《英语语言学实用教程》
教学提示
Unit 1 Some Preliminaries about Language
[Check your understanding]
State whether each of the following statements is True or False.
(1) There is universal agreement about the origin of language. F
(2) Pet dogs can speak human languages. F
(3) All human infants can speak some language. F
Note: All normal human infants can learn to speak some language.
(4) By creativity we mean the creative use of language as often practiced by poets. F
Note: By creativity we mean that we can always create and understand new sentences never used before.
(5) With different cultures there will be different languages. F
Note: Some cultures can share the same language.
(6) Not all uses of language are meant to convey new information. T
Note: Example: language used for phatic communion is not meant to convey new information.
■ In-Class Activities
1. ASK:
(1) What does ―language‖ mean in each of the context s?
a. a natural language; language in particular.
b. a human-specific tool for communication; language in general.
c. individual style of language use.
d. a metaphorical way of referring to bees’ system of communication.
(2) Is there any other context in which the use of the word means something else?
Yes. Example: language for the computer like C+
2. ASK:
(1) What if there were no language?
Omit.
(2) What if there were only one language the world over?
Omit.
(3) What can we learn from this Bible story?
Language is powerful as a tool of human communication.
3. ASK:
(1) Do you think the two statements are equally probable, and if not, why not?
(a) is more likely than (b), because the word as the basic unit of meaning that can occur
independently in language is finite in number, whereas the sentence as composed of words, though almost infinite in number, is made possible by our knowledge of vocabulary and grammar. We can always produce and understand sentences that we never come across before. In that sense, no sentence is really new.
(2) In what context do we make the second statement?
When we focus our attention on the meaning of a sentence or when we are concerned with the form of a sentence as found in a language class.
4. ASK:
(1) Are there onomatopoeic words in Chinese?
Yes. e.g. “哗啦”、“扑通”、“喀嚓”.
(2) Does the existence of onomatopoeic words overthrow the claim that language is arbitrary?
No. Onomatopoeic words account for a very limited percentage in the vocabulary of a language.
5. ASK:
(1) Can one really invent a language of one’s own?
No.
(2) If not, why?
A language comes into being and use by convention or agreement among its speakers.
6. ASK:
(1) Is there any basic flaw in this experiment?
The process is not strictly controlled. There may have been some coincidence. The sample size is too small for the experiment to be valid.
(2) Do you think we really can answer the question about the beginning of language?
No, at least in the present condition where/when we cannot perform experiments on the human brain, the key organ of speech.
7. ASK:
(1) Can you identify the most likely order (from least to most advanced) of these samples?
C→B→A
(2) What features in each child’s utterances can you use as evidence to support your ordering?
Child A: good syntax except for improper question form.
Child B: visible development of syntax; overgeneralization
Child C: Not much syntax; two-word utterances; telegraphic sentences (sentences that contain only content words but lack function words)
8. ASK:
(1) It is often assumed that children imitate adults in the course of language acquisition. Can
imitation account for the above production on the part of the child?
Not wholly. There is counter evidence against the assumption, like the overgeneralization ―go-ed‖ for ―went‖.
(2) What distinguishes the child’s production from that of the adult?
Overgeneralization of ―-ed‖ for the past tense as shown by ―holded‖.
9. ASK:
(1) How do adults reinforce the process of children’s acquisition as exemplified here?
They use explicit correction.
(2) Do children know what they are doing wrongly?
Not exactly.
(3) Do the adults succeed in their reinforcement?
Not always, at least.
(4) How should we treat the ―mistakes‖ that children make while acquiring their mother tongue?
We may ignore them sometimes, although some amount of reinforcement may turn out to be helpful.
10. ASK:
(1) Do children learn through structured or simplified input, as suggested?
Not always. There is evidence for both sides.
(2) Can you offer some examples illustrating, representing the way adults talk to infants?
Omit.
Note: Motherese is characterized by shorter sentences, higher pitch, exaggerated intonation, higher proportion of content words to function words, simple syntax, more interrogatives and imperatives, more repetitions. Yet it is not syntactically simpler. Rather, it may include syntactically complex sentences such as questions: Do you want your juice now?Embedded sentences: Mommy thinks you should sleep now. Imperatives: Pat the dog gently! Negatives with tag questions: We don?t want to hurt him, do we?Indeed, it is fortunate that motherese is not syntactically restricted. If it were, children might not have sufficient information to extract the rules of their language.
11. ASK
(1) What measures do you suggest for protecting dialects as well as languages?
Omit.
(2) Do you think that someday people all over the world will speak only one language, or someday
no dialect will exist?
Omit.
12. ASK:
Are there any universals that you think all languages share but are not mentioned here?
E.g. All languages have internal structures.
All languages have numericals.
■ Exercises
Task 3: Study Questions
1. What do you think is essential to the emergence of language?
The existence of social activities; the need to express diverse ideas, emotions, etc.; the need to
communicate ideas to distant places; etc.
2. Can our pets learn human languages? Why or why not?
No. They are genetically not endowed with the capacity.
3. What role does body language play in language communication?
Omit.
4. N aturally occurring ―experiments‖ with so-called ―wolf-children‖, ―bear-children‖, ―Mowgli‖
or ―monkey-children‖ and other such feral youngsters have been widely reported for hundreds of years. None of these children could speak or understand speech and, indeed, most efforts to teach them language ended in failure. How would you account for the failure?
The language acquisition device has to be triggered before a certain age (that of puberty). Sufficient expose to a language environment at the right time is essential to language acquisition.
5. The following are some instances of using English for communication. What specific function
does each use of English serve in the following pictures?
