語言學概論

前言

　　《語言學概論》是為英語教師進修和英語專業(yè)學生編寫的教材，旨在幫助讀者掌握現(xiàn)代語言學的基本概念、基本理論、基本方法，引發(fā)對語言本質(zhì)、語言學習過程和語言教學原理的思考?！　?1世紀，世界經(jīng)濟一體化的趨勢必然帶來國際交流與合作的新局面。英語作為國際交流的通用語言越來越受到社會各界的重視。大規(guī)模、高效率的英語教學是以高水平、專業(yè)化的英語教師培養(yǎng)、培訓為基礎的。聽、說、讀、寫、譯技能是從事英語教學必須具備的，但不是英語教師職業(yè)化培訓的全部。外語教學是由政府決策、專家策劃、教師操作、社會評價構成的系統(tǒng)工程。教師直接面臨的問題是怎么教。然而，教無定法，教師需要根據(jù)教育目標、教學對象、教學內(nèi)容、教學設備等諸多因素創(chuàng)造性地設計課程步驟。教師不僅要考慮怎么教，還必須考慮為什么教，教什么。語言教師應該知道語言是什么，語言是由什么構成的，是如何發(fā)揮作用的，是如何習得的。語言學研究成果對語言教師頗有啟發(fā)。外語教學法是語言理論與教學實踐結合的產(chǎn)物。有語言理論知識外語教師才能深入理解教學大綱和課程標準，才能駕馭教材，才能創(chuàng)造性地組織課堂教學，提高教學效果。　　語言學的研究領域廣泛，派別林立，術語繁多，合理地取舍是編好語言學概論的基礎。本書以介紹現(xiàn)代英語語言學的基本理論、方法和前沿問題、最新成果為主要目的，全書由三部分構成。第一部分（第一章）概述語言的本質(zhì)、功能、分類、起源和語言學的對象、性質(zhì)、分支。第二部分（第二～七章）介紹語言的分相研究，即語音學、音位學、形態(tài)學、句法學、語義學、語用學。第三部分（第八～十章）介紹語言的交叉學科研究，即社會語言學、第二語言習得、語言學與外語教學。為了便于讀者消化理解語言理論，掌握語言分析的基本方法，每章后附輔導題和研究課題。書后附輔導題參考題解和英漢術語表。

內(nèi)容概要

　　權威性：本套教材系教育部師范司組編的英語專業(yè)規(guī)劃教材。編者與審者均為國內(nèi)知名專家、教授及多年從事師范英語教學的優(yōu)秀教師。針對性：本套教材汲取了國內(nèi)外最新外語教學研究成果，理論與實踐并重，針對教師實際需要精心編寫。實用性：本套教材在選材與練習設計上以培養(yǎng)學習者綜合語言應用能力為宗旨，注重提高其業(yè)務能力。

書籍目錄

CHAPTER I Language and Linguistics: an Overview1.1 What is language? 1.2 Features of human language 1.3 Functions of language 1.4 Types of language 1.4.1 Natural languages and artificial languages1.4.2 Genetic classification of languages1.4.3 The typological classification of languages1.5 The myth of language: language origin 1.6 Linguistics: the scientific study of language 1.6.1 Linguistics as a science1.6.2 Branches of linguistics1.6.3 Features of modern linguisticsTUTORIAL ACTIVITIES / QUESTIONS MINI-PROJECTS CHAPTER 2 Phonetics: the Study of Speech Sounds2.1 The study of speech sounds 2.2 The sound-producing mechanism 2.3 Phonetic transcription of speech sounds 2.3.1 Unit of representation2.3.2 Phonetic features and natural casses2.4 Description of English consonants2.5 Description of English vowels2.6 phonetic features and natural classesTUTORIAL ACTIVITIES/QUESTIONSMINI-PROJECTSCHAPTER 3 Phonology: the Study of Sound Systems and Patterns3.1 The study of sound systems and patterns3.2 Phonemes and allophones3.3 Discovering phonemes3.3.1 Contrastive distribution3.3.2 Complementary distribution3.3.3 Free variation3.3.4 The discovery procedure3.4 Distinctive features and non-distinctive features3.5 Phonological rules3.6 Syllable structure3.7 Sequence of phonemes3.8 Features above segments3.8.1 Stress3.8.2 Intonation3.8.3 Tone3.8.4 The functioning of stress and intonation in EnglishTUTORIAL ACTIVITIES/QUESTIONSMINI-PROJECTSCHAPTER 4 Morphology: the Study of Word Structure4.1 Words and word structure4.2 Morpheme: the minimal meaningful unit of language4.3 Classification of morphemes 4.3.1 Free and bound morphemes4.3.2 Inflectional and derivational morphemes4.4 Formation of English words4.4.1 Derivation4.4.2 Compounding4.4.3 Other types of English word formationTUTORIAL ACTIVITIES/QUESTIONS MINI-PROJECTS 44CHAPTER 5 Syntax: the Analysis of Sentence Structure5.1 Grammaticality ……CHAPTER 6 Semantics:the Analysis of MeaningCHAPTER 7 Pragmatics:the Analysis of Meaning in ContextCHAPTER 8 Language in Social ContextsCHAPTER 9 Second Language AcquisitionCHAPTER 10 Linguistics and Foreign Language TeachingAppendix 1 Families/Groups of LanguagesAppendix 2 The Indo-Europena Language FamilyBibligraphy Suggested Solutions to Tutrial QuestionsAn English-Chinese Glossary

章節(jié)摘錄

　　but Nim and other chimpanzees in similar experiments showed almost notendency toward such creativity （Fromkin and Rodrnan, 1998）. Facts like these seem to suggestthat creativity is a feature that distinguishes human language from communication systems ofother creatures.　?。╥i） Duality　　Language contains two subsystems, one of sounds and the other of meanings. If you aregiven the four English speech sounds [p] [1] [i] [d] and asked to combine them into sequencesthat sound like English words, you will find [plid] [pild] are permissible, while *[pdli] *[dpli]*[lipd] *[idlp], etc. are not. The permissible sequences sound like English words, and yetthey are not, because they do not stand for anything. On the other hand, meanings are conveyedby certain speech sounds or sequences of speech sounds. In English, [DEAD BODY OF APERSON] is expressed by the word corpse. In this case, we say the concept or the meaning islexicalized. In English there is no word to stand for the concept [DEAD PLANT]. Whencertain speech sounds correspond to a certain meaning, a unit of language arises. The samesounds can be recombined to mean something else. In some cases, the same sequence ofsounds can mean different things （such as homophones, and polysemes）. This sh　　ws thatmeanings and sounds make up two subsystems of language. No systems of animalcommunication possess this feature. The barks of a dog are not analyzable. Animalcommunication systems cannot be cut into segments and then be reorganized into meaningfulsequences. In other words, human languages are discrete while animal communication systemsare non-discrete.　　（iii） Arbitrariness　　The relationship between speech sounds and the meanings they represent in the languagesof the world is, for the most part, an arbitrary one. The Swiss linguist de Saussure regarded thelinguistic sign as composed of signifier （sound image） and signified （referent）. In his view,there is no inherent relation between the two. A building we live in with our family is calledhouse in English, maison in French, dom in Russian, casa in Spanish. If the relationshipbetween speech sounds and meanings were motivated （i.e., not arbitrary）, the words in theselanguages that stand for the same thing would sound the same or similar, then people wouldnot need to learn foreign languages.　　Admittedly, there are a few words in most languages that are onomatopoetic——words ofwhich the sounds supposedly imitate the sounds of nature. This seems to contradict arbitrariness.Nevertheless, when these words of different languages are compared, it is found that they stillsound different.

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