFFICULTTODEFINELANGUAGE（北京第二外國(guó)語大學(xué)，2004）VIANALYZETHEFOLLOWINGSITUATION2037HOWCANALINGUISTMAKEHISANALYSISSCIENTIFIC（青島海洋大學(xué)，1999）

簡(jiǎn)介：胡壯麟語言學(xué)重難點(diǎn)CHAPTER1INVITATIONSTOLINGUISTICS常考考點(diǎn)1語言語言的定義；語言的基本特征；語言的功能；語言的起源2語言學(xué)語言學(xué)的定義；現(xiàn)代語言學(xué)與傳統(tǒng)語法學(xué)研究的三個(gè)顯著區(qū)別；語言學(xué)研究的四個(gè)原則及簡(jiǎn)要說明；語言學(xué)中的幾組重要區(qū)別；每組兩個(gè)概念的含義、區(qū)分及其意義；普通語言學(xué)的主要分支學(xué)科及各自的研究范疇；宏觀語言學(xué)及應(yīng)用語言學(xué)的主要分支及各自的研究范疇。1語言的定義特征11任意性12二重性13創(chuàng)造性14移位性15文化傳遞性16互換性2語言的功能11信息功能12人際功能13施為功能14感情功能15寒暄功能16娛樂功能17元語言功能?？伎键c(diǎn)1語音學(xué)語音學(xué)的定義；發(fā)音器官的英文名稱；英語輔音的定義；發(fā)音部位、發(fā)音方法和分類；英語元音的定義和分類；基本元音；發(fā)音語音學(xué)；聽覺語音學(xué)；聲學(xué)語音學(xué)；語音標(biāo)記，國(guó)際音標(biāo)；嚴(yán)式與寬式標(biāo)音法2音系學(xué)音系學(xué)的定義；音系學(xué)與語音學(xué)的聯(lián)系與區(qū)別；音素、音位、音位變體、最小對(duì)立體、自由變體的定義；音位理論；自由變異；音位的對(duì)立分布于互補(bǔ)分布；語音的相似性；區(qū)別性特征；超語段音位學(xué)；音節(jié)；重音；音高和語調(diào)。1語音學(xué)及其三大領(lǐng)域11語音學(xué)定義12語音學(xué)三大領(lǐng)域①發(fā)音語音學(xué)②聲學(xué)語音學(xué)③聽覺語音學(xué)2輔音21輔音定義發(fā)音時(shí)，聲道的某些部位受到壓縮或阻礙后，使得氣流在口腔里轉(zhuǎn)向、受阻或完全被阻塞，由此產(chǎn)生的音叫做輔音。22發(fā)音方式發(fā)音方式是指發(fā)音器官之間的關(guān)系，以及氣流經(jīng)過聲道的某些部位的方式23發(fā)音部位發(fā)音部位是指聲道的哪些部位發(fā)生氣流摩擦、狹窄化或阻礙。3元音