(完整word版)语言学名词解释和问答题答案(只供参考)

四、名词解释：Parole话语：itreferstotherealizationofIangueinactualuse.itistheconcreteuseoftheconventionsandtheapplicationoftherules.itisconcrete,referstothenaturallyoccurringIanguageevents.itvariesfrompersontoperson,andfromsituationtosituation.Appliedlinguistics应用语言学:findingsinlinguisticstudiescanoftenbeappliedtothesolutionofsuchpracticalproblemsasrecoveryofspeechability.Thestudyofsuchapplicationsisknownasappliedlinguistics.Reference(所指)语义：Itmeanswhatalinguisticformreferstointhereal,physicalworld,itdealswiththerelationshipbetweenthelinguisticelementandthenon-linguisticworldofexperienee.Illocutionaryact言外行为:theactofexpressingthespeaker'sintention,itisthactpreformedinsayingsomething.Regionaldialect地域方言:itisalinguisticvarietyusedbypeoplelivinginthesamegeographicalregion.Ithasbeenfoundthatregionaldialectboundariesoftencoincidewithgeographicalbarrierssuchasmountains,riversandswamps.LAD(LanguageAcquisitionDevice)语言习得机制:Itwasdescribedasanimaginary"blackbox"existingsomewhereinthehumanbrain.CA(ContrastiveAnalysis)对比 分析 定性数据统计分析pdf销售业绩分析模板建筑结构震害分析销售进度分析表京东商城竞争战略分析 :startingwithdescribingcomparablefeaturesofthenativeIanguageandthetargetIanguage,CAcomparestheformsandmeaningsacrossthesetwoIanguagestolocatethemismatchesordifferencessothatpeoplecanpredictthepossiblelearningdifficultylearnersmayencounter.Neurolinguistics(神经语言学)：itisthestudyoftworelatedareas：IanguagedisordersandtherelationshipbetweenthebrainandIanguage.Itincludesresearchintohowthebrainisstructuredandwhatfunctioneachpartofthebrainperforms,howandinwhichpartsofthebrainIanguageisstored,andhowdamagetothebrainaffectstheabilitytouseIanguage.Predicationanalysis述谓结构分析：ItisproposedbytheBritishLinguistGLeech.Thebasicunitiscalledpredication,whichistheabstractionofthemeaningofasentence.Thisappliestoallformsofasentence.Apredicationconsistsofargument(s)andpredicate.Cross-culturalcommunication(interculturalcommunication跨文化交流:itiscommunicationbetweenpeoplewhoseculturalperceptionsandsymbolssystemsaredistinetenoughtoalterthecommunicationevent.Cross-associations相联想:InEnglishwesometimesmaycomeacrosswordswhicharesimilarinmeaning.Theirspellingandpronunciationarealsoalike.Thecloseassociationofthetwoleadstoconfusion.Suchinterfereneeisoftenreferredascross-association.CPH(CriticalPeriodHypothesis临界期假说：aspecificandlimitedtimescases)periodforIanguageacquisition.①ThestrongversionofCPHsuggeststhatchildrenmustacquiretheirfirstIanguagebypubertyortheywillneverbeabletolearnfromsubsequentexposure②TheweakversionholdsthatIanguagelearningwillbemoredifficultandincompleteafterpuberty.(SupportinVictor'sandGenie'Prescriptive(grammer)规定语法:ifthelinguisticstudyaimstolaydownrulesfor"correctandstandard"behaviourinusingIanguagetoellpeoplewhattheyshouldsayandwhattheyshouldnotsay,itissaidtobeprescriptive.Performance语言运用；言语行为:theactualrealizationofthisknowledgeinlinguisticcommunication.Duality双重性(doublearticulation)：Ianguageisasystem,whichconsistsoftwosetsofstructures,ortwolevels.Thelowerorbasiclevelisofsounds,whicharemeaningless.Thehigherlevelcanbemeaningful.五、问答题：Chapter1Howdoyouinterpretthefollowingdefinitionoflinguistics:linguisticsisthescientificstudyoflanguage?LinguisticsstudiesnotanyparticularIanguage,butitstudiesIanguagesingeneral.Itisascientificstudybecauseitisbasedonthesystematicinvestigationoflinguisticdata,conductedwithreferencetosomegeneraltheoryofIanguagestructure.lnordertodiscoverthenatureandrulesoftheunderlyingIanguagesystem,whatthelinguisthastodofirstistocollectandobserveIanguagefacts,whicharefoundtodisplaysomesimilarities,andgeneralizationsaremadeaboutthem,thenheformulatessomehypothesesabouttheIanguagestructure.Butthehypothesesthusformedhavetobecheckedrepeatedlyagainsttheobservedfactstofullyprovetheirvalidity.6.HowisSaussure'sdistinctionbetweenlangueandparolesimilartoChomsky'sdistinctionbetweencompetenceandperformance?BothSaussureandChomskymakethedistinctionbetweentheabstractIanguagesystemandtheactualuseofIanguage.theirpurposeistosingleouttheIanguagesystemforseriousstudyTheyaresimilarintwoaspects:thedefinitionandthecontentofstudy.Ononehand,SaussuredefinesIangueastheabstractlinguisticsystemsharedbyallthemembersofaspeechcommunity,andparoleastherealizationofIangueinactualuse.Chomskydefinescompeteneeastheidealuserknowledge'ofstherulesofhisIanguage,andperformaneetheactualrealizationofthisknowledgeinlinguisticcommunication.WecanseethatIangueandcompeteneebothrefertotheabstractissue,conventionsandknowledge,andparoleandperformaneebotharetheiractualrealization,theconcreteuse.Ontheotherhand,inSaussure'sopinion,whatlinguistsshoulddoistoabstractlanguefromparoleasparoleistoovariedandconfusing.AndthisisthesameasChomsky.Hethinkslinguistsshouldstudytheidealspeaker'scompetenceiisqd:erformanee,whichistoohaphazardtobestudied.TwolinguistsideadifferinthatSaussuretookasociologicalviewofIanguage,Chomskylooksatlanguagefromapsychologicalpointofview,competeneeisapropertyofthemindofeachindividual.8.WhatarethemainfeaturesofhumanlanguagethathavebeenspecifiedbyC.Hocketttoshowthatitisessentiallydifferentfromanimalcommunicationsystem?Arbitrariness:thismeansthatthereisnologicalconnectionbetweenmeaningsandsounds.AgoodexampleisthefactthatdifferentsoundsareusedtorefertothesameobjectindifferentIanguage.Productivity:Languageisproductiveinthatitmakespossibletheconstructionandinterpretationofnewsignalsofitsusers.Duality:Ianguageisasystem,whichconsistsoftwosetsofstructures,ortwolevels.Atthelowerorthebasiclevelthereisastructureofsounds,whicharemeaningless.ButthesoundsofIanguagecanbegroupedandregroupedintoalargenumberofunitsofmeaning,whicharefoundatthehigherlevelofthesystem.Displacement:Languagecanbeusetorefertothingswhicharepresentornotpresent,realorimaginedmattersinthepast,presentorfuture,orinfar-awayplaces.Inotherwords,Ianguagecanbeusedtorefertocontextsremovedfromtheimmediatesituationsofthespeaker.Culturaltransmission:Languageispassedonfromonegenerationtonextthroughteachingandlearningratherthanbyinstinet.Chapter23.Explainwithexampleshowbroadtranscriptionandnarrowonetranscriptiondiffer?Broadtranscription—onelettersymbolforonesound.Narrowtranscription—diacriticsareaddedtotheone-lettersymbolstoshowthefinerdifferencesbetweensounds.Inbroadtranscription,thesymbol[l]isusedforthesound[l]8.what'asphone?howisitdifferentfromaphoneme?howareallophonesrelatedtoaphoneme?Aphoneisaphoneticunitorsegment.Thespeechsoundswehearandproduceduringlinguisticcommunicationareallphones.Phonesdonotnecessarilydistinguishmeaning,somedo,somedon't,e.g.[bI:t]&[bit],[spit]&[spit].Aphonemeisaphonologicalunit;itisaunitofdistinctivevalue;anabstractunit,notaparticularsound,butitisrepresentedbyacertainphoneincertainphoneticcontext,e.g.thephoneme/p/canberepresenteddifferentlyin[pit],[tip]and[spit].Allophone—thephonesthatcanrepresentaphonemeindifferentphoneticenvironmentsPhoneisdifferentfromphoneme,Thephoneme/I/canberealizedasdark/l-/andclear/l/,whichareallophonesofthephoneme/I/Chapter5Whatarethemajorviewsconcerningthestudyofmeaning?Thenamingtheory命名论wasproposedbytheancientGreekscholarPlato.Thelinguisticformsorsymbols,inotherwords,thewordsusedinaIanguagearetakentobelabelsoftheobjectstheystandfor;wordsarejustnamesorlabelsforthings.Thesemanticrelationshipholdingbetweenwordsandthingsistherelationshipofnaming.Theconceptualistview概念论:Thisviewholdsthatthereisnodirectlinkbetweenalinguisticformandwhatitrefersto;rather,intheinterpretationofmeaningtheyarelinkedthroughthemediationofconceptsinthemind.ThisisbestillustratedbythesemantictrianglesuggestedbyOgdenandRichards:Contextualism语境论:RepresentativelyproposedbytheBritishlinguistJ.R.FirthwhohadbeeninflueneedbythePolishanthropologistMalinowskiandtheGermanphilosopherWittgenstein.ltholdsthatmeaningshouldbestudiedintermsofsituation,use,context-elementscloselylinkedwithIanguagebehavior.