基于語(yǔ)料庫(kù)的功能英語(yǔ)語(yǔ)法

前言

　　一直以來(lái)，我國(guó)的英語(yǔ)教學(xué)盛行“交際法教學(xué)”和“功能教學(xué)”，英語(yǔ)語(yǔ)法教.學(xué)遭到冷落，其主要原因不是語(yǔ)法不重要，而是學(xué)習(xí)者難以將所學(xué)語(yǔ)法規(guī)則運(yùn)用到英語(yǔ)交際中，語(yǔ)法的實(shí)用性遭到質(zhì)疑。編著本書的目的便是力求使語(yǔ)法發(fā)揮其應(yīng)有的作用，即成為交際的手段和工具，幫助英語(yǔ)學(xué)習(xí)者提高交際能力。本書具有以下特點(diǎn)：　?。?）本書是一本以功能為體系的語(yǔ)法書：每一章都圍繞英語(yǔ)的一項(xiàng)主要功能，針對(duì)每一項(xiàng)功能列出可以使用的語(yǔ)法結(jié)構(gòu).然后闡述其特征及規(guī)則。語(yǔ)言學(xué)習(xí)者的目的是進(jìn)行交際，把語(yǔ)言的功能和結(jié)構(gòu)聯(lián)系起來(lái)體現(xiàn)了本書的實(shí)用性，這一點(diǎn)有別于我國(guó)傳統(tǒng)的語(yǔ)法書。　?。?）本書的編著建立在語(yǔ)料庫(kù)的基礎(chǔ)上，它們是國(guó)際上三個(gè)大型的語(yǔ)料庫(kù)：COBUILD（COUins Birming lam University International Language：Datal3ase）語(yǔ)料庫(kù)，LSWE（Longman Spoken and Written English）語(yǔ)料庫(kù)以及CI（Camdge In-ternational）語(yǔ)料庫(kù)。書中例句均取自以上三個(gè)語(yǔ)料庫(kù)，真實(shí)、鮮活、可靠，具有杜撰句所缺乏的交際價(jià)值：此外書中提供了大量的與語(yǔ)法結(jié)構(gòu)相關(guān)的語(yǔ)料庫(kù)檢索結(jié)果.如某一結(jié)構(gòu)的語(yǔ)域分布和使用頻率、某一結(jié)構(gòu)常用的單詞等，對(duì)一些語(yǔ)法結(jié)構(gòu)的實(shí)際使用情況提供了較為準(zhǔn)確、深入、全面的信息?！　。?）本書為教師提供了適合語(yǔ)法教學(xué)的交際練習(xí)活動(dòng)。語(yǔ)法練習(xí)類型有三種：以熟悉規(guī)則為目的的形式型練習(xí)、在理解意義基礎(chǔ)上熟悉規(guī)則的意義型練習(xí)以及運(yùn)用某一結(jié)構(gòu)以交際為目的進(jìn)行活動(dòng)的交際型練習(xí)。我國(guó)語(yǔ)法書提供的多是前兩種練習(xí)。缺乏具有實(shí)用價(jià)值和趣味性的交際型練習(xí)，本書提供的交際練習(xí)活動(dòng)旨在填補(bǔ)這一空缺。

內(nèi)容概要

本書是一本以功能為體系的語(yǔ)法書，編著本書的目的是力求使語(yǔ)法發(fā)揮其應(yīng)有的作用，成為交際的手段和工具，幫助英語(yǔ)學(xué)習(xí)者提高交際能力。本書實(shí)用，例句真實(shí)，具體體現(xiàn)在：    （1）以功能為體系的語(yǔ)法書，有別于傳統(tǒng)的以結(jié)構(gòu)為體系的語(yǔ)法書：    （2）建立在語(yǔ)料庫(kù)（COBUILD語(yǔ)料庫(kù)、LSWE語(yǔ)料庫(kù)、CI語(yǔ)料庫(kù)）的基礎(chǔ)上，所有例句均來(lái)自以上語(yǔ)料庫(kù)，真實(shí)、鮮活、可靠，具有杜撰句所缺乏的交際價(jià)值，此外書中還提供了相關(guān)的語(yǔ)料庫(kù)檢索結(jié)果：    （3）本書為教師提供了無(wú)確定答案的交際練習(xí)活動(dòng)素材，具有實(shí)用價(jià)值和趣味性。