Informative (in the form of commanding)
Directive (Advertising in the form of requesting)
Directive (Persuading in the form of threatening)
Directive (Recruiting)
6．Iconicity of language is an aspect of language where form echoes meaning. Onomatopoeia, also known as ―sound symbolism‖, is one type of iconicity. Some researchers have found other evidence of iconicity. For example, words beginning with the sound combination sl- in English often have an unpleasant sense, as in slithering, slimy, slugs. Here are some questions:
a. Is the ―unpleasant‖ sense actually true of all, or even most, words beginning with sl- in English? No. e.g. slight.
b. Are there any other sounds or sound combinations that you associate with particular meanings? Gliding: slide, slip, slippery;
Rolling: tumble, crumble, stumble
c. How about the vowel sounds in words that identify near-to-speaker concepts (this, near, here) versus far-from-speaker concepts (that, far, there)? What is the difference? Is it a general pattern distinguishing terms for things that are near versus far in English? What about the case in Chinese?
Front vowels for near-speaker concepts; central or back vowels for far-from-speaker concepts. There seems to be a similar kind of pattern in Chinese. C.f. 近jin /远yuan；这zhe /那na
7. In many of the world’s languages there are so-called nursery names for parents. In English, for example, corresponding to the word mother is the nursery name mama, and for father one finds dada and papa. There is remarkable similarity across different languages in the form of these nursery names for parents. For example, in Chinese and Navajo ma corresponds to English mama. Why do you think that this is the case?
Bilabials are learned and produced first because they are the easiest.
a. What are some of the changes which appear to have taken place in the child’s ability to use English during that period?
Like the basically proper use of interrogatives and the correct use of inflection.
b. What do these changes suggest about the order of language acquisition?
Complete sentences are acquired later than elliptical ones. Inflection is acquired at a late stage.
Unit 2 The Sounds of English
[Check your understanding]
State whether each of the following statements is True or False.
1. [i:] and [i] are allophones of the same phoneme. F
2. Not all English phonemes have allophones. T
Note: /?/ and /j/ occur in one single position and therefore do not have allophones.
3. The same set of vowels is used in all languages. F
4. All syllables must contain at least one vowel. F
Note: Some syllables may contain no vowels. They may, instead, employ some syllabic consonant, as in people and muscle.
5. The marking of word stress is arbitrary for the most part in English. F
6. English is a tone language. F
Note: Chinese is a tone language.
■ In-Class Activities
1. ASK:
(1) What is the phonetic environment of [t] in [pit]?
[i_#]
(2) Are the following pairs of words minimal pairs?
(a) desk vs. task No.
(b) leave vs. Leak Yes. ( li:v vs. li:k )
2. ASK:
(1) Characterize how the allophones of the phoneme /k/ are complementarily distributed.
[k h ] in initial position; [k]after /s/; [k?] in final position.
(2) Is there any other way of charactering the complementary distribution of clear [l] and dark [?]?
[l] before vowels; [?] elsewhere.
3. ASK:
(1) What distinctive feature makes /f/ and /v/ different?
[voiced]
(2) Can you specify the distinctive features for the following phonemes?
(a) /?/ [fricative] + [voiceless] + [palatal]
(b) /k/ [velar]+[voiceless]+[plosive]
(c) /n/ [nasal]+[voiced] +[alveolar]
4. ASK:
(1) Are [r] and [l] in complementary distribution? In what environment does each occur?
Yes. [r] occurs before vowels; [l] occurs after vowels.
(2) Do they occur in any minimal pairs?
No.
(3) Suppose [r] and [l] are allophones of one phoneme. State the rule that can derive the allophonic
forms.
[r] is lateralized when it occurs after vowels.
5. ASK:
(1) Can you give more examples of assimilation?
compatriot, sing
(2) Can you find any exceptions?
input, unbeatable, Canberra
(3) What phonetic segments condition this change?
The consonant immediately after the vowel.
[Note] 2) [tai] should be [tay].
6. ASK:
(1) Can you give more examples of free variation?
advertisement [?d?v?:ti s m?nt] [?d?v?:ti z m?nt]
association [? s?u s i?ei??n] [? s?u?i?ei??n]
(2) Why do you think such a phenomenon exists in a language like English?
Individual variation is responsible for this phenomenon.
7. ASK:
(1) Which sound is deleted in ―sign‖, ―design‖, and ―resign‖?
[g]
(2) Can you offer other examples of deletion?
paradi g m (atic), condem n(ation)
(3) Can you give some words that involve total deletion?
plum b, plum b er; clim b, clim b ing
(4) Are there any other types of deletion in English?
de b t, k now
8. ASK:
(1) Can you think of a phonetic description of the regular pattern in these expressions?
They all start with a front, high vowel and follow up with a mid or low vowel.
(2) Can you think of any possible explanation for the observed pattern?
[i] involves the least degree of mouth opening while the mid or low vowels necessitate bigger
opening. There is an increase of mouth opening in pronouncing the whole word, which is symbolic in meaning.
9. ASK:
(1) What are likely positive effects of using alliteration? Use one of the poetic examples to
illustrate.
Coherence, connectedness, smoothness, consistency. Take ―I slip, I slide, I gloom, I glance‖for example. The double alliteration involved helps to create a picture of smooth and coherent dance.
(2) Is there a similar use of alliteration in Chinese?
Yes, though less often. 花好月圆is a good example.
10. ASK:
(1) What is the stylistic effect of rhyming?
echoing, agreement, correspondence, etc.
(2) Can you find more proverbs that involve internal rhyming?
First thrive and then wive.
Fancy passes beauty.
■ Exercises
Task 3: Study Questions
1.
a. Does the string of sounds mean anything to you?
If we want to talk really good, we’ll have to invent vowels.
b. What does the picture suggest to you about the role of consonants and vowels in English? Consonants are the backbones of syllables and words.
