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英语语言学

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英语语言学 教案 Cui Jianbin Course Design of English Linguistics Studies 1 英语语言学英语语言学 教案教案 英语语言学 教案 Cui Jianbin Course Design of English Linguistics Studies 2 英语语言学英语语言学 课程设计目录课程设计目录 英语语言学英语语言学 课程设计目录课程设计目录 2 英语语言学英语语言学 课程描述课程描述 COURSE DESCRIPTION 5 英语语言学英语语言学 学生需求分析学生需求分析 STUDENTS NEEDS ANALYSIS 5 英语语言学英语语言学 课程介绍课程介绍 COURSE INTRODUCTION 5 英语语言学英语语言学 课程目标课程目标 COURSE OBJECTIVES 6 英语语言学英语语言学 课程规划课程规划 COURSE PLAN 6 英语语言学英语语言学 课程大纲课程大纲 SYLLABUS DESIGN 8 英语语言学英语语言学 教学模式教学模式 TEACHING MODEL 11 英语语言学英语语言学 课程要求课程要求 COURSE REQUIREMENTS 11 英语语言学英语语言学 课程资源课程资源 READING RESOURCES 11 英语语言学英语语言学 课程评价课程评价 COURSE EVALUATION 12 英语语言学英语语言学 进度安排进度安排 TIME TABLE 2004 2005 I 13 CHAPTER 1 CLEARING THE GROUND 14 OBJECTIVES STUDENTS 14 FOCUS UNDERSTANDING OF ENGLISH LANGUAGE AND ENGLISH LINGUISTICS 14 AIMS I WILL BE WORKING ON IMPROVING THE LEARNERS UNDERSTAND LANGUAGE AND LINGUISTICS 14 AID ON LINE COURSEWARE 14 TOPIC 14 SECTION ONE LANGUAGE 15 SECTION TWO LINGUISTICS I 28 SECTION THREE LINGUISTICS II 33 CHAPTER 2 SPEECH SOUNDS 36 OBJECTIVES STUDENTS 36 FOCUS ENGLISH SOUND PERCEPTION 36 AIMS I WILL BE WORKING ON IMPROVING THE LEARNERS TO KNOW MORE ABOUT PHONETICS AND PHONOLOGY 36 AID ON LINE COURSEWARE 36 TOPIC 36 SECTION ONE PHONETICS 37 SECTION TWO PHONOLOGY I 41 SECTION THREE PHONOLOGY II 43 英语语言学 教案 Cui Jianbin Course Design of English Linguistics Studies 3 CHAPTER THREE LEXICON 45 OBJECTIVES STUDENTS 45 FOCUS LEXICAL CHANGE 45 AIMS I WILL BE WORKING ON IMPROVING THE LEARNERS UNDERSTAND WORD FORMATION 45 AID ON LINE COURSEWARE 45 TOPIC 45 SECTION ONE WORD 46 SECTION TWO THE FORMATION OF WORD 48 SECTION THREE LEXICAL CHANGE 50 CHAPTER FOUR SYNTAX 53 OBJECTIVES STUDENTS 53 FOCUS ENGLISH LANGUAGE AND ENGLISH SYNTAX 53 AIMS I WILL BE WORKING ON IMPROVING LEARNERS UNDERSTAND LANGUAGE 课堂表现 15 英语语言学 教案 Cui Jianbin Course Design of English Linguistics Studies 9 五 教学内容 五 教学内容 第第 1 学期教学学期教学内容内容 课题名称课题名称内容摘要内容摘要 Section 1 LANGUAGE Language Design features Origin Functions Section 2 LINGUISTICS I What is Linguistics Main branches of linguistics Chapter One Language and Linguistics Section 3 LINGUISTICS I Macro linguistics Distinctions in linguistics Section 1 PHONETICS Speech production phonemes Syllables Stress Section 1 WORD Word senses identification classification Section 2 WORD FORMATION Types of morphemes Inflection semantic change Section 1 THE STRUCTURAL APPROACH The traditional structural approach Section 2 THE GENERATIVE APPROACH Deep surface structure The standard theory Chapter Four Syntax Section 3 THE FUNCTIONAL APPROACH Functional sentence perspective Section 1 THE REFERENTIAL THEORY Sense relations Section 2 COMPONETIAL ANALYSIS Chapter Five Meaning Section 3 SENTENCE MEANING An integrated theory logical semantics Section 1 LANGUAGE COMPREHENSION Word recognition Basic process in reading Section 2 DISCOURSE INTERPRETATION Schemata and inference drawing Chapter Six Language processing in Mind Section 3 LAGUAGE PRODUCTION Speech written production 英语语言学 教案 Cui Jianbin Course Design of English Linguistics Studies 10 第第 2 学期教学内容学期教学内容 课题名称课题名称内容摘要内容摘要 Section 1 Language and culture I Current issues Culture Interculture communication Section 2 Language and culture II Sapir Whorf hypotheses culture elements in FLT Chapter Seven Language Culture and Society Section 3 Language and Society Sociolinguistics Implications Section 1 Speech Act Theory Pragmatics theory speech act theory Section 2 Theory of Conversational Implicature Cooperative principle violation of the maxims Chapter Eight Language in Use Section 3 Post Gricean Development Relevance theory the Q and R principle Section 1 Features of Literary Language Foregrounding analysis of Literal figurative language Section 2 The language in Poetry Sound patterning stress conventional forms of metre sound How to analyses poetry Chapter Nine Language and Literature Section 3 The language in Fiction and Drama Fictional prose speech