…themeaningofawordisitsuseintheIanguage.Behaviourism行为主义论：BasedoncontextualistviewbyBloomfieldwhodrewonbehavioristpsychologyindefining“meaning'BehavioristsattemptedtodefinethemeaningofaIanguagefromasthe"situationinwhichthespeakeruttersitandtheresponseitcallsforthinthehearer.”Thistheory,somewhatclosetocontextualism,islinkedwithpsychologicalinterest.6.Inwhatwayiscomponentialanalysissimilartotheanalysisofphonemesintodistinctivefeatures?成分分析和把音位分析为区别性特征有何相似之处？Inthelightofcomponentialanalysis,themeaningofawordconsistsofanumberofdistinctivemeaningfeatures,theanalysisbreaksdownthemeaningofthewordintothesefeatures;itisthesedifferentfeaturesthatdistinguishwordmeaningsimilarly,aphonemeisconsideredasacollectionofdistinctivesoundfeatures,aphonemecanbebrokendownintothesedistinctivesoundfeaturesanditsthesesoundfeaturesthatdistinguishdifferentsounds.Chapter65.AccordingtoAustin,whatarethethreeactsapersonispossiblypeformingwhilemakinganutterance.Giveanexample.AccordingtoAustin'snewmodel,aspeakermightbeperformingthreeactssimultaneouslywhenspeaking:locutionaryact,illocutionaryact,andperlocutionaryact.Alocutionaryactistheactofutteringwords,phrases,clauses.Itistheactofconveyingliteralmeaningbymeansofsyntax,lexiconandphonology.Anillocutionaryactistheactofexpressingthespeaker'sintention;itistheactperformedinsayingsomething.Aperlocutionaryactistheactperformedbyorresultingfromsayingsomething;itistheconsequeneeof,orthechangebroughtaboutbytheutteranee;itistheactperformedbysayingsomething.Let'slookatanexample:"Youhaveleftthedoorwideopen."Thelocutionaryactperformedbythespeakerishisutteraneeofthewords“you”,“have“door"",open”，etc.thusexpressingwhattherdsliterallymean.Theillocutionaryactperformedbythespeakeristhatbymakingsuchanutteraneehehasexpressedhisintentionofspeaking,i.e.askingsomeonetoclosethedoor,ormakingacomplaint,dependingonthecontext.Theperlocutionaryactreferstotheeffectoftheutteranee.Ifthehearergetsthespeaker'smessageandseesthatthespeakermeanstotellhimtoclosethedoor,thespeakerhassuccessfullybroughtaboutthechangeintherealworldhehasintendedto;thentheperlocutionaryactissuccessfullyperformed.8.WhatarethefourmaximsoftheCP?Trytogiveyourownexamplestoshowhowfloutingthesemaximsgivesrisetoconversationalimplicature?答：CooperativePrinciple,abbreviatedasCP.Itgoesasfollows:Makeyourconversationalcontributionsuchasrequiredatthestageatwhichitoccursbytheacceptedpurposeordirectionofthetalkexchangeinwhichyouareengaged.Tobemorespecific,therearefourmaximsunderthisgeneralprinciple:⑴Themaximofquantity数量原则E.g.A:WhenisSusan'sfarewellparty?B:Sometimesnextmonth.ItisfloutingthemaximofquantityThemaximofquality质量原则E.g.A:WouldyouliketojoinusforthepicniconSunday?B:rmafraidIhavegotaclassonSunday.Themaximofrelation相关原则E.g.A:Howdidthemathexamgotoday,Tom?B:Wehadabasketballmatchwiththeotherclass.Themaximofmanner方式准贝VE.g.A:Shallwegotsomethingforthekids?B:Yes.ButIvetol-C-E-C-R-E-A-M.Chapter9WhatdoyouthinkofSapir-Whorfhypothesis?Giveexamplesorprooftosupportyourpointofview.Sapir-Whorfbelievethatlanguagefilterspeople'sperceptionandthewaytheycategorizetheirexperiences.ThisinterdependenceofIanguageandthoughtisnowknownasSapir-WhorfHypothesis.TherearemainlytwodifferentinterpretationsaboutSapir-WhorfHypothesis:astrongversionandaweakone.ThestrongversionbelievesthatIanguagepatternsdeterminepeople'sthinkingandbehavior,theweakoneholdsthattheformerinfluencesthelater.Iagreewiththeweakone.Hereisanexample,thewordsnow.ForEskimosnowisextremelyimportantandsocrucialtolifethateachofitsvariousformsandconditionsisnamed.InEnglish-speakingcultures,snowisfarlessimportantandsimplewordsnowusuallysufficestheneed.Whensomeneedsbecomemorespecific,however,longerphrasescanbemadeuptomeettheseneeds:cornsnow”,“nepowdersnow”，anddriftingsnow”.Chapter10Amongthelanguageacquisitiontheoriesmentionedinthischapter,whichonedoyouthinkismorereasonableandconvincing?Explainwhy.1）Behaviouristview---Ianguageisbehavior,languagelearningissimplyamatterofimitationandhabitformation.lnthistheory,imitationandpracticearepreliminary（开女台）,discrimination（识另U）andgeneralizaitionarekeytoIanguagedevelopment.2）Aninnatist（语法天生主义者）view----Inthehumanbrain,thereisanimaginary“blackbox”calledLanguageacquisitiondevicewhichissaidtocontainprinciplesthatareuniversaltoallIanguage.ChildrenneedaccesstothesamplesofanaturalIanguagetoactivatetheLAD,whichenablesthemtodiscoverhisIanguage'sstructurebymatchingtheinnateknowledgeofbasicgrammaticalsystemtothatparticularIanguage.IaterChomskypreferthisinnateendowmentasUGandholdthatifchildrenarepre-equippedwithUG,thenwhattheyhavetolearnisthewaysinwhichtheirownIanguagemakeuseoftheseprinciplesandthevariationsinthoseprincipleswhichmayexistintheparticularIanguagetheyarelearning.3）Aninteractionist（互动主义者）view----languagedevelopsasaresultofthecomplexinterplay,betweenthehumancharacteristicsofthechildandtheenvironmentinwhichchilddevelops.Inaword,Behavioristsviewsoundsreasonableinexplainingtheroutineaspects,theinnatistaccountsmostreasonableinexplainingchildren'sacquiringcomplexsystem,andtheinteractionistdescriptionconvincinginunderstandinghowchildrenlearnandusetheIanguageappropriatelyfromtheirenvironment.Chapterll1、Towhatextentissecondlanguagelearningsimilartofirstlanguagelearning?Canyoulistsomeprooffromyourownlearningexperience?(pleaselistyourownexperience.)ThestudiesonthefirstIanguageacquisitionhaveinflueneedenormouslythoseonthesecondIanguageacquisitionatboththeoreticalandpraticallevels.TheoreticallythenewfindingsandadvancesinfirstIanguageacquisitioninleanningtheoriesandlearningprocessareilluminatinginunderstandingsecondIanguageacquisition.ThetechniquesusedtocollectandanalyzedatainfirstIanguageacquisitionalsoprovideinsightsandperspectivesinthestudyofsecondIanguageacquisition.JustasLittlewoodsummarizes,thefirstIanguagestudyhasservedasabackclothforperceivingandundrerstandingnewfactsaboutsecondIanguagelearning.Trytoobserveyourselfandpayattentiontoyourownlearningexperience,whatconclusioncanyoureachabouttheroleofChineseinyourEnglishlearning?OnwhatoccasionsareyoumorelikelytouseordependonChineseinlearningandusingEnglish?ChineseplaysaninseparableroleinourEnglishlearningandpeoplecan'taffordtoignoreit.Hence,theroleofChineseinourEnglishlearningisworthcarefulexamination.Inaddition,EnglishlearninghavebeeninflunencedbyChineselearningatboththeoreticalandpracticallevels.(l)Theoretically,thenewfindingsandadvaneedinChineseacquisitionespeciallyinlearningtheoriesandlearningprocessareilluminate(helping)inunderstandingEnglishacquisition.(2)ThetechniquesusedtocollectandanalyzedatainChineselearningalsoprovidesinsightsandperspectivesinthestudyofEnglishlearning.Occasion:RecentstudieshavediscoveredthattherearethreeinteractingfactorsindeterminingIanguagetransferinsecondIanguagelearning:alearner'spsychology,howalearnerorganizeshisorhernativeIanguage;alearner'sperceptionofnative-targetIanguagedistanee,alearner'sactualknowledgeofthetargetIanguage.