英语语言学----简答题
Chapter 1: Introduction
1. List important distinctions in linguistics. 2. List design features.
3. What are the differences between traditional grammar and modern linguistics? 4. Talk about speech and writing and which one is prior and why?
5. What are the difference and similarity, langue and parole VS. competence and performance?
6. What should we take superior, diachronic study or synchronic study?
Chapter 2: Phonology
1. Broad transcription and narrow transcription. 2. Classification of English speech sound. 3. Distinction of phone, phoneme and allophone.
4. phonemic contrast, complementary distribution and minimal pair. 5. some rules in phonology. 6. suprasegmental features.
Chapter 3: Morphology 1. open class and closed class. 2. suffixes and prefixes.
3. bound morpheme and free morpheme. 4. derivation and inflection. 5. compound words.
Chapter 4: Syntax 1. categories.
2. How to define a word’s category ? 3. Phrase categories.
4. Four properties of coordination rule.
5. What are phrase elements. 6. What is S rule? 7. Transformation.
8. deep structure and surface structure. 9. constraints on transformation.
10. Master the way to draw a tree diagram once a sentence is given.
Chapter 5: Semantics
1. some views concerning the study of meaning. 2. sense and reference. 3. major sense relations.
4. sense relations between sentences. 5. analysis of meaning.
Chapter 6: Pragmatics 1. pragmatics and semantics.
2. sentence meaning and utterance meaning. 3. Talk about Speech Act Theory. 4. constatives and performatives.
5. What is Austin’s opinion about Speech Act Theory.
6. How did Seale classify illocutionary act into five categories? 7. What is cooperative principle?
Chapter 7: Language Change
1. Morphological and syntactic change of language. 2. vocabulary change.
3. some recent trends of language change. 4. causes of language change.
Chapter 8: Language And Society
1. the relationship between language and society.
2. two approaches to sociolinguistic studies. 3. dialectal varieties.
4. What characteristics does Black English possess? 5. What is regidter theory? 6. Degree of formality. 7. What is standard English? 8. Pidgin and Creole. 9. bilingualism and diglossia.
Chapter 9: Language And Culture
1. the relationship between language and culture. 2. talk about Sapir-Whorf Hypothesis.
3. List linguistic evidence of cultural differences. 4. cultural overlap and diffusion.
5. linguistic imperialism and linguistic nationalism.
Chapter 10: Language Acquisition 1. Theories od child language acquisition.
2. cognitive factors in child language development. 3. language environment and Critical Period Hypothesis. 4. stages in child language development.
5. Talk about vocabulary change in child language acquisition.
Chapter 11 : Second Language Acquisition
1. connection between First language acquisition and Second language acquisition. 2. contrastive analysis.
3. positive transfer and negative transfer. 4. Error analysis. 5. error and mistake.
6. interlanguage and fossilization.
7. the role of native language in Second language acquisition.
8. Input Hypothesis. 9. learning and acquisition. 10. input and intake.
11. individual difference in SLA.
Chapter 12 : Language And Brain
1. What methods in the study of the brain and evidences for lateralization can we use? 2. What characteristics does Broca’s aphasia have?
3. What’s distinctions do Broca’s aphasia and Wernicke’s aphasia have? 4. phonological dyslexia and surface dyslexia?
5. What research methods can be used to see the language representation and processing in the mind?
6. distinction between lexical decision and the priming experiement. 7. Two ways to process the information in the mind? 8. Talk about psycholinguistic modeling.
南师大英语语言学卷子的题型，一直都保持着同样的类型。所以复习时，我们就可以根据这些规律，按照题型进行“应试”复习。
这里附上我自己做问答题时的答案。不过，这只是一些我个人的见解。仅供参考！如果能够对大家有所帮助，就是我的快乐哦。
1.Explain with examples the three notions of phone, phoneme and allophone, and also how they are related.
(1)A phone is a speech sound, it is phonetic unit. Any sound we hear in the course of communication s a phone, such as /u:/, /l/, /p/, /p’/.
(2)A phoneme is a phonological unit. It is not a concrete sound but an abstract notion. It is a collection of features. It can be realized as different phones in different phonetic contexts. Foe example, the phoneme/l/ can be realized as a clear [l] or a dark [l], depending on where it occurs in a sound combination.
