语言性别差异对比分析
社会语言学是一门研究语言和社会关系的学科，其中包括语言与社会、语言学与文化，语言与思维、语言与性别等诸多方面。自从20世纪初，关于语言与性别的研究在现代语言学领域受到越来越多的关注。然而，直到20世纪60年代，随着社会语言学的发展，语言性别差异才成为语言学家研究的重要课题。社会语言学家逐渐认识到，作为一种言语标记，说话人的心病别应当同其年龄、地位、角色身份这些内容同等对待，因而应当成为社会语言学研究中的一个独立研究变量。（杨永林）
语言性别差异可以分为两类：一类是语言本身性别歧视，说话人的说话方式显示出他们对男性和女性的不同态度。一类是男女使用语言的差异。
本文主要是针对男女使用语言的差异展开谈论的。男女使用语言方面的差异主要体现在：词汇的选择、句法和语用方面。文章的第一部分对社会语言学及语言性别差异作了简要的介绍。第二部分对语言性别差异的分类及前人研究成果综述。第三部分集中分析了研究理论框架。第四部分是关于研究方法的分析。第五部分从三个方面（言语目的、谈话话题及言语表达方式）讨论男性与女性在使用语言方面的差异。最后是结论部分。
通过对语言性别差异的分析发现它对外语教学有很大帮助。一方面，作为将来的英语教育者，我们有必要了解语言性别差异，从而可以教授学生正确的言语形式。男性与女性语言存在许多差异，了解这些差异对于外语教学领域是十分重要的。另一方面，我们需要尽可能地了解以英语为本族语的男性与女性的说话方式。
关键词：语言性别差异，社会语言学，分析
Contrast Analysis of Gender Differences in Language
Abstract
Sociolinguistics is defined as the study of language in relation to society, it involves many aspects, such as language and society, language and culture, language and thought, language and gender etc. The research of language and gender has been paid more attention to in modern linguistics since the beginning of the 20th century. Yet it is since 1960s that gender differences in language has been an important subject with the development of sociolinguistics. Sociolinguists come to realize that as a speech marker, the gender of the speaker should be treated equally with age, status, and role, so it should be an independent variable in sociolinguistics.
Gender differences in language may be divided into two categories. The first category is about sexism in language and the ways in which speakers demonstrate their different cultural attitudes toward men and women. The second category is about the differences in the actual speech of men and women.
This paper is concerning the differences in the actual speech of men and women. Differences in the speech of men and women may exist in many aspects, such as lexical choice, syntax and pragmatics. The first part makes a brief introduction about sociolinguistics and gender differences in language. The second part mentions categories of gender differences in language and previous study of gender differences in language. The third part concentrates on the approach of the analysis. The fourth is about the data collection and research methodology. The fifth part analyzes the differences of the speech between men and women from three perspectives—the purpose of the speech, the topic of the conversation and the mode of the speech. The final part comes to the conclusion about the gender differences in language.
Through the analysis of gender differences in language, I have realized that it is useful in teaching foreign language. On the one hand, as language teachers in the
future, we need to be conscious of gender differences in language so that we can teach our students in an appropriate way. There are differences in the speech of men and women, and we should know what the differences are, it is very important in the field of TESOL. On the other hand, we need to know as much as possible about the speech patterns of men and women who are native speakers of English.
Key words: gender differences, sociolinguistics, analysis
语言性别差异对比分析 (1)
摘要 (1)
Contrast Analysis of Gender Differences in Language................................. .2 Abstract.. (2)
1. Introduction (5)
2. Literature Review........................................................... (6)
2.1 Categories of Gender Differences in Language (6)
2.2 Previous Study of Gender Differences in Language (7)
3. Theoretical Framework (8)
4. Research Methodology (9)
4.1 Data Collection (9)
4.2 Research Methodology (10)
5. Contrast Analysis of Speech of Men and Women in Daily C onversation (10)
5.1 The purpose of the speech (10)
5.2 The topic of the conversation (11)
5.3 The mode of the speech (11)
6. Conclusion (14)
Reference (16)
1. Introduction
Language plays a very important role in our daily life, it relates many aspects of human life. We can use language not only to identify things, to think, or to record information, but also to represent all the things around us. In addition, language is a social behavior, we use it as a medium to get along in a community. So it is upon this fact that sociolinguistics is predicated.
Sociolinguistics, the study of language in relation to society, language is very important in the profession of TESOL. As the second language teacher, it is important to know language as a system of sounds, meaning units and syntax. Social rules, cultural values and the differences in communicative conventions should also be focused on.
Gender differences in language has been an important subject with the development of sociolinguistics since 1960s. Research into language and sex did not really begin in a systematic or serious way until the early 1970s. Lakoff (1973) assumes that language differences caused by different gender is counted as the real reflection of the inequality of men and women in reality. Thorne & Henley(1975) has affirmed that the male dominance theory has great influence on gender differences in language from the sociolinguistic perspective. Male are in higher position in society, so power can be reflected in their speech. Vice versa, gender differences in language strengthens male’s position in society.
Another reason which can be regarded as the source of gender differences in language is the different conception of value. Women and men have different conception of value. The value of men consists in what they can do, while women’s value depends on how they appear. Thus we can draw a conclusion that conception of value of the speaker determines the style of the speech. In general, the speech of men is direct and tough which can show their masculinity. On the contrary, women’s speech should be elegant and implicit which can embody their ladies style.
The knowledge of gender differences in language is very helpful for language learners, and gender differences may exist not only one but all languages. As a language learner, we should know the significance of the study of genders in language because in the future after graduation most of us will become a teacher of foreign language. As specialists in language teaching, on the one hand, we need to be conscious of gender differences in language so that we can teach our students in an appropriate way. There are differences in the speech of men and women, and we should know what the differences are, it is very important in the field of TESOL. On the other hand, we need to know as much as possible about the speech patterns of men and women who are native speakers of English.
This paper mainly discusses the different styles of speech between men and women in daily conversation, including the purpose of the conversation, the choice of the topics during the conversation, and the mode of the conversation.
All in all, gender differences can be reflected in many aspects in our daily life, we should pay more attention to it, thus we can avoid many misunderstandings between men and women.
2. Literature Review
2.1 Categories of Gender Differences in Language
According to Wolfson, the research about language and sex can be divided into two categories. The first category is about sexism in language and the ways in which speakers demonstrate their different cultural attitudes toward men and women. Two areas of sexism in English have been well-studied. One is that females are excluded from mention in English because the generic he/man problem. Men are regarded as the representatives of all human beings and their speech is the standard, while women are seen as inferior and secondary in society. The second is that females are give negative treatment in society. Bad words in our daily is always related to female words. Female words are often used to insult a male, whereas male words are usually
used to compliment female.
The second category is about the differences in the actual speech of men and women. The formation of these differences in language may have historical, physiological, social and psychological factors. Lakoff (1973) was one of the early articles to deal with the issue of differences in men’s and women’s speech. She has concluded six major characteristics of women’s speech: lexical choice, question intonation in statements, hedges which includes tag questions and statement modifiers which remove assertive force, emphatic modifiers and intonational emphasis, hypercorrect grammar and pronunciation and superpolite forms.
