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啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊通过本课程的教学要求学生基本掌握语言学及其分支学科的基本观点理论和方法不仅...amini__lset:beatbitbetbootbutbite
2.Complementary...啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊英语语言学教学大纲啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊《英语语言学》教学大纲
1、教学目标主要以英语为例,全面地向学生介绍语言学的基础知识,从而使学生系统地了解语言(特别是英语)的__、文字、词汇、语法、语义等主要方面,把握语言与语境、语言与文化、语言与文学、语言与教学等各种关系,并提高对语言的重要性的认识
2、教学要求通过本课程的教学,要求学生基本掌握语言学及其分支学科的基本观点、理论和方法,不仅了解__学、音系学、词法学、句法学、语义学、语用学等核心分支的内容,而且还要熟悉社会语言学、心理语言学及语言与文化、文字、计算机及外语教学的关系,形成对语言和语言学的系统认识
3、教学内容Chapter1InvitationstoLinguisticsTeachingaims:letthestudentsh__ethegeneralideaaboutlanguageandlinguistics.Teachingdifficulties:designfeaturesoflanguage;someimportantdistinctionsinlinguisticsTeachingpro__dures
1.language
1.1Whatislanguagedesignfeaturesoflanguage语言的结构特征
1.2functionsoflanguage
2.linguistics
2.1Whatislinguistics
2.2__inbranchesscopeoflinguisticsphonetics__学----thestudyofsoundsusedinlinguisticcommunication.phonology音系学(音位学)morphology词法学syntax句法学se__ntics语义学prag__tics语用学
2.2Importantdistinctionsinlinguisticsa.Descriptivevs.prescriptive“描写式”和“规定式”Theyrepresenttwodifferenttypesoflinguisticstudy.Ifalinguisticstudyaimstodescribeand____yzethelanguagepeopleactuallyuseitissaidtobedescriptive;ifthelinguisticstudyaimstolaydownrulesfor“correctandstandard”beh__iorinusinglanguagei.e.to____peoplewhattheyshouldsayandwhattheyshouldnotsayitissaidtobeprescriptive.b.Synchronicvs.diachronic“共时”和“历时”Thedescriptionofalanguageatsomepointoftimeinhistoryisasynchronicstudy;thedescriptionoflanguageasitchangesthroughtimeisadiachronicstudy.Adiachronicstudyisahistoricalstudy;itstu___sthehistoricaldevelopmentoflanguageoveraperiodoftime.c.langueparole“语言”和“言语”Thedistinctionwas__debytheSwisslinguistSaussureintheearly20th__ntury.Languereferstotheabstractlinguisticsystemsharedbyallmembersofaspeechcommunityandparolereferstotherealizationoflanguageinactualuse.Whatlinguistsshoulddoistoabstractlanguefromparolei.e.todiscovertheregularitiesgoverningtheactualuseoflanguageand__kethemthesu__ectsofstudyoflinguistics.d.Competen__andperfor__n__语言能力和语言运用ThedistinctionisdiscussedbytheAmericanlinguistN.Chomskyinthelate1950’s.Competen__----theidealuser’sknowledgeoftherulesofhislanguage.Perfor__n__----theactualrealizationofthisknowledgeinlinguisticcommunication.e.Traditionalgram__randmodernlinguisticsModernlinguisticsstartedwiththepublicationofF.deSaussure’sbook“CourseinGeneralLinguistics”intheearly20th__ntury.SoSaussureisoftendescribedas“fatherofmodernlinguistics”.Thegeneralapproachtraditionallyformedtothestudyoflanguagebeforethatisroughlyreferredtoas“traditionalgram__r.”Theydifferinseveralbasicways:Firstlylinguisticsisdescriptivewhiletraditionalgram__risprescriptive.Alinguistisinterestedinwhatissaidnotinwhathethinksoughttobesaid.Hedescribeslanguageinallitsaspectsbutdoesnotprescriberulesof“correctness”.Secondlymodernlinguisticsregardsthespokenlanguageaspri__rynotthewritten.Traditionalgram__riansontheotherhandtendtoemphasize__ybeover-emphasizetheimportan__ofthewrittenwordpartlybecauseofitsper__nen__.Thenmodernlinguisticsdiffersfromtraditionalgram__ralsointhatitdoesnotfor__languagesintoaLatin-basedframework.Tomodernlinguistsitisunthinkabletojudgeonelanguagebystandardsofanother.Theyaretryingtosetupauniversalframeworkbutthatwouldbebasedonthefeaturessharedbymostofthelanguagesusedby__nkind.HomeworkQuestionsandExercises14612Self-studyguideRead“ANewConciseCourseOnLinguisticsForStudentsOfEnglish”Chapter1IntroductionChapter2SpeechSoundsTeachingaims:letthestudentsh__ethegeneralideaaboutphoneticsandphonology.Focalpoints:descriptionofconsonantsandvowels;basicknowledgeaboutphonologyTeachingdifficulties:phoneme;allophone;mini__lpair;complementarydistributionTeachingpro__dure
1.Phonetics
1.1Speechproductionandper__ption3sub-branchesofphonetics:Articulatorphonetics----thestudyoftheproductionofspeechsoundsAcousticphonetics----thestudyofthephysicalpropertiesofthesoundsprodu__dinspeechAuditoryphonetics----thestudyoftheper__ptionofspeechsounds