and thought presentation Analyzing dramatic language Section 1 Linguistic Views in Language Traditional grammar structuralist linguistics transformational Generative linguistics functional linguistics the theory of communicative competence Section 2 Syllabus Design Factors in syllabus design types of syllabus Section 3 Language Learning and Error Learning Input interlanguage and language learning attitudes to errors non contrastive analysis Section 4 Testing I Approaches to testing Types of test Chapter Ten Linguistics and Foreign Language Teaching Section 5 Testing II Test requirements test content form marking Section 1 The Prague School The London School FSP Malinowski s theory Firth s theories Section 2 American Structuralism Boas and Sapir Bloomfield s theory Post Bloomfieldian linguistics Chapter Eleven Theories and Schools of Modern LinguisticsSection 3 Transformational Generative Grammar The classical Theory the standard theory the Extended Standard Theory Later theories Main features of TG Grammar 英语语言学 教案 Cui Jianbin Course Design of English Linguistics Studies 11 英语语言学英语语言学 教学模式教学模式 Teaching Model This course is a theory based course and the goal of it is to be realized by teacher s class presentation on line and students group discussion as well as the assignments designed for each unit Activities both in and outside classroom will benefit learners a lot in their learning 英语语言学英语语言学 课程要求课程要求 Course Requirements English Linguistics is a kind of descriptive linguistics It deals with English for the purpose of constructing a model to represent unconscious linguistic knowledge possessed by a fluent speaker Course Hours 72hs In order to learn this course well The following are some requirements of and tips for those who acquire the course Firstly you need to do possible amount of authentic theoretical readings and secondly you need to keep necessary notes in class 英语语言学英语语言学 课程资源课程资源 Reading Resources 4 布龙菲尔德 美 1985 语言论 M 北京 商务印书馆 5 费尔迪南 德 索绪尔 瑞士 1985 普通语言学教程 M 商务印书馆 6 刘润清 1995 西方语言学流派 M 外语教学与研究出版社 7 戴炜栋 1999 简明语言学教程 M 上海外语教育出版社 8 文秋芳 1998 英语语言学导论 M 南京 江苏教育出版社 9 胡壮麟 1996 系统功能语法概论 M 长沙 湖南教育出版社 10 秦秀白 1996 文体学概论 M 长沙 湖南教育出版社 11 桂诗春 1996 应用语言学 M 长沙 湖南教育出版社 12 祝畹馑 1996 社会语言学概论 M 长沙 湖南教育出版社 10 黄国文 1996 语篇分析概要 M 长沙 湖南教育出版社 11 何自然 1996 语用学概论 M 长沙 湖南教育出版社 12 王初明 1996 应用心理语言学 M 长沙 湖南教育出版社 13 王钢 1996 普通语言学基础 M 长沙 湖南教育出版社 14 伍谦光 1996 语义学导论 M 长沙 湖南教育出版社 英语语言学 教案 Cui Jianbin Course Design of English Linguistics Studies 12 15 Widdowson H G 2000 Linguistics M 上海外语教育出版社 16 Lyones John 1981 Language and Linguistics an Introduction M CUP 17 Crystal David 1986 What is Linguistics M London Edward Arnold Ltd 英语语言学英语语言学 课程评价课程评价 Course Evaluation Evaluation of the English Linguistic Studies consists of formative assessment and summative assessment Formative assessment includes learners self assessment peer assessment and assessment conducted by teacher and department administrators By keeping a record of learners in and outside of classroom activities and online self learning data keeping files on learners study results conducting interviews and holding meetings learners learning process is under observation evaluation and supervision thus contributing to the enhancement of their learning efficiency Summative assessment refers to final tests and the paper they are expected to finish at each midterm Learners will have to finish two necessary courses papers by the mid and the end of the first term By the time students will have finished this course in 2005 they will have a final examination to evaluate how much progress have been made during the course learning 英语语言学 教案 Cui Jianbin Course Design of English Linguistics Studies 13 英语语言学英语语言学 进度安排进度安排 Time Table 周周 次次 日期日期教学内容教学内容 Teaching Topics教学模式教学模式备注备注 1Aug 30th Sept 5thSection 1 LANGUAGE Language Design features Origin Functions 2Sept 6th 12thSection 2 LINGUISTICS I What is Linguistics Main branches of linguistics 3Sept 13th 19th Chapter One Language and Linguistics Section 3 LINGUISTICS I Macro linguistics Distinctions in