2.2 Previous Study of Gender Differences in Language
The research concerning gender differences in language has been an important subject with the development of sociolinguistics since women’s movement started in 1960s. Many scholars have done a lot of researches concerning language and sex.
In the west, Robin Fort wrote a book named Histories Nature Morale Desiles Anlilles, which is regarded as the earliest work concerning the characteristics of women’s speech in the middle of the 17th century. In 1922, linguist Otto Jesperson published Language in which he has expanded the differences of lexical choice and composition of the sentence, meanwhile he has also pointed out that women avoid saying gross and foul language instinctively, yet they are fond of concise, delicate expressions. Up to the late of 1960s, American linguists began to employ the new methods to investigate and scientifically and thoroughly analyze the form of variables of the urban area, and get some more information about gender differences in language. Since 1970s, some linguists, such as Lakoff, Trudgill, Aimmerman, and West have done a lot of research to promote the study of women’s speech.
Among them, Lakoff(1973) may well be seen as a forerunner of recent research into language and gender in Western societies. (Wolfson 1989:164) She has concluded six major characteristics of women’s speech: lexical choice, question intonation in
statements, hedges which includes tag questions and statement modifiers which remove assertive force, emphatic modifiers and intonational emphasis, hypercorrect grammar and pronunciation and superpolite forms. There are subsequent empirical studies to test Lakoff’s analysis. Crosby and Nyquist (1977) has tested the existence of “female register” through studies and found that gender differences were due to the different roles in society. Subsequently, O’Barr and Atkins (1980) studied sex-related speech in courtroom to test the similar hypotheses as did Crosby and Anyquist and found that the characteristics of women’s speech which Lakoff has described are not possessed by all women, they also found that the person who has the higher status, whose language must be powerful. Eakins and Eakins (1976) argues that men speak more often longer and interrupted more in faculty meetings. In recent years, the research about language and sex is becoming hotter and hotter and many linguists have proposed some new methods which are more challenging.
In china, research about language and gender can date back to the 1980s, those researches are mainly about differences in the form of male and female language. The scholars who took the lead to study the gender differences in language are He Ziran (1979), Wang Wenchang (1979) and Chen Zhongshen(1980). Since the 1990s, various theories and methods are applied in sociolinguistics, pragmatics and inter-cultural communication.
All the studies listed above are concerning the differences of the speech between men and women. The scholars, not only abroad but also domestic, have contributed a lot to the study of gender differences in language. I think there will be more and more scholars and learners focusing on gender differences in language.
3. Theoretical Framework
The contrast analysis of male and female language in daily conversation concerns many aspects, such as the topic of the conversation, the mode of the conversation and so on. The differences of the speech between men and women may
result from their conception of value, their hobby and their interest etc. They hold different opinions according to the same matter. So we can refer to the ethnography of speaking in describing the gender differences in language. Ethnography refers to the investigation of cultures using a particular methodology, that of participant observation. The ethnography of speaking proposed by Dell Hymes in 1962.
…The ethnography of speaking is concerned with the situations
and uses, the patterns and functions, of speaking as an activity
in its own right. (Hymes 1962:101)
This ethnographic framework takes into account the various factors that are involved in speaking. An ethnography of a communicative event is a description of all the factors that are relevant in understanding how that particular communicative event achieves its objectives. (Wardhaugh1998)
Conversation means to exchange ideas through interaction, so we can also employ the approach of interactional sociolinguistics—rapport talk proposed by Deborah Tannen (1984,1982) to analyze the gender differences in language. Tannen (1990a) has described the characteristics of men and women’s speech from nine dimensions: intimacy-independence, connection-status, inclusive-exclusive, relationship-information, rapport-report, community-contest, problems-solutions, novice-expert and listening-lecturing. From the description, we can conclude that women’s speech tends to be solidarity, yet men’s speech tends to be independent.
4. Research Methodology
4.1 Data Collection
This paper mainly discusses the gender differences in language. Scholars have done a lot of researches concerning language and gender. I will select some useful descriptions to discuss here. The characteristics of the speech of men and women proposed by Tannen are mentioned in Intercultural Communication: A Discourse Analysis, are helpful to me in discussing gender differences in language. I also select some useful sentences from Family Album, U.S.A to verify my argument.
4.2 Research Methodology
There is a binary distinction between qualitative and quantitative research. Qualitative research is inductive, subjective, ungeneralisable, soft, process and verification oriented, hypothesis-driven, and hypothesis generating research, while quantitative research is deductive, objective, generalisable, hard, outcome and discovery oriented, data-driven and hypothesis testing research.
In this paper, I employ the quantitative and descriptive methodology to discuss the differences of the speech between men and women. Firstly, the characteristics of women and men’s speech are collected. Secondly, the differences are described through the collection.
5. Contrast Analysis of Speech of Men and Women in Daily Conversation
The speech of women differs from the speech of men in daily conversation. Men and women differ in the kinds of language they use because men and women often fill distinctly different roles in society. We can analyze the differences of the speech of men and women from many aspects, such as the purpose of the speech, the topics of the speech and the mode of the speech. Many of the differences may result from different socialization practices.
5.1 The purpose of the conversation
Whether men or women have their own purposes in the conversation. Tannen has pointed out that the research on the purpose of women’s speech should be from nine dimensions, which are shown as follows: intimacy, connection, inclusive, relationship, rapport, community, problems, novice and listening. The purpose of the women’s speech is to establish the rapport relationship among the members in the community. They try their best to become a member of the community. They want to keep intimate relationship through interaction. So in their speech, the main purpose is to express their feelings and listen to others. The style of their speech appears more obedient and negative.
However, the purpose of men’s speech is task-oriented, they have a more analytical approach, so they try to solve problems and troubles through interaction. They seldom express their intimate feelings to others. Tannen has also described men’s speech from nine dimensio n—independence, status, exclusive, information, report, contest, solutions expert and lecturing. They want to give information and solutions through conversation. They also want show their independence in the communication. So it is absolutely different from the purpose of the women’s conversation.
5.2 The topic of the conversation
The topic of women’s conversation is different from that of men’s. The topic of the women’s conversation mainly concerns social life, emotion, this can not be separated from their position, profession, social status, and personality. Women’s speech is regarded as trivial and gossip-laden because in the speech community of women, they mainly discuss clothing, love, family, trifles in daily life, experience, emotion, food and drink, life’s troubles. The purpose of the speech is to show the intimate relationship with the addressees, and through the speech they want to reinforce their membership in the community.
On the contrast, men show great interest in topics concerning business, politics, legal matters, sports, geography, economy and military etc., these aspects can reflect their solid position in society.
5.3 The mode of the speech
As for the mode of the speech of men and women, we can discuss from three layer s—lexical choice, syntax and pragmatic.