(3)The actually phonetic realizations of a phoneme are called its allophones. Allophones are the actual phones we hear in linguistic communication.
2.Explain what is sense and what is reference with examples.（07初试考过）
(1)Sense refers to the inherent meaning of a linguistic form, which is a collection of semantic meanings, it is abstract and decontextualized while reference is what a linguistic form refers to in the real world. It is a matter of the relationship between the form and the reality. Foe example, the sense of the word “dog” is often defined as “a domesticated, canine mammal”. This does not refer to any particular dog that exists in the real world, but applies to any animal that meets the features described in the definition.
(2)Reference means what a linguistic form refers to in the real physical world, which deals with the relationship between the linguistic element and the non-linguistic world of experience. The reference of the word “dog” in “The dog is barking” for example refers to a particular dog known to both the speaker and the hearer in a particular situation where a conversation is taking place.
3.Explain how the inventory of sounds can change, giving some examples in English for illustration.
The inventory of sounds can change, and sound changes include changes in vowel sounds, sound loss, sound addition, and sound movement.
(1)Vowel sound change: English had undergone the systematic and regular changes in the vowel sounds, known as the Great Vowel shift which occurred at the end of the Middle English period and which involved seven long, or tense vowels. These changes led to one of the major discrepancies between the phonemic representations of words and morphones, i.e. between pronunciation and the spelling system of modern English, e.g. five-à /fi:v/ (middle English)--->/faiv/ (modern English).
(2)Sound loss: Sounds can change by the loss of phonemes. In the history of English the velar fricative /x/ was lost. This sound existed in Old English so “night” was pronounced as /nixt/, but in Modern English, it pronounced as /nait/.
(3)Sound addition: Sound addition includes the gain or insertion of a sound. For example, the word leisure was borrowed from French, so the phoneme /З/ was added to the inventory of English sounds. A change that involves the insertion of a consonant or vowel sound to the middle of a word is known as epenthesis, e.g. spinle--àspindle.
(4)Sound movement: Sound change as a result of sound movement known as metathesis involves a reversal in position of two adjoining sound segments. Metathesis is less common, but it does exist. In some dialects or English, for example, the word “ask” is pronounced as /aks/. “Bridd” is changed to the form of “bird”.
4.Briefly discuss the individual factors which affect the acquisition of a second language.（06初试考过）
The acquisition of a second language is dependent on a combination of factors. The rate
and ultimate success in SLA are affected not only by learner’s experience with optional input and instruction, but also by individual learner factors. The learner factors that have captured the attention of SLA researchers include language aptitudes, motivations, learning strategies, age, and personality etc.
(1)Language aptitude refers to a natural ability for learning a second language. It is believed to be related to a learner’s general intelligence. It had been accepted that learners who achieve high scores in language aptitude tests learn rapidly and achieve high proficiency in second language learning.
(2)Motivation is defined as the learner’s attitudes and affective state or learning drive. Four types of motivations, namely, instrumental motivation, integrative motivation, resultative motivation and intrinsic motivation, promote learning and they are complementary to each other. As learners’ strong motivation promotes their learning, their learning progress or achievement will in return enhance their language learning motivation further.
(3)Learning strategies are learners’ conscious goal-oriented and problem-solving based efforts to achieve learning efficiency. Three learning strategies are identified, namely, cognitive strategies, metacognitive strategies and affect/social strategies. Successful learners tend to use more strategies and use them more selectively and flexibly.
(4)Age of acquisition for SLA doesn’t mean “the younger the better”, but it has been demonstrated that adolescents are quicker and more effective Second language learners than young children. The early teenagers are good learners because their flexibility of the language acquisition faculty has not been completely lost and their cognitive skills have developed considerably to facilitate the processing of linguistic features of a new language.
(5)Personality characteristics are likely to affect second language learning. The general outgoing adult learners learn more quickly and therefore are more successful than the generally reserved ones.
5.Please explain the route of first language acquisition.
Language is acquired in sequence of identifiable stages during a very specific maturational period of human development with each successive stage more closely approximating the adult grammar. Children follow the similar development stages, that is, the prelinguistic stage and the linguistic stages. The linguistic stages include the one-word stage, the two-word stage and the multiword stage.
6.How can children master their first language grammatical system?
