语言学教程各章节练习及答案文档格式.docx
《语言学教程各章节练习及答案文档格式.docx》由会员分享,可在线阅读,更多相关《语言学教程各章节练习及答案文档格式.docx(9页珍藏版)》请在冰豆网上搜索。
Descriptive:
Prescriptiveanddescriptiverepresenttwodifferenttypesoflinguisticstudy.Ifalinguisticstudyaimstodescribeandanalyzethelanguagepeopleactuallyuse,itissaidtobedescriptive;
competence:
Chomskydefinescompetenceastheidealuser’sknowledgeoftherulesofhislanguage.
Performance:
Chomskydefinesperformancetheactualrealizationofthisknowledgeinlinguisticcommunication.
Synchronic:
Thedescriptionofalanguageatsomepointoftimeinhistoryisasynchronicstudy;
Diachronic:
Thedescriptionofalanguageasitchangesthroughtimeisadiachronicstudy.
Linguistics:
Linguisticsmaybedefinedasthesystematic(orscientific)studyoflanguage.
language:
Languageisaformofhumancommunicationbymeansofasystemofsymbolsprincipallytransmittedbyvocalsounds.”
2.Doesthetrafficlightsystemhaveduality,why?
No.Nodiscreteunitsonthefirstlevelthatcanbecombinedfreelyinthesecondleveltoformmeaning.Thereisonlysimpleonetoonerelationshipbetweensignsandmeaning,namely,re-stop,green-goandyellow-getreadytogoorstop.
3.Communicationcantakemanyforms,suchassign,speech,bodylanguageandfacialexpression.Dobodylanguageandfacialexpressionshareorlackthedistinctivepropertiesofhumanlanguage?
Lessarbitrary,lackduality,lesscreative,limitedrepertoire,emotional-oriented.
4.Whyiscompetenceandperformanceanimportantdistinctioninlinguistics?
AccordingtoChomsky,alanguageuser’sunderlyingknowledgeaboutthesystemofrulesiscalledhislinguisticcompetence.Andperformancereferstotheactualenablesaspeakertoproduceandunderstandanindefinitenumbersofsentencesandtorecognizegrammaticalmistakesandambiguities.Aspeaker’scompetenceisstablebuthisperformanceisofteninfluencedbypsychologicalandsocialfactors.Thus,Chomskyproposedthatlinguistsshouldfocusonthestudyofcompetence,notperformance.Thedistinctionofthetwoterms“competenceandperformance”representstheorientationoflinguisticstudy.Sowecansaycompetenceandperformanceisanimportantdistinctioninlinguistics.
5.Inwhatbasicwaysdoesmodernlinguisticsdifferfromtraditionalgrammar?
Modernlinguisticsdiffersfromtraditionalgrammarinthefollowingbasicways:
Firstly,priorityisgiven,asmentionedearlier,tospokenlanguage.Secondly,focusisonsynchronicstudyoflanguage,ratherthanondiachronicstudyoflanguage.Thirdly,modernlinguisticsisdescriptiveratherthanprescriptiveinnature.Linguistsendeavortostateobjectivelytheregularitiesofalanguage.Theyaimatfindingouthowalanguageisspoken:
theydonotattempttotellpeoplehowitshouldbespoken.Fourthly,modernlinguisticsistheoreticallyratherthanpedagogicallyoriented.Modernlinguistsstrivetoconstructtheoriesoflanguagethatcanaccountforlanguageingeneral.Thesefeaturesdistinguishedmodernlinguisticsfromtraditionalgrammar.Thetwoarecomplementary.Notcontradictory.Knowledgeofbothisnecessaryforalanguageteacher:
knowledgeofthelatterisnecessaryforalanguagelearner.
Chapter2Phonetics
1.GivethedescriptionofthefollowingsoundsegmentsinEnglish
1)[]voiceddentalfricative
2)[]voicelessalveolarfricative
3)[]velarnasal
4)[]voicedalveolarstop
5)[]voicelessbilabialstop
6)[]voicelessvelarstop
7)[](alveolar)lateral
8)[]highfrontlaxunroundedvowel
9)[:
]highbacktenseroundedvowel
10)[]lowbacklaxroundedvowel
2.Howisthedescriptionofconsonantsdifferentfromthatofvowels?
Consonantsaredescribedaccordingtomannerandplaceofarticulationwhilevowelsaredescribedwithfourcriteria:
partofthetonguethatisraised;
extenttowhichthetonguerisesinthedirectionofthepalate;
kindofopeningmadeatthelips;
positionofsoftpalate.
3.Whichsoundmaybedescribedas
avoicedbilabialplosive[]
avoicedlabio-dentalfricative[]
avoicelessvelarplosive[]
4.Whymightaphotographeraskthepersonsheisphotographingtosaycheese?
Thevowelofthewordcheese[:
]isproducedwiththelipsspread,thisresemblingasmile.
5.Accountforthedifferenceinarticulationineachofthefollowingpairsofwords:
coastghost;
ghostboast
boastmost;
ghostmist;
Thewordscoastandghostaredistinguishedbythefactthattheinitialsegmentisvoicelessinthecaseoftheformerandvoicedinthecaseofthelatter.