Lexical choice
There are great differences in lexical choice in the speech of men and women. One can be embodied in the usage of color terms. As we know the application of vocabulary of visual color is very important, it can make language more vividly.
Women are better users of color terms because they love beauty and they like dressing up to make them beautiful. Their ability to identify color is very strong and they use color terms more frequently than men. They usually use elaborated color terms, such as mauve, azure etc. to describe things. However, because of the effect of culture and psychology, men are not sensitive to the color terms, they often use some restricted color terms.
The other can be embodied in using adjectives and adverbs to express complement and appreciation. According to Lakoff, women often use “empty”adjectives, such as divine and cute, which are not only meaningless, but also lack of any connotation of power. Women are more inclined to use adverbs, such as so, really, and very, to strengthen the mood, while by contrast, men’s adjectives, such as great and terrific, sound full of power.
Eg. Female: I’m really glad to see you. I mean…my brother’ll be really glad to see you.
Female: She’s very pretty.
Female: He’s very nice. But I think he was nervous tonight. It was her first date in two years.
Women also have more hypercorrect pronunciation than men, they tend to use forms of pronunciation which are closer to the prestige norm. In general, women can speak more formally than men do in similar situation.
Men use more interjections when they change the topics, such as Hey, Oh, and Listen. In contrast, women often use conjunction to change their topics, such as but, however, and whereas etc.Bloomfield (1933) assumes that women often use interjections differently from men.
Eg. A Female: This bacon is great. I love crispy bacon.
Male: Oh, what are you doing tomorrow?
B Female: I’d like that, but…
Male: But what?
Female: But Dad is always so busy.
C Female: Oh, dear, you’ve put the peanut butter in the refrigerator again.
Male: Shit, you’ve put the peanut butter in the refrigerator again.
Syntax
Women often employ question intonation in statements. The usage of question intonation shows that women’s speech is nonassertive, they make suggestions or request agreement from their addressees by using these patterns. In addition, they use tag questions and hedges frequently, such as kind and sort of, it seems more polite because it obeys the polite principles proposed by Leech.
Eg. Would you please open the window, if you don’t mind?
He is very intelligent, isn’t he?
According to Trugill’s study, women are more likely than men to be judged by how they present themselves rather than by what they do, and speech is very much a part of self-presentation.
The speech of men is direct and tough, men usually use imperative sentence, their speech sounds like the instruction of the product and is lack of emotion. Pragmatics
In daily communication, the differences of the speech of men and women can be embodied in pragmatics. As we all know, women are considered as talkative, the stereotype associated with women’s use of language has to do with the issue of verbosity. (Wolfson) But in the fact is different, men are the main speaker in the cross-sex conversation, they tend to take the initiative in conversation, but there seems to be the different purposes in the conversation: men speak less aggressively and competitively and women speak more about their emotion and family.
Men frequently interrupt women in cross-sex conversations while women rarely interrupt men, men want to use interruption as a means of dominating and controlling
interaction.
The styles that men and women employ in conversation are described as “debate vs. relate”, or “competitive vs. cooperative”. Women tend to establish intimacy by discussing problems and showing concern and empathy in order to reinforce relationships. However, men often try to seek solutions to problems and useful advice from others in conversation. Women pay more attention to details in conversation, while men pay less attention to details.
Eg. Male: Where the hell have you been?
Female: Well I had to find Foster n’ then
Male: Do you realize what time is it:
Female: Uh, yeah, but I couldn’t find Fos
Male: I’ve been standing around in that cruddy reserve bookroom for the last half hour!
Female: Sshush! The whole hall is gonna hear you
Male: I don’t care! Next time you wanna “just stop off on campus” you can use your legs.
----(杨永林2004)
6. Conclusion
Gender differences indeed exist in all languages The different roles women and women play in social life result in the different skills or strategies they employ in conversation. According to O’Barr and Atkins, what Lakoff has termed “women’s language ” would be more appropriately termed “powerless language”, which means this kind of language is less convincing, less intelligent, less competent, and less trustworthy. On the contrary, men’s language is regarded as power because the controlling status in society.
Women’s speech is different from men’s speech in lexical choice, syntax and pragmatics in daily life. Women are more concerned about the emotion, intimacy, food, dress, relationship in conversation, they try to share their happiness and sadness with their friends. However, men are interested in business, military, politics, sport and geography, they communicate with others in order to exchange ideas with them.
Through the analysis of the gender differences in language, I realize as a language learner, we should not only learn the basic knowledge about language, but also know the culture of the language. Thus we can avoid misunderstandings as much as possible.
As a language teacher in the future, on the one hand, we need to know gender differences in language so that we can teach our students the appropriate forms of the utterances. On the other hand, we need to know as much as possible about the speech patterns or styles of men and women who are native speakers of English. It appears that the field of language and gender research has several important links to the field of TESOL.
Reference
[1] Nessa Wolfson. Perspectiv e: Sociolinguistics and TESOL, Heinle & Heinle Publishers
[2] Ron Scollon & Suzanne Wong Scollon. Intercultural Communication: A Discourse Approach. Foreign Language Teaching and Research Press
[3] Wardaaugh. Ronald An Introduction to Sociolingutstics[M]. Oxford: Foreign Language Teaching and Research Press &Blackwell Publishers Ltd, 2000.
[4] Greville G. Corbett. Gender. Peking University Press
[5] Family Album, U.S.A. Hubei Education Press
[6] 陈琳. 《英语中女性特点及其发展趋势探究》.《语文学刊》. 2010年第10期
[7] 杨永林. 《社会语言学研究》.上海外语教育出版社2004
[8] 赵蓉晖.《语言与性别：口语的社会语言学研究》.上海外语教育出版社
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本科生课程论文 论文题目：Care for Bilingual Children 课程名称：Introducing Sociolinguistics 任课教师：刘承宇 专业：英语 班级：2012级英语1班 学号：222012310032017 姓名：魏宗琴 2015 年11 月17 日
Care for Bilingual Children Abstract:Nowadays, raising bilingual children is more and more appealing to many families, but obviously it is not a easy course.This paper is to present some social linguistic phenomenons concerning some children raised in bilingual families and appeal to care for them. Key Words:individual bilingualism, language interference, language accommodation，bilingual language-planning I. Introduction Having more than one language at children’s fingers provides them more accessibilities to another world; therefore, the idea of raising bilingual children is appealing to more and more parents. These parents believe that bilingual kids have the advantage of knowing two cultures, of being able to communicate with a wider variety of people and of possible higher economic status in the future. Nevertheless, in the planning for children’s bilingual language development, parents should take some social linguistic factors into consideration as well as children’s self identity, self esteem,and schooling options etc. .
