英语语言学课后练习提示.docx
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英语语言学课后练习提示.docx
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英语语言学课后练习提示
《英语语言学实用教程》
课后练习提示
Unit1SomePreliminariesaboutLanguage
■Exercises
Task3:
StudyQuestions
1.Whatdoyouthinkisessentialtotheemergenceoflanguage?
Theexistenceofsocialactivities;theneedtoexpressdiverseideas,emotions,etc.;theneedtocommunicateideastodistantplaces;etc.
2.Canourpetslearnhumanlanguages?
Whyorwhynot?
No.Theyaregeneticallynotendowedwiththecapacity.
3.Whatroledoesbodylanguageplayinlanguagecommunication?
Omit.
4.Naturallyoccurring“experiments”withso-called“wolf-children”,“bear-children”,“Mowgli”or“monkey-children”andothersuchferalyoungstershavebeenwidelyreportedforhundredsofyears.Noneofthesechildrencouldspeakorunderstandspeechand,indeed,mosteffortstoteachthemlanguageendedinfailure.Howwouldyouaccountforthefailure?
Thelanguageacquisitiondevicehastobetriggeredbeforeacertainage(thatofpuberty).Sufficientexposetoalanguageenvironmentattherighttimeisessentialtolanguageacquisition.
5.ThefollowingaresomeinstancesofusingEnglishforcommunication.WhatspecificfunctiondoeseachuseofEnglishserveinthefollowingpictures?
Informative(intheformofcommanding)
Directive(Advertisingintheformofrequesting)
Directive(Persuadingintheformofthreatening)
Directive(Recruiting)
6.Iconicityoflanguageisanaspectoflanguagewhereformechoesmeaning.Onomatopoeia,alsoknownas“soundsymbolism”,isonetypeoficonicity.Someresearchershavefoundotherevidenceoficonicity.Forexample,wordsbeginningwiththesoundcombinationsl-inEnglishoftenhaveanunpleasantsense,asinslithering,slimy,slugs.Herearesomequestions:
a.Isthe“unpleasant”senseactuallytrueofall,orevenmost,wordsbeginningwithsl-inEnglish?
No.e.g.slight.
b.Arethereanyothersoundsorsoundcombinationsthatyouassociatewithparticularmeanings?
Gliding:
slide,slip,slippery;
Rolling:
tumble,crumble,stumble
c.Howaboutthevowelsoundsinwordsthatidentifynear-to-speakerconcepts(this,near,here)versusfar-from-speakerconcepts(that,far,there)?
Whatisthedifference?
IsitageneralpatterndistinguishingtermsforthingsthatarenearversusfarinEnglish?
WhataboutthecaseinChinese?
Frontvowelsfornear-speakerconcepts;centralorbackvowelsforfar-from-speakerconcepts.ThereseemstobeasimilarkindofpatterninChinese.C.f.近jin/远yuan;这zhe/那na
7.Inmanyoftheworld’slanguagesthereareso-callednurserynamesforparents.InEnglish,forexample,correspondingtothewordmotheristhenurserynamemama,andforfatheronefindsdadaandpapa.Thereisremarkablesimilarityacrossdifferentlanguagesintheformofthesenurserynamesforparents.Forexample,inChineseandNavajomacorrespondstoEnglishmama.Whydoyouthinkthatthisisthecase?
Bilabialsarelearnedandproducedfirstbecausetheyaretheeasiest.
8.
a.Whataresomeofthechangeswhichappeartohavetakenplaceinthechild’sabilitytouseEnglishduringthatperiod?
Likethebasicallyproperuseofinterrogativesandthecorrectuseofinflection.
b.Whatdothesechangessuggestabouttheorderoflanguageacquisition?
Completesentencesareacquiredlaterthanellipticalones.Inflectionisacquiredatalatestage.
Unit2TheSoundsofEnglish
■Exercises
Task3:
StudyQuestions
1.
a.Doesthestringofsoundsmeananythingtoyou?
Ifwewanttotalkreallygood,we’llhavetoinventvowels.
b.WhatdoesthepicturesuggesttoyouabouttheroleofconsonantsandvowelsinEnglish?
Consonantsarethebackbonesofsyllablesandwords.
2.SomephonetictranscriptionsbelowareEnglishwords,somearenotexistingwordsbutarepossiblewordsornonsensewords,andothersaredefinitely“foreign”orimpossiblebecausetheyviolateEnglishsequentialconstraints.Specifyeachofthea-ecasesasillustrated.
WordPossibleForeignReason
Example:
[pa:
k]
[tif]
[lkib]
a.[ŋa:
f][]mustoccurafteravowel.
b.[ski:
]ski
c.[knait]
d.[meij][]mustoccurinitiallybeforeavowel.
e.[blaft]
3.InEnglish,the/i/vowelbecomesalmostaslongas/i:
/undercertainconditions(writtenas/i:
/forconvenience).Considertheexampleslistedbelow:
a.Listthephonemesthatconditionthechange.
voicedconsonants
b.Statetherulethatseemsinvolved.
[i]islengthenedbeforeavoiced]consonant.
Note:
Startwiththefactthatthe/i/isbasicandthatshort/i/becomeslong/i:
/.Thechangefromshort/i/tolong/i:
/isphonologicallydetermined;thatis,thelengtheningtakesplaceinthepresenceofcertainphonemes.Agoodstrategyistofirstlistthephonemestotherightoflong/i:
/,thenlistthosetotheleft.Asananswerto(a),then,onewouldproposethat/i/become/i:
/wheneverthephonemestotheright(/d,m,l,b,z,j,ŋ/)occurimmediatelyafterthatvowel.Thishypothesislookspromisingbecause,infact,theshortvariant/i/neveroccursbeforethesesegments.Thenextquestionis,whatisitaboutthephonemesontherightthatunifythemasaclass?
