语言学讲义及课后答案 4页

语言学讲义及课后习题答案（最新）9、LanguageandthoughtEarlyviewsonlanguageandthoughtPlatosuggestedthatthoughtwasthesoul'sdiscoursewithitself,whichinotherwordsmeansthatthoughtandlanguagewereidentical.Itismentalist,echoedbyWalson(AmericanpsychologistandfounderofBehaviorism)andBloomfieldwhosaidthatthinkingisasystemofmovementsthathadbeenreducedfromactualspeechtothepointwheretheywerenolongervisible・Aristotlechallengedhisthoughtarguingthatmankindcouldnothavethesamelanguagesandthatlanguagewereonlysongsofpsychologicalexperiences・10、什么是Sapir-Whorf假设？TheSapir-Whorfhypothesisisatheorypulforwardby(heAmericananthropologicallinguistsSapirandWhorf(andalsoabeliefheldbysomescholars).Itstatesthatthewaypeopleviewtheworldisdeterminedwhollyorpartlybythestructureoftheirnativelanguagc・(2)TheSapir-Whorfhypothesisconsistsoftwoparts,i.c.linguisticdeterminismandrelativism.Whorfproposedfirstthatallhigherlevelsofthinkingaredependentonlanguage・Orputitmorebluntly,languagedeterminesthought,i・e.〔henotionoflinguisticdeterminism.Becauselanguagesdifferinmanyways,WhorfalsobelievedthatspeakersofdiHerenllanguagesperceiveandexperiencetheworlddifferently,i.e.relativetotheirlinguisticbackground,hencethenotionoflinguisticrelativism.11>ArgumentsagainsttheSapir-WhorfHypothesis(verypopulartoday)为什么说语言不能决定思维？WordsandmeaningItiswidelyacceptedthatthevocabularyofalanguageconsistsofnothingmorethanmeaninglesslabels,whicharemanipulatedbylanguageuserstoelicitenlotionalreactionsorbehavioralresponses,toimpart给予informationortodirectthelistener'sattention.Themeaningofwordhighlydependsonandchangesbycontext.12>GrammaticalstructureManygrammaticalfeaturesarepurelysuperficialaspectsoflinguisticstructure・TninslationTherearesomeconceptualdifferencesbetweenculturesduetolanguage,butthisisnottosaythatthedifferencesaresogreatthatmutualcomprehensionisimpossible・Onelanguagemaytakemanywordstosaywhatanotherlanguagesaysinasingleword,butintheendthecircumlocution婉转曲折的陈述canmakethepoint・13、SecondlanguageacquisitionIflanguageshavedifferentconceptualsystems,thenaspeakerofonelanguagcwillbeunabletolearntheotherlanguagebecausehelackstherightconceptualsystem.However,sincepeoplecanlearnradicallydifferentlanguages,thoselanguagescouldn*thavedifferentconceptualsystems.Bilingualismisanothergoodcaseinpoint.Therearenumerouscasesofsuccessfulbilingualspeakersacrosstheglobe・Althoughthesepeopleareproficientintwolanguagesthatarenotgeneticallyrelated,theydonothave"doubleminds"equippedwithtwodifferentsystemsofthought.Likemonolinguals,bilingualormultilingualspeakershaveaconsistentconccptual-pcrccptualsystemofthephysicalworld・14>LanguageandworldviewsRemainsofhowlanguageandthoughtarerelatedtoeachother.Thelanguagesystemdoesnotnecessarilyprovidespecificsofone*sworldviews・Ontheonehand,peoplespeakingthesamelanguagemayhavedifferentworldviews,includingpolitical,social,religious,scientificandphilosophicalviews・Ontheotherhand,peoplespeakingdifferentlanguagesmaysharesimilarpolitical,social,religious,scientificorphilosophicalviews.Moreover,onelanguagecandescribemanydifferentworldviews,asisevidentinthecaseofsuccessfultranslation.15、UnderstandingtherelationoflanguageandthoughtMajorfunctionsoflanguageInterpersonalcommunicationandintrapersonalcommunication(facilitatethinking,speechbehaviorandactionfortheindividual).16>ThedevelopmentandblendingoflanguageandthoughtOveraperiodoftime,thelanguagesystemisformedalongsidethedevelopmentofthought.Althoughtheyaretwodifferentsystemsdevelopingalongtwodifferentroutes,part\nofthelanguagesystemispartofthethoughtsystem.Thethoughtandlanguagesystemarejoinedthroughmeaningandideas.Thus,languagcandthoughtmaybeviewedastwoindependentcirclesoverlappinginsomeparts,wherelanguagcandthoughtarcconsistentwitheachotherandoneneveroccurswithouttheother.Whentheyareidenticalandcloselyparalleltoeachother,wemayregardthoughtas“subvocalspeech"(无声语言)，andspeechas"overtthoughf,(右•声思、维)・Insuchacase,theytakeplacesimultaneously.17、Thinkingwithoutlanguage(possible)LanguageasaconventionalcodingsystemtoexpressthoughtItisconventionalratherthangenetic・Aparticularcodingsystemcomprisesaparticularsetofarbitralverbalsymbols,whichdonotarisefrom,nordotheygivebirthto,aparticularconceptualsystem.18、ThewaysinwhichlanguageaffectsthoughtLanguageinfluences,ratherthandetermine,thewayweperceivetheworldandrecallthings,andaffecttheeasewithwhichweperformmentaltasks.19、语言对思维的影响可能是什么？Languagedoesnotsomuchdeterminethewaywethinkasitinfluencesthewayweperceivetheworldandrecallthings,andaffectstheeasewithwhichweperformmentaltasks・Thatis,languagemaybeusedtoprovidenewideas,bringaboutachangeinbeliefsandvalues,solveproblems,andkeeptrackofthingsinmemory・Itisevidentthattothedegreeofsuccessthatlanguagefunctionsasanindispensablemediumofinformationstorageandretrieval,itcanleadIanguagcuserstobepredisposedtoactandperceiveinccrtainwaysratherthaninothers.Inconclusion,languagebynomeansdeterminesthewaysweperceivetheobjectiveworld,butbyitsconvenience,availability,andhabitualuse,doesinfluencetheperceptions,memorytasks,andotherverbalandnonverbalbehaviorofhumanbeings・第十章语言获得1>Languageacquisitionisconcernedwithlanguagedevelopmentinhumans.Ingeneral,languageacquisitionreferstochildren'sdevelopmentoftheirfirstlanguage,thatis,thenativelanguageofthecommunityinwhichachildhasbeenbroughtup.(FLA):Thedevelopmentofafirstornativelanguage(LI)iscalledfirstlanguageacquisition,andthensecondlanguageacquisition(SLA).LIandL2developmentdonotseemtoinvolveidenticalprocesses.2、研究语言获得的意义Thestudyoflanguageacquisitionenableslinguists,psychologistsandappliedlinguiststobetterunderstandthenatureofhumanlanguageanddevelopmentalprocessesoflanguageacquisition.3、Firstlanguageacquisition第一语言获得Nooneismoresuccessfulthanothersinacquiringafirstlanguage・Childrenfollowasimilaracquisitionscheduleofpredictablestagesalongtherouteoflanguagedevelopmentacrosscultures,thoughthereisanidiosyntacticvariationintheamountoftimethattakesindividualstomasterdifferentaspectsofthegrammar.4、Thebiologicalbasisoflanguageacquisition语言获得的生理基础Thisbiological,ornativist天赋，viewoflanguageacquisitionmeansthathumansareequippedwiththeneuralprerequisitesforlanguageandlanguageuse・Ourlanguagefacultypermitsustoacquireanyhumanlanguagetowhichweareexposedto,includingdeafchildrenacquiringasignlanguage・Differentlanguageshaveasimilarlevelofcomplexityanddetails,andreflectgeneralabstractpropertiesofthecommonlinguisticsystemcalledthe5、UniversalGrammar普遍语法.Languageacquisitionastheacquisitionofgrammaticalrules为什么说母语习得是语法规则的习得？