英语语言学知识分享

英语语言学知识分享

英语语言学\n精品文档Testoflinguistics1.Whatdoyouthinkisthedifferencebetweendescriptivelinguisticsandprescriptivelinguistics?Giveyourreasons.Descriptivelinguisticspaymoreattentiontothedescriptionandanalysis,itaimstodescribeandanalyzethelanguagepeopleactuallyuse.Butprescriptivelinguisticspaysmoreattentiontotherule,itaimstomakerulesfor“correctandstandard”behaviourinusinglanguage.Descriptivelinguisticsisthesystematicstudyanddescriptionofalanguage.Descriptivegrammarreferstothestructureofalanguageasitisactuallyusedbyspeakersandwriters.Prescriptivelinguisticsisasetofrulesandexamplesdealingwiththesyntaxandwordstructuresofalanguage,usuallyintendedasanaidtothelearningofthatlanguage.Prescriptivegrammarreferstothestructureofalanguageascertainpeoplethinkitshouldbeused.2.Wordsareindifferentsenserelationswitheachother.Whatsenserelationisillustratedineachofthepairsofwordsbelow?Addonemoreexampletoeachpair:1)casual–informalSynonymyExample:answer---replybig---largedeep---profound2)intelligent--stupidAntonymyExample:pass---failboy---girlman---woman3)steal--steelHomonymyExample:principle---principaldear---deerhear---here4)animal–dogHyponymyExample:vegetable---potatobody---head收集于网络，如有侵权请联系管理员删除\n精品文档color---red3.Describewithtreediagramsthetransformationinvolvedinformingthequestion“DoesJohnlikethebook?”.IP SPECI’ IVP SPECV’VNPJohnlikethebook‘pres’likethebookJohnlikesthebookS收集于网络，如有侵权请联系管理员删除\n精品文档SCNPInflVPNeVNPJohndoeslikethebook4.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.收集于网络，如有侵权请联系管理员删除\n精品文档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.收集于网络，如有侵权请联系管理员删除\n精品文档Yetlanguageisfullofpuzzlesthatexperiencealonecannotsolve,andoneofthegreatestoftheseistheexactrelationshipbetweenspeech,writing,andthewholeeducationalprocess.Forastart,languageoperatesonmanylevelsandwithmanyfunctionssimultaneously,sothattherelationshipisalwayscomplex.WhatIamtryingtoexplaininthisarticleisthatlanguageissoimportanttoeducationthatmakesourstudyoflanguage,whichislinguistics,extremelyvaluable.Steedman(1982)devotedawholebooktoaremarkableanalysisofacollaborativestoryproducebythreeeight-year-oldprimaryschoolgirls.Steedamncommentsaboutthisepisode:Whenthegirlsworkedtogetherinwriting,theyoperatedbyamodelofsociallifethatdemonstratedtothemmorecohesionandco-operationbetweenwomenthanitdidbetweenmen.Therewerepressuresontheboystoactaggressivelyandtodisplaytheirconflictwitheachother,thoughthegirlstoowereusuallytoldtohitback.WhenLisa,whojoinedthethreewritersof‘TheTidyHouse’afterseveraldaysofdiplomaticapproaches,wroteaportionofthetext,shehadthecharacterJamietellshernine-year-oldsonCarltofightbackintheplayground.Thissceneechoedmanyconversationswithallthechildrenthroughouttheyearinwhichtheywouldpatientlyexplaintome,yetagain,thatwhilsttheschool’smoststringentlyenforcedruleforbadefighting,theyhadbeentoldbytheirparentstohitback…ThepassagebyLisamirroredherown,veryrecent收集于网络，如有侵权请联系管理员删除\n精品文档experience.Shehadhadtwoclosefriends,CarlaandMelissa.Theyhadgonetonurseryschooltogether,walkedbackandforthtogether,sattogetherandplayedinthestreetstogetherthroughfivelongyears.ThearrivalofLindieinthespringhaddestroyedthebalanceofthisoldfriendship.Admittedbackintothefoldtowardstheendoftheweek,theconstraintsoftheplotthatLisawasfacedwithandthegenderofthechildcharactershehadtowriteaboutmeantthattherewasnoalternativebuttowriteofherselfasCarl,theboy.