linguistics Teacher presentation on line and class discussion courseware 4Sept 20th 26thSection 1 PHONETICS Speech production phonemes Syllables Stress Teacher presentation on line and class discussion courseware 7Oct 11th 17thSection 1 WORD Word senses identification classification 8Oct 18th 24thSection 2 WORD FORMATION Types of morphemes Inflection semantic change Teacher presentation on line and class discussion courseware 10Nov 1st 7thSection 1 THE STRUCTURAL APPROACH The traditional structural approach 11Nov 8th 14thSection 2 THE GENERATIVE APPROACH Deep surface structure The standard theory 12Nov 15th 21st Chapter Four Syntax Section 3 THE FUNCTIONAL APPROACH Functional sentence perspective Teacher presentation on line and class discussion courseware 13Nov 22nd 28thSection 1 THE REFERENTIAL THEORY Sense relations 14Nov 29th Dec 5thSection 2 COMPONETIAL ANALYSIS 15Dec 6th 12th Chapter Five Meaning Section 3 SENTENCE MEANING An integrated theory logical semantics Teacher presentation on line and class discussion courseware 16Dec 13th 19thSection 1 LANGUAGE COMPREHENSION Word recognition Basic process in reading 17Dec 20th 26thSection 2 DISCOURSE INTERPRETATION Schemata and inference drawing 18Dec 27th Jan 2nd Chapter Six language processing in MindSection 3 LAGUAGE PRODUCTION Speech written production Teacher presentation on line and class discussion courseware 19Jan 3rd 9th 05REVISION AND EXAMIn class 英语语言学 教案 Cui Jianbin Course Design of English Linguistics Studies 14 Chapter 1 Clearing the Ground InstructorDateDaySs No Ss Level Class length Jianbin Cui Aug 30 Sept 19thFriday98Advanced50 mins Objectives students By the end of the chapter learners will be better able to know what language is what general linguistics is and what English Linguistics is about how language is relevant to linguistics What the relationship exists between language and linguistics Focus Understanding of English Language and English linguistics Aims I will be working on improving the learners understand language and linguistics Aid on line courseware Topic Chapter plan 周周 次次 日期日期教学内容教学内容 Teaching contents教学模式教学模式 1Aug 30th Sept 5thSection 1 LANGUAGE Language Design features Origin Functions 2Sept 6th 12thSection 2 LINGUISTICS I What is Linguistics Main branches of linguistics 3Sept 13th 19th Chapter One Language and LinguisticsSection 3 LINGUISTICS II Macro linguistics Distinctions in linguistics Teacher presentation on line and class discussion 英语语言学 教案 Cui Jianbin Course Design of English Linguistics Studies 15 Section One Language Outline of Procedures 1 5mins Whole class Aim Class brainstorms the concept of language and linguistics by the following questions Q1 What is language Q2 What is linguistics Q3 What is English linguistics Q4 What is general linguistics 2 27mins Whole class Aim Teacher presents on line General linguistics English linguistics Language Design features of language Origin of language Functions of Language 3 10mins Students in groups Aim Discuss the design features of language 4 6mins Plenary Summary 5 2mins Homework Define the following terms design features function emic duality arbitrariness synchronic metalanguage performance 英语语言学 教案 Cui Jianbin Course Design of English Linguistics Studies 16 Why Study Language Language is such an integral part of our life and humanity that too much about it has been taken for granted For some people language may not even be a worthy subject for academic study They take it as a tool for access to some other fields rather than study it as a subject in and of itself However if you pause and think of the following myths about language it is indeed necessary to reconsider how much we really understand the nature of language and its role in our life And you may be surprised to realize that some of our most damaging racial ethnic and socioeconomic prejudices are based on our linguistic ignorance and wrong ideas about language Myth 1 Language is a means of communication Myth 2 Language has a form meaning correspondence Myth 