英语语言学知识分享Word文档格式.docx

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.

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