2. Some phonetic transcriptions below are English words, some are not existing words but are possible words or nonsense words, and others are definitely ―foreign‖or impossible because they violate English sequential constraints. Specify each of the a-e cases as illustrated.
Word Possible Foreign Reason
Example:
[pa:k]
[tif]
[lkib]
a. [?a:f] √[?] must occur after a vowel.
b. [ski:] ski
c.[knait] √
d.[meij] √[ ] must occur initially before a
vowel.
e.[blaft] √
3. In English, the /i/ vowel becomes almost as long as /i:/ under certain conditions (written as /i:/ for convenience). Consider the examples listed below:
a. List the phonemes that condition the change.
voiced consonants
b. State the rule that seems involved.
[i] is lengthened before a voiced] consonant.
Note: Start with the fact that the /i/ is basic and that short /i/ becomes long /i:/. The change from short /i/ to long /i:/ is phonologically determined; that is, the lengthening takes place in the presence of certain phonemes. A good strategy is to first list the phonemes to the right of long /i:/, then list those to the left. As an answer to (a), then, one would propose that /i/ become /i:/ whenever the phonemes to the right (/d, m, l, b, z, j, ?/) occur immediately after that vowel. This hypothesis looks promising because, in fact, the short variant /i/ never occurs before these segments. The next question is, what is it about the phonemes on the right that unify them as a class? One may find that these phonemes are all voiced ([+voice]), and, in fact, the short /i/ never lengthens before voiceless segments. Thus the answer to (b) is that the vowel /i/ is lengthened before (the natural class of) voiced consonants.
4. The use of plural–s in English has three different, but very regular, phonological alternatives.
a. Can you work out the set of sounds which regularly precedes each of these alternatives?
/s/ to words like ship, bat, book and cough;
voiceless plosives [voiceless]
/z/ to words like cab, lad, cave, rag and thing;
after voiced consonants [voiced]
/?z/ to words like bus, bush, judge, church and maze.
after /s/, /?/, /d?/, /z/
b. What features does each of these sets have in common?
[palatal] or [alveolar]+[fricative]
c. Is there any pattern regarding the different pronunciations of the past tense marker?
[t] after voiceless consonants except [t]; [d] after voiced consonants except [d]; [id] after [t] or [d].
d. Do you think that one of these phonological forms for –ed is more basic, with the others being
derived from it in a regular way? Which, and how?
[d] is more basic. [t] after devoicing. [id] after epenthesis (i.e. addition of a sound).
5. Below are three columns of words with different patterns of stress:
a. How is stress distributed in each column?
penultimate for A; last syllable for B; on the last syllable.
b. In Column B, what kinds of vowels appear in the last syllable? How does the syllabic structure of Column C differ from A and B?
In Column B, long vowels or diphthongs appear in the last syllable.
The last syllable of the words in C ends in consonant clusters.
[Note] For ―usurp‖, ―r‖ may be pronounced as in /ju(:)?z?(r)p/.
6. The following is a list of words that are spelt in a similar way:
fuddy-duddy hocus-pocus namby-pamby
fuzzy-wuzzy hurly-burly razzle-dazzle
hanky-panky lovey-dovey roly-poly
helter-skelter mumbo-jumbo super-duper
a. What similarity can you spot among the words listed?
All pairs are the same except the initial consonants.
b. What effects may such words have in common when they are put into use?
Redundancy, repetitiveness, etc.
7. Write the phonetic transcription for each of the following words.
Omit.
8. Read the following words or phrases and point out the phonological processes that yield assimilation.
(a) pat /p?t/ pan /p?n/ sat /s?t/ Sam /s?m/
Nasalization rule: [-nasal] →[+nasal] /_____ [+nasal]
(b) since /sins/ sink /si?k/ hint /hint/ dink /di?k/
Velarization rule: [-velarl] →[+velar] /_____ [+velar]
(c) five pits /faifpits/ love to /l∧ft? /
Devoicing rule: [+voiced →[-voiceless] /_____ [-voiceless]
9.
a. Comment on the use of rhyme, alliteration, and assonance(that is, use of syllables with a com mon vowel, as in ―come‖ - ―love‖) in this poem. How are they used to stress the sense of superficiality and lack of meaning the poet is trying to convey here? (Note especially the role of rhyming pairs of monosyllables and their effect on meter.)
assonance: [ri:t?] [skri:n] [spi:t?]
[?ud] [huk] [buk]
The ryhmed words, all monosyllabic and stressed, are semantically unrelated and separated.
Alliteration is only sporadically used. Assonance suggests apparent connection but actual disconnectedness.
b. Comment more carefully on meter in the first two stanzas. How does it contribute to the meaning? How and where does it work against our expectations?
Lack of regularity and thus unpredictability.
10. Collect some data to show that English advertisements, newspaper headlines, English songs,
and presidential addressee sometimes make use of alliteration and rhyming.
Omit.
11. What interesting things do speech errors tell us about language and its use? Collect a few cases
of slips of tongue from daily conversations.
Speech errors are often explainable, often semantically motivated.
Unit 3 The Units of English
[Check your understanding]
State whether each of the following statements is True or False.
1. All words in English have a hierarchical structure. F
Note: Mon-morphemic words do not.
2. Clipping is one of the three most important devices of word-formation in English. F
Note: The three most important devices are affixation, compounding (or composition) and conversion (or functional shift).
3. Idioms in English are modifiable in some grammatical ways. T
4. The presence of constructions is unique to English. F
5. Every English sentence has a subject. F
Note: Imperative sentences do not have any subject.
■ In-Class Activities
1．ASK:
(1) What is the infix used in the above language data?
―-um-―
(2) What is the verb form in Bontoc for ―to be poor‖, given that pusi means ―poor‖?