Thewordghostandboastaredistinguishedbytheplaceofarticulationoftheinitialsegment,[]beingvelarwhile[]isbilabial.
Boastandmostaredistinguishedbythemannerofarticulationoftheinitialsegment,[]beingnasal.
Mostandmistaredistinguishedbythefactthattheformerhasaroundedbackvowelshilethelatterhasaspreadfrontvowel.
Chapter3Phonology
1.Definethefollowingterms
Phonology:
Phonologyisconcernedwiththesoundsystemoflanguages.Itisconcernedwithwhichsoundsalanguageusesandhowthecontributionofsoundstothetaskofcommunication.
Phone:
Aphoneisaphoneticunitorsegment.Thespeechsoundswehearandproduceduringlinguisticcommunicationareallphones
Phoneme:
Phonemeistheabstractelementofsound,identifiedasbeingdistinctiveinaparticularlanguage.
Allophone:
AllophonerefersanyofthedifferentformsofaphonemeisanallophoneofitinEnglish.Comparethewordspeakandspeak,forinstance.The//inpeakisaspirated;
phoneticallytranscribedas[]whilethe//inspeakisunaspirated,phonetically[=].[,]aretwodifferentphonesandarevariantsofthephoneme//.SuchvariantsofaphonemearecalledAllophoneofthesamephoneme.
Suprasegmentalfeatures:
.ThephonemicfeaturesthatoccurabovethelevelofthesegmentarecalledSuprasegmentalfeatures.Suprasegmentalfeaturesinclude:
stress,toneandintonation.
2.Transcribetherealizationofthepasttensemorphemeforeachofthefollowingwords:
Waitedwavedwipedwaded.accountforthedifferences.
[id]in“waited”and“waded”followsanotheralveolarplosive.[d]in“waved”followsvoicedconsonants.
[t]in“wiped”followsvoicelessconsonants,therebeingvoicingassimilation.
3.whichofthefollowingwouldbephonologicallyacceptableasEnglishwords?
Thlitegrawldleshershlinktritchsruckstwondle
“grawl”and“tritch”
4.Whycanwenotusethesequence[kl]intwinkleasanexampleofaconsonantcluster?
Thesequence[kl]bridgestwosyllables.
5.Foreachofthefollowingpairscomparethepositionofthestress.Comment.
Economy/economicwonder/wonderful
Beauty/beautifulacid/acidic
Inadjectivesendingin–icthestressmovestothefollowingsyllable,inadjectivesendingin–fulitdoesnot.
6.Explainwhysomebodymightchoosetostressthefollowingutterancesasindicatedbytheboldtype:
a)Johnwantedtodothistoday.b)Johnwantedtodothistoday.c)Johnwantedtodothistoday.
ThefirstutteranceimpliesthatJohnwasunabletodowhathewanted.
Thesecondimpliesthathewasonlyabletodosomethingelse.
Thethirdimpliesthathewasonlyabletodoitsomeotherday.
Chapter4Morphology
Morpheme:
thesmallestunitoflanguageintermsofrelationshipbetweenexpressionandcontent,aunitthatcannotbedividedintofurthersmallunitswithoutdestroyingordrasticallyalteringthemeaning,whetheritislexicalorgrammatical.
Compound:
Polymorphemicwordswhichconsistwhollyoffreemorphemes,suchasclassroom,blackboard,snowwhite,etc.
Allomorph:
anyofthedifferentformofamorpheme.Forexample,inEnglishthepluralmorpheme-‘sbutitispronounceddifferentlyindifferentenvironmentsas/s/incats,as/z/indogsandas/iz/inclasses.So/s/,/z/,and/iz/areallallomorphsofthepluralmorpheme.
Boundmorpheme:
anelementofmeaningwhichisstructurallydependentontheworditisaddedto,e.g.thepluralmorphemein“dogs”.
Freemorpheme:
anelementofmeaningwhichtakestheformofanindependentword.
2.Completethewordswithsuitablenegativeprefixes
a.irremovableg.inhuman
b.informalh.irrelevant
c.impracticablei.unevitable
d.insensiblej.immobile
e.intangiblek.illegal
f.illogicall.indiscreet
3.“Morpheme”isdefinedasthesmallestunitintermsofrelationshipbetweenexpressionandcontent.Thenismorphemeagrammaticalconceptorasemanticone?
Whatisitsrelationtophoneme?
Sincemorphemeisdefinedasthesmallestunitintermsofrelationshipbetweenexpressionandcontent,itatthesametimecoversthegrammaticalandsemanticaspectoflinguisticunit.Amorphememayoverlapwithaphoneme,suchasI,butusuallynot,asinpig,inwhichthemorphemeisthewholeword,i.e.andindependent,freemorpheme,butthephonemesare/p/,/i/and/g/.
4.Identifyinthefollowingsentencefourboundmorphemes.Statethefunctionof
eachandsaywhethereachisderivationalorinflectional.
Theteacher’sbrotherconsideredtheprojectimpossible.
The–erandthe–‘softeacher’sareboundmorphemes,theformerbeingderivational,asitproducesalexemethatdenotesthepersonwhodoesanacti