新編簡明英語語言學教程

前言

　　我國英語專業(yè)本科教學與學科建設，伴隨著我國改革開放的步伐，得到了長足的發(fā)展和提升?；仡欉@30多年英語專業(yè)教學改革和發(fā)展的歷程，無論是英語專業(yè)教學大綱的制訂、頒布、實施和修訂，還是四、八級考試的開發(fā)與推行，以及多項英語教學改革項目的開拓，無不是圍繞英語專業(yè)的學科建設和人才培養(yǎng)而進行的，正如《高等學校英語專業(yè)英語教學大綱》提出的英語專業(yè)的培養(yǎng)目標，即培養(yǎng)“具有扎實的英語語言基礎和廣博的文化知識并能熟練地運用英語在外事、教育、經貿、文化、科技、軍事等部門從事翻譯、教學、管理、研究等工作的復合型英語人才?！睘榇龠M英語專業(yè)本科建設的發(fā)展和教學質量的提高，外語專業(yè)教學指導委員會還實施了“新世紀教育質量改革工程”，包括推行“十五”、“十一五”國家級教材規(guī)劃和外語專業(yè)國家精品課程評審，從各個教學環(huán)節(jié)加強對外語教學質量的宏觀監(jiān)控，從而確保為我國的經濟建設輸送大量的優(yōu)秀人才。　　跨人新世紀，英語專業(yè)的建設面臨新的形勢和任務：經濟全球化、科技一體化、文化多元化、信息網絡化的發(fā)展趨勢加快，世界各國之間的競爭日趨激烈，這對我國英語專業(yè)本科教學理念和培養(yǎng)目標提出了新的挑戰(zhàn)；大學英語教學改革如火如荼；數(shù)字化、網絡化等多媒體教學輔助手段在外語教學中廣泛應用和不斷發(fā)展；英語專業(yè)本科教育的改革和學科建設也呈現(xiàn)出多樣化的趨勢，翻譯專業(yè)、商務英語專業(yè)相繼誕生——這些變化和發(fā)展無疑對英語專業(yè)的學科定位、人才培養(yǎng)以及教材建設提出了新的、更高的要求。

內容概要

　　新世紀高等院校英語專業(yè)本科生系列教材（修訂版）旨在打造完整的英語專業(yè)學科體系，全面促進學生的語言技能、學科素養(yǎng)和創(chuàng)新能力的培養(yǎng)，必將為我國培養(yǎng)國際化、創(chuàng)新型、高素質的英語專業(yè)人才奠定堅實的基礎！　　權威性和先進性的體現(xiàn)：按照《高等學校英語專業(yè)英語教學大綱》提出的培養(yǎng)目標、課程設置、教學要求和教學原則精心設計，凝聚海內外英語專業(yè)教育界專家學者的智慧，反映英語專業(yè)教育、科研的最新成果?！　∏罢靶院蛣?chuàng)新性的結晶：基于廣泛的市場調研、詳盡的需求。分析和嚴謹?shù)目茖W判斷，梳理現(xiàn)有教程，優(yōu)化教材結構，更新教學方法和手段，強化學生綜合能力的培養(yǎng)?！　I(yè)素質和人文素養(yǎng)的同步提升：專業(yè)技能、專業(yè)知識、相關專業(yè)知識的完美匹配，幫助學生打下扎實的語言基本功，增強其分析問題、解決問題的能力，提高專業(yè)素質和人文素養(yǎng)，使學生真正成為國際化、創(chuàng)新型、高素質的英語專業(yè)人才。