It is the most remarkable and yet the most natural feat of mankind that children eventually
acquire all grammar rules of their native language. They must acquire the various aspects of the grammar, phonology, syntax, morphology, vocabulary and semantics. In general, children have virtually acquired the basic fabric of their native language at the age of five or six and they must pay attention to the pre-school years, a crucial period for first language acquisition. 1. NP----名词短语 VP----动词短语 AP----形容词短语 PP----介词短语
2. XP rule: XP--à(specifier) X (complement) 扩展后变成：XP--à(Spec) (Mod) X (Complement*) (Mod) 3. X^ Theory: a. XP--à(specifier) X^ b. X^--à X (complement) 4. Coordination rule: X--àX* Con X 5. The S rule: S--àNP VP
6. CP --------------------Cooperative principle (Paul Grice) 7. SWH--------------------Sapir-Whorf Hypothesis
8. LAD--------------------Language Acquisition Device (Noam Chomsky). 9. UG---------------------Universal Grammar (Noam Chomsky) 10. CDS-------------------Child Directed Speech
11. CPH-------------------Critical Period Hyphothesis (Eric Lenneberg) 12. SLA-------------------Second Language Acquisition 13. TL--------------------Target Language 14. FL--------------------Foreign Language 15. IL--------------------Interlanguage 16. CA--------------------Contrastive Analysis 17. EA--------------------Error Analysis 1. prescriptive VS descriptive2. synchronic VS diachronic3. speech VS writing
4. Langue VS parole
5. Competence VS performance
6. traditional grammar VS modern linguistics 7. phonetics VS phonology
8. broad transcription VS narrow transcription9. phone VS phoneme
10. open class VS closed class 11. derivation VS inflection12. root VS stem
13. free morpheme VS bound morpheme14. deep structure VS surface structure15. semantics VS pragmatics
16. conceptualism VS contextualism 17. sense VS reference
18. polysemy VS complete homonymy19. entailment VS presupposition
20. componential analysis VS predication analysis21. sentence meaning VS utterance meaning 22. a bird’s-eye view VS a worm’s-eye view23. Pidgin VS Creole
24. bilingualism VS diglossia
25. denotative meaning VS connotative meaning VS iconic meaning
26. cultural overlap VS cultural diffusion
27. linguistic imperialism VS linguistic nationalism28. under-extension VS over-extension29. content word VS function word 30. interlanguage VS target language 31. second language VS foreign language 32. positive transfer VS negative transfer.33. intralingual error VS interlingual error 34. overgeneralization VS cross-assiation35. error VS mistake
36. learning VS acquisition37. input VS intake
38. instrumental motivation VS integrative motivation39. resultative motivation VS intrinsic motivation
40. cognitive strategies VS metacognitive strategies41. bottom-up processing VS top-down processing
1. langue and parole----------------------Swiss (F.de. Saussure) 2. competence and performance-------------USA (Noam Chomsky) 3. Design features------------------------USA (Charles Hockett) 4. naming theory--------------------------Greek (Plato)
5. the conceptualist view(semantic triangle)------- (Odgen & Richards) 6. the contextualist view-----------------Britain (J.R. Firth) 7. the behaviorism (Jill and Jack)--------(Bloomfield) 8. predication analysis--------------------Britain (G. Leech) 9. The speech act theory-------------------Britain (John Austin)
10. classification of illocutionary act-------------USA (John Searle) 11. cooperative principle------------------(Paul Grice) 12. register theory-------------------------Britain (Halliday) 13. degree of formality---------------------USA (Martin Joos)
14. Sapir-Whorf Hypothesis------------USA (Edward Sapir & Benjamin Whorf) 15. behaviorism view on child language acquisition---------(B.F. Skinner) 16. innatist view on child language acquisition----USA (Noam Chomsky) 17. LAD/ TG/UG------------------------ USA (Noam Chomsky) 18. CPH (Critical Period Hypothesis)--------(Eric lenneberg) 19. Interlanguage---------------------(S. Pit. Corder & Larry Salinker) 20. Input Theory----------------------(Krashen)
21. learning strategies---------------(Chamot & Oxford)
22. Two areas: Broca and Wernicke------- Frence (Broaca) and Germany (Wernicke) 23. Psycholinguistic modeling--------(Levelt)
因篇幅问题不能全部显示，请点此查看更多更全内容