母语负迁移对汉英翻译的影响及解决办法 廖银玲 （长沙理工大学外国语学院, 湖南长沙 11113021066） 摘要：母语迁移在第二语言习得研究领域占据重要位置。迁移有正负之分，正迁移是指母语与目标语结构相同或相似，对目标语的学习有促进作用；负迁移则是指母语与目标语结构不同，对目标语的学习产生干扰。翻译涉及双语信息转换的过程，尤其会受到母语负迁移的影响。本文首先分析母语负迁移在汉英翻译中的表现形式及其产生的原因，并就此探讨克服此现象的对策。 关键词：负迁移；翻译；表现形式；原因；对策 Abstract: Language transfer has been a central issue in second language acquisition．It is widely accepted that language transfer can be mainly classified as positive transfer and negative transfer．Positive transfer is the facilitation of the first language through its similarities with the target language；while negative transfer is the negative influence of the first language，resulting from the dissimilarities between the first language and the target language．As a process involving the shift of bilingual information，translation is particularly constrained by the negative transfer of the first language．This study is an effort to explore the manifestation and causes of negative transfer in Chinese-English translation, and then provide some solutions. Key words: negative transfer；translation； manifestation；causes ； solutions 随着我国社会、经济的发展．与世界的交流越来越频繁。而英语作为运用最广泛的语言。作为人类社会交际的重要工具，其重要性更是不言而喻。近些年来，越来越多的人开始学习英语．可是往往事倍功半。造成这种现象的有各方面的因素．母语负迁移便是其中一个重要因素。 1、定义及相关理论背景 迁移作为一个心理学术语,是指已有的知识被运用到新知识的环境中的过
哲学导论期末论文 小议柏拉图《理想国》中的“哲学王”思想 在古希腊伟大的哲学家柏拉图的著作《理想国》当中，突出了一个非常重要的概念“哲学王”。哲学王的提出，是柏拉图希望实现城邦的美德，就需要一个善的体制，一个正义的统治者。理想国中说，除非哲学家成为我们这些国家的国王，或者我们目前称之为国王和统治者的那些人物，能严肃认真地追求智慧，使
政治权利与聪明才智合而为一，否则一切都是空中接阗。因为哲学王的必备素质是具有良好的记忆，敏于理解，豁达大度，温文尔雅，爱好和亲近真理、正义，勇敢和节制。柏拉图相信只有这样完美无可指摘的人，才能把国家放心托付给他。同时人们还要接受教育，进行艺术、几何、哲学的熏陶，从孩子一出生就培养他们，等等一系列的构想，建造出心目中完美正义的城邦。 但从那时起到今天，哲学家成为统治者这件事情始终都是难以实现的，我们到底是需要哲学家来做“王”，还是政治家或是其他什么人来做“王”？谁更适合做“王”我们并不知道，但哲学家们明显是不合适的，不论是古希腊时代还是今天。至于是为什么，有两点需要指出，第一是我们不能像柏拉图一样过于强调正义，而忽视其他，好像正义的城邦就等于完美的城邦，我们需要的是完美的城邦，再扩大一点说，是完美的国家。当然，“完美”是不存在的，那退一步来说，就是“相对完美的国家”。第二是哲学家不是一个人，我们需要分类，不能笼统的去说哲学家到底适不适合统治国家。我把哲学家由现实到理想分为三类：第一类是较有功利色彩的哲学家，其性格和行为比较像我们普通人；第二种是相对纯粹的哲学家，与我们常人相去甚远；第三种是上帝一样的哲学家，是最理想的统治者。第三种情况我们不用考虑，这个世界上不存在像上帝一样完美的人。下面我们来论证前两种哲学家也是不适合做“王”的。在此之前我们先假设哲学家做“王”民众可以接受。否则的话，哲学“王”可能直接就被民众推翻了。 我们说第一种哲学家有功利色彩，更接近常人，就必然会存在很多问题，就像古往今来的许多统治者一样，虽然其哲学思想可能使国家进步，但统治者暴露出的问题反而可能使矛盾升级。比如统治者大力宣扬官员应该廉洁奉公，自己却大肆敛财，任人唯亲。这类哲学家自然是不适合做“王”的。而且柏拉图希望哲学家治理国家，就是想让统治者更“纯粹”，第一种哲学家显然不够纯粹。 第二种哲学家也就是我们一般人心目中的比较纯粹的人，他们爱智慧，致力于追求真理，有正直的品格。可是他们也不适合做“王”。原因有以下几点：第一，纯粹的哲学家不够包容，这在哲学家当中是一个普遍现象，西方的哲学家尤其明显，这与柏拉图的想象并不一样。哲学的发展往往是“去旧立新”的，“去旧”就是批判和否定旧的哲学思想，“立新”就是树立自己的新的思想，同时代的哲学家也会因派别不同和想法不同争得不可开交，这样的例子在哲学史上多的数不胜数，最为人所知的可能就是叔本华和黑格尔的故事了。这在柏拉图时代表现的并不明显，因为那时的思想不会像今天这样如此多元化。那么一个非常严重的问题就浮现出来了，我们要让哲学家做“王”，可是哲学有这么多流派，哲学家又有许多，到底让谁做“王”，是让一个人做“王”还是一群人做“王”。如果让一个人做“王”的话，该让谁做？谁才是是最接近真理的，谁才是最爱智慧的？难道要把所有哲学家的观点列出来让民众投票吗？这明显不行，因为柏拉图本来想要的就是精英政治，这么做岂不是又回到了少数服从多数的民主政治，况且还有句名言：真理往往掌握在少数人手上。而让一群人做“王”就更不行了，本来观点都不一样，那得讨论到什么时候才能决定一件事情啊。为什么会这样呢？这就牵扯到了第二个原因：没人找到了终极的智慧或真理。柏拉图希望哲学家做“王”是因为他们爱智慧，能带领国家朝更好的方向发展，可是我们要明白的是爱智慧不代表找到了智慧，哲学家们都在寻找智慧的路上，但实际上并不是“条条大路通罗马”的，到现在为止也没人真正到了“罗马”，我们现在所拥有的哲学思想只能说是人类智慧的结晶，只能说随着时代的发展，我们对世界的认识越来越深刻和进步了，而这种深刻和进步也是全体哲学家们的努力，如果单拿出某个哲学
1. What is the scope of Sociolinguistic research? 问：什么是社会语言学研究的范围？ 答：广义的把从不同角度去考察语言的都看成社会语言学等等范围，如社会学、人类学、民族学、心理学、地理学、历史学、哲学等等。狭义的是研究语言使用中的变异现象与社会环境之间的相互关系。变异指语言运用上的变化和差异，通过使用各种不同的语言上的变体表现出来。具体来说，社会语言学的研究范围包括：1）一个国家或地区的语言状况如双言制、双语、多语或多方言状况； 2）各种语言变体包括地域方言和社会方言、标准语和土语、正式语体和非正式语体等构造特点及其社会功能； 3）交谈情景与选择语码之间的关系以及语码选择与人际关系的相互作用； 4）社会以及不同的集团对各种语言或语言变体的评价和态度以及由此产生的社会效应； 5）由于社会的、文化的、经济的、政治的种种原因以及语言接触所引起的语言变化的方式和规律，等。 最后，社会语言学的研究范围也在不断的延伸，相信在今后的发展中社会语言说的研究会取得更大更多的成就，同时也对我们社会的发展起到巨大的作用。 Generalized to study from different angles to the language areas are regarded as social linguistics, etc。Such as sociology,