書籍目錄

Chapter 1 Introduction1.1 What is linguistics?1.1.1 Definition1.1.2 The scope of linguistics1.1.3 Some important distinctions in linguistics1.2 What is language?1.2.1 Definitions of language1.2.2 Design features of language1.2.3 Funcions of languageRevision exercisesFor further readingChapter 2 Phonology2.1 The phonic medium of language2.2 Phonetics2.2.1 What is phonetics?2.2.2 Organs of speech2.2.3 Orthographic representation of speech sounds——broad and narrow transcriptions2.2.4 Classification of English speech sounds2.3 Phonology2.3.1 Phonology and phonetics2.3.2 Phone, phoneme, and allophone2.3.3 Phonemic contrast, complementary distribution, and minimal pair2.3.4 Some rules in phonology2.3.5 Suprasegmental features —— stress, tone, intonationRevision exercisesFor further readingChapter 3 Morphology3.1 Introduction3.2 Open class and closed class3.3 Morphemes —— the minimal units of meaning3.4 Analyzing word structures3.5 Derivational and inflectional morphemes3.6 Morphological rules of word formation3.7 Derivation3.8 CompoundsRevision exercisesFor further readingChapter 4 Syntax4.1 What is syntax?4.2 Categories4.2.1 Word-level categories4.2.2 Phrase categories and their structures4.3 Phrase structure rule4.3.1 XP rule4.3.2 Coordination rule4.4 Phrase element,,4.4.1 Specifiers4.4.2 Complements4.4.3 Modifiers4.5 Sentences (The S rule)4.6 Transformations4.6.1 Auxiliary movement4.6.2 Do insertion4.6.3 Deep structure and surface structure4.6.4 Wh movement4.6.5 Move α and constraints on transformationsRevision exercisesFor further readingChapter 5 Semantics5.1 What is semantics?5.2 Some views concerning the study of meaning5.2.1 The naming theory5.2.2 The conceptualist view5.2.3 Contextualism5.2.4 Behaviorism5.3 Lexical meaning5.3, 1 Sense and reference5.3.2 Major sense relations5.4 Sense relations between sentences5.5 Analysis of meaning5.5.1 Componential analysis ——a way to analyze lexical meaning5.5.2 Predication analysis -a way to analyze sentence meaningRevision exercisesFor further readingChapter 6 Pragmatics6.1 Some basic notions6.1.1 Definition6.1.2 Pragmatics vs. semantics6.1.3 Context6.1.4 Sentence meaning vs. utterance meaning6.2 Speech act theory6.2.1 Austin's model of speech acts6.2.2 Searle's classification of speech acts6. 2.3 Indirect speech acts6.3 Principle of conversation6.4 Cross-cultural pragmatic failureRevision exercisesFor further readingChapter 7 Language Change7.1 Introduction7.2 Phonological changes7.3 Morphological and syntactic change7.3.1 Addition of affixes7.3.2 Loss of affixes7.3.3 Change of word order7.3.4 Change in negation rule7.4 Lexical and semantic change7.4.1 Addition of new words7.4.2 Loss of words7.4.3 Semantic changes7.5 Some recent trends7.5.1 Moving towards greater informality7.5.2 The influence of American English7.5.3 The influence of science and technology7.6 The causes of language changeRevision exercisesFor further readingChapter 8 Language and Society8.1 The scope of sociolinguistics8.1.1 The relatedness between language and society8.1.2 Speech community and speech variety8.1.3 Two approaches to sociolinguistic studies8.2 Varieties of language8.2.1 Dialectal varieties8.2.2 Register8.2.3 Degree of formality8.3 Standard dialect8.4 Pidgin and Creole8.5 Bilingualism and diglossiaRevision exercisesFor further readingChapter 9 Language and Culture9.1 Introduction……Chapter 10 Language AcquisitionChapter 11 Second Language AcquisitionChapter 12 Language and the BrainA Gloccsry in English and ChineseReferences

章節(jié)摘錄

　　First, linguistics is descriptive while traditional grammar is prescriptive. A linguist is interested in what is said, not in what he thinks ought to be said. He describes language in all its aspects, but does not prescribe rules of "correctness". He does not believe that there is some absolute standard of correctness concerning language use which linguists or school teachers should view as their duty to maintain. Instead, he would prefer to be an observer and recorder of facts, but not a judge. He might recognize that one type of speech appears to be socially more acceptable than others because of the influence of fashion. But this will not make him think that the socially more acceptable variety can replace all the other varieties, or the old words are always better than the new ones, or vice versa. He will regard the changes in language and language use as the result of a natural and continuous process, not something to be feared.　　Second, modem linguistics regards the spoken language as primary, not the written. Traditional grammarians, on the other hand, tended to emphasize, maybe over-emphasize, the importance of the written word, partly because of its permanence. Before the invention of sound recording, it was difficult for people to deal with utterances which existed only for seconds. Then, the traditional classical education was also partly to b　　ame. People were encouraged to imitate the "best authors" for language usage. Many of the rules of traditional grammar apply only to the written language； they cannot be made meaningful in terms of the spoken language, without much qualification and addition.

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