Onemayfindthatthesephonemesareallvoiced([+voice]),and,infact,theshort/i/neverlengthensbeforevoicelesssegments.Thustheanswerto(b)isthatthevowel/i/islengthenedbefore(thenaturalclassof)voicedconsonants.
4.Theuseofplural–sinEnglishhasthreedifferent,butveryregular,phonologicalalternatives.
a.Canyouworkoutthesetofsoundswhichregularlyprecedeseachofthesealternatives?
/s/towordslikeship,bat,bookandcough;
voicelessplosives[voiceless]
/z/towordslikecab,lad,cave,ragandthing;
aftervoicedconsonants[voiced]
/əz/towordslikebus,bush,judge,churchandmaze.
after/s/,//,/d/,/z/
b.Whatfeaturesdoeseachofthesesetshaveincommon?
[palatal]or[alveolar]+[fricative]
c.Isthereanypatternregardingthedifferentpronunciationsofthepasttensemarker?
[t]aftervoicelessconsonantsexcept[t];[d]aftervoicedconsonantsexcept[d];[id]after[t]or[d].
d.Doyouthinkthatoneofthesephonologicalformsfor–edismorebasic,withtheothersbeingderivedfromitinaregularway?
Which,andhow?
[d]ismorebasic.[t]afterdevoicing.[id]afterepenthesis(i.e.additionofasound).
5.Belowarethreecolumnsofwordswithdifferentpatternsofstress:
a.Howisstressdistributedineachcolumn?
penultimateforA;lastsyllableforB;onthelastsyllable.
b.InColumnB,whatkindsofvowelsappearinthelastsyllable?
HowdoesthesyllabicstructureofColumnCdifferfromAandB?
InColumnB,longvowelsordiphthongsappearinthelastsyllable.
ThelastsyllableofthewordsinCendsinconsonantclusters.
[Note]For“usurp”,“r”maybepronouncedasin/ju(:
)΄zə(r)p/.
6.Thefollowingisalistofwordsthatarespeltinasimilarway:
fuddy-duddyhocus-pocusnamby-pamby
fuzzy-wuzzyhurly-burlyrazzle-dazzle
hanky-pankylovey-doveyroly-poly
helter-skeltermumbo-jumbosuper-duper
a.Whatsimilaritycanyouspotamongthewordslisted?
Allpairsarethesameexcepttheinitialconsonants.
b.Whateffectsmaysuchwordshaveincommonwhentheyareputintouse?
Redundancy,repetitiveness,etc.
7.Writethephonetictranscriptionforeachofthefollowingwords.
Omit.
8.Readthefollowingwordsorphrasesandpointoutthephonologicalprocessesthatyieldassimilation.
(a)pat/pæt/pan/pãn/sat/sæt/Sam/sãm/
Nasalizationrule:
[-nasal][+nasal]/_____[+nasal]
(b)since/sins/sink/siŋk/hint/hint/dink/diŋk/
Velarizationrule:
[-velarl][+velar]/_____[+velar]
(c)fivepits/faifpits/loveto/lftə/
Devoicingrule:
[+voiced[-voiceless]/_____[-voiceless]
9.
a.Commentontheuseofrhyme,alliteration,andassonance(thatis,useofsyllableswithacommonvowel,asin“come”-“love”)inthispoem.Howaretheyusedtostressthesenseofsuperficialityandlackofmeaningthepoetistryingtoconveyhere?
(Noteespeciallytheroleofrhymingpairsofmonosyllablesandtheireffectonmeter.)
assonance:
[ri:
t][skri:
n][spi:
t]
[ud][huk][buk]
Theryhmedwords,allmonosyllabicandstressed,aresemanticallyunrelatedandseparated.Alliterationisonlysporadicallyused.Assonancesuggestsapparentconnectionbutactualdisconnectedness.
b.Commentmorecarefullyonmeterinthefirsttwostanzas.Howdoesitcontributetothemeaning?
Howandwheredoesitworkagainstourexpectations?
Lackofregularityandthusunpredictability.
10.CollectsomedatatoshowthatEnglishadvertisements,newspaperheadlines,Englishsongs,andpresidentialaddresseesometimesmakeuseofalliterationandrhyming.
Omit.
11.Whatinterestingthingsdospeecherrorstellusaboutlanguageanditsuse?
Collectafewcasesofslipsoftonguefromdailyconversations.
Speecherrorsareoftenexplainable,oftensemanticallymotivated.
Unit3TheUnitsofEnglish
■Exercises
Task3:
StudyQuestions
1.Pointouttheword-formationprocessthatappliestoeachofthefollowingwords:
Affixation:
worsenendearment
Conversion:
dust(v.)plane(v.)
Compounding:
laptopairsickdaughter-in-law
Back-formation:
edittelevisepeddleswindle(swindler)
Shortening:
tec(detective)prof(professor)bike(bicycle)
Blending:
brunchurinalysis(urine+analysis)fantabulous(fantasy+fabulous)
Initialism:
WTO(WorldTradeOrganization)
Acronym:
laser(lightamplificationbystimulatedemissionofradiation)FIFA(FederationInternationaledeFootballAssociation)
Coinage(intheformsofinventionandeponym—wordsderivedfrompropernames):
Xeroxnylonjumbo(nameofanelephantbroughttotheUnitedStatesbyP.T.Barnum)
2.Howaretheopen-classwordsandtheclosed-classwordsdifferentfromeac
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