―pumusi‖
2. ASK:
(1) What is the Samoan for: (a) ―they travel‖ (b) ―he sings‖ respectively?
(a) savavali (b) pese
(2) Formulate a morphological rule regarding how to form the plural verb form from the singular
verb form in Samoan.
Duplicate the penultimate syllable.
3. ASK:
(1) Which other affixes are there in English that function as markers of negation?
dis-, non-, a-, in-, il-, im-, ir-
(2) What pattern underlies the use of un- in the data above?
Positive terms can have negative morphemes added to them, as in ―happy-unhappy‖, but semantically negative ones rarely do, because un- is deprecatory as well as negative.
(3) Why are ―ungood‖ and ―unbig‖ not found in English, although George Orwell coined
―ungood‖in his novel Nineteen Eighty-Four? Do you think they are accidental gaps in the lexicon of English?
There already exist words that correspond to ―ungood‖ and ―unbig‖. It is not accidental. This is what is technically called lexical blocking.
(4) Read the following extract from Lewis Carroll’s Through the Looking-Glass. How do you think Humpty Dumpty would explain the word ―un-birthday‖ to Alice?
―Un-birthday‖ means some day that is not one’s birthday.
(5) The fact that un- can be both a verb prefix and an adjective prefix may explain the occurrence
of the ambiguous word ―unlockable‖. Can you imagine two situations corresponding to the t wo senses of the word?? Can you give more examples like ―unlockable‖?
Imagine you are inside a room and you want some privacy. You would be unhappy to find the door is unlockable–―not able to be locked.‖ Now imagine you are inside a locked room trying
to get out. You would be very relieved to find that the door is unlockable–―able to be unlocked.‖ These two meanings correspond to two different structures, as follows:
Adjective Adjective
un- Adjective Verb -able
V erb -able un- V erb
lock lock
In the first structure the verb ―lock‖ combines with the suffix –able to form the adjective lockable (―able to be locked‖). Then the prefix un-, meaning ―not,‖ combines with the derived adjective to form a new adjective unlockable (―not able to be locked‖). In the second case, the prefix un- combines with the verb lock to form a derived verb, unlock. Then the derived verb combines with the suffix –able to form unlockable, ―able to be unlocked.‖
Other examples are unbuttonalbe, unzippable, and unlatchable.
4. ASK:
(1) How are the verbs in Column A different from those in Column B?
Verbs in Column A are transitive while those in Column B are generally intransitive.
(2) Can we use ―able to be X-ed‖ to paraphrase ―perishable‖?
No. ―Perish‖ is intransitive.
(3) A further complication with -able is that in words like ―unthinkable‖, the suffix means more
than ―able to be X-ed‖. Why? Can you think of more words of this type?
unbreakable,presentable, readable, questionable, payable, washable.
(4) Now, let’s look at another complicatio n. None of the following words are permitted. What does
this suggest about the use of the suffix ―-able‖?
―-able‖ are not attached to nouns, adjectives, or prepositions.
5. ASK:
(1) Note the contrast between list A and List B. Can you think of any reason that can explain why
the set of words on List B are impossible words in English?
Verbs on List B are intransitive.
(2) How are the re- words on List C and List D different from those on List A?
Words on List C are made up of re- +adjectives. In the words on List D, ―re-‖ means ―back‖instead of ―again‖.
(3) Some re- prefixed words may mean more than the simple addition of the meaning of re- and
the meaning of its base. For example, ―rewrite‖ means ―write something again, especially in a different or improved form‖. Can you give more examples like ―rewrite‖?
rebuild, rethink, retry, retell, reorganize, reconsider, reform, etc.
6. ASK:
(1) Can you give some examples that you consider to be chunks?
Omit.
(2) Read the following spoken data of a Chinese student. Can you point out the chunks used in it? Can you classify them into some types?
It is the most unforgettable birthday um … that I … and I can not forget it for forever. Um … it it was when I was a freshman. It is the first year um … I l eft my family and spend my birthday alone. Um … I remember clearly um … that day I strode gloomily at campus along for a long time um. And um … um … I I felt very … I I felt …I felt very gloomy because no one, um no one except my parents um remember my bir thday and, and, wan and wanted to um … and wanted to stay with me for my birthday. Um … um … I did, I did not went back I did not go back to the dormitory um … until um … until seven o?clock in the evening. Um … the light, the light in the dormitory was of f. Obviously, um there was no … there was nobody staying in the dormitory. Um …but now um … it may … it … it … seemed um … it seemed that it doesn?t matter. Um … And I open the door um … and I found except darkness there was nothing. Suddenly a song “Happy birthday to you” sound. I felt, I felt very astonished. Then, the light was turned on. Some familiar faces um … um full of full of sweet smiles towards me. Um they were my dorm they were my dorm mates … Yes, they still remembered um …my birthday, my birth day. And in fact they have … they indeed prepared for it two years ago. They bought er … a very beautiful cake for me, and that night um … we sang, we danced and … and had that delicious cake. I felt very happy, and and later I … I made a call to my parents that told them that I has spent a very unforgettable birthday with my roommates.
verbal: went/go back; turn(ed) on; prepare for; make a call to
adjectival: full of
prepositional: at campus (it should be ―on campus‖, though); for a long time; in the evening; in fact
clausal: it seemed that ….; it doesn’t matter
7. The notion of subject may be classified into three types: grammatical subject(the major nominal part corresponding to the predicate), logical subject (the doer or executor of the action concerned), and psychological subject(the first major component of the sentence, like a nominal phrase, an adverbial phrase, or a prepositional phrase). For instance,
a. John(grammatical subject, psychological subject, logical subject) robbed the City Bank last night.
b. The City Bank (grammatical subject, psychological subject) was robbed by John (logical subject) last night.
c. Last night (psychological subject) John (grammatical subject, logical subject) robbed the City Bank.