anthropology, ethnology, psychology, geography, history, philosophy and so on. Narrow the variation in use of language phenomena and the relationship between the social environments. Variability refers to the change in language and differences, through the use of different language variants shown. Specifically, social linguistics includes: (1) The language of a country or region, such as two-word system status, bilingual, multi-lingual or multi-dialect situation; (2) variations in various languages, including regional dialects and social dialects, standard language and dialect, formal and informal language body language body characteristics such as structure and social function; (3) The conversation scenarios and selection of the relationship between the Code and the Code Selection and interpersonal interactions; (4) Social and different languages or language groups on evaluation and attitude variations and the resulting social effects; (5) The social, cultural, economic and political reasons, as well as language contact caused by changes in the way of language and law, and so on. In conclusion, the development of social linguistics is constantly extending the scope; I believe in the future development
郑州大学现代远程教育《社会语言学》课程考核要 求 说明：本课程考核形式为提交作业，完成后请保存为WORD 2003格式的文档，登陆学习平台提交，并检查和确认提交成功（能够下载，并且内容无误即为提交成功）。 1． 作业要求 1. 认真学习课程，广泛查阅文献资料，高质量完成课程作 业。 2. 必须由自己独立完成，不得抄袭或请人代写，雷同作业按照零分 处理。 2．作业内容 论述题 （1） 中国社会语言学发展的三个阶段（25分） 答：一）初创阶段（1979-1987）：从自发到自觉 一般认为，中国的社会语言学是舶来品，源于20世纪60年代的美国。中国最早提出社会语言学的学者之一陈原则指出，社会语言学发源比较早。自古以来，中外语文学家都曾讨论过古语与今语、文语与口语、标准语与方言在社会功能上的差别。欧洲19世纪初的方言学家对于自己民族语言内部各种变体的调查，其实即是进行社会语言学的工作。事实上，社会语言学的诞生和有没有社会语言学的研究是两回事。进行某一方面的研究并不等于建立了某一个学科。当然，一个学科的出现决不是突然从天上掉下来的。它一定是长时间学科积累的结果。现代中国历史上的许多语言运动，如20世纪初期的国语运动、20年代的白话文运动、30年代的大众语讨论以及北方拉丁化运动，50年代的推广普通话、现代汉语规范化等等，都可以算是社会语言学的工作。但是这些运动或工作可以说是自发的，而不是自觉的。70年代后期，随着“社会语言学”这个术语的出现，人们对社会语言学的研究从自发走向自觉[7]。 这一阶段，中国社会语言学的成果主要表现在通论性的著作和理论的译
介方面。前者除上述陈原的两本著作外，还有陈松岑的《社会语言学导论》（北京大学出版社，1985）、游汝杰、周振鹤的《方言与中国文化》（上海人民出版社，1986）。许国璋早在70年代末开始引进社会语言学，有关论文后来收入《许国璋论语言》（外语教学与研究出版社，1991）。1980年到1982年，英国语言学家特鲁基尔的《社会语言学导论》由林书武等翻译，在《国外语言学》连载。1987年北京大学出版社出版了祝畹瑾编的《社会语言学译文集》和前苏联什维策尔的《现代社会语言学》（卫志强译）。此外，《国际社会科学杂志》1985年第5期（中文版）以 “语言与交往：社会语言学研究个案与应用”的专刊形式，发表了一大批社会语言学的论文，很有指导意义。可惜因为发行上的原因，许多人没有看到。 这一时期有两大缺点：一是结合中国社会实际不够，二是对社会语言学的对象和范围的认识还相当模糊。例如有的学者把语言与思维的关系之类问题也列入社会语言学，这显然是不妥的。此外，受国外的影响，也有热衷于无谓的名份之争的现象。 迅速发展阶段（1987-1993）：从引进走向结合中国实际 1987年12月1日至5日，中国社科院语言文字应用研究所在北京举办了首届社会语言学讨论会。会议展示了70年代以来中国社会语言学的研究现状和水平，它标志着中国社会语言进入了一个火热的阶段，对推动我国的社会语言学研究具有重要意义。1988年8月，深圳教育学院深港语言研究所主办了首次“双语·双方言”讨论会。1990年11月，中国社会科学院语言文字应用研究所和苏州大学在苏州召开了首届应用语言学讨论会，其中有不少的论文也是关于社会语言学的。 这一时期出现了许多社会语言学的专题研究。著作有张清常的《胡同及其他——社会语言学的探索》（北京语言学院出版社，1990）、高天如的《中国现代语言计划的理论和实践》（复旦大学出版社，1993）等。论文数量很多，结集出版的有《双语双方言》（1-4集）（分别由中山大学出版社等出版）、《语言·社会·文化——首届社会语言学学术讨论会论文集》（语文出版社，1991）等等。 这个阶段，继续出版了一批关于社会语言学的译介、概论性著作和教材。在译介国外社会语言学研究成果方面，除了《国外语言学》等杂志连续刊登译介文章（例如Lesley Milroy的《语言和社会网络》等）外，还出版了佐伊基的《社会语言学演讲录》（刘明霞等译，北京语言学院出版社，1989）、郝德森的《社会语言学》（丁信善译，中国社会
自然辩证法与科学技术 论文摘要：自然辩证法是关于自然界和自然科学发展的普遍规律的科学，它是辩证唯物主义的自然观和科学观，又是认识自然和改造自然的方法论。科技改变历史，科学技术是推动历史发展的决定性力量。现代科学技术的迅速发展，极大地增强了理解科学技术的重要性和迫切性。 关键词：自然辩证法；科学技术；发展 一、自然辩证法的创立与发展是同科学技术的进步分不开的 从我们的祖先在进化时选择了发展，选择了进步开始，历史每时每刻都在改变，科技每时每刻都在发展。20世纪自然科学的新成果的大量涌现和广泛应用，使得科学技术渗透到社会生活的各个领域，同时也显示出新兴科技无比恢宏的发展前景。科学技术作为一种革命性的力量，改造着世界，创造着巨大的物质财富和精神财富。马克思认为，技术是现实生产力，是改造世界的物质力量。从起源上看，技术是人类在利用和改造自然的劳动过程中所掌握的物质手段、方法和知识等各种活动方式的总和。技术在发展过程中成为人与自然、人与社会之间进行物质、能量和信息变换的“媒介”，是变天然为人工自然，以及实现对社会调节、控制的手段。自然辩证法的研究内容，主要是三个方面:自然界的辩证法，自然科学的辩证法，自然科学研究的辩证法。具体地说:作为自然观，自然辩证法要根据各门自然科学的丰富内容，阐明自然界物质形态的多样性、层次结构和基本属性，研究自然界物质运动形式及其相互关系，揭示自然界存在和演化的辩证过程，从而概括出整个自然界发展的一般规律，描绘出整个自然界的发展图景。作为科学观，自然辩证法要研究自然科学的发展规律，阐明自然科学的社会地位和作用。它包括有:自然科学的性质、特点、分类和作用，自然科学产生和发展的社会条件，自然科学发展的内部根据，自然科学发展的历史过程，现代自然科学发展的特点和趋势，等等。作为科学方法论，自然辩证法既要从“战术”方面进行研究，又要从“战略”方面进行研究，既要研究观察、实验、科学抽象以及逻辑方法、数学方法等一般研究方法的理论，又要从整体上考察这些方法相互联系及其规律性。同时还要研究现代自然科学方法的新发展
