英语语言学概论

作者简介

《英语语言学概论》汲取了语言学重要的研究成果，以国内高等学校的英语专业本科生为教授对象，内容针对性强，按照简化学习程序，特别是将知识点提炼出来，结合其他同类教材进行综合、整理的原则，利用联想的方式加深理解记忆，帮助学生更容易、系统地了解语言学知识。书后提供了语言学主要术语英汉和汉英对照表及参考书目，以方便读者在阅读教材或其他语言学著作碰到生词时翻阅查找。因此，《英语语言学概论》具有很强的可操作性。

书籍目录

Part 0neCHAPTER ONE Introduction1.1 What is language?1.2 Design features of language1.2.1 Arbitrariness1.2.2 Duality1.2.3 Creativity1.2.4 Displacement1.2.5 Cultural Transmission1.3 Functions of language1.4 What is linguistics?1.5 Scope of linguistics1.6 Some important distinctions in linguistics1.6.1 Descriptive＆Prescriptive1.6.2 Synchronic＆Diachronic1.6.3 Langue＆Parole1.6.4 Competence＆PerformanceStudy questionsCHAPTER TWO Speech Sounds2.1 Phonetics2.1.1 Classification of English consonants2.1.2 Classification of English Vowels2.2 Orthographic representation of speech sounds——brOad and narrow transcriptionsStudy questionsCHAPTER THREE Phonology3.1 Phonemes3.2 Phones and Allophones3.3 Phonemic contrast，Complementary distribution，and Minimal pair3.4 Syllables and clusters3.5 Prosodic phonology and Suprasegmental phonology3.6 Co_articulation effects3.6.1 ASSimilation3.6.2 Ehslon3.6.3 DissimilationStudy questionsCHAPTER FOUR Morphology-Structure of Words4.1 Open class and closed class4.2 Morphology4.2.1 Morphemes4.2.2 Morphs and allomorphs4.2.3 Morpheme and phoneme4.3 Morphemic structure and phonological structure4.4 Word formation4.4.1 Derivation4.4.2 Compounding4.4.3 Inflection4.4.4 Borrowing words4.4.5 Blending4.4.6 Abbreviation4.4.7 Acronym4.4.8 Back formationStudy questionsCHAPTER FIVE Syntax-Sentence Patterns5.1 The traditional approach5.1.1 Concord and government5.2 The structural approach5.2.1 Syntagmatic and paradigmatic relations5.2.2 Symbols used in syntactic description5.2.3 Labeled tree diagrams5.2.4 Phrase structure rules5.2.5 Recursion5.3 The generative approach5.3.1 Noam Chomsky5.3.2 Transformational rules5.4 The functional approach5.4.1 Functional sentence perspective5.4.2 Systemic—Functional grammarStudy questionsCHAPTER SIX Discourse Analysis6.1 Historical development of discourse analysis6.2 Definition of discourse analysis6.3 Basic framework for the study of discourse6.3.1 Language as System and as Activity6.3.2 Language use with Purpose and Function6.3.3 Language in Situation6.3.4 Community Context6.4 Cohesion6.4.1 Reference6.4.3 Ellipsis6.4.4 Coniunction6.4.5 Lexical cohesion6.4.6 Lexical net6.5 CoherenceStudy questionsCHAPTER SEVEN Semantics7.1 The meaning of“meaning”7.2 Some views concerning the study of meaning7.2.1 The naming theory7.2.2 The conceptuatist view7.2.3 Behaviorism7.3 Word meaning7.4 Conceptual vs.associative meaning7.5 Sense relations7.5.1 Synonymy7.5.2 Antonymy7.5.3 Polysemy7.5.4 Hyponymy7.5.5 Prototypes7.6 Sense relations between sentences7.6.1 Entailment7.6.2 Presupposition7.6.3 Synonymy7.6.4 Contradiction7.6.5 Tautology7.6.6 Inconsistency7.6.7 Anomaly7.7 Analysis of meaning——semantic features7.7.1 Componential analysis7.7.2 Predicational analysisStudy questionsCHAPTER EIGHT Pragmatics8.1 Sentence meaning vs.discourse meaning8.2 Presupposition8.3 Speech events8.4 Speech act theory8.5 The theory of conversational implicature8.5.1 Cooperative Principle(CP)8.5.2 Politeness Principle(PP)8.6 ConversatiOnal interactionStudy questionsCHAPTER NINE language.Culture and Society9.1 Language and culture9.1.1 Sapir-Whorf hypothesis9.2 Language and society9.2.1 Speech community and speech variety9.2.2 Varieties of language9.2.3 Register9.2.4 Standard dialect9.2.5 Pidgin and Creole9.2.6 Bilingualism and diglossiaStudy questionsCHAPTER TEN First Language Acquisition10.1 Theories of child language acquisition10.1.1 A behaviorist view of language acquisition10.1.2 An innatist view of language acquisition10.1.3 An interactionist view of language acquisition10.2 Language environment and the Critical Period Hypothesis10.3 Stages in child language development10.3.1 Phonological development10.3.2 The one—word or holophrastic stage10.3.3 TWO—word stage10.3.4 Telegraphic stage10.3.5 Atypical DevelopmentStudy questionsCHAPTER ELEVEN Second Language Acquisition11.1 Acquisition and learning11.2 The nature of second language learning11.3 Major L2 learning theories11.3.1 The interlanguage theory11.3.2 Input and output theories11.3.3 Contrastive analysis11.3.4 The affective filter hypothesis11.4 Second language acquisition and its pedagogical implicationsStudy questionsCHAPTER TWELVE Modern Linguistics Schools and Theories12.1 Ferdinand de Saussure12.2 The Prague School12.3 Functional Sentence Perspective(FSP)12.4 American structuralism12.5 Transformational-Generative Grammar12.6 Chomsky’S innateness hypothesis12.7 The London School12.8 Halliday’S functional grammarlaart TWO第一章 概述本章概述要点分析名词解释参考答案第二章 语音本章概述要点分析名词解释参考答案第三章 音系学本章概述要点分析名词解释参考答案第四章 形态学——单词的结构本章概述要点分析名词解释参考答案第五章 句法学——句子的模式本章概述要点分析名词解释参考答案第六章 话语分析本章概述要点分析名词解释参考答案第七章 语义学本章概述要点分析名词解释参考答案第八章 语用学本章概述要点分析名词解释参考答案第九章 语言、文化与社会本章概述要点分析名词解释参考答案第十章 第一语言习得本章概述要点分析名词解释参考答案第十一章 第二语言习得本章概述要点分析名词解释参考答案第十二章 现代语言学流派与理论本章概述要点分析GIossary语言学主要术语英汉对照表语言学主要术语汉英对照表References