Analyze the following newspaper headlines from the Washington Post (July 21-24, 2006) in terms of the effect of subject type selection.
(a) In Iraq, Military Forgot Lessons of Vietnam (psychological)
(b) Evacuation Rules Separate N.Va. Friends (grammatical)
(c) Woods Is Closely Followed At British (logical, grammatical)
8. ASK:
(1) Can you write the public signs in complete forms?
You may push the button and wait for the signal of walk.
You must use caution when the ground is wet.
(2) What rules are there when we write elliptical English newspaper headlines?
a. Omit auxiliary or linking verb BE;
b. Omit determiners;
c. Omit indefinite nouns of person.
d. Omit There B
e.
Task 3: Study Questions
1. Point out the word-formation process that applies to each of the following words: Affixation: worsen endearment
Conversion: dust (v.) plane (v.)
Compounding: laptop airsick daughter-in-law
Back-formation: edit televise peddle swindle (swindler)
Shortening: tec (detective) prof (professor) bike (bicycle)
Blending: brunch urinalysis (urine + analysis) fantabulous (fantasy + fabulous)
Initialism: WTO (World Trade Organization)
Acronym: laser (light amplification by stimulated emission of radiation) FIFA (Federation Internationale de Football Association)
Coinage (in the forms of invention and eponym—words derived from proper names): Xerox nylon jumbo (name of an elephant brought to the United States by P. T. Barnum)
2. How are the open-class words and the closed-class words different from each other?
Open-class words:
(1)large in number;
(2)easy to expand;
(3)mainly nouns, verbs, adjectives, and adverbs.
Closed-class words:
(1) small in number;
(2) stable;
(3) basically pronouns, prepositions, function words, etc.
3. What are the inflectional morphemes in the following phrases?
(a) the government?s policies ’s; -s
(b) the latest news -est
(c) Isn?t it snow ing! -ing
(d) two frightened cows-ed; -s
4. Suppose a speaker of English invents the following italicized English words as a joke: ―they’re always causing a commotion. I tell them not to commote, but they insist on being big commoters.” What process of word creation does this example illustrate, and why? What do the new words mean?
It is a process of back-formation. ―Commote‖means the act of causing disorder and
―commoter‖ means someone who causes disorder.
5. Count the function words in the following passage excerpted from Stephen Crane’s The Red Badge of Courage (p.1).
The cold passed reluctantly from the earth, and the retiring fogs revealed an army stretched out on the hills, resting. As the landscape changed from brown to green, the army awakened, and began to tremble with eagerness at the noise of rumors. It cast its eyes upon the roads, which were growing from long troughs of liquid mud to proper thoroughfares. A river, amber- tinted in the shadow of its banks, purled at the army's feet; and at night, when the stream had become of a sorrowful blackness, one could see across it the red, eyelike gleam of hostile campfires set in the low brows of distant hills.
Note: Function words are those that have little semantic content of their own and chiefly indicate grammatical relationships. Common function words include prepositions, conjunctions, articles, etc. They are a lso called ―form word s‖ or ―functo rs‖.
6. Which of the following contain verb phrase idioms? For each idiom, provide a paraphrase with
one word instead of the idiom.
(1) a. John went in for stamp collecting. [like]
b. Jane went in for a check-up.
(2) a. John came down with the guns.
b. Jane came down with the flu. [contracted]
(3) a. John came up with the guns.
b. Jane came up with a brilliant idea. [got]
(4) a. That music does n?t exactly turn me on. [excited]
b. Jane didn?t turn on the tap.
(5) a. John passed over the house.
b. The president passed over the peace proposal. [disregarded]
(6) a. John ran after dinner.
b. John ran after Jane. [pursued]
7. In English, some intransitive verbs can be converted into a special type of transitive verbs called causative verbs. Here are some examples. Can you give more examples?
halt, alter, end
8. The distinction between auxiliary verbs and main verbs is a basic one in English. Auxiliary
verbs are fronted to form questions whereas main verbs cannot be fronted in this fashion.
The following sentences illustrate three additional differences between main verbs and auxiliary verbs. What are these differences?
placement of ―not‖; contraction possible; tag questions; etc.
9. Count the number of clauses in the following paragraphs and categorize them into different types.
The amount of stress a person can withstand depends very much on the individual.
Some people are not afraid of stress, and such characters are obviously prime material for managerial responsibilities. Others lose heart at the first signs of unusual difficulties. When exposed to stress, in whatever form, we react both chemically and physically. In fact we make choice between “flight and fight” and in more primitive days the choices made the difference between life and death. The crises we meet today are unlikely to be so extreme, but however little the stress, it involves the same response. It is when such a reaction lasts long, through continued exposure to stress, that health becomes endangered. Such serious conditions as high blood pressure and heart diseases have established links with stress. Since we cannot remove stress from our lives (it would be unwise to do so even if we could), we need to find ways to deal with it.
(1) a person can withstand
(2) The amount of stress depends very much on the individual
(3) Some people are not afraid of stress
(4) such characters are obviously prime material for managerial responsibilities
(5) Others lose heart at the first signs of unusual difficulties
(6) When exposed to stress
(7) (When exposed to stress,) in whatever form
(8) we react both chemically and physically
(9) In fact we make choice between “flight and fight”
(10) in more primitive days the choices made the difference between life and death
(11) we meet today
(12) The crises are unlikely to be so extreme
(13) however little the stress
(14) it involves the same response
(15) when such a reaction lasts long, through continued exposure to stress
(16) It is …. that….