書籍目錄

1  Reflerring to people and things    1.1  Identifying people and things：nouns      1.1.1  Things that can be counted：countable nouns      1.1.2  Things not usually counted：uncountable nouns        1.1.3  Referring to groups：collectiVe nouns        1.1.4  Referring to materials：material nouns  　　1.1.5  Referring to abstract concepts，states，qualities and events：abstract    1.1.6  Referring to people and things by name：proper nouns        1.1.7  Nouns ending in-s      1.1.8  Sharing the same quality：adjectives as headwords      1.1.9  Specifying more exactly：compound nouns        Commuicative Practice Activities  1.2  Referring to people and things without naming them：pmnouns      1.2.1  Referring t0 people and things：personal pmnouns    1.2.2  Mentioning possession：possessive pronouns      1.2.3  Referring back to the subject：renexiVe pronouns      1.2.4  Referring to a particular person or thing：demonstmtiVe pronouns　　1.2.5  Referring to people and things in a general way：inde6nite pmnouns    1.2.6  Showing that two people do the same thing：recipmcal pmnouns      1.2.7  Joining clauses together：relatiVe pronouns　　1.2.8  Asking questions：interrogative pronouns    　　CommuicatiVe Practice ActiVities    1.3  Identifying what you are talking about：deternliners    1.3.1  Collocations between detenlliners and nouns      1.3.2  Collocations between deteminers    1.3.3  Definite specific reference：the definite article      1.3.4  Indefinite specific reference：the indefinite anicle     1.3.5  Generic reference：the zero anicle  　　1.3.6  Indefinite determiners      Commuicative Practice Activities  2  Giving inflomation about people and things    　2.1  Descrbing things：adjectives    2.1.1  One—word and compound adiectives      2.1.2  Centml and peripheral adjectives    2.1.3  Dynamic and stative adjectives       2.1.4  Grable and non—gradable adjectives        2.1.5  Panicipial adjectives      2.1.6  Descriptors and classifiers      2.1.7  AdjectiVe(phrase)as modifier in noun phmses    2.1.8  Adjective phrases as complement    2.1.9  C0mparison and Comparative Constmctions    Commuicative Practice Activities    2.2  Indicating possession or association：genitive noun      2.2.1  Formation of genitive nouns    2.2.2  Meanings of genitive nouns      2.2.3  Uses of genitive nouns    2.2.4  The independent genitive    2.2.5  The double genitive    Commuicative Practice Activities  　2.3  Modifying using nouns：premodifying nouns    2.3.1  Meaning relations expressed by noun+noun sequences    2.3.2  Noun+noun sequences acmss registers      2.3.3  Plural nouns as premodifiers    　2.4  Talking about quantities and amounts：panitives      2.4.1  General partitives    2.4.2  Partitives related to the shape of things      2.4.3  Partitive related to volume      2.4.4  Partitives related to the state of action        2.4.5  PartitiVes denoting pairs，groups，flocks，etc.        2.4.6  Partitives denoting measures    　2.5  ReflerTing to an exact nunlber of things：numerals    2.5.1  Referring to the number of things：cardinal numbers    2.5.2  Referring to things in a sequence：ordinal numbers      2.5.3  Types of numerical expressions      2.5.4  Tlalking about age    2.5.5  Approximate numbers      Commuicative Practice Activities   2.6  Expanding the noun phrase：postmodifiers        2.6.1  Nouns with prepositional phrases　……3  Making a message4  Varying the message5  Expressing time6  Expressing manner and place7  Reporting people's words of thoughts8  Combining messages9  The Structure of information

章節(jié)摘錄

　　Until now the rumours that had been circulating were exaggerated versions of the truth.　　The doctor had been working alone.　　He arrived back in Munich from Rome where he had been meeting other OAS leaders.　　They had been hitting our trucks regularly.　　The Home Office had until now been insisting on giving the officers only ten days to reacha settlement.　　Since then， the mother had been living with her daughter.　　The rain had been pouring all night.　　5.2.5.3 Past perfective in clauses　　The past perfective is common in sentences with adverbial clauses of time. In such sen-tences there are normally two actions that happen one after another and generally the earlierhappening is expressed by the past perfective and the latter happening by the simple past：　　When I had sorted that out， l shrugged.　　When everyone had drunk two or three horns， Nwakibie sent for his wives.　　When he returned the priest had already used the special needle-sharp quill and ink.　　Since conjunctions such as before， after， when and as soon as can indicate time sequenceby their own lexical meanings， we can also use the simple past instead of the past perfectivewith both the actions， especially when one action follows the other very closely （ e. g. I got areal shock when I opened the box）.　　In addition， the past perfective is also common in object and relative clauses：　　The house keeper mentioned that the dog had attacked its mistress more than once.　　They never perceived that they themselves had forced women into this role from childhood.　　It came almost as a shock to realize that her night had been peaceful.　　Some people even said that they had heard the spirits flying and flapping their wings a-gainst the roof of the cave.　　The drive increased the fatigue she had been feeling for hours.　　A patient reported a dream that had recurred throughout her life.　　This finding was confirmed using lifetable analysis， with a 35 percent reduction in the pro-portion of ulcer relapses in patients who had received cisapride.　　The 245-year-old was a remnant of the old-growth lodgepole pine that had originallycovered the area of all three stands.　　5.2.5.4 Imaginary use of past perfective　　The past perfective when used to express hypothetical meanings is called the imaginaryuse of the past perfective. This use is found in the following three structures。

圖書封面

評(píng)論、評(píng)分、閱讀與下載

---

    基于語(yǔ)料庫(kù)的功能英語(yǔ)語(yǔ)法 PDF格式下載

---