1.2Speechorgansvocalorgansreferstothepartsofthehu__nbodyinvolvedintheproductionofspeech.Thearticulatorapparatusofahu__nbeingcontains3importantareas:thepharynxthethroattheoralc__itythemouthandthenasalc__itythenose.Theair-streamcomingfromthelungsismodifiedinvariouswaysinthesec__itiesresultingintheproductionofvarioussounds.·Thepharyngealc__itySpeechsoundsareprodu__dwithanair-streamastheirsour__ofenergy.Theair-streamcomesfromthelungsandthenpassesbronchiintotrachea.AtthetopofthetracheaisthelarynxthefrontofwhichistheAdam’sapple.Thisisthefirstpla__wheresoundmodificationmightoccurlyingacrossglottisThelarynxcontainstwopairsofstructure;oneofwhichisvocalfoldsvocalcords.Vocalcordsaretwomembranesthevibrationofwhichgivesthequalityofvoicingtothesoundsprodu__d.●Whenthevocalcordsareaparttheaircanpassthrougheasilyandthesoundprodu__dissaidtobevoi__less.Consonants[pst]areprodu__dinthisway●Whentheyareclosetogethertheairstreamscausesthemtovibrateandprodu__svoi__dsounds.e.g.[bzd]●Whentheyaretotallyclosednoaircanpassbetweenthemthenprodu__theglottalstop[]Theoralc__ityTheoralc__ityprovidesthegreatestsour__ofmodification.The__inpla__sevolvedarethetonguetheuvulathesoftpalatetheteethridgetheteethandthelips.ofallthesethetongueisthemostflexible.Variousobstructionscreatedwithintheoralc__ityleadtotheproductionofvarioussounder[p][b];[s][z];[k][g]Thenasalc__ityThenasalc__ityisconnectedtotheoralc__ityatthebackofthemouth.Thesoftpartoftheroofofthemouththevelumsoftpalatecanbedrawbacktoclosethepassagesothattheaircanonlygothroughthemouthandprodu__vowelsandmostconsonants.Thepassagecanalsobeleftopentoallowairtoexitthroughthenoseandprodu__nasalconsonants[m][n][g]
1.3phonetictranscriptionamethodofwritingdownspeechsoundsinasyste__ticandconsistentway.●IPAInternationalphoneticAlphabetTheideawasfirstproposedbytheDanishgram__rianJespersenin
1886.ThefirstversionofIPAwaspublishedinAugust
1888.Thelatestversionwasdevisedin1993andcorrectedin
1996.WithminormodificationsphoneticiansandlinguistsnowstilluseIPA.ThebasicprincipleofIPAisusingadifferentletterforeachdistinguishablespeechsound●TwowaystotranscribespeechsoundsBroadtranscription:transcriptionwithletter-symbolsonly.It’snor__llyusedindictionariesandteachingtextbooks.Narrowtranscription:transcriptionwithletter-symbolstogetherwiththediacrtics.Thisisthetranscriptionrequiredandusedbythephoneticiansintheirstudyofspeechsounds.Diacritics:Asetofsymbolsaddedtotheletter-symbolstoshowthatithasasoundvaluedifferentfromthatofthesameletterwithoutthe__rk.
1.4Englishspeechsounds●ClassificationTheEnglishspeechsoundscanfirstofallbeclassifiedintovowelsandconsonants.Thebasicdifferen__betweenthemisthatintheproductionoftheformertheairstreamsmeetswithnoobstructionofanykindinthethroatthenoseorthemouthwhileinthatofthelatterit’ssomehowobstructed.Semi-vowelssemi-consonants:thesoundsprodu__dwithlittleobstruction.alsocalledglidesortransitionsoundse.g.yetwethot●ConsonantsP
44.3parameterstoidentifyaconsonant:
①pla__ofarticulation:pla__inthemouthwhereobstructionoccurs
②__nnersofarticulation:waysinwhicharticulationcanbeaccomplished
③stateofvocalcords:voi__dVS.voi__less•VowelsP45thequalityofvowelsdependonpositionoftongueandtheshapeoflips.
4.criteriaparametersofvoweldescription
①thepositionofhighestpartofthetinge:front__ntralback
②theheightoftongueraising:highmiddlelow
③theshapeofthelipsthedegreeoflip-rounding:roundedunrounded
④thelengthortensenessofthevowel:tensevs.laxorlongvs.shortpurevowelsmonophthong—vowelswherethequalityre__insconstantthroughoutthearticulationvowelglides----vowelswherethereisanaudiblechangeofqualitydiphthongs—asinglemovementofthetongueisinvolvedtriphthongs—adoublemovement
2.phonology
2.1phonologyandphoneticsPhoneticsandphonologyarethetwodisciplinesdealingwithspeechsounds.Whilebotharerelatedtothestudyofsoundstheydifferintheirapproachandfocus.Phoneticstu___showspeechsoundsare__detran__ittedandre__ived.Phonologyontheotherhandisthestudyofsoundsystemsoflanguage.It’scon__rnedwiththelinguisticpatterningofsoundsitaimstodiscoverhowspeechsoundsinalanguageformpatternsandhowthesesoundsareusedtoconveymeaninginlinguisticcommunication.e.g.teatoothesound[t]hereisanondistinctivesounditdonotcausemeaningdifferen__phoneticiansarecon__rnedwithhowthesetwo[t]’sdifferedinthewaytheyarepronoun__dwhilephonologiesareinterestedinthepatterningofsuchsoundsandrulesthatunderliesuchvariants.Phonologicalknowledgepermitsaspeakertoprodu__soundswhichformmeaningfulutteran__torecognizeaforeignac__ntto__keupnewwords.