3 The function of language is to exchange information Myth 4 English is more difficult to learn than Chinese Myth 5 Black English is not standard and should be reformed The list of myths may go on and by the end of this course if you look back on them we hope you may find these widely established views not so truthful after all The following are some fundamental views about LANGUAGE which you may instinctively agree without having thought about the reasons or you may not agree at the moment Follow this course and you will find they are discussed in more detail in the ensuing chapters 1 Children learn their native language swiftly efficiently and without instruction 2 Language operates by rules 3 All languages have three major components a sound system a system of lexicogrammar and a system of semantics 4 Everyone speaks a dialect 5 Language slowly changes 6 Speakers of all languages employ a range of styles and a set of jargons 7 Languages are intimately related to the societies and individuals that use them 8 Writing is derivative of speech Some people find the subject of language intriguing and useful for many different reasons Language can be used as a way of finding out more about how the brain works or how damage to the brain results in certain kind of language disorders how children learn language how people learn and teach 英语语言学 教案 Cui Jianbin Course Design of English Linguistics Studies 17 different languages what the relationship between meaning and perception is what the role of language is different cultures why people use different varieties of language why there are linguistic differences between different groups and how scientists make the computer work in a more human like manner This course book will serve as a starting point from which you may go on researching in one of the above and other language related fields Let us mention here the more general and more broadly educational concerns We can all note that language plays central role in our lives as individuals and social beings If we are not fully aware of the nature and mechanism of our language we will be ignorant of what constitutes our essential humanity The understanding of language should not be confined to linguists as it is a vital human resource that all of us share What is language Webster s New World Dictionary offers several most frequently used senses of the word language namely 1 a Human speech b The ability to communicate by this means c a system of vocal sounds and combinations of such sounds to which meaning is attributed used for the expression or communication of thoughts and feelings d The written representation of such a system 2 a Any means of expressing or communicating as gestures signs or animal sounds b a special set of symbols letters numerals rules etc used for the transmission of information as in a computer p 759 Suffice it to say here that though we use the word in its various senses we focus here on its primary sense namely 1 a b c d To give the barest of definition language is a means of verbal communication It is instrumental in that communicating by speaking or writing is a purposeful act It is social and conventional in that language is a social semiotic and communication can only take place effectively if all the users share a broad understanding of human interaction including such associated factors as nonverbal cues motivation and socio cultural roles Language learning and use are determined by the intervention of biological cognitive psychosocial and environmental factors In short language distinguishes us from animals because it is far more sophisticated that any animal communication system 英语语言学 教案 Cui Jianbin Course Design of English Linguistics Studies 18 Design features of language We would all agree that language is essential to human beings but we may find it hard to specify what makes our language advantageous over animal languages In order to mate propagate and cooperate in their colonies species like birds and bees also communicate by singing or dancing following a very elaborate routine too Are they using language too Not really As Bertrand Russell once observed No matter how eloquently a dog may bark he cannot tell you that his parents were poor but honest So what makes human language so complicated and flexible so unrestrained by the immediate context and so capable of creating new meanings in a word so distinctive from languages used by other species The features that define our human languages can by called DFESIGN FEATURES The following are the frequently discussed ones 3 1 Arbitrariness The widely accepted meaning of this feature which was discussed by Saussure first refers to the fact that the forms of linguistic signs bear no natural relationship to their meaning For instance we cannot explain why a book is called a buk and a pen a pen However there seems to be different levels of ARBITRARINESS Arbitrary relationship between the sound of a morpheme and its meaning You may object to this when you think of words with different degrees of onomatopoeia namely words that sound like the sounds they describe e g In Chinese These linguistic forms seem to have a natural basis But in English totally different words are used to describe the sound For example the dog barks wow wow in English but wangwangwang in Chinese But there are some misunderstandings about the onomatopoeic effect As a matter of fact arbitrary and onomatopoeic effect may work at the same time For example Widdowson cites a line from Keats Ode to a Nightingale to illustrate Ex 1 1 The murmur us haunt of flies on summer eves If you read it aloud you may feel the connection between the sounds and the meaning But the effect does not really result from the whispering sounds themselves for you will have to know the meanings of the words murmur us summer eves before setting up such a connection To test this just think of using the similar sounding word murderous to substitute murmurs and no connection whatsoever will be established between the sounds and the little 英语语言学 教案 Cui Jianbin Course Design of English Linguistics Studies 19 noises of the flying mosquitoes It is only when you know the meaning that you infer that the form is appropriate Widdowson 1996 6 This also applies to many cases of the so called onomatopoeic words Arbitrariness at the syntactic level According to systemic functionalists and American functionalists language is not arbitrary at the syntactic level By syntax we refer to the ways that sentences are constructed according to the grammar of arrangement As we know the order of elements in a sentence follows certain rules and there is a certain degree of correspondence between the sequence of clauses and the real happenings In other words syntax is less arbitrary than words especially in so far as this kind of order is concerned Compare Ex 1 2 He came in and sat down He sat down and came in He sat down after he came in When we say a we refer to the sequence of actions if we say b the readers will take it as meaning the opposite sequence of real happenings perhaps he got into his wheelchair and propelled himself into the room In c with the help of the word after we can reverse the order of the clauses Therefore the functionalists hold that the most strictly arbitrary level of language exists in the distinctive units of sounds by which we distinguish pairs of words like pin and bin or fish and dish Arbitrariness and convention What then is the link between a linguistic sign and its meaning It is a matter of CONVENTION Here we have to look at the other side of the coin of arbitrariness namely conventionality Arbitrariness of language makes it potentially creative and conventionality of language makes learning a language laborious For learners of a foreign language it is the conventionality of a language that is more worth noticing that its arbitrariness Duality By DUALITY is meant the property of having two levels of structures such that units of the primary leve

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