(Steedman1982:136-7)Ifwearetomakesenseoflanguageuseineducation,then,theinterpretationofmeaningisatleastasimportantastherecognitionofform.Languageusersoperateratherlikeactionpaintersdrawingtheircoloursfromamovingpalette,andsprayingthembackatit:wetakeourmeaningsfromthelanguage,butbythetimewearereadytoreturnthem,thelanguagehassubtlyshifted.Noneofusspeaksthesamelanguagetwice,anymorethanwedriveexactlythesameroutetwice.Usinglanguageischanginglanguage.Formthese,wecaneasilyfindthatlinguisticsisthekeyofteachinglanguagesand,therefore,itisveryimportantforthepeoplewhoaretryingtogetanykindofeducation.Educationneedslanguage;languageneedseducation;languageneedslinguistics,sothatweshouldnotbealone.Now,let’stakealookatthesecondpracticaluseofthelinguistics–translation.收集于网络，如有侵权请联系管理员删除\n精品文档Mostlinguistictheoriesinvolveseverallevelsofanalysisoftext(Iusetextheretoincludetranscriptionsofspeech).Forexample,textscanbeanalysedfromthepointofviewofphonology–theorganizedsystemofsoundsinalanguage.Theycanbeanalysedfromthepointofviewofmorphology–thewaythatwordsinalanguagecanbeanalysedintomeaningfulunits.Thenthere'ssyntax:theanalysisofwordsorganizedintosentences;semantics–theanalysisofthemeaningofwordsandsentences;pragmatics–whatpeopleachievebytheuseofsentences;andthere'sdiscourse–theanalysisofsentencesorganizedintolargertexts.Onepopularconceptionofthetaskoftranslationisthetransferofastructureinasourcelanguagetoastructureinatargetlanguage.Therearealsooccasionswhentheappropriateleveloftransferisdiscourseandmyarticleistofocusthispartonlinguisticsandtranslation.Isaidabovethatdiscourseanalysisincludesrelationsbetweensentencesorunitsbiggerthansentencesbutstrangeasitsoundsasentencecanbebiggerthanasentence-whenit'sconsideredfromsituatedpointofview.That'sabitopaquebutifyoulookatsomeexamples.haizimaileshu  childbuyPERFbook  thechildboughtabook (le/PERFisaparticlethatindicatestheactioniscomplete).NoticethatChinesedoesn'thaveanyanalogsfortheindefiniteanddefinitearticleshere.Notice,andmoverighton.Consider收集于网络，如有侵权请联系管理员删除\n精品文档haizimaileyi-benshu  childbuyPERFone-itembook  thechildboughtabook Here yi-ben isthenumeral one andaclassifierwhichI'veglossed item.ItsuseinthiscaseisverymuchlikeanindefinitearticleinEnglish.Nowthingsgetinteresting.Lookattheseexamples.shu,haizimaile  bookchildbuyPERF  Thechildboughtthebook Chineseencodesdiscourselevelinformationaboutdefinitenesspartlybythepositionofaphrasewithinthesentence.NowfortranslationoftheChineseintoEnglishthisinformationhastorepresentedinthestructuretobetransferedfromsourcetotarget.Inbuildingthetranslationwehavetoseejusthowinformationisencodedatdifferentlinguisticlevelsinthetwolanguages.Butit'snotjustthenatureofthesourceortargetlanguagethatcandictatetheappropriateleveloftransfer;itcanalsobethegenreortypeoftext.  Isaidabovethattherearecaseswherethetranslatorofaliterarytextmightwishtotransferatthephonologicallevel.Butattheotherextremetherearecaseswherethetransferisentirelyatthediscourselevel.IfIamtranslatingtheinstructionmanualforsomepieceofequipment,thenIwon'tmuchconcern收集于网络，如有侵权请联系管理员删除\n精品文档myselfwithanytransferbelowtheleveloftheglobal,informationstructureofthetext,Iwon'tcareaboutpreservinganysyntacticfeatures.So linguistics candothismuchfortranslators(eveniflinguistshaven'tyetbuiltarobustmodelofhowtranslationiscarriedout):itcanprovidetranslatorswithcategoriesandvocabularyfordiscussingandthinkingabouttranslationproblems.IntheexamplesI'veused,thinkingabouttranslationastransferatdifferentlinguisticlevelshelpstomakeexplicitlywhysomeorotherstrategyisappropriateorsuccessful.So, linguistics canbethetranslator'sfriend.Idon'tthinkyouallhavetoreadChomsky,butIthinkthatjustaslinguistscanbenefitfromunderstandingwhattranslatorsdo,translatorscanplausiblyfindlinguisticanalysisausefulpartoftheirarmory.NotonlywouldhumantranslatorsneedthehelpoflinguisticsbutalsomachinetranslatorssuchasGoogletranslator.Linguisticsisnotjustatheoreticalsubjectbutasciencethatcanbeusedpractically.Justbylookingatthesemerelytwoexampleswecanunderstandthisideaofusingthissciencepractically.收集于网络，如有侵权请联系管理员删除