2.2phonemesallophones•phone:thespeechsoundsweusewhenspeakingalanguage.It’saphoneticunitorsegmentanylinguisticunitwhichcanbeisolatedfromtherest.Ifwepronoun__thewordsfeelleaftopstopthespeechsoundsinvolvedare[f][i:][f][l][t][p][s][t]Allthesesoundsarephones.Conventionallyphonesarepla__dwithinsquarebrackets“[]”phonetictranscriptionPhonesdonotne__ssarilydistinguishmeaning.Usuallyphonesofdifferentphonemesdistinguishmeaning.•phoneme:anabstractunitthatisofdistinctivevalue.It’sabasicunitinphonological____ysis.Itisnotanyparticularsound.butratherit’srepresentedorrealizedbya__rtainphoneina__rtainphoneticcontext.Phonemesarepla__dinslashes“//”phonemictranscriptionAphonemeisthe__allestmeaning-distinguishingunit.Neitherthesound[p]inpitorthesound[b]inbitisaphoneme.Theyarephones;theyarethephoneticrealizationofthephoneme/p/and/b/.Inactualspeechaphonemeisrealizedphoneticallyasa__rtainphone.•allophone:thedifferentphoneswhichcanrepresentaphonemeindifferentphoneticenviro__entsarecalledtheallophonesofthatphonemeForexample
[1]inEnglishwords“letplay____”arepronoun__ddifferentlyandthesubstitutionof
[1]for[]wouldnot__keadifferentwordthoughnativespeakers__yfindpronunciationabitstrangeso
[1]and[f]areallophonesofphoneme
[1]Onephoneme__yh__eseveralallophonesbutthechoi__ofanallophoneisrule-governed.•distinctivefeatures:thefeaturesthataphonemepossesses__kingitdifferentfromotherphonemesareitsdistinctivefeatures.Distinctivefeaturesarelanguage-specific.Whatdoesn’tdistinguishmeaninginonelanguage__yprobablydoinanotherlanguage.e.g.aspirationdoesnotdistinguishmeaninginEnglishbutitdoesinChinese.e.g.“ba”爸“pa”怕InChinesethesetwosoundsaredistinguishedbyaspirationwhileinEnglishtheyaredistinguishedby“voicing”
2.3ThephonemetheoryThephonemeisthebasicunitinphonological____ysis.•ComplementarydistributionandMini__lpairs.Phoneticallysimilarsoundsmightberelatedintwoways.Iftheyaretwodistinctivephonemetheymightformacontrast;e.g./p/and/b/in[pit]and[bit];Iftheyareallophonesofthesamephonemethentheydon’tdistinguishmeaningbutcomplementeachotherindistributioni.e.theyoccurindifferentphoneticcontext.Strictlyspeakingeverysoundisdifferentfromeveryothersounds.Butinphonologysomeofthedifferen____ybeignoredAbasicwaytodeterminethephonemesofalanguageistoseeifsubstitutingonesoundforanotherresultinachangeofmeaning.
1.Mini__lpairs最小对立体Whentwodifferentformsareidenticalineverywayex__ptforonesoundsegmentwhichoccursinthesamepla__inthestringsthetwosoundcombinationsaresaidtoformamini__lpair.threerequirementsforamini__lpair:•samenumberofsegment•onephoneticdifferen__inthesamepla__•differentmeaninge.g.amini__lpair:lit-lip;phone-tone;pill-billamini__lset:beatbitbetbootbutbite
2.ComplementarydistributionNotallspeechsoundsoccurinthesameenviro__entwhenthetwosoundsneveroccurinthesameenviro__enttheyaresaidtobeincomplementarydistribution.ForexampleinEnglish[p=ph]aretwodifferentsounds.Theyneveroccurinthesamecontext[p=]alwaysoccurafter/s/while[ph]alwaysoccurinotherpla__s.Notallphonesincomplementarydistributionareconsideredtobeallophonesofthesamephoneme.Theymustbephoneticallysimilarandincomplementarydistribution.
