语言学重点总结Word下载.docx
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语言学重点总结Word下载.docx
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Psycholinguisticsisthestudyofpsychologicalaspectsoflanguage;
itusuallystudiesthepsychologicalstatesandmentalactivitiesassociatedwiththeuseoflanguage.
Sixaspectsofresearchwithinpsycholinguistics:
①Acquisition②Comprehension③Production④Disorders⑤Languageandthought⑥Neurocognition
Languageacquisition:
①Holophrasticstage②Two-wordstage③Stageofthree-wordutterances④Fluentgrammaticalconversationstage
Connectionisminpsycholinguisticsclaimsthatreadersusethesamesystemoflinksbetweenspellingunitsandsoundunitstogeneratepronunciationsofwrittenwordsliketoveandtoaccessthepronunciationsoffamiliarwordslikestove,orwordsthatareexceptionstothesepatterns,likelove.
Languagecomprehension:
①wordrecognition②comprehensionofsentences③comprehensionoftext
Cohortmodel:
thefirstfewphonemesofaspokenwordactivateasetorcohortofwordcandidatesthatareconsistentwiththeinput.
Interactivemodelholdsthathigherprocessinglevelshaveadirect,“top-down”influenceonlowerlevels.
Theracemodeldoesnotagree“top-down”effects,ithastworoutesthatraceeachother----apre-lexicalroute,whichcomputesphonologicalinformationfromtheacousticsignal,andalexicalroute,inwhichthephonologicalinformationassociatedwithawordbecomesavailablewhentheworditselfisaccessed.
Serialmodelsproposethatthesentencecomprehensionsystemcontinuallyandsequentiallyfollowstheconstraintsofalanguage’sgrammarwithremarkablespeed.
Parallelmodelsemphasizethatthecomprehensionsystemissensitivetoavastrangeofinformation,includinggrammatical,lexicalandcontextual,aswellasknowledgeofthespeaker/writerandoftheworldingeneral.
Inresonancemodel,informationinlong-termmemoryisautomaticallyactivatedbythepresenceofmaterialthatapparentlybearsaroughsemanticrelationtoit.
Languageproduction:
①Accesstowords②Generationofsentences③Writtenlanguageproduction
Functionalplanningprocessassignsgrammaticalfunctionssuchassubject,verbordirectobject.
Positionalencodingusestheretrievedlexicon-grammarunitsandthefunctionstheyhavebeenassignedtogeneratesyntacticstructuresthatcapturethedependenciesamongconstituentsandtheirorder.
Cognitivelinguisticsisbasedonhumanexperiencesoftheworldandthewaytheyperceiveandconceptualizetheworld.
Construalistheabilitytoconceiveandportraythesamesituationinalternatewaysthroughspecificity,differentmentalscanning,directionality,vantagepoint,figure-groundsegregationetc.
Construaloperationsaretheunderlyingpsychologicalprocessedandresourcesemployedintheinterpretationoflinguisticexpressions.
①Attention/Salience②Judgment/Comparison③Perspective/Situatedness
Trajectorreferstoadynamicfigureandlandmarktothegroundofamovingfigure.
Deixisinvolveslinguisticformsthatpointatsomethingfromthespeechsituation.
Categorizationistheprocessofclassifyingourexperiencesintodifferentcategoriesbasedoncommonalitiesanddifferences.
Therearethreelevelsincategories:
①thebasiclevel②thesuperordinatelevel③thesubordinatelevel
Thecategoriesatthebasiclevelarethosethataremostculturallysalientandarerequiredtofulfillourcognitiveneedsthebest.
Superordinatecategoriesarethemostgeneralones.Themembersofasuperordinatecategorydonothaveenoughfeaturesincommontoconjureupacommongestaltatthislevel.
Imageschemaisarecurring,dynamicpatternofourperceptualinteractionsandmotorprogramsthatgivescoherenceandstructuretoourexperience.①Acenter-peripheryschema:
Itinvolvesaphysicalormetaphoricalcoreandedge,anddegreesofdistancefromthecore②Acontainmentschema:
Itisanimageschemathatinvolvesaphysicalprmetaphoricalboundary,enclosedareaorvolume,orexcludedareaorvolume.③Acycleschema:
Itinvolvesrepetitiouseventsandeventseries.④Aforceschema:
Itinvolvesphysicalormetaphoricalcausalinteraction.⑤Alinkschema:
Itconsistsoftwoormoreentities,connectedphysicallyormetaphorically,andtheboundbetweenthem.⑥Apart-wholeschema:
Itinvolvesphysicalormetaphoricalwholesalongwiththeirpartsandaconfigurationoftheparts.⑦Apathschema:
Itinvolvesphysicalormetaphoricalmovementfromplacetoplace,andconsistsofastartingpoint,agoal,andaseriesofintermediatepoints.⑧Ascaleschema:
Itinvolvesanincreaseordecreaseofphysicalormetaphoricalamount.⑨Averticalityschema:
Itinvolves“up”and“down”relations.
