英语语言学知识分享Word文档格式.docx
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英语语言学知识分享Word文档格式.docx
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Descriptivelinguisticsisthesystematicstudyanddescriptionofalanguage.Descriptivegrammarreferstothestructureofalanguageasitisactuallyusedbyspeakersandwriters.Prescriptivelinguisticsisasetofrulesandexamplesdealingwiththesyntaxandwordstructuresofalanguage,usuallyintendedasanaidtothelearningofthatlanguage.Prescriptivegrammarreferstothestructureofalanguageascertainpeoplethinkitshouldbeused.
2.Wordsareindifferentsenserelationswitheachother.Whatsenserelationisillustratedineachofthepairsofwordsbelow?
Addonemoreexampletoeachpair:
1)casual–informalSynonymyExample:
answer---reply
big---large
deep---profound
2)intelligent--stupidAntonymyExample:
pass---fail
boy---girl
man---woman
3)steal--steelHomonymyExample:
principle---principal
dear---deer
hear---here
4)animal–dogHyponymyExample:
vegetable---potato
body---head
color---red
3.Describewithtreediagramsthetransformationinvolvedinformingthequestion“DoesJohnlikethebook?
”.
IP
SPECI’
IVP
SPECV’
VNP
Johnlikethebook
‘pres’likethebook
Johnlikesthebook
S
CNPInflVP
NeVNP
Johndoeslikethebook
4.Towhatextentcanwesaythatconstituentanalysisismoreinformativethantraditionallinearstructureanalysis?
5.AspeechactconsistsofthreerelatedactsaccordingtoJohnAustin’sSpeechActTheory.Whatarethey?
AnalyzingthefollowingconversationinthelightofSpeechActTheory.
Customer:
Waiter!
Thereisaflyinmysoup.
Waiter:
Don'
tworry,thereisnoextracharge.
①Locutionaryact:
theactofsaying,theliteralmeaningoftheutteringwords,phrases,clause,conveyingliteralmeaning;
②Illocutionaryact:
theextrameaningoftheutteranceproducedonthebasisofitsliteralmening;
③Perlocutionaryact:
theeffectoftheutteranceonthehearer,dependingonspecificcircumstances.
6.Readthefollowingpassagecarefullyandthenstateyourownpositionconcerningtheuseofknowingsomelinguistics.
Generallyspeaking,linguisticsisascientificstudyofhumanlanguage.
Inthisarticle,Iamgoingtojustfocusontwopracticalusesoflinguistics.Oneiseducationandtheotheristranslation.Butthisdoesn’tmeanthatthissubjectislimitedoruselessoranything.Onthecontrary,itactuallyhasalotofpracticalapplicationsinthedailylifewhichwearegoingtomentioninthisarticlelateron.
Itisinterestingthatthebondbetweenlinguisticsandeducationissotightthatitmakesitalittlebitdifficulttoexplainthoroughly.
“Languageiscentraltoeducation;
linguisticsisthedisciplinedevotedtothestudyoflanguage.Butthestudyoflanguagewithintheeducationalprocesstakesusfarbeyondlinguisticsalone,asthedisciplineiscurrentlyconceived.”
ThepassageaboveisquotedfromIndividualFreedominLanguageTeachingpublishedbyOxfordUniversityPress.Thispassageshowsusthateducationisconveyedwithlanguageinsomedegreewhilelinguisticsisastudyoflanguage,meanwhile,ifthepeoplewhoaregettingeducationwithlanguagethenthestudyofthelanguagewouldseemtoberatherimportantbecauselanguageisthemediumoftheeducation.Howisheorshesupposedtounderstandanythingwithoutevenunderstandingthelanguage?
Furthermore,asthisbookalsosays,‘Language’and‘Education’sharetwodisadvantagesthatmanyotherareasofstudyavoid:
theyarebothtoofamiliar.Wealluselanguage,andmanyofushavestrongviewsaboutit;
wehaveallbeeneducated,andweallhavestrongviewsaboutthat.Expertiseconfrontsexperience,andexpertshaveadifficulttaskdefendingtheirwonexpertiseagainstothers’perceivedexperience.
Yetlanguageisfullofpuzzlesthatexperiencealonecannotsolve,andoneofthegreatestoftheseistheexactrelationshipbetweenspeech,writing,andthewholeeducationalprocess.Forastart,languageoperatesonmanylevelsandwithmanyfunctionssimultaneously,sothattherelationshipisalwayscomplex.
WhatIamtryingtoexplaininthisarticleisthatlanguageissoimportanttoeducationthatmakesourstudyoflanguage,whichislinguistics,extremelyvaluable.
Steedman(1982)devotedawholebooktoaremarkableanalysisofacollaborativestoryproducebythreeeight-year-oldprimaryschoolgirls.
Steedamncommentsaboutthisepisode:
Whenthegi
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