3.freevariationAphone__ysometimeshasfreevariants.Iftwosoundsoccurringinthesameenviro__entdonotcontrastthatisthesubstitutionofonefortheotherdoesnotprodu__adifferentwordformbutmerelyadifferentpronunciationofthesamewordthenthetwosoundsareinfreevariation.HomeworkQuestionsandExercises135Self-studyguideRead“ModernLinguistics”byHeZhao-xiongChapter2PhonologyChapter3LexiconTeachingaims:letthestudentsh__eabriefknowledgeaboutmorphemesandthebasicword-for__tionmethodsFocalpoints:definitionandclassificationofmorphemes;__jorword-for__tionmethodsTeachingpro__dure
1.Word
1.1lexiconlexemevocabularylexiconInitsmostgeneralsenselexiconissynonymouswithvocabulary.Initstechnicalsenseitdealswiththe____ysisandcreationofwords.•vocabularyItusuallyreferstoallthewordsorlexicalitemsapersonhasacquiredabouttechnicalorun-technicalthings.Itisalsousedtomeanworldlistorglossary.•lexeme:p
771.2Word•Definitionof“word”Aunitofexpressionthathasuniversalintuitiverecognitionbynative-speakerswhetheritisexpressedinspokenorwrittenform.•Threesensesof“word”a.aphysicaldefinableunit:aclusterofsoundsegmentsorlettersbetweentwopauseorblankb.thecommonfactorunderlyingasetofformsc.agram__ticalunite.g.ItiskindofyouMissHou.Everywordplaysagram__ticalpartinthesenten__.•Classificationofworda.Variableandinvariablewordsb.Gram__ticalwordsvs.lexicalwordsc.Closed-classwordsvs.open-classwords
2.Morpheme
2.1Morphologyandmorpheme
2.2Typesofmorphemes•Freemorpheme:thosewhich__yconstitutewordsbythemselves•Boundmorpheme:thosewhichcannotbeusedbythemselvesbutmustbecombinedwithothermorphemestoformwordsInflectionalmorpheme:__nifestvariousgram__ticalrelationsorgram__ticalcategoriessuchasnumbertensedegreeandcase.E.g.walkswalkingwalked;John’s;children;biggestDerivationalmorpheme:prefix:changemeaningdis-;un-;mis-suffix:changepartofspeech-ly;-ness;-tion
2.3Wordfor__tionCompounding:F+Fblackboardgodfatherbaby-sitDerivation:B+ForF+BBlendingjointwopartsofwordstogether:__og;motel;brunchClippingShorteningorabbreviationInitiali__:___BBCWTOAcronym:UN__SOAPECSARBack-for__tionBorrowingHomeworkQuestionsandExercises1235Self-studyguideFurtherreadingAdamsV.
1973.AnIntroductiontoModernEnglishWord-For__tion.DaiWei-dong2002ANewConciseCourseOnLinguisticsForStudentsOfEnglishChapter3MorphologyChapter4SyntaxTeachingaims:enablethestudentstounderstandanddescribetheinternalstructuresofsenten__sFocalpoints:differenttreatmentofsenten__structurebydifferentlinguisticschoolsTeachingdifficulties:IC____ysisdeepstructuresu_____structuretreediagramTeachingpro__dureSyntaxisthestudyofhowwordscombinetoformsenten__sandtheruleswhichgovernthefor__tionofsenten__s.Sin__senten__isusuallyregardedasthelargestgram__ticalunitofalanguagesyntaxhaslongbeenthe__nterofgram__ticalstudy.Inthischapterweintrodu__someoftherepresentativeapproachestosyntax.
1.ThetraditionalapproachLexicalcategories:wordsareorganizedintogroupsoflexicalcategoriescommonlyknowsaspartofspeeche.g.:nvadjdetermineretc.Syntacticcategories:wordsandphrasesareorganizedaccordingtothesyntacticcategoriestheybelongto.Syntacticcategoriesusuallyreferstoawordoraphrasethatperformsaparticulargram__ticalfunctions.e.g.su__ectpredicateo__ectetc.
2.ThestructuralapproachStartedbytheSwisslinguistSaussure.Trytodescribeeachlanguageasaself-containedstructuralsystem.Thestructuralapproachregardslinguisticunitsasinterrelatedwitheachotherinastructureorasystem..
2.1Syntag__ticandparadig__ticrelations•Syntag__ticrelations组合关系horizontalrelationchainrelationarelationbetweenoneitemandothersinasequen__thesequentialarrangementofwordsinalanguage.ItisalsocalledhorizontalrelationorchainrelationTherearesyntacticandse__nticconditionsthewordsinasyntag__ticrelationmustmeet.•Paradig__ticrelation纵聚合关系verticalrelation\choi__relationRelationholdingbetweenelementsrepla__ablewitheachotherataparticularpla__inastructure.Itisalsocalledverticalrelationorchoi__relationE.g.:The__iles.__nboyHewentthere.yesterdaylastweekafterhefinishedtheexamAllthesewordsaresaidtobeinaparadig__ticrelation.Theycansubstituteforeachotherwithoutviolatingsyntacticrulesbecausetheysharethesamesyntacticfeatures.聚合关系和组合关系一起共同确立一个语言单位在语言系统中的特征
2.2Immediateconstituent____ysisIC____ysis直接成分分析法proposedbytheAmericanlinguistLeonardBloomfield•Constituent:componentelementsinaconstruction.•Immediateconstituents:constituentsimmediatelydirectlybelowthelevelofconstruction.•construction:anylinguisticformwhichiscomposedofconstituentsandisabletobesegmented.Aconstruction__ybeasenten__awordgrouporaword.Inotherwordsaconstructionisarelationshipbetweenconstituents•Ulti__teconstituent:the__allestgram__ticalunitobtainedthroughsegmentation.E.g.:poorJohnranaway.•HowtodoitAnysenten__canbedividedintotwopartsthencontinueuntilthe__allestunit.Theimmediateconstituent____ysisofasenten____ybecarriedoutwithbracketsorbemoreeasilyshownwithatreediagram.
2.3Endo__ntricandexo__ntricconstructions
3.ThegenerativeapproachOriginatedwithAmericanlinguistNoamChomsky
3.1Deepandsu_____structuresanotionproposedbyChomskyAccordingtoChomskyeverysenten__hastwolevelsofstructures:•Deepstructure:theunderlyinglevelofstructuralorganizationdisplayingallthefactorsthatgovern.•Su_____structure:thesyntacticstructureofasenten__weactuallyarticulateorhear.Itisthefinalstageinthesyntacticderivationofasenten__.Thisdistinctionisusedtoexplainthealternativeinterpretationsofsenten__swhichh__ethesamesu_____structurebutarerelatedtodifferentdeepstructures.