浅谈从社会语言学角度浅谈网络流行语的特征及其形成原因 浅谈从社会语言学角度浅谈网络流行语的特征及其形成原因 论文关键词网络流行语特征 论文摘要网络流行语是网络社会这个虚拟的世界中最流行的用语，它不同于现实中的语言，但也在一定程度上受到社会发展的影响和制约。本文主要从社会语言学的角度来分析网络流行语，讨论其不同于现实语言的特征及其形成原因。 0引言窗体底端 所谓社会语言学，“它是语言学的重要分支之一，顾名思义，就是研究语言与社会相互关系的学科。”①从一门语言诞生之日起，它就不再是孤立着的，而是同社会密切相关的，并随着社会的前进而不断变化发展。而我国是一个拥有4.2亿网民的国家，由网络所构成的虚拟社会日渐庞大，在这个网络社会使用的网络流行语也自然而然成为人们关注的焦点。本文仅从社会语言学的角度出发，对网络流行语进行分析，总结出其不同于现实语言的一些区别特征以及这些特征形成的原因。 1特征 （1）从语言全民性的角度来看，有些网络流行语体现了汉语普通话里的谐音现象。“语言作为最重要的社会交际工具，属于社会的所有成员。语言既不是由社会的某些集团或个人创造的，也不由某些集团和个人所专用；语言对于社会的全体成员来说是共同的，是各种社会集团通用的交流沟通的工具。这就是通常所说的语言的全民性。”②普通话是汉民族共同语，每个汉族人都有使用普通话的权利。在网络社会同样如此，网络社会也是一个巨大的统一的语言社群。只有使用普通话才不会引起交际障碍。有些网络流行语甚至直接利用普通话中相谐音的词汇。例如“豆你玩”“蒜你狠”等词，都是利用谐音的方式反映了菜价普遍上涨的客观事实，也反映了这种现象对老百姓正常生活的不良影响。这种故意改变“能指”与“所指”对应关系的方式，既生动形象又不乏力度，最重要的是这种谐音所有人都听得懂，这也是它能够快速传播和流行的基本条件，反映了语言的全民性。 （2）从语言地域变体的角度来看，有些网络流行语直接受方言的影响。所谓地域变体，简单说就是指不同地区的方言。在现实生活中，人们的交流是通过有声语言，同一个词在不同的方言中可能读音不同，但书面文字还是相同的，例如“鞋子”在有的方言中读成“孩子”，但书面语写出来都是“鞋子”这两个字。而在网络交际中，语言没有声音，全部由文字所代替。但网民来自全国各地，出于自身习惯，他们常常会根据自己方言的读音来书写词汇，这就创造出了若干个没有任何关联的语素拼凑起来的新词。 例如有的人把“非常”写成“灰常”，这说明这个地区的人h和f不分；有的人把“感觉”写成“赶脚”，这出自湖南一带的方言。久而久之，这些词就成了网络流行语，
Viewing the Movie My Fair Lady from Sociolinguistic Perspective by 寇佳艳 School of Tourism Xi'an International Studies University Xi’an, China 2010
Viewing the Movie My Fair Lady from Sociolinguistic Perspective Abstract My Fair Lady is a classic movie, which has already been appreciated too much from the viewpoint of literature and translation, but few analysis are from linguistic viewpoint. It is also acknowledged that this movie is a good example of sociolinguistics. This paper is to analysis their dialogue in the film from sociolinguistic perspective. To be specific, this paper will discuss several sociolinguistic aspects by analyzing their dialogue and these aspects are language and social class, language and gender and language planning. 摘要 《窈窕淑女》是一部经典电影，许多学者已经从文学和翻译学角度对这部电影做了赏析，但很少有评析是以社会语言学角度出发的。这部电影也是有关社会语言学一个很好的教材。这篇文章将从社会语言学角度分析电影中的语言和对话。具体来讲，这篇文章将分析这几个有关社会语言学的方面在电影中的映射，这几个方面分别是：语言和社会阶层，语言和性别，语言规划。 Key W ords My Fair Lady, language and social class, language and gender, languange planning 关键词 《窈窕淑女》，语言和社会阶层，语言和性别，语言规划 My Fair Lady is a classic movie, which was adapted from Bernard Shaw's play Pygmalion in 1964. My Fair Lady tells how the poor flower girl Eliza Doolittle becomes a lady with the help of the famous phonetic linguist Professor Higgins. The great change was achieved mainly by changing her rude low class level language into standard upper class level language because Henry Higgins, this arrogant and irascible linguist believes that the way people speak determines a person's prospects in society. This movie has already been appreciated too much from the viewpoint of literature and translation, but few analysis are
从社会语言学角度分析美国俚语 一．Definitions of slangs 二．Characteristics of American slangs 三．Social analysis of slangs from the perspective of gender, age, occupation and social settings to use slang 四．Social functions of slang 五．Social reasons for the use of slang 1.Introduction To study slang scientifically,we can take the anthropological tradition of cultural relativism.“According to Bryjak and Soroka(1994:57),‘cultural relativism is the belief that there is no universal standard of good and bad or right and wrong and that an aspect of any given culture can be judged only within its own context.’Cultural relativists appear to suggest that all cultures or institutions are equally valid or fitting and tend to assume that the mere presence of a cultural trait warrants our valuing it”(Lin Dajing,1997). 俚语作为语言的一种，引起特殊性发挥着自己独特的作用，然而很多人并未对俚语有正确的认识，很多人把俚语作为地俗语对待，笔者认为，语言作为一种社会现象，尤其存在的合理性，从社会语言学的角度讲，任何语言种类都是平等的，没有层级之分。本文将从社会语言学的角度对俚语这一语言特殊现象做一粗浅分