前言

　　《高等学校英语专业教学大纲》明确地把英语语言学列入高等院校英语专业必须开设的专业知识课程之一。这门课程对于提高英语专业学生的英文修养及专业水平至关重要。随着英语专业学生人数的不断增加，越来越多的本科生有想继续攻读硕士的愿望，而语言学的内容也属于必考的范围。我国一些著名学者编写和出版了几种语言学教材，但针对本科学生来说，这些教材有的过于偏重理论，有的过于晦涩难懂。其中大部分教材都用英文编写，内容多，知识点分散，学生接触、掌握、吸收起来比较困难。为了满足广大学生要扩大自己知识面及认识深度的需求，使其能系统地掌握语言学知识，我们特编写了这本《英语语言学概论》。　　《英语语言学概论》汲取了语言学重要的研究成果，以国内高等学校的英语专业本科生为教授对象，内容针对性强，按照简化学习程序，特别是将知识点提炼出来，结合其他同类教材进行综合、整理的原则，利用联想的方式加深理解记忆，帮助学生更容易、系统地了解语言学知识。书后提供了语言学主要术语英汉和汉英对照表及参考书目，以方便读者在阅读教材或其他语言学著作碰到生词时翻阅查找。因此，《英语语言学概论》具有很强的可操作性。　　全书共分两部分。第一部分有十二章，既包括传统的内容：如语音学，音位学，形态学，语义学，语用学，语言与社会和文化，又对一些新兴的学科作了扼要的介绍，如语言习得、语篇分析等。为了方便读者学习，在每节后配有练习题。第二部分内容与第一部分各章相对应，除用汉语给出本章的概述外，还针对学习内容进行了要点分析，并配有课后练习题答案。这样编排有利于学生对语言学知识了解得更加透彻。　　《英语语言学概论》第一、三、五、七、九章由高阳完成，第二、四、六、八章由李郁完成，第十、十一和十二章由周澍完成，最终由李郁定稿。由于编者水平有限，书中难免有不妥之处，恳请读者不吝赐教，便于以后修订提高。

章节摘录

　　The term input is used to describe the language that the learner is exposed to．To bebeneficial for L2 learning，input has to be comprehensible．　It can be madecomprehensible by being simpler in structure and vocabulary，as in the variety of speechknown as foreigner talk．　　Native speakers of English may try to ask an international student"How are yougetting on in your studies?""But,if not understood，can switch to English class，youlike it?"Foreigner talk of this type may be beneficial，not only for immediatecommunicative Success，but also for providing the beginning learner with clearerexamples of the basic structure of the L2 as input.　　As the learner’S interlanguage develops，however，there is a need for moreinteraction and the kind of negotiated input that arises in conversation．Negotiatedinput is L2 material that the learner can acquire in interaction through requests for clarification and active attention being focused on what is said．In the followinginteraction，notice how the learner，a non-native speaker of English，and the English native speaker negotiate meaning together．　　The comprehensible input(e．g．the meaning of the word triangle)is provided ata point where the learner needs it and is paying attention to the meaning in context.　　In interaction，the learner experiences the benefits of both receiving input and producing output．The opportunity to produce comprehensible output in meaningfulinteraction seems to be a crucial factor in the learner’S development of L2 abilities，yetit is the most difficult to provide in large foreign language classrooms．　　One solution has been to create different types of tasks and activities in which thelearners have to interact with each other．1 1．3．3　Contrastive analysis　　Influenced by the behaviorism view that second language learning was seen as the development of a new set of habits，the native language took on great significance for it was regarded as the major cause for lack of Success in learning a second language or foreign language．And a distinction was made between positive transfer and negative transfer，which the former would facilitate target language learning，the later would interfere

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