3.2PS-rulesandT-rulesHomeworkQuestionsandExercises1259Self-studyguideFurtherreadingChomskyN.1957SyntacticStructuresHeZhao-xiong1999ModernLinguisticsChapter4SyntaxChapter5MeaningTeachingaims:enablethestudentstoh__eabetterunderstandingofse__nticsandwordingmeaning.Focalpoints:Leech’ssevenclassificationsofmeaningse__ntic________senserelationsbetweenwordsandsenten__sTeachingdifficulties:senserelationsbetweensenten__sdifferenttypesofantonymyTeachingpro__dureThesu__ectcon__rningthestudyofmeaningiscalledse__ntics.Inthischapterwewillstudyanotherbranchoflinguistics-----se__ntics.
1.What’sse__ntics
1.1DefinitionAstudyofthemeaningoflinguisticunitswordsandsenten__sinparticular.Inlinguisticscomparedwithotherbranchesweh__ediscussedse__nticsisveryyoungandnew.Ithasonlyahistoryofover100years.ButdatingfromPlatothestudyofmeaninghasalonghistory.Philosopherspsychologistsandsociologistsallclaimadeepinterestinthestudyofmeaningalthoughtheydifferintheirfocusofinterest.Philosophers:therelationbetweenlinguisticexpressionandwhattheyrefertointherealworldandevaluationofthetruthvalueofit.Psychologists:understandingtheworkingofhu__nmindthroughlanguage.Soyou__nyfindseveralbooksbearingthetitle“se__ntics”buttalkingaboutdifferentthings.Herewejustfocusonlinguisticse__ntics.“Cinderellaoflinguistics”Kempson
1.2Ashorthistory1__3FrenchlinguistBrealcoined“se__ntique”1__7Brealfirstuseitasthescien__ofmeaning.1900itsEnglishversioncameout1980sse__nticsbegantobeintrodu__dintoChina
2.What’smeaningMeaningsof“meaning”P158•Denotation:thecoresenseofawordoraphrasethatrelatesittophenomenaintherealworld.•Connotation:someadditionalesp.emotivemeaning.•Someviewscon__rningthestudyofmeaningcontextuali__:Meaningshouldsestu___dintermsofsituationusecontext.FirthleadingBritishlinguist“weshallknowawordbythecompanyitkeeps”.Beh__iori__:Bloomfieldattempttodefinethemeaningofalanguageformasthe“situationinwhichthespeakeruttersitandtheresponseitcallsforthinthehearer.
3.ThereferentialtheoryRelatesthemeaningofawordtothethingitreferstoorstandfor.
3.1Se__ntic________proposedbyOgdenRichardsintheir“TheMeaningofMeaning”.Theysawtherelationshipbetweenthewordandthethingitreferstoasa________.Inthisdiagramthesymbolorformreferstolinguisticelementswordsphrasesthereferentreferstothethingsintherealworldandthoughtorreferen__refersto“con__pt”.Theyarguedthattherelationbetweenawordandathingitreferstoisnotdirect.It’smediatedbycon__pt.e.g.Thedogovertherelooksunfriendly.Theword“dog”isdirectlyassociatedwitha__rtaincon__ptinourmindi.e.whata“dog”islikebutitisnotdirectlylinkedtothereferenttheparticulardoginthisparticularcase.Thusthesymbolofawordsignifiesthingbyvirtueofthecon__ptassociatedwiththeformofthewordinthemindofthespeakerofalanguageandthecon__ptlookedatfromthispointofviewisthemeaningoftheword.
3.2Sensereferen__Sense-----theliteralmeaningofawordoranexpressionindependentofsituationalcontext.It’stheaspectofmeaningdictionarycompilersareinterestedinintra-linguisticrelations.It’sabstractandde-contextualized.Referen__-----Whatalinguisticformreferstointherealphysicalworld;Itdealswiththerelationshipbetweenthelinguisticelementsandthenon-linguisticworldofexperien__.Forexampletheword“dog”isgiventhedefinition“acommondomesticani__lkeptbyhu__nbeingsforworkhuntingetcorasapet”.Thisdoesn’trefertoanyparticulardogthatexistsintherealworldbutappliestoanyani__lthatmeetsthefeaturesdescribedinthedefinitionsothisisthesenseoftheword“dog”.Butifwesay“Thedogisbarking”wemustbetalkingabouta__rtaindogexistentinthesituationtheword“dog”referstoadogknowntoboththespeakerandthehearer.Thisisthereferen__oftheword“dog”inthisparticularsituation.Tosomeextentwecansayeverywordhasasensei.e.somecon__ptualcontent.Butnoteverywordhasareferen__e.g.gram__ticalwordslikebutifetcdon’trefertoanything.Linguisticformsh__ingthesamesense__yh__edifferentreferen__sindifferentsituations.e.g.Iwasonebittenbyadog.Mindyou.Thereisadogoverthere.Herethetwo“dog”bearthesamesensebuth__etwodifferentreferen__inthetwoutteran__.Sometimeslinguisticformswiththesamereferen__mightdifferinsensee.g.“morningstar”and“eveningstar”canrefertothesamestar“Venus”
4.SenserelationsbetweenwordsWordsareindifferentsenserelationswitheachotherTherearegenerally3kindsofsenserelations:samenessrelationoppositenessrelationandinclusivenessrelation
4.
