普通語言學(xué)基礎(chǔ)

前言

　　北京大學(xué)出版社自2005年以來已出版《語言學(xué)與應(yīng)用語言學(xué)知識系列讀本》多種，為了配合第十一個五年計劃，現(xiàn)又策劃陸續(xù)出版《21世紀(jì)英語專業(yè)系列教材》。這個重大舉措勢必受到英語專業(yè)廣大教師和學(xué)生的歡迎?！　∽鳛橛⒄Z教師，最讓人揪心的莫過于聽人說英語不是一個專業(yè)，只是一個工具。說這些話的領(lǐng)導(dǎo)和教師的用心是好的，為英語專業(yè)的畢業(yè)生將來找工作著想，因此要為英語專業(yè)的學(xué)生多多開設(shè)諸如新聞、法律、國際商務(wù)、經(jīng)濟(jì)、旅游等其他專業(yè)的課程。但事與愿違，英語專業(yè)的教師們很快發(fā)現(xiàn)，學(xué)生投入英語學(xué)習(xí)的時間少了，掌握英語專業(yè)課程知識甚微，即使對四個技能的掌握也并不比大學(xué)英語學(xué)生高明多少，而那個所謂的第二專業(yè)在有關(guān)專家的眼中只是學(xué)到些皮毛而已。　　英語專業(yè)的路在何方？有沒有其他路可走？這是需要我們英語專業(yè)教師思索的問題。中央領(lǐng)導(dǎo)關(guān)于創(chuàng)新是一個民族的靈魂和要培養(yǎng)創(chuàng)新人才等的指示精神，讓我們在層層迷霧中找到了航向。顯然，培養(yǎng)學(xué)生具有自主學(xué)習(xí)能力和能進(jìn)行創(chuàng)造性思維是我們更為重要的戰(zhàn)略目標(biāo)，使英語專業(yè)的人才更能適應(yīng)21世紀(jì)的需要，迎接21世紀(jì)的挑戰(zhàn)?！　∪缃瘢本┐髮W(xué)出版社外語部的領(lǐng)導(dǎo)和編輯同志們，也從教材出版的視角探索英語專業(yè)的教材問題，從而為貫徹英語專業(yè)教學(xué)大綱做些有益的工作，為教師們開設(shè)大綱中所規(guī)定的必修、選修課程提供各種教材?！?1世紀(jì)英語專業(yè)系列教材》是普通高等教育“十一五”國家級規(guī)劃教材和國家“十一五”重點(diǎn)出版規(guī)劃項目《面向新世紀(jì)的立體化網(wǎng)絡(luò)化英語學(xué)科建設(shè)叢書》的重要組成部分。這套系列教材要體現(xiàn)新世紀(jì)英語教學(xué)的自主化、協(xié)作化、模塊化和超文本化，結(jié)合外語教材的具體情況，既要解決語言、教學(xué)內(nèi)容、教學(xué)方法和教育技術(shù)的時代化，也要堅持弘揚(yáng)以愛國主義為核心的民族精神。

內(nèi)容概要

　　《普通語言學(xué)基礎(chǔ)》主要是為英語專業(yè)本科高年級“普通語言學(xué)導(dǎo)論”課程編寫的。為了更適合該課程教學(xué)中的特點(diǎn)和學(xué)生的實(shí)際水平，《普通語言學(xué)基礎(chǔ)》要點(diǎn)突出，文字簡潔，在內(nèi)容、篇幅、舉例等方面都具有鮮明的特點(diǎn)?！镀胀ㄕZ言學(xué)基礎(chǔ)》為本科生普通語言學(xué)課程提供了新的可選擇的教材，同時由于其較強(qiáng)的可讀性，也完全可以作為一本普通語言學(xué)的普及讀物，為那些喜歡語言學(xué)知識或初學(xué)語言學(xué)的一般讀者使用。

作者簡介

　　馬壯寰，北京第二外國語學(xué)院英語學(xué)院教授，碩士生導(dǎo)師，英語學(xué)術(shù)帶頭人，長期擔(dān)任普通語言學(xué)等課程的教學(xué)工作，并從事或涉獵普通語言學(xué)、語言符號學(xué)、應(yīng)用語言學(xué)及英語演講等研究。曾于《當(dāng)代語言學(xué)》等學(xué)術(shù)刊物發(fā)表過若干學(xué)術(shù)論文，著有《索緒爾語言理論要點(diǎn)評析》、《語言研究論稿》、《演講英語》、《功能英語》等。多次獲得學(xué)院科研一等獎，并榮獲北京第二外國語學(xué)院優(yōu)秀導(dǎo)師、教學(xué)名師等稱號。2004年被評為北京市優(yōu)秀教師?，F(xiàn)擔(dān)任“普通語言學(xué)導(dǎo)論”北京市級精品課程建設(shè)項目。

書籍目錄

Chapter 1 An Overview of Language and Linguistics1.1 What Is General Linguistics？1.1.1 Defining Linguistics1.1.2 Principles of Linguistic Science1.1.3 A Natural Science or a Social Science？1.1.4 What Is Meant by "General"？1.1.5 Some Basic Distinctions in Linguistics1.1.6 What Is the Use of Linguistics？1.2 What Is Language？1.2.1 Defining Language1.2.2 Design Features of Language1.2.3 Functions of LanguageChapter 2 Phonetics2.1 Aim of Phonetics2.2 Different Types of Phonetics2.3 Vocal Organs2.4 Two Major Types of Speech Sounds2.4.1 Consonants2.4.2 Vowels2.4.3 Cardinal Vowel SystemChapter 3 Phonology3.1 Aim of Phonology3.2 Phonemes and Allophones3.3 Minimal Pair3.4 Three Criteria for Grouping Phones into Phonemes3.4.1 Free Variation3.4.2 Complementary Distribution3.4.3 Phonetic Similarity3.5 Distinctive Features and Natural Classes3.6 Phonological Processes3.6.1 Co-articulation Effects3.6.2 Elision3.6.3 Assimilation3.7 Phonological Rules of English3.7.1 Nasalization3.7.2 Nasal Assimilation3.7.3 Aspiration Rule3.7.4 Rule Ordering3.8 Syllable and StressChapter 4 Morphology4. 1 Aim of Morphology4.2 Word and Morpheme4.2.1 What Is a Word？4.2.2 Classifications of Words4.2.3 What Is a Morpheme？4.3 Morpheme and Allomorph4.3.1 Phonetically Conditioned Allomorphs4.3.2 Lexically or Grammatically Conditioned Allomorphs4.4 Relation between Morpheme and Phoneme4.5 Word Formation4.5.1 Compound4.5.2 DerivationChapter 5 Syntax5.1 What Is Syntax？5.2 The Traditional Grammar5.2.1 The History of the Traditional Grammar5.2.2 Syntactic Elements and Their Defining Properties5.2.3 Syntactic Relations Between Words5.2.4 The Ways Words are Organized Into Sentences5.3 The Structural Grammar5.3.1 Saussure and His Linguistic Theory5.3; 2 American Structuralist Linguistics5.4 The Generative Linguistics5.4.1 Chomsky and Generative Linguistics：What "Generative" Means5.4.2 Five Stages of Generative Linguistics5.4.3 The Classical Theory （1957——1965）5.4.4 The Standard Theory （1965——1972）5.4.5 The Extended Standard Theory Model（1972——1981）5.4. 6 The Government and Binding Theory Model（i981——1993）5.4.7 The Minimalist Program Model（1993——）Chapter 6 Semantics6.1 An Overview of Semantics6.1.1 Aim of Semantics6.1.2 Semantics at Different Levels6.1.3 Difficulty of Semantics6.2 Some Semantic Theories6.2.1 Referential Theory6.2.2 Mentalist Theory6.2.3 "Use" Theory6.3 Classification of Meaning6.3.1 Seven Types of Meaning Proposed by Leech6.3.2 Sense， Reference， and Denotation6.4 Sense Relations6.4.1 Synonymy6.4.2 Antonymy6.4.3 Hyponymy6.5 Simple Logic and Semantics6.5.1 Simplified Form of Predicate Calculi6.5.2 Simple Propositional Logic6.6 AmbiguityChapter 7 Pragmaties7.1 Defining Pragmatics7.2 Pragmatics. Past and Present7.2.1 Focus on Change： Three Stages of Development7.2.2 Tasks in Hand： Two Components of Pragmatics7.3 Critical Concepts and Theories in Pragmatics7.3.1 Between Semantics and Pragmatics7.3.2 Beyond Semantics7.4 Pragmatics in Development7.4.1 Relevance Theory7.4.2 Horns Bipartite System and Levinsons Tripartite SystemChapter 8 Language and Society8. 1 The Relatedness between Language and Society8.1.1 Possible Relations between Language and Society8.1.2 Socioliuguistics8.2 Variable， Variant and Variation8.3 Regional Dialect and Its Semantic Extension8.4 Language Use and Social Factors8.4.1 Sociolect8.4.2 Genderleet8.4.3 Agelect8.4.4 Ethnic Dialect8.5 Language Change8.5.1 Language Change in Progress8.5.2 Forms of Language ChangeChapter 9 Language， Culture and Thought9.1 The Relations between Language， Culture and Thought ~9.1.1 Language and Culture9.1.2 Language and Thought9.1.3 Sapir-Whorf Hypothesis9.2 Some Cultural Items9.2.1 Politeness and Cross-cultural Communication9.2.2 Greetings9.2.3 Taboo and Euphemism9.2.4 Address TermsChapter 10 Language Acquisition10. 1 First Language Acquisition10. 1.1 Three Views on First Language Acquisition10.1.2 Characteristics of First Language Acquisition10.1.3 Stages of First Language Acquisition10.2 Second Language Learning10.2.1 First Language Acquisition versus Second Language Learning10.2.2 Contrasts between First Language Acquisition and Second Language Learning10.2.3 Stages of Second Language LearningAppendixIndex

章節(jié)摘錄

　　The distinction isthe one that holds between describing howthings are and prescribing how things ought to be Lyons 1981：47　Being respectful to a language as it is， descriptive linguistics tries to discover and record the rules to which the members of alanguage-c0mmunity actually　conform On　thecontrary， prescriptive linguistics pays more attention to classicallitexary works and regards them as standards for the correctness.They tend to tell people what is right and what is wrong whenusing language， and impose upon people certain norms of usage.Towards language change or variation， descriptive linguistics andprescriptive linguistics also show different attitudes： the formerbeing tolerant and the latter intolerant.　Modern linguistics ischaracterized by descriptive orientation，　but in the history of linguistic studies there were certain schools， e.g.　　traditionalgrammar in 18th and 19th century， characterized by prescriptiveorientation.

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