Inprinciple,nohumanbraincanstoreallthewordsandexpressionsofalanguage・Whathappensisthatwhenprocessingthelanguagetheyhear,childrenconstructthegrammarandmakesenseoftheexpressionsaccordingtothegrammar.Whenproducingutterances,theyfollowtheinternalizedgrammaticalrules.Withouttheknowledgeofthe\nproductiverules,itwouldbeimpossibleforlanguageuserstoproduceandunderstandanunlimitednumberofsentenceswhichtheyhaveneverheardbefore・6、Theroleofinputandinteraction在母语习得中，语言输入起什么样的作用？Inputreferstothelanguagewhichalearnerhearsorreceivesandfromwhichheorshecanlearn.Forlanguagetobeeventuallyacquired,childrenmustbeprovidedwithanappropriatelinguisticenvironmentinwhichtheyhaveaccesstolanguagedataandopportunitiestointeractwiththeinput.Childrenmustbeprovidedwithanappropriatelinguislicenvironment.Themodifiedspeechtypicallyaddressedtoyoungchildreniscalledcaretakerspeech,保姆语alsoknownasbabytalk,mothcrs-cs,orparentese・Exposuretothistypeoflanguagemakesiteasierforchildrentomatchlinguisticformswiththeirmcaningsandforthatreason,theiracquisitionofthevocabularyandstructureofthelanguageismadeeasier.7、Theroleofformalinstruction刻意的教学对母语习得有什么作用？Forthevastmajorityofchildren,languagedevelopmentoccursspontaneouslyandrequireslittleconsciousinstructiononthepartofadults.Innaturalsettings,parentsrarelycoiTectyoungchildrensutterancesthatviolatetherulesofthegrammar,stilllessdotheygoaboutteachingexplicitlythecorrectformsofthelanguagc,althoughsomeparentsbelievethattheyconstantlyinstructtheirchildrentospeakgrammaticalsentences・Eveniftheydo,thereisnoconvincingevidencethatchildrenneedsuchinstruction.Infact,parentsoftenfailintheirattetoteachchildrengrammaticalrules・Ofcourse,thisisnottosaythatinstructionisaltogetheruselessinchildlanguagedevelopmentfromthestageofababblertothatofafluentspeaker.Acertainamountofconsciousinstructiononthepartofparentsandpeersmayhavesomeeffectonthelanguageofachild.Buttheavailableevidencetodateindicatesthatanexplicitteachingofcorrectformstoyoungchildrenplaysanlinorroleatbest.8、Theroleofcorrectionandreinforcement在儿童母语习得过程屮，纠错起什么样的作用？ProponentsofBehavioristlearningtheorysuggestedthatachild'sverbalbehaviorwasconditionedthroughassociationbetweenastimulusandthefollowingresponse.Childrenarcbelievedtograduallyassumecorrectformsofthelanguageoftheircommunitywhentheir"bad"speechgetscorrectedandwhentheirgoodspeechgetspositivelyreinforced・ResearchershavefoundthatcorrectionandreinforcementarenotkeyfactorsinchildlanguagedevelopmentReinforcemenihasbeenfoundtooccurusuallyinchildren'spronunciationorreportingoftruthfulnessofutterances,ratherthaninthegrammaticalityofsentences・9^Theroleofimitation模仿在母语习得中的作用是什么？