1.synonymyreferstothesamenessorclosesimilarityofmeaning.Wordsthatarecloseinmeaningarecalledsynonyms.
4.2Antonymyisusedforoppositenessofmeaningwordsthatareoppositeinmeaningareantonyms.Oppositenesscanbefoundondifferentdimensions.•Gradableantonymy__inlyadj.good/badlong/shortnarrow/wideThey__ybeseenintermsofdegreesofthequalityinvolved.Theycanbemodifiedby“very”.Thedenialofoneisnotne__ssarilytheassertionoftheother.•Complementaryantonymyalive/dead__le/fe__lepresent/absentpass/failboy/girlTheyarecharacterizedbythefeaturethatthedenialofonememberofthepainimpliestheassertionoftheotherandtheassertionofonemeansthedenialoftheother.Inotherwordsitisnota__tterofdegreebetweentwoextremebuta__tterofeitheroneortheother.•Converseantonymyrelationaloppositesbuy/selllend/borrowbefore/afterteacher/studentabove/belowThemembersofapairdonotconstituteapositive-negativeopposition.Theyshowthereversalofarelationshipbetweentwoentities.•Hyponymya__tterofclassmembershipcow/ani__lrose/flowerhonesty/virtuereferstothesenserelationbetweentwowordsinwhichthemeaningofonewordisincludedinthemeaningofanotherword.Thewordwhichismoregeneralinmeaningiscalledthesuper-ordinateandthemorespecificwordsarecalleditshyponyms.Hyponymsofthesamesuper-ordinateareco-hyponymstoeachother.
4.Senserelationsbetweensenten__ssenserelationshipsalsoexistbetweensenten__s
4.1AentailsBAisanentailmentofBA:HehasbeentoFran__.B:HehasbeentoEurope.A:Johnpickedatulip.B:Johnpickedaflower.Entailmentisarelationofinclusionifxentailsythemeaningofxisincludediny.Intermoftruthvalue:Ifxistrueyisne__ssarilytrue;Ifxisfalsey__ybetrueorfalse;Ifyistruex__ybetrueorfalseIfYisfalsexisfalse.Informula:A→B-B→-A
4.2PresuppositionApresupposesBA:ThequeenofEnglandisold.B:Englandhasaqueen.A:IsyourfatherathomeB:Youh__eafather.Itreferstothekindofmeaningwhichthespeakerdoesn’tassertbutassumesthehearercanidentifyformthesenten__.Intermoftruthvalue:IfAistrueBmustbetrue.IfAisfalseBisstilltrue;IfBistrueAiseithertrueorfalse.IfBisfalsenotruthvaluecanbesaidaboutA.Informula:A→B-A→B
4.3AisinconsistentwithBA:Johnis__rriedB:JohnisabachelorIntermoftruthvalue:IfAistrueBisfalseandifAisfalseBistrue.
4.4AissynonymouswithBA:Theboykilledthedog.B:Thedogwaskilledbytheboy.
4.5AisacontradictionMyun__rriedsisteris__rriedtoabachelor.
4.6Aisse__nticallyano__lousThetablehasbadintentions.
5.Componential____ysisComponential____ysisreferstoanapproachadoptedbystructuralse__nticistsindescribingthemeaningofwordsorphrases.Thisapproachisbasedonthebeliefthatthetotalmeaningofawordcanbe____yzedintermsofanumberofdistinctelementsormeaningcomponentscalledse__nticfeaturesThestudyofmeaninginanylanguageshowsthatlexicalitemsoverlapinmeaningandsharecommonpropertiese.g.Lionsandtigersbothcontainanelementof“wildani__lness”.Calfpuppyandbabycanbeconsideredasallsharinganelementofnon_____nesswhilecowwo__nandtigressallcontaininganelementof“fe__lenessButbecauseofotherpropertieseachwordcontainsnoneofthemwillbesaidasbeingsynonymoustoanyoneoftheothers.Oneattempttoaccountforthisphenomenonistoassumethatlexicalitemslikephonemesare__deupoutofanumberofcomponentparts.Componential____ysisisoftenseenasapro__ssaimingatbreakingdownthemeaningofawordintoitsmini__ldistinctivefeaturesorpropertieswhicharealsocalledcomponentsbysomelinguists.Onewayofdescribingthecomponentsofawordistousefeaturesymbolswhichareusuallywrittenincapitalizedletterswith“+”“-“beforethemplussignindicatesthepresen__ofa__rtainpropertyandminussignindicatestheabsen__ofit.e.g.__n:+HU__N+_____+__LEwo__n:+HU__N+_____-__LEboy:+HU__N-_____+__LEgirl:+HU__N-_____-__LEwordslikefathermotherdaughterandsonwhichinvolvesarelationbetweentwoentities__ybeshownasfollows:father=PARENTXY__LEXmother=PARENTXY__LEXverbscanalsobe____yzedinthiswayforexampletake=CAUSEXH__EXYgive=CAUSEXH__EXY•Advantages:byspecifyingthese__nticfeaturesof__rtainwordswe__ybetteraccountforsenserelationsSynonymy----h__ingthesamese__nticcomponentsAntonymy-----h__ingacontrastingcomponentHyponymy-----h__ingallse__nticcomponentsofanother.•Disadvantages:Itwouldbesenselessto____yzethemeaningofeverywordbybreakingitintoitsmeaningcomponents.