马克思主义基本原理概论期末论文 「关于共产主义的讨论」
马克思主义基本原理概论期末论文 「关于共产主义的讨论」 共产主义主张消灭生产资料私有制，并建立一个没有阶级制度、没有剥削、没有压迫，体现人民当家做主的社会，也是社会化集体大生产的社会，面对恶势力也会团结一致。共产主义者认为未来所有阶级社会最终将过渡到“各尽所能各取所需”的共产主义社会，人类社会的意识形态将进入高级阶段。 很多人对于共产主义的误解是一个逻辑上的归谬，大致是认为共产主义必然导致一个逻辑前提，那就是“人性本善”，于是试图以批判“人性本善”来展示共产主义的谬误性，但是这显然是并没有意义的做法。但是，共产主义并不是一个形式逻辑的结果，而是个辩证法的结果，人本性是社会关系总成的产物，而人与客体世界能够被衡量的是劳动制成品，也就是借由劳动过程。客观世界，人本身的趋利性，实际上是异化过程后，社会关系中，生产资料占有方通过强迫劳动对于劳动者本身脱离领有状态的劳动产品的价值占有，以及劳动者出于自保的实践行为，本质是社会关系中劳动异化和生产资料可估产生的一对矛盾使然，而并非什么人性本质。 只有自己实现自己意志的人，才不需要借用他人的手来实现自己的意志；由此可见，在所有一切的财富中最为可贵的不是权威而是自由。真正自由的人，只想他能够得到的东西，只做他喜欢做的事情。 人类的解放和自由全面的发展是马克思、恩格斯毕生所追求的远大理想，马克思之所以设想用共产主义取代资本主义，那是因为在马克思看来，私有制使人性异化，导致两极分化、贫富悬殊，阻碍了人的全面发展，因此，他主张用公有制代替私有制，用单一的按劳分配代替按生产要素分配。但是，公有制和按劳分配本身在马克思那里并不是人类追求的最终目的，它们不过是实现人性复归和人的全面发展的手段。而要达到一定的目的，有时可以有多种手段，人们应该在诸种手段之间进行比较，看哪一个手段是最优的——收益最高，成本最低，而不能把其中某一种手段当作目的，既不能为了公有而公有，也不能为了私有而私有，否则就本末倒置，把目的和手段颠倒了。邓小平的“猫论”(即不管白猫黑猫捉到老鼠的就是好猫)就是严格区分目的和手段的典范，而左倾主义的“草论”(即宁要社会主义的草，不要资本主义的苗)，则是误把手段当作目的的标本。
社会语言学教学大纲 课程名称：社会语言学 课程类别：专业选修课编号：学时：54 编者姓名：单位：人类学系职称：讲师 主审姓名：单位：人类学系职称：教授 授课对象：本科生专业：人类学年级：三年级 编写日期： 2007年1月 一、课程目的与教学基本要求 介绍社会语言学的理论、方法及应用。主要内容有：语言变异、言语交际、语言接触、双语以及语文规划等等。让学生掌握一定的社会语言学理论，并能结合社会语言现状（如我国的双语双言现象、语文规划政策等）思考、探讨社会中的语言现象。 二、课程主要内容及时间安排 一、社会语言学的兴起、研究范围、对象、途径、目标计2学时。 二、应用社会语言学的若干方面，语言与经济、政治、双语教学、语言与法律事务计4学时。 三、语言变体，语言与方言；地域方言和社会方言；标准变体和非标准变体；语体和语域计4学时。 四、言语共同体，交际能力计2学时。 五、语言变异，阶级、阶层与语言差异，性别与语言差异计4学时。 六、社会网络与语言差异计2学时。 七、言语交际，对称呼的研究计4学时。 语言区域与文化区域 八、对礼貌的研究，会话分析计2学时。 九、语言接触，双语和多语现象计4学时。 十、语码转换和语码混合，语言干扰计2学时。 十一、洋泾浜语和克里奥耳语计4学时。 十二、语言的扩散和海外体英语计2学时。 十三、语文规划，语文规划的特点和意义，语文规划的类别、步骤计4学时。
十四、我国语文规划的情况，汉语、汉文及少数民族语言和文字计2学时。 十五、语言变项的描写和研究，变项规则，定量研究计4学时。 十六、收集语料的方法和技术，语言变项的定义扩展计4学时。 十七、变项规则分析方法计2学时。 三、课程实习 拟于学期中安排一次。要求学生对家乡的语言构成、语言运用的特点，从多语、多言的角度进行观察，写成报告，并于课堂讨论。计入平时成绩。计2学时。 四、主要参考书目 1、社会语言学上海外教出版社 Spolsky 2000 2、社会语言学与语言教学上海外教出版社 Hornberger 2001 3、拉波夫语言自选集语言大学拉波夫 2001 4、社会语言学教程复旦大学游汝杰、邹嘉彦 2004 5、社会语言学概论湖南教育出版社祝畹瑾 1992 6、Hudson,R.A, Sociolinguistics. Cambridge: Cambridge University Press, 1990
社会语言学论文 A Brief Analysis of Gender Differences in Language 姓名：何丽丽 学号：201110010107 院系：外国语学院 班级：英语1101 指导教师：邓林 二〇一四年五月二十三日
A Brief Analysis of Gender Differences in Language Abstract Sociolinguistics is the descriptive study that concentrates on the study of how language is used, and the effects of language use on society. It also studies how language varieties differ between groups separated by certain social variables, for instance, ethnicity, religion, status, gender, level of education, etc. With regard to this paper, the emphasis will be put onto the differences in the actual speech of different gender. We can classify the gender differences in language into two categories. The first category is mainly about sexism in language, as for this category, we mainly focus on how speakers demonstrate their different cultural attitudes toward different genders. The second category is about the differences in the actual speech of men and women. In the first part, I will make a brief introduction about sociolinguistics and gender differences in language. In the second part, it will concern the categories of gender differences in language and previous study of gender differences in language. The third part concentrates on the approach of the analysis. The fourth is about the data collection and research methodology. The fifth part analyzes the differences of the speech between men and women from three perspectives— the purpose of the speech, the topic of the conversation and the mode of the speech. The final part comes to the conclusion about the gender differences in language. Key words: Gender differences, sociolinguistics, analysis
