語言學教程

內(nèi)容概要

　　胡壯麟主編的《語言學教程》（第四版）在第三版基礎上聽取廣大師生意見修訂而成。包括語言學理論介紹，語音，詞匯，句法，語義，語言和認知，語言和社會文化，語用學，語言和文學，語言和計算機，語言學和外語教學，語言學流派等十二章。本教程作者均為國內(nèi)語言學名家，暢銷二十二年，堪稱語言學教材經(jīng)典之作。此次修訂充分汲取國內(nèi)外語言學研究的最新理論和成果，更為全面而系統(tǒng)地闡述了理論和應用語言學領域的內(nèi)容，闡述方式深入淺出、脈絡清晰，利于教師課上教學和學生課下自學。本書圖文并茂，使讀者能夠在輕松的閱讀過程中掌握專業(yè)知識。
　　本教材適合高校英語專業(yè)本科學生以及語言學相關專業(yè)和研究人員使用，另配有中文譯本和練習冊。

書籍目錄

chapter 1 Invitations to Linguistics
chapter 2 Speech Sounds
chapter 3 Lexicon
chapter 4 From Word to Text
chapter 5 Meaning
chapter 6 Language and Cognition
chapter 7 Language,Culture,and Society
chapter 8 Language in Use
chapter 9 Language and Literature
chapter 10 Language and Computer
chapter 11 Linguistics and Foreign Language Teaching
chapter 12 Theories and School of Modern Linguistics
Bibliography
Glossary and Index

章節(jié)摘錄

　?。?）Digitized sound A new dimension has been added to many programs-DIGITIZED SOUND. Compact disks that use digitized sound offer quick random access to information as well as superior sound quality. For instance, a "Lingua ROM" software has a program disk and various language disks that contain the digitized speech. With such programs, students are able to hear the pronunciation of a phrase, a word, or even a syllable or sound and then record their own voice following the example. The students can then listen to the original recording as well as their own and compare the two, until they feel their pronunciation is correct or has improved.　　The most recent advance in CD technology is the development of the CD-I （compact disk-interactive）.This technology includes digitized sound, compressed video, animation, and possibly text to create a multimedia platform for interactive programs.　　（5）USB　　Most computers have at most two serial ports, and they are very slow inmost cases. The goal of USB （Universal Serial Bus）is to end all of these headaches. Here are some of the USB fenatures: the computer acts as the host; up to 127 devices can connect to the host, either directly or by way of USB hubs; the standard for USB version 2.0 was released in April 2000 and serves as an upgrade for USB 1.1 , and with USB 2.0, the bus has a maximum data rate of 480 megabits per second; USB devices are hot-swappable, meaning you can plug them into the bus and unplug them any time. For Super speed USB （USB 3.0）, connected devices can request service from host. With a USB in hand, students' learning is much more facilitated, either in retrieving or in downloading.　　On the whole, the "assisting" role of CALL will be gradually giving way to a more active and direct role. In all, 5 College English computerized learning systems were approved by China's Ministry of Education. This heralds a new era for foreign language education.　　10.2 Machine Translation　　MACHINE TRANSLATION （MT）refers to the use of machine （usually computers）to translatc texts from one natural language to another. MT can be divided into two types: Unassisted MT and Assisted MT. Unassisted MT takes pieces of text and translates them into output for immediate use with no human involvement. Assisted MT uses a human translator to clean up after, and sometimes before, translation in order to get better quality results. Usually the process is improved by limiting the vocabulary through the use of a ductionary and the types of sentences grammar allowed （Napier, 2000）.　　MT has always been a chief concern in computational linguistics for reasons of philosophy and religion, politics, and economy. Philosophically and religiously, researchers would like to verify whether "the whole earth was of one language, and of one speech" as written in the Christian Bible; politically, non-English speaking countries would not like to see their languages, identities, and cultures to be replaced by one language, say English, as people have the right to use their own languages; economically, MT could cut down the expenses for employing a legion of human translators. Statistics have shown that to produce a good translation of a difficult text a translator cannot process more than 4 -6 pages or 2,000 words per day （Cracuinescu, et al., 2004）.　　10.2. 1 History of Development　　In spite of the ups and downs in the course of MT development, the field of MT has changed remarkably little since its earliest days in the fifties （Hutchins 1995, 1999; Kay, 1995）. Nevertheless, one can still witness the following stages.　?。?）The independent work by MT researchers　　In the early 1950s, research was necessarily modest in its aims, as it was constrained by the limitations of hardware, in particular, inadequate memories and slow access to storage, and the unavailability of high-level programming languages. Apart from this, research was done independently without necessary assistance from the language experts in those fields of syntax and semantics. Consequently, the first MT researchers had to turn initially to crude ductionary based approaches, that is, predominantly word-for-word translation, and to the application of statistical methods.　　With such background, early researchers were aware of the fact that what ever systems they could develop would produce low quality results, so they suggested the major involvement of human translators both for the pre-editing of input texts and for the post-editing of the output. They also proposed the development of controlled languages and the restriction of systems to specific domains.　　……

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