6.Senten__meaningThedefiningofsenten__meaninghasturnedouttobeamorecomplicatedissuethanthedefiningofthemeaningsofindividuallexicalitems.Themeaningofasenten__isthesumtotalofthemeaningsofallitcomponents.Themeaningofasenten__isaproductofbothlexicalandgram__ticalmeaning.Therearetwoaspectstosenten__meaning:gram__ticalmeaningandse__nticmeaning.HomeworkExercises:Identifytherelationsbetweenthefollowingpairsofsenten__s:A:Tom’swifeispregnant.B:Tomhasawife.A:Mysisterwillsoonbedivor__d.B:Mysisterisa__rriedwo__n.A:Helikesswimming.B:Helikessports.A:Johnisanorphan.B:Johnhasnofather.Self-studyguideReadChapter5Se__nticsin“ModernLinguistics”byHeZhao-xiongChapter6LanguageinUseTeachingaims:enablethestudentstoh__eabetterunderstandingofprag__ticsanditstwoimportanttheories.Focalpoints:SpeechacttheorythetheoryofconversationalimplicatureTeachingdifficulties:Speechacttheorythecooperativeprincipleanditsfour__ximsTeachingpro__dure
1.Anintroductiontoprag__tics
1.1Senten__meaningvs.utteran__meaning
1.2Prag__ticsThestudyoflanguageinuseorthestudyofmeaningoflanguageincontextPrag__ticsisacomparativelynewbranchofstudyintheareaoflinguistics.Itdevelopedinthe1960sand1970s.Morrisfirstproposedtheword“prag__tics”inhis“FoundationsoftheTheoryofSigns”.Hesaidthatthestudyofsemioticsincludesthreeparts:syntaxsign---sign;se__nticssign---word;prag__ticssign---itsuser.1977JournalofPrag__ticspublishedinHollandsignifiedthestartofprag__tics.
2.Speechacttheory
2.
1.Perfor__tivesandconstativesPerfor__tives:InspeechacttheoryproposedbyJohnAustinit’sanutteran__whichperformsanactssuchasInamethisshipTitanic.Ideclarethemeetingopen.
2.
2.AtheoryoftheillocutionaryactAspeakerisinmostcasesperforming3actssimultaneouslywhile__kinganutteran__.Locutionaryact:theactofsayingsth.whichismeaningfulandcanbeunderstoodanactofconveyingliteralmeaningbymeansofsyntaxlexiconandphonology.Illocutionaryact:theactofusingasenten__toperformafunctionsuchascom__ndrequestetc.Perlocutionaryact:theresultsoreffectsthatareprodu__dbymeansofsayingsth.Illocutionaryfor__:theintentionorpurposeunderlyingtheactofsayingsth.speaker’smeaninge.g.Youh__eleftthedoorwideopenlocutionary:utteran__ofallthewordillocutionary:expressedhisintentionofspeakingi.e.asking__.toclosethedoor.“or__kingacomplaintperlocutionary:thehearerclosethedoororhisrefusaltocomplywiththerequest
2.
3.Searle’sclassificationofspeechactsSpeechactstheoryarousedgreatinterestamongscholarsinthe1960’sand1970’s.Oneofthosewho__denotablecontributiontoitistheAmericanphilosopherlinguistJohnSearle.He__declassificationofillocutionaryacts.AccordingtoSearlespeechactsfallintofivegeneralcategories.Representatives:statingordescribingsayingwhatthespeakerbelievestobetrueThefilmismoving.Ih__eneverseenthe__nbefore.Directives:tryingtogetthehearertodosthYou’dbettergototheclinicOpenthewindow!Commisives:committingthespeakerhimselftosomefuturecourseofactionIpromisetocomehereat7:00Expressives:expressingfeelingsorattitudetowardsanexistingstate.It’sverykindofyoutohelpme.I’msorryforthemessIh__e__deDeclarations:bringaboutimmediatechangesbysayingsth.Iappointyoumonitoroftheclass.InowdeclarethemeetingopenAlltheactsthatbelongtothesamecategorysharethesamepurposebutdifferintheirfor__orstrength.E.g.ClosethedoorWillyouclosethedoorDoyoumindclosingthedoorIwouldbeverygratefulifyoucouldClosethedoor!Thedoorisopen!Thedoorplease!Whateveractweperformwithlanguagecanbecategorizedintooneofthese5kinds.
3.ThetheoryofconversationalimplicatureAstheo__ectiveofprag__ticstudyistoexplainhowlanguageisusedtoeffectsuc__ssfulcommunicationconversationasthemostcommonandnaturalformofcommunicationhasdrawntheattentionof__nyscholars.ThetheorywasproposedbyanotherOxfordphilosopherH.P.Gri__.inhislecturesunderthetitleof“Logicandconversation”.
3.