(17) health becomes endangered
(18) Such serious conditions as high blood pressure and heart diseases have established links with
stress
(19) Since we cannot remove stress from our lives
(20) it would be unwise to do so
(21) even if we could
(22) we need to find ways to deal with it
(6), (7), (13), (19), and (21) are adverbial clauses (of time, reason, concession, supposition, etc.);
(1) and (11) are attributive clauses; (15) is a predicative clause. Others are either independent clauses like (3), (4), (5), (9), (10), and (18), or the main clauses in the complex sentences, like (2), (8), (12), (20), and (22).
10. The following is an excerpt from James Joyce’s Ulysses. What has been deleted in many of its
sentences? What effect does Joyce achieve by using this deletion?
No, not like that. A barren land, bare waste. Vulcanic lake, the dead sea: no fish, weedless, sunk deep in the earth. No wind would lift those waves, grey metal, poisonous foggy waters. Brimstone they called it raining down: the cities of the plain: Sodom.
Gomorrah. Edom. All dead names. A dead sea in a dead land, grey and old. Old now. It
bore the oldest, the first race. A bent hag crossed from Cassidy?s clutching a naggin bottle by the neck. The oldest people. Wandered far away over all the earth, captivity to captivity, multiplying, dying, being born everywhere. It lay there now. now it could bear no more.
Dead.
The deletion gives people the impression that the thoughts of the character are not smooth, coherent, complete, etc.
Unit 4 The Structures of English (I)
[Check your understanding]
1. Word order plays an important role in the organization of English sentences. T
2. All ambiguous sentences result from our failure to use proper organization. F
Note: We can consciously avoid ambiguity, though.
3. With transformations, we can organize a sentence the way we like. F
Note: Transformations are rule governed and constrained.
4. Like English, modern Chinese is a SVO language. T
Note: But Chinese also employs theme-theme organization a lot, e.g. 他的话我没听见。
■ In-Class Activities
1．ASK:
(1) Can you think of other modes of recursion?
Relative-clause recursion.
(2) Give one example of VP recursion.
Omit.
2. ASK:
(1) Paraphrase the two parts of the sentence before and after ―because‖.
Under Jane’s influence, John became a good husband.
She serves as a good wife for John.
(2) Which sentence patterns do the two parts belong to?
VOC; VOO
(3) Can you find more verbs like ―make‖ in English?
leave, allow, etc.
3. ASK:
(1) Is the sign ambiguous? If so, use paraphrases to show the different readings.
a. Do not let such situation happen that no one attends the valuables.
b. Do not go away from the valuables that are not attended.
(2) Is the ambiguity involved the same kind as that in The mother of the boy and the girl arrived?
No. Ambiguity in the latter case arises from coordination as shown by the use of ―and‖.
(3) Newspaper headlines and advertisements often deliberately employ ambiguity to attract
customers or readers. How are the following ambiguous?
(a) A New Model For Getting Rich Online
―Online‖ may modify both ―model‖ and ―getting rich‖.
(b) Two Philippine ships collide--one dies.
―One‖ may refer to both passengers and one of the ships.
(c) Eye drops off shelf.
a. An eye of somebody’s drops off shelf.
b. Eye drops (as a kind of medicine) are off shelf (i.e., out of sale).
(d) Wanted: A man to wash dishes and two young waitresses.
a. Wasted: a man to wash both dishes and two young waitresses.
b. Wanted: two young waitresses and a man whose job is to wash dishes.
(4) Is the following public sign ambiguous?
No. ―Dog Free Park‖ means ―a park where dogs are not allowed‖.
4. ASK:
(1) Are these sentence patterns found in English but not in Chinese?
Yes. English employs some formal subject like ―there‖ and ―it‖. Chinese may allow subjectless sentences.
(2) Can you think of any other sentence patterns in English that are not shared by Chinese?
Fancy meeting you here!
No wonder you were so angry.
5. ASK:
(1) What similarities do those sentences in the second category share?
The object is pronominal.
(2) What is the special condition that necessitates particle movement?
When the verb phrase takes a pronoun as its object, particle movement is a must. Thus, we must say ―look it up‖ instead of ―look up it‖.
VP VP VP
V Particle NP V NP Particle V NP Particle
Pron
6. ASK:
(1) Is there any difference in meaning between the sentences in the first pair?
(a) It is possible that only a small numbers of books were sold out.
(b) It is likely that a large number of books were sold out, although John did not sell many.
(2) How are the sentences in the second pair different from each other?
(b) is more emphatic than (a) now that it deviates from the normal way of sentence organization, resulting in what we call foregrounding.
7. ASK:
(1) Can you write out four different phrases in English illustrating each of the VP types?
a. read
b. read a novel
c. take the book off the desk
d. think that life is difficult
(2) Can you use the abbreviatory convention above to integrate the following sets of rules into a
single rule?
a. A →( B) C
b. W → (X) Y( Z)
8. ASK:
(1) How many sentence types are covered by the data?
(1) Mexico Vote Tally Gives Free-Trader A Narrow Victory [ SVOO]
(2) Israeli Tanks Meet Fierce Resistance [SVO ]
(3) Ruling Keeps DeLay on Ballot [ SVOC]
(4) Favoritism Trial Hurts Chicago Mayor [SVO ]
(5) Discovery Docks With Space Station [ SVO]
(6) Russia's Signal to Stations Is Clear: Cut U.S. Radio [ SVC]
(7) Mayor's Stadium Proposal Advances [SV ]
(8) Dumfries Regrets Raid on Homeless [SVO ]
(9) A Driven President Faces a World of Crises [SVO ]
(10) Consultant Breached FBI's Computers [ SVO]
(2) Which type occurs most frequently?