期末论文 题目己学之“元” 学院四川大学经济学院 专业国际经济与贸易 学生姓名贺梓文 学号2014141011027 年级2014级指导教师麻尧宾
己学之“元” 绪论： 在新的时代背景下，新儒学中“己学”的提出与发展是对儒学的发展，对于社会主义和谐社会的构造具有重大意义。“己学”以“一己遍照”为统摄，贯穿“己学”思想中的宇宙面及人生面。“己学”从易本体论演义，综合宋以来的主理、主心、主物三系的为己精神，建立起物、心、理三元的不离不杂的本体构造。己学中的本体亦即元是己学中的重要概念，在主体性与道德性的讨论与阐释中，本体即宇宙与人生的本根和本然的存在是对儒学生命科学的境界论、本体论和功夫论的有机统一的关键。 正文： 一、“己学”与“元”之我见 何谓之己学？“己学”乃“切己之学问”。己学者，以“一己遍照”为“己学”的全幅的统摄，贯穿“己学”思想中的宇宙面及人生面。’“己学”着重点在于宇宙面与人生面本体的构造和实现；而本体的构造和实现又在于物、心、理三元的不离不杂。 “一己遍照”中“己”即是自我，宇宙有一个最根本的本根之体，乃是宇宙自我的本根之体，宇宙的一切事物皆有它发展而来，同时具有了不同的殊相，称之为照体。“遍”者，或谓无时无处，或谓无处不在，亦或谓之宇宙，宇，元一贯穿空间形态，“宙”，元一贯穿时间形态。“照”一方面在完整地体现自己特点，但同时又存在于整体之中。“照”，或谓由宇宙面的本体下落至人生面的本体，或谓由人生面的本体挺立至宇宙面的本体，亦落在物、心、理的不离而不杂。“照”体现出元的具理、具心、具物的三重属性。 何谓之元？元者，始也。从一从兀。《“己学”发略: 本体的综合构造与儒家的生命哲学》中： 《易》中谓之“元”者，盖即是宇宙生命的资以为根底焉：“始”“首”“长”“善”诸义。 以“元”为“本”，综合了“始”“首”“长”“善”诸义：“本”者“根”义与“本”者“体”义；以动词云“体”，一谓体觉、体知的“体”，一谓体势、体用的“体”。
宏观与微观社会语言学的探索 社会语言学（sociolinguistics）是在20世纪60年代在美国首先兴起的一门边缘科学，它主要是指运用语言学和社会学等学科的理论和方法，从不同的社会科学角度去研究语言的社会本质和差异的一门学科。 语言学的发展。 瑞士语言学家索绪尔（Saussure，1857-1913）首先提出社会语言学的研究方向，他认为language分为两个方面：一是语言即平时热门研究的语言系统或是总结语言的使用。另一方面便是言语（parole），即社会语言学，语言的当代的使用偏好均为当代社会的研究方向。布莱特（W.Bright,1966-）他认为社会语言学是研究语言的变异。费希曼（Fisherman）他将社会语言学的研究范围分为宏观和微观两个方面。微观社会语言学从语言为出发点，研究社会方言和语言变异。考察社会因素对语言结构的影响。宏观社会语言学则以社会为出发点，研究语言在社会组织中的功能。 对于社会语言学的研究可以诸多角度进行塔索，我这里将以宏观和微观的角度进行研究，同时这里的微观与宏观研究不完全与费希曼相同，这里的宏观主要是指政治，经济，文化科技，风俗习惯对社会语言学的影响，微观只要是指个体或企业，名人对社会语言学的影响。 宏观因素。 宏观因素主要是指政治，经济，文化科技，风俗习惯等因素。政治主要指政治事件，法律观念以及因政治引起的军事行为所造成的影
响对社会语言学的影响。经济主要是指经济的发展商品社会的发展，市场经济的开拓所给语言学带来的影响。文化科技主要指文学、宗教、哲学、艺术、科技为社会语言学所带来的变革。风俗习惯主要指民族的风俗习俗、方言俚语为社会语言学带来的变化。 政治对语言学的影响 政治对语言学的影响可以从英语的发展史中就可以明晰。英语的发展可以说是典型的窃取其他语言为己用的语言发展类型。英语的发展史大约可以分为四个时期：第一个时期是英语的起源，其次为核心英语词汇的产生发展，然后是英语的爆发和完善期，最后为核心词汇的固定边缘词汇爆发时期，也可以说是当代英语的成熟期。 起初，英语属于一种西日耳曼语言。古英语是一个多样化的群方言。罗马人入侵时尚不存在英语，威尔士英语。公元五世纪日耳曼部落盎格鲁-撒克逊等部落定居不列颠，他们留下众多农耕词汇，包括sheep，ox，earth和wood等词。北欧海盗也为英语带来了众多以sk 开头的词汇如sky和skirt，与此同时，从五世纪开始，古英语的元音就开始有了，由“开”向“闭”的发展趋势。九世纪英语的辅音系统受到外来部族的影响逐渐稳定，资产阶级革命后一系列政治性的活动催生了一大批英语词汇。 经济对语言学的影响 经济对社会语言学的影响主要是从中世纪开始加大的，之前的英国史主要表现为外来势力对本土英语的催生，中世纪之后，英国商品经济逐渐发展繁荣，同时也加大了与外部势力的交流，借鉴和吸纳众
语言学专业毕业论文题目汇编 1、基于语料库的认知功能语言学理论指导下的语音研究 2、应用语言学中“语言能力”的多元性探究 3、聚类分析在外国语言学研究中的应用 4、浅谈社会语言学视角下性别差异的体现 5、普通语言学浅析 6、大数据时代语言学研究的新趋势 7、认知语言学之框架语义学探析 8、以《长恨歌》为例浅析现代语言学批评的特征 9、基于档案学视角对语档语言学的探讨 10、心理语言学在二语习得研究中的主要问题 11、简析认知语言学与批评话语分析的融合 12、语言学家时枝诚记的语言过程理论研究 13、认知语言学理论中交际话语原则研究 14、生态语言学的兴起与发展 15、刍议认知语言学三个基本假设与语言习得 16、认知语言学视角下的词汇多义观 17、应用语言学研究方法新探：复杂系统的视角 18、系统功能语言学及物性理论发展综述 19、论社会关系与角色关系的跨文化差异--基于社会语言学视角 20、从理性到沟通：哈贝马斯的“语言学转向” 21、国际应用语言学期刊效应值报告与解释现状研究 22、应用语言学的研究现状与展望 23、浅析语言相对论对当代认知语言学的影响 24、系统功能语言学中韩礼德语言理论概说 25、语言学中介词的语用功能作用研究 26、认知语言学视域下语言与思维的关系 27、心理语言学视阈下的二语词汇教学 28、认知语言学前沿动态--对话句法学初探 29、国外应用语言学早期发展综观
30、论政治语言学的根基与研究路向 31、认知语言学视角下的隐喻理论分析 32、认知语言学中的语篇连贯研究 33、评几种质疑共时和历时划分的语言学观点 34、西方语言学中的科学范式及其转换 35、应用语言学研究的多模态分析方法 36、认知社会语言学的界定、取向与外延 37、社会语言学视界中的语言变体 38、翻译主体性的范式转换--从语言学、文化学到生态学 39、卡西尔的符号哲学转向及其语言学意义 40、认知语言学理论视角下的一词多义现象实证研究 41、从社会语言学看网络火星文 42、索绪尔语言学革命与“文化主义范式”的奠基 43、系统功能语言学研究 44、普遍语言学下的语言模因研究 45、翻译教学的认知语言学观 46、网络称呼语“女汉子”的社会语言学分析 47、论系统功能语言学在计算语言学中的应用 48、法兰西社会心理学派的语言学贡献述要 49、认知语言学研究方法解析 50、形式与功能：西方语言学转向的二维统一 51、外国汽车商标词汉译新探--以认知语言学为切入点 52、现代语言学理论形成与发展研究 53、认知语言学视角下的语义和语用解读 54、语言学模因论指导下的多义词研究 55、论索绪尔语言学研究的跨学科视野 56、乡村社区的社会语言学价值阐释 57、认知语言学定量研究的几种新方法 58、社会语言学视角下的民俗语言研究方法--以陕北说书研究为例 59、生态语言学视阙下的“绿色语法”研究