Metaphorinvolvesthecomparisonoftwoconceptsinthatoneisconstruedintermsoftheother.
Thetargetdomainistheexperiencebeingdescribedbythemetaphorandthesourcedomainisthemeansthatweuseinordertodescribetheexperience.
Threecategoriesofconceptualmetaphors:
ontologicalmetaphors,structuralmetaphors,andorientationalmetaphors.
Ontologicalmetaphormeansthathumanexperienceswithphysicalobjecetsprovidethebasisforwaysofviewingevents,activities,emotions,ideas,etc.,asentitiesandsubstances.
Structuralmetaphorplaystheimportantrolebecauseitallowsustogobeyondorientationandreferringandgivesusthepossibilitytostructureoneconceptaccordingtoanother.
Orientationalmetaphorgivesaconceptaspatialorientation.Theyarecharacterizednotsomuchbystructuringoneconceptintermsofanother,butbyaco-occurrenceinourexperience.
Metonymyisdefinedasacognitiveprocessinwhichthevehicleprovidesmentalprocesstothetargetwithinthesamedomain.
WehavethreeICMsinontologicalrealms:
①SignICMs②ReferenceICMs③ConceptICMs
Blendingtheoryorintegrationtheoryisacognitiveoperationwherebyelementsoftwoormore“mentalspaces”areintegratedviaprojectionintoanew,blendedspacewhichhasitsuniquestructure.
Chapter7Language,CultureandSociety
Contextofsituation:
A.Therelevantfeaturesoftheparticipants:
persons,personalities
ⅰ.Theverbalactionoftheparticipants.
ⅱ.Thenon-verbalactionoftheparticipants.
B.Therelevantobjects.
C.Theeffectsoftheverbalaction.
Ethnographyofcommunication:
anauthoritativeresearchframeworkofourtimeinalinguisticstudyofsocialandculturalfactors.Theessentialelementssuggestedbythisframeworkinclude①speechcommunity②situation,eventandact③mnemonicspeakingcomponents.
Sapir-WhorfHypothesis:
ourlanguagehelpsmouldourwayofthinkingand,consequently,differentlanguagesmayprobablyexpressouruniquewaysofunderstandingtheworld.Followingthisargument,twoimportantpointscouldbecapturedinthistheory.Ontheonehand,languagemaydetermineourthinkingpatterns;
ontheother,similaritybetweenlanguagesisrelative.
Linguisticdeterminism:
oneofthetwopointsinSapir-Whorfhypothesis,i.e.languagedeterminesthought.
Linguisticrelativity:
oneofthetwopointsinSapir-Whorfhypothesis,i.e.there’snolimittothestructuraldiversityoflanguages.
Duringcross-culturalcommunication,therearefivetypesofsub-cultureweshouldbefullyawareof:
①ecologicalculture②linguisticculture③religiousculture④materialculture⑤socialculture
Linguisticuniversalityisthesimilaritiespossessedbymostlanguages,insteadoftheirassumeddifferences.
Thereareatleastthreeobjectivesforustoteachcultureinourlanguageclass:
1.Togetthestudentsfamiliarwithculturaldifferences
2.Togetthestudentstranscendtheirowncultureandseethingsasthemembersofthetargetculturewill
3.Toemphasizetheinseparabilityofunderstandinglanguageandunderstandingculturethroughvariousclassroompractices
Socialfactorsofinfluencingourlanguagebehaviorinasocialcontext:
a)classb)genderc)aged)ethnicidentitye)educationbackgroundf)occupationg)religiousbelief
Womenregister’sfeatures:
1)Womenusemore“fancy”colorwordssuchas“mauve”and“beige”
2)Womenuselesspowerfulcursewords
3)Womenusemoreintensifierssuchas“terrible”and“awful”
4)Womenusemoretagquestions
5)Womenusemorestatementquestionslike“Dinnerwillbereadyatseveno’clock?
”(witharisingintonationattheend)
6)Women’slinguisticbehaviorismoreindirectand,hence,morepolitethanmen’s.
Linguisticsexism:
manydifferencesbetweenmenandwomeninlanguageusearebroughtaboutbynothinglessthanwomen’splaceinsociety.
Sociolinguisticsoflanguage:
oneofthetwothingsinsociolinguistics,inwhichwewanttolookatstructuralthingsbypayingattentiontopotentialsocioculturalfactorsinasocialcontext.
Sociolinguisticsofsociety:
oneofthetwothingsinsociolinguistics,inwhichwetrytounderstandsociologicalthingsofsocietybyexamininglinguisticphenomenaofaspeakingcommunity.
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