SVO
Task 3: Study Questions
1. It is important that the rules of syntax specify all and only the grammatical sentences of the language. Why is it important to say ―only‖? That is, what would be wrong with a grammar that specified as grammatical sentences all of the truly grammatical ones plus a few that were not grammatical?
The grammatical rules will become invalid because we will not know which sentences are grammatical.
2. Analyze how the following sentences are incorrect according to English grammar.
a. Snowing outside.
―It is/was‖ cannot be deleted.
b. Jane loves John, she calls him every day.
This is a run-on sentence. The sentence contains two independent sentences.
c. There are two boys play football on the groun
d.
The sentence contains two finite verbs.
d. Jane is very kind to John, for example, she prepares dinner for him whenever she can.
This is a run-on sentence. ―For example‖ is not a conjunction and thus cannot link two clauses into a complex sentence.
e. Diligent is very important to succeed.
―Diligent‖ cannot function as the subject because it is an adjective. In English, the subject as well as the object must be nominal.
f. John find the two book very interestin
g.
There is a lack of grammatical concord in number between the subject and the predicate verb.
g. John is a great leader, however, he is sometimes too strict.
This is a run-on sentence. ―However‖ is not a conjunction and thus cannot link two clauses into a complex sentence.
h. Although Jane loves John, but she never says “I love you” to him.
In English, ―although‖ and ―but‖ do not co-occur.
i. The reason Jane loves John is because he is kind to her.
In English, we say ―the reason (….) is that ….
j. – Have you seen John lately, Jane?
-- Not seen.
When answering a question, one repeats the auxiliary verb, rather than the main verb.
k. Finish the job in two days is impossible.
In English, the subject as well as the object must be nominal. ―Finish the job‖ is verbal rather than nominal.
l. Why Jane didn?t go to Beijing with John?
There must be the movement (or addition) of the auxiliary when forming an interrogative sentence in English. The correct form is Why didn?t Jane go to Beijing with John?
3. Paraphrase each of the following sentences in two different ways to show that you understand the ambiguity involved:
(1) Smoking grass can be nauseating.
a. To smoke grass can be nauseating.
b. Grass for smoking can be nauseating.
(2) John finally decided on the boat.
a. On the boat John finally made a decision.
b. John finally decided to use (buy, et
c.) the boat.
(3) Jane?s appointment was shocking.
a. Jane?s appointment of someone was shocking.
b. Jane?s being appointed by someone was shocking.
(4) Old men and women are hard to live with.
a. Both old men and old women are hard to live with.
b. Women and old men and are hard to live with.
(5) The governor is a dirty street fighter.
a. The governor is a fighter against dirty street.
b. The governor is a street fighter who is mean and corrupt.
(6) I cannot recommend him too highly.
a. I cannot recommend him too highly because he is not so good.
b. I can recommend him as highly as I can because he is so good.
4. Questions typically come from a first-person speaker and are addressed to a second-person hearer. Can you relate this use of questions to the fact that you is deleted from abbreviated questions? Can any subject be deleted from abbreviated questions as long as use and context make the deletion recoverable?
Like the book?
Fancy meeting John Here?
Want to have a cigarette?
When questions are used to make an offer, seek information, etc., the understood ―you‖ can be deleted.
5. Give the passive version of the following sentences.
(1) Phil watered the garden too much.
The garden was too much watered by Phil.
(2) Bill expected me to leave soon.
I was expected to leave soon by Bill.
(3) The doctor expected the technician to develop the X-rays fast.
a. The technician was expected by the doctor to develop the X-rays fast.
b. The doctor expected the X-rays to be developed fast by the technician.
c. The X-rays were expected by the doctor to be developed fast by the technician.
6. Study the following sentences and analyze them in terms of sentence patterns.
a. John seems happy. [SVC]
b. The girls sing quite often. [SV]
c. They elected Bush president again. [SVOC]
d. Chasing cats is fun for dogs. [SVC]
e. Jane sent John a bunch of roses. [SVOO]
f. John never keeps his room clean. [SVOC]
g. The film lasted two hours. [SV A]
h. John let Jane out. [SVOC]
Unit 5 The Structures of English (II)
[Check your understanding]
State whether each of the following statements is True or False.
1. Every English paragraph contains a topic sentence, supporting details and a summary sentence. F
2. One may tell a story when arguing for a thesis. T
3. In order for two neighboring sentences to be cohesive, one must use some explicit device to conjoin them. F
4. Since people take turns speaking, overlaps are unlikely in conversation. F
■ In-Class Activities
1. ASK:
a. What does ―it‖ refer to?
MONEY
b. What is omitted in the sentence?