1.Theco-operativeprincipleCPGri__noti__dthatindailyconversationpeopledonotusuallysaythingsdirectlybutturntendtoimplythem.Hecoinedtheterm“implicature”torefertosuchimpliedmeaning.Andheexploredthequestionhowpeople__nagetoconveyimplicaturewhichisnotexplicitlyexpressed.AccordingtoGri__in__kingconversationtheparticipantmustfirstofallbewillingtocooperate;otherwiseitwouldnotbepossibleforthemtocarryonthetask.ThesegeneralprincipleiscalledthecooperativePrincipleabbreviatedascp.TospecifytheCPfurtherGri__introdu__dfourcategoriesof__xims.conversational__ximsIt’sinterestingandimportanttonotethatthose__ximsarenotalwaysstrictlyobserved.Ratherforvariousreasonstheyareoftenviolatedor“flouted”touseGri__’sterm.Someoftheseviolationsgiveriseto“conversationalimplicatuses”
3.
2.Violationofthe__ximsa.quality____lie;rhetoricdevi__e.g.Paulis__deofiron.metaphor[Paulhassomepropertiessimilartothoseofiron.]Youarethecreaminmycoffee.b.quantity--whenisSusan’sfarewell_____--sometimenextmonth--we’llallmissBillandAgathawon’twe--wellwe’llallmissBILL.[wedidn’tmissAgatha]tautologye.g.Wariswar.[Wariscruel.]--Bobisreallyverymischievous.--Childrenarechildrenc.relation--Howdoyoulikemypainting--Idon’th__eaneyeforbeautyI’mafraid[Idon’tlikeitatall]--whatdoyouthinkofthelecture--Ithoughtthelecturehadwastoobig.[Thelecturewasdullorboring.]d.__nner--whereisyourmother--she’seitherinthehouseoratthe__rket.[Idon’tnowexactlywhere]
3.
3.Characteristicsofimplicature
3.
4.Conclusion“Conversationalimplicature”accordingtoPaulGri__referstotheextrameaningnotcontainedintheutteran__understandabletothelisteneronlywhenhesharesthespeaker’sknowledgeorknowswhyandhowheviolatesintentionallyoneofthe4__ximsoftheCP.
5.ThepolitenessprinciplePP
6.Relevan__theoryAnassumptionisrelevantinacontextiffithassomecontextualeffectinthatcontextThethreetypesofcontextualeffecta.Contextualimplication1A:Couldyouh__eaquicklookatmyprinter––it’snotworkingright.B:Ih__egotanappointmentateleveno’clock.2a.Thereareonlyfiveminutesuntileleveno’clock.b.Theprinterproblemisnotanobviousonebutwillrequireopeningitup.c.Openingtheprinterwilltakemorethanfiveminutes.3Aisnotabletoh__ealookattheprinternow.b.Strengthening/confir__tionofcontextualassumption4A:Ih__eahunchthatGillislookingforanewjob.B:Yeahsheisstudyingjobadswhenevershe’sgotaspareminute.5Someonereadingjobadsisprobablylookingforanewjob.c.Eliminationofapreviouslyheldassumption6A:Weh__etocallanothermeeting.Idon’tthinkthatChristineisgoingtocomesowe’llbeonepersonshortofaquorum.B:Noneedforcan__llationIseeChristinejustcomingupthedrive.HomeworkQuestionsandExercises2356Self-studyguideFurtherreadingLeechG.N.1983PrinciplesofPrag__tics.London:Long__nDaiWei-dong2002ANewConciseCourseonLinguisticsforStudentsofEnglish何自然
(1995)语用学与英语学习
四、教学进度与学时安排本课程的教学时数为40学时,安排在第五学期,每周2学时根据教学内容的难易程度,教学进度大体为2——3周讲述一章
五、教材及参考书目1.教材胡壮麟
(2001),语言学教程(修订版),北京大学出版社
2.主要参考书目
(1)胡壮麟、刘润清、李延福(19__),语言学教程,北京大学出版社
(2)戴炜栋
(2002),新编简明英语语言学教程,__外语教育出版社
(3)戴炜栋
(1998),现代英语语言学概论,__外语教育出版社
(4)何兆熊、梅德明
(1999),现代语言学,外语教学与研究出版社
(5)侯国金
(1998)英语语言学精要问答与考试指南,中国地质大学出版社
(6)刘润清
(1995),西方语言学流派,外语教学与研究出版社
七、考试考核方式英语语言学为英语专业本科阶段的必修课,最后的考核成绩由平时成绩(20%)和期末考试成绩(80%)相加得出平时成绩的主要依据为课堂表现和章节论文,期末考试为笔试
八、教学手段、教学方法及教学配置条件1.教学手段1教师讲解,学生做笔记(采用多媒体)2学生自学、撰写学期或章节论文3观看《现代语言学》影碟,帮助学生巩固所学内容4引导学生结合自己学习中碰到的问题进行讨论
2.教学方法教学中采用教师为主导,学生为主题的教学模式,注重培养学生的系统思维能力和实际解决问题的能力,采用启发式、讨论式的教学方法,充分调动学生的积极性,发挥学生的能动性和创造性,并注重语言理论与实践结合起来,引导学生用理论解决学习中的实际问题8.实践环节及其安排外国语学院英语专业既有师范专业又有非师范专业,与临沂经济、教育的发展密切相关,根据教学的有关内容,采取走出去,清进来的方式多渠道建立实习__各县都设有师范专业教育实习__;为了便于非师范专业学生实习,我们与临沂进出口公司、大陆集团等十几家有进出口业务的企业建立友好单位通过实践,培养学生的创新能力和实际运用能力啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊英语语言学教学大纲啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊通过本课程的教学要求学生基本掌握语言学及其分支学科的基本观点理论和方法不仅...amini__lset:beatbitbetbootbutbite
2.Complementary...啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊。