语言学导论课程教学大纲 Teaching plan of Linguistics

1、Teaching Plan of Linguistics: A course book语言学导论课程教学大纲课程名称（中文）：语言学导论课程名称（英文）： Linguistics: A Course Book课程编号：060502015013课程类别： 专业核心课（公共基础课、专业基础课、专业核心课或专业选修课）学时学分：总学时32 学分 2其中实践学时开课单位：外国语学院适用专业英语专业（师范）先修课程：英语语言基础知识和技能一、课程的教学目标和教学要求本课程的教学目的在于使学生了解人类语言研究的最新成果，提高他们对语 言社会、人文、经济、科技以及个人修养等方面重要性的认识，培养语言意识，

2、开展理性思维，以帮助拓宽学生的思路和视野，全面提高学生的语言素质。在教学过程中，力求使学生掌握英语语言学这门学科的精神实质，弄清基本 概念，做到融会贯通，并能联系语言实际运用语言学理论，解决实际问题，注重 培养学生对语言的观察和研究能力。is about principles of forming and understanding correct English sentences.1.7.5 semanticsexamines how meaning is encoded in a language.1.7.6 pragmaticsis the study of meaning in co

3、ntext. It deals with particular utterances in particular situations and is especially concerned with levels of language below the word and above it.macrolinguistics1.8.1 psycholinguisticsinvestigates the interrelation of language and mind, in processing andproducing utterances and in language acquis

4、ition for example1.8.2 sociolinguisticsis an umbrella term with covers a variety of different interest in language andsociety, including the social functions of language and the social characteristics of its users.1.8.3 anthropological linguisticsanthropological linguists are interested primarily in

5、 the history and structure of formerly unwritten languages.1.8.4 computational linguisticsis an interdisciplinary field which centers around the use of computers to processor produce human language(also known as natural language to distinguish it from computer languages).Important distinctions in li

6、nuguistics1.9.1 Descriptive vs Prescriptive Descriptive grammarsrepresent the unconscious linguistic Knowledge or capacity of its speakers, are a model of the mental grammar every speaker of the language knows. Instead of teaching the rules of the language, they describe the rules that are already k

7、nown.The linguist tries to discover and record the rules to which the members of a language-community actually conform and docs not seek to impose upon other (i.c. extraneous) rules, or norms of correctness. (Lyons, 1982 :47)Prescriptive grammarsattempt to legislate what your grammar should be. They

8、 prescribe.I dont want to talk grammar. I want to talk like a lady.G. B. Shaw, PygmalionTeaching Grammarsare written to help people learn a foreign language or a dialect of their own language.synchronic vs. diachronicLangue& ParoleCompetence and Performance Linguistic competence is the knowledge tha

9、t native speakers have of their languages as an abstract formal relations. It is distinct from linguistic performance, the behavior of actual use.Chapter 3 lexicon (6 periods)教学目标和要求：了解构成词的最小意义单位一一语素，语素的类型，常见词根和词缀的意义，并通过词素的 学习提高对英语派生词和复合词的理解和运用能力。教学内容： 3.1 What is word?three senses of “word”A physic

10、ally definable unitThe common factor underlying a set of formsA grammatical unit3.1.2 identification of wordsstabilityrelative uninterruptibilitya minimum free form3.1.3 classification of words1 )variable and invariable words2)grammatical words and lexical wordsfunction words and content words3)clos

11、cd-class words and open-class wods4) word class3.2 the formation of word 3.2.1 morpheme and morphology morpheme is the smallest unit of language in terms of relationship between expression and content, a unit that cannot be divided intofurther smaller unit without destroying or drastically altering

12、the meaning, whether it is lexical or grammatical.types of morphemesfree morpheme and bound morpheme dog nation closegodfather sunflowerroot, affix and steminternationalism inter-, -al, -ism, nation affixprefix un-, im-, mini-, multisuffix-tion, -ise,infixfoot, feet, goose, geesestem:friends friendf

13、riendships friendship(3) inflectional affix and derivational affixeg. inflectional affix:toys walks Johnsderivational affixinflectional and word formation 3.2.4the counterpoint of phonology and morphology moipheme and phonemeallomorph3.3 lexical change3.3.1. lexical change proper(1) inventionKodak C

14、oke(2) Blendingex.3-27(3) abbreviationex.3-28(4) AcronymWTO CIA BBC VOA(5) back-formation(6) analogical creation(7) borrowingi. loanwords:eg. encoreii.loanblendiii.loanshiftiv.loan translation3.3.3 morpho-syntactical change3.3.4 semantic change3.3.5 orthographic changeChapter 5 Meaning (4 periods)教学

15、目标和要求：掌握词义的分类及词汇之间、句子之间的主要语义关系，了解语义特征特征和成分分析方法。教学内容： the subject concerning the study of meaning is called semantics5.1 meanings of “meaning”G. Leech, 7types of meaning in his semantics.conceptual meaningAssociative meaning.connotative meaning.social meaning.affective meaning.reflected meaning. coll

16、ocative meaning. thematic meaningthe referential theory The theory of meaning which relates the meaning of a word to the thing it refers to, or stand for, is know as the referential theory.sense relationsSense may be defined as the semantic relations between one word and another, or more generally b

17、etween on linguistic unit and another.Reference is concerned with the relation between a word and the thing it refers to, or more generally between a linguistic unit and a non-linguistic entity it refers to.There are generally three kinds of sense relations recognized, namely, sameness relation, opp

18、ositeness relation an inclusiveness(内包)relation.5.3.1 synonymyis the technical name for the sameness relation.5.3.2 antonymyis the name for oppositeness relation.(1) gradable antonymyeg. big small; good bad long short(2) complementary antonymyeg. dead alive; male female present absent(3) converse an

19、tonymyeg. lend borrow; buy sell; husband wife5.3.3. hyponymyis a matter of class membership.Superoridinatehyponymyco-hyponymseg. flowers : rose tulip lilyeg. on P1695.4 componential analysisThe idea that the meaning of a sentence depends on the meaning of the constituent words and the way they are c

20、ombined is usually known as the principle of COMPOSITIONALTYAccording to the principle of compositionality, each word in the lexicon is equipped with certain components and combinations of words into sentences must go through certain selection restrictions (选择限制条件)in order to produce acceptable sent

21、ences. Thus we can say colorful ball becausecolorful Adj(Color) abounding in contrast or variety of bright colors (Evaluative) having distinctive character, vividness, or picturesqueness ball NC(Social Activity) (Large Assembly) for the purpose of social dancing(Physical Object) having globular shap

22、e(Physical Object) solid missile for projection by engine of war 5.5 sentence meaningThe meaning of a sentence is obviously related to the meanings of the words used in it, but it is also obvious that sentence meaning is not simply the sum total of the words.The cat is chasing the mouse. The mouse i

23、s chasing the cat. (order)I have read that book.That book I have read.(thematic meaning)The son of Queen Elizabeth 9s daughter is the daughter of Queen Elizabeths son.(structure)Chapter 6 Language and Cognition (6 periods)教学目标和要求：了解认知研究的开展和主要的概念、语言的心理过程和认知语言学的基本概念和研究方法。教学内容：What is Cognition?Mental

24、processes, information processingMental process or faculty of knowing, including awareness, perception, reasoning, and judgment.The formal approach: structural patterns, including the study of morphological, syntactic, and lexical structure.The psychological approach: language from the view of gener

25、al systems ranging from perception, memory, attention, and reasoning.The conceptual approach: how language structures (processes & patterns) conceptual content.PsycholinguisticsPsychological aspects of language.Psychological states and mental activity with the use of language.Language acquisition, l

26、anguage production & comprehension.Related fieldsStructural linguisticsCognitive psychologyAnthropologyNeurosciencesSix subjects of researchLanguage acquisition (LI / L2)Language comprehensionLanguage productionLanguage disordersLanguage and ThoughtNeurocognitionLanguage AcquisitionHolophrastic stag

27、eLanguages sound patternsPhonetic distinctions in parentslanguage.One-word stage: objects, actions, motions, routines.Two-word stage: around 18mThree-word-utterance stageGive doggie paper.Put truck window.Tractor go floor.Fluent grammatical conversation stageEmbed one constituent inside another:Give

28、 doggie paper. 9Give big doggie paper.Use more function words: missing function words and inflection in the beginning but good use (90%) by the age of 3, with a full range of sentence types.All parts of all language are acquired before the child turns four.Language comprehensionMental lexicon: infor

29、mation about the properties of words, retrievable when understanding languageFor example, we may use morphological rules to decompose a complex word like rewritable the first few times we encounter it and after several exposures we may store and access it as a unit or word.It means that frequency of

30、 exposure determines our ability to recall stored instances.Connectionism: readers use the same system of links between spelling units and sound units to generate the pronunciations of written words like tove and to access the pronunciations of familiar words like stove, or words that are exceptions

31、 to these patterns, like love.Similarity and frequency play important roles in processing and comprehending language, with the novel items being processed based on their similarity to the known ones.Word recognitionCohort theory:Marslen-Wilson & Welsh (1978) The first few phonemes of a spoken word a

32、ctivate a set of word candidates that are consistent with the input. Interactive model: Higher processing levels have a direct, top-down influence on lower levels. Lexical knowledge can affect the perception of phonemes. There is interactivity in the form of lexical effects on the perception of sub-

33、lexical units. In certain cases, listeners5 knowledge of words can lead to the inhibition of certain phonemes; in other cases, listeners continue to “hear” phonemes that have been removed from the speech signal and replaced by noise. Race model: Pre-lexical route: computes phonological information f

34、rom the acoustic signal Lexical route: the phonological information associated with a word becomes available when the word itself is accessed When word-level information appears to affect a lower-level process, it is assumed that the lexical route won the race. Factors involved in word recognition:

35、Frequency effect: the ease with which a word is accessed due to its more frequent usage in the L. Recency effects: the ease with which a word is accessed due to its repeated occurrence in the discourse or context. Cotext: We recognize a word more readily when the preceding words provide an appropria

36、te context for it.Lexical ambiguity All the meanings related to the word are accessed. Only one meaning is accessed initially. Are you engaged ? My friend drove me to the bank. They passed the port at midnight. Please give me a camel.上课做手术The clerk (entering): Are you engaged?Augustus: What business

37、 is that of yours? However, if you will take the trouble to read the society papers for this week, you will see that I am engaged to the Honourable Lucy Popham, youngest daughter of.The clerk: That isnt what I mean. Can you see a female?Augustus: Of course, I can see a female as easily as a male. Do

38、 you suppose I am blind?(George Bernard Shaw: Augustus Does His Bit)Comprehension of sentencesSerial models: the sentence comprehension system continually and sequentially follows constraints of a languages grammarDescribe how the processor quickly constructs one or more representations of a sentenc

39、e based on a restricted range of information that is guaranteed to be relevant to its interpretation, primarily grammatical information.Any such representation is then quickly interpreted and evaluated, using the full range of information that might be relevant.Parallel models: emphasize that the co

40、mprehension system is sensitive to a vast range of information, including grammatical, lexical, and contextual, as well as knowledge of the speaker/writer and of the world in general.Describe how the processor uses all relevant information to quickly evaluate the full range of possible interpretatio

41、ns of a sentence.It is generally acknowledged that listeners and readers integrate grammatical and situational knowledge in understanding a sentence.Structural factors in comprehensionComprehension of written and spoken language can be difficult because it is not always easy to identify the constitu

42、ents (phrases) of a sentence and the ways in which they relate to one another.Psycholinguists have proposed principles interpreting sentence comprehension with respect to the grammatical constraints.Minimal attachment: the structurally simplef5structural simplicity guides all initial analyses in sen

43、tence comprehension.The second wife will claim the inheritance belongs to her.Garden path sentencesThe horse raced past the barn fell.The man who hunts ducks out on weekends.The cotton clothing is usually made of grows in Mississippi.Fat people eat accumulates.Lexical factors in comprehensionThe hum

44、an sentence processor is primarily guided by information about specific words that is stored in the lexicon.Syntactic ambiguityDifferent possible ways in which words can be fit into phrases.Ambiguous category of some of the words in the sentence.John painted the car in the garage.May likes the vase

45、on the cupboard which she bought yesterday.The students will discuss their plan to hold a dancing party in the classroom.I know Simon better than you.Tell me if you have time.My brother wasnt reading all the time.The chairman appointed Mr. Brown an assistant.The scholar wrote long thesis and books.F

46、lying planes can be dangerous.Comprehension of textResonance model: information in long-term memory is automatically activated by the presence of material that apparently bears a rough semantic relation to it.Discourse interpretationSchemata and drawing inferencesSchema: a pre-existing knowledge str

47、ucture in memory typically involving the normal expected patterns of things.RESTAURANT Schema:Entering, ordering, eating and exiting.Entering Scene:The customer enters a restaurant,looks for a table, decides where to sit, walks to the table.John went into a restaurant. He asked the waitress for coq

48、au vin. He ate it, paid the bill and left, (perfectly understandable)John went into a restaurant. He saw a waitress. He got up and went home, (does not seem to make sense)Apartment for rent. $500.I stopped to get some groceries but there weren*t any baskets left so by the time I arrived at the check

49、-out counter I must have looked like a juggler having a bad day.A: Would you like a coffee?B: Yes, please. B: No and no.A: Right.Pragmatic ambiguity There is a fly in my soup.二、教学时数分配Today is Sunday.早B教学内容教学时数Chapter 1Why study language / what is language / design features of2(I)language /Chapter 1o

50、rigin of language / Functions of language / what is linguistics /乙(II)Chapter 1Main branches of macro-linguistics / important distinctions in2(HI)linguistics2Chapter 3What is morpheme?(I)Chapter 3What is word? / Word formation2(II)2Chapter 3Lexical change / word group and phrase(III)Chapter 5Meaning

51、s of MEANING / The referential theory(I)2Chapter 5Sense relation(II)2Chapter 6Language acquisition / importance / stages / theories(I)Chapter 6Cognitive linguistics / construal / categorization2(ID2Chapter 6Metaphor / metonymy(HI)oChapter 7Language and culture2(I)Chapter 7Language and society2(ID2Ch

52、apter 7Cross-cultural communication(HI)Chapter 9General features of the literary language, Foregrounding, Figurative2(I)languageChapter 9The language in fiction and drama(II)2examTest in Class“Do you enjoy sitting beside me?” she asked coldly.Oh, no JI said.“Well, you are not wanted here. ”(W. E. B.

53、 DuBoisJOn Being Crazy”).3 Language productionAccess to wordsConceptualization: what to expressWord selection: a competitive processMorpho-phonological encoding: target wordsGeneration of sentencesConceptual preparation: deciding what to say - a global plan is neededWord retrieval and application of

54、 syntactic knowledgeProcesses of sentence generationFunctional planning: assigning grammatical functionsPositional encoding: getting into positions for each unitWritten language productionSimilar to spoken language.Orthographic form instead of phonological form.However, phonology plays an important

55、role in this process.Writers have more time available for conceptual preparation and planning. Cognitive LinguisticsCognition is the way we think.Cognitive linguistics is the scientific study of the relation between the way we communicate and the way we think.It is an approach to language that is ba

56、sed on our experience of the world and the way we perceive and conceptualize it.Three main approachesThe Experiential ViewThe Prominence ViewThe Attentional ViewExperiential viewCar: a box-like shape, wheels, doors, windows comfort, speed, mobility, independence, social statusProminence viewThe sele

57、ction and arrangement of the information that is expressed.The car crashed into the tree.The tree is hit by the car.Attentional viewWhat we actually express reflects which parts of an event attract our attention.The car crashed into the tree.How the car started to swerve;How it skidded across the ro

58、ad;How it rumbled onto the verge.Construal Construal: the ability to conceive and portray the same situation in different waysAttention / salience We activate the most relevant concepts more than concepts that are irrelevant to what we are thinking about.a We drove the road.a She ran across the road

59、.a The workers dug through the road.Judgment / Comparison, Figure / GroundWe cannot attend to all facets of a scene at the same time.We cannot pay attention to everything. Instead, we focus on events of particular salience.Figure-ground organizationThe ground seems to be placed behind the figure ext

60、ending in the background.The figure is thus more prominent, or even more interesting, than the ground.Figure-ground reversalFigure-ground also seems to apply to our perception of moving objects.In order to distinguish between stationary and dynamic figure-ground relations, some cognitive linguists (