Atonetime,itwaswidelybelievedthatchildrenlearnedlanguagebysimplyimitatingthespeechofthosearoundthem.Wenowknowthatthiscannotbetrue,sincemanyutterancetypesproducedbychildrendonotcloselyresemblestructuresfoundinadultspeech・・Ifchildrenlearntheirnativelonguebyimitatingtheirparents,howcanweaccountfortheutterancesthataretypicalofchildren*slanguage,suchasthepluralform"myfoots/thepasttenseformsofnIcatcd/*andthenegativeconstructionof"Nothesunshining"?Itisimpossiblethatchildrenimitatethesestructuresfromadultsbecausetheyareneverheardinadultconversations.Inaddition,Childrenwithspeechimpairmentforneurologicalorphysiologicalreasonslearnthelanguagespokentothemandunderstandwhatissaid.Amorereasonableexplanationisthatchildrenareattemptingtoconstructandgeneralizetheirowngrammaticalrules.Someyounglanguagelcarnersdoseemtomakeselectiveuseofimitation,buttheydonotblindlymimicadultspeechinaparrotfashion,butratherexploititinveryrestrictedwaystoimprovetheirlinguisticskills・Thepointisthatimitationplaysatbestaveryminorroleinthechild1smasteryoflanguage・1()、Stagesoffirstlanguageacquisition第一语言习得经过哪些主要阶段？(1)Theprclinguisticstage前语言阶段：atthisbabblingstage,thesoundsandsyllablesthatchildrenutterarcasyetmcaninglcss・(2)Theonc-wordstage:atthisstage,childrenlcarnthatsoundsrelatedtomeanings.Theyuseone-wordutterances,orholophrasticsentencestoexpressaconceptorpredicationthatwouldbeassociatedwithanentiresentence\ninadultspeech.()Thetwo-wordstage:atthisstage,childrenareheardutteringtwoexpressionsinavarietyofcombinations.(4)Themultiwordstage多i司句阶段：atthisstage,thesalientfeatureoftheutterancesisthevariationinstringsoflexicalmorphemes.Itisnormallyassumedthat,bytheageoffive,withanoperatingvocabularyofmorethan2,000words,childrenhavecompletedthegreaterpartofthelanguageacquisitionprocess.Thereissubstantialvariationamongchildrenintermsoftheageatwhichparticularfeaturesoflinguisticdevelopmentoccu匚Somestageslastshort,somelonger,someoverlapforashortperiod,andthetransitionbetweenstagesmaybesudden.11、Thedevelopmentofthegrammaticalsystem语法体系的发展1Thedevelopmentofphonology语言Theemergenceofarticulatoryskillsbeginsaroundtheagewhenchildrenstarttoproducebabblingsounds・Childrenfirstacquirethesoundsthatarefoundinalllanguageoftheworld,nomatterwhatlanguagetheyareexposedto,andinlaterstagesacquirethe"moredifficult"sounds・2Thedevelopmentofsyntax句法Children'searlylanguageisnotonlysemanticallybased,butalsonlakesreferencetosyntacticcategories,suchasNPandVRandgrammaticalrelations,suchassubjectandobject.3Thedcvclopmcntofmorphology词形Children'searlywordsarcsimplyabunchofbarestemswithoutaffixes・Bythetimetheyarcgoingbeyondthetelegraphicstage,childrenbegintoincorporatesomeoftheinflectionalmorphemeswhichindicatethegrammaticalfunctionofthenounsandverbsused・Thefirsttoappearisusuallythe“-ing"fonmThencomesthemarkingofregularpluralswiththeform.Thisacquisitionisoftenaccompaniedbyaprocessofovergeneralization.4Thedevelopmentofvocabularyandsemantics词汇和语义Overgeneralizationalsooccursinthisdevelopment.Childrenvirtuallyacquiredthebasicfabricoftheirnativelanguageattheageoffiveorsix.12、Secondlanguageacquisition笫二语言(ft获得SLAisprimarilythestudyofhowlearnersacquireorlearnanadditionallanguage(targetlanguage)aftertheyhaveacquiredtheirfirstlanguage(LI)・SonicproblemsinL2developmentdonotexistinchildrciVsLI.Veryfewadultsseemtoreachnative-likeproficiencyinL2.1Acquisitionvs.Learning习得与学习AprimarydifficultyformostL2learnerscanbecapturedintermsofadistinctionbetweenacquisitionandlearningwhichwasproposedbytheAmericanStephenKrashen.