一、选择题 1. 美国总统的任期是（）。 B 年年年年 2下列国家中不采用单一制有（）。 B A.法国 B.瑞士 C.日本 D德国 3.最早实行联邦制的国家是（）。 C A.法国 B.中国 C.美国 D.日本 4. 比较研究原则作为进行行政制度比较分析的指导思想和基本要求。比较研究原则不包括（）A A客观性原则 B可对比性原则 C实践性原则 D 依照宪法原则 5 下列选项中不是内阁制政府制度的特征的是（） C A 议会至上 B国家元首虚位 C合一决策 D 政府对议会负责 二、判断题 1.广义的政府是泛指依法形式国家权力的一切机关，包括立法机关、立法机关和行政机关。 （）对 2.日本实行君主立宪制、议会民主制。（）对 3.美国总统必须对国会负责。（）错英国 4.英国中央政府机构体系主要由枢密院、内阁办公机构和政府成。（）错政府各部 5.法国总统可以直接任免总理，无须征得议会的同意，也不需向任何部门商量。（）对 三、简答题 1、比较民族区域自治制度与特别行政区制度的异同。 2、中央行政体制的类型和特点有哪些 四、论述题 分析论述影响现代行政决策体制的要素 参考答案 三、简答题1： 1 确立的时间、地区不同 2确定设立的法律依据不同 3 设立目的不同 4 社会制度不同。 5自治层次不同。 6自治程度不同。 7行使权力的大小不同 8中央对它们的干预程度不同及立法、行政、司法权不同 简答题2： 1内阁制
特点： 1行政、立法合一,而非明显之三权分立,而且无总统制式的制衡机制. 2国家元首与行政首长分由两人担任. 3行政首长的产生是建立在议会的同意之上,并对议会负责. 4元首发布命令时,需经行政首长或有关阁员副署,以明权责,其责任则由副署者承担.无副署者,则元首之政令不生效力. 5国家元首平常主要承担仪式性任务. 6行政首长系由间接方式产生. 7议会通常有『倒阁权』,内阁通常也有『国会解散权』,但亦有特例 2 总统制 特点：总统由全国选民直接选举产生，不需要议会批准。总统既是国家元首，又是国家最高行政机关的政府首脑。总统对全国选民负责，不对议会负责。政府由总统组阁，不需要得到议会大多数的支持。议会中的政党对总统没有直接的决定性影响，总统所在的政党并不一定是议会中的多数党。总统是国家的权力中心和决策中心。由总统组织和领导内阁，各部部长是内阁成员。内阁成员不能兼任议会议员。总统没有向议会提出法案的权力，但对议会通过的法案有签署权，并且有否决权。但是，议会也可以以三分之二的多数推翻总统的否决，该法案就可以立即成为法律生效。议会没有对总统投不信任票或迫使总统辞职的权力，但可以对总统违法违宪的行为进行弹劾。总统也无权解散议会。 3半总统制 特点： 1总统是国家元首，由普选产生； 2总统有权组织政府，掌握国家最高行政权；总统有权任命总理； 3总统主持内阁会议，签署内阁决议和法令，但不承担内阁决议的政治责任； 4总统可将议会立法退回复议，议会不得拒绝； 5总统有权在同总理及议会两院议长磋商后解散议会，但总统不对议会负责；6议会拥有对政府的质询权，财政监督权和弹劾权，但议会不能动摇总统的地位；7内阁总理承担内阁决议的责任，并向议会负责。 4委员会制 特点： 1、实行委员会制的国家，全国最高的行政权力是由一个委员会来履行。委员会由一定数目的委员组成，委员会主席由委员轮流担任，而且仅为名义上的国家元首和最高行政长官，并无特殊的职权。2、委员会从本质上说是代议制民主政体，它具有人民直接民主的特点，委员会作为最高行政权力机关，各委员权力均等，而且都不能兼任议会的议员。除非委员自己辞职，否则任何机关均无权对其罢免或将其免职。 3、联邦委员会是联邦议会的执行机关，要服从议会的政策，不得解散议会，而议会也不得解散联邦委员会。 4、委员会委员的出任，由政党推荐，但本人不一定是政党领袖，并且一旦当选，就不以该党身份参与领导工作，只对委员会负责。 5部长会议体制 特点：略 6国务院体制 特点：体现了国务院总理负责制总理负责制是指国务院总理对他主管的工作负全部责任,与此相联系,他对自己主管的工作有完全决定权利具体内容是: 1.由总理提名组成国务院 2.总理领导国务院工作 3.总理主持召开国务院常务会议和全体会议,对于所议事项,总理有最后的决定权利,并以决定的后果承担全部 责任 四、论述题 政治要素。（略）经济要素。（略）文化要素。（略）科技要素（略） 1、下列哪一项不属于比较研究的方法（D）
《新编简明英语语言学教程》第二版练习题参考答案 Chapter 1 Introduction 1. How do you interpret the following definition of linguistics: Linguistics is the scientific study of language. 答：Linguistics is based on the systematic investigation of linguistic data, conducted with reference to some general theory of language structure. In order to discover the nature and rules of the underlying language system, the linguists has to collect and observe language facts first, which are found to display some similarities, and generalizations are made about them; then he formulates some hypotheses about the language structure. The hypotheses thus formed have to be checked repeatedly against the observed facts to fully prove their validity. In linguistics, as in any other discipline, data and theory stand in a dialectical complementation, that is, a theory without the support of data can hardly claim validity, and data without being explained by some theory remain a muddled mass of things. 2. What are the major branches of linguistics? What does each of them study? 答：The major branches of linguistics are: (1) phonetics: it studies the sounds used in linguistic communication; (2) phonology: it studies how sounds are put together and used to convey meaning in communication; (3) morphology: it studies the way in which linguistic symbols representing sounds are arranged and combined to form words; (4) syntax: it studies the rules which govern how words are combined to form grammatically permissible sentences in languages;
简答题 什么是伽利略相对性原理什么是狭义相对性原理 答：伽利略相对性原理又称力学相对性原理，是指一切彼此作匀速直线运动的惯性系，对于描述机械运动的力学规律来说完全等价。 狭义相对性原理包括狭义相对性原理和光速不变原理。狭义相对性原理是指物理学定律在所有的惯性系中都具有相同的数学表达形式。光速不变原理是指在所有惯性系中，真空中光沿各方向的传播速率都等于同一个恒量。 同时的相对性是什么意思如果光速是无限大，是否还会有同时的相对性 答：同时的相对性是：在某一惯性系中同时发生的两个事件，在相对于此惯性系运动的另一个惯性系中观察，并不一定同时。 如果光速是无限的，破坏了狭义相对论的基础，就不会再涉及同时的相对性。 什么是钟慢效应 什么是尺缩效应 答：在某一参考系中同一地点先后发生的两个事件之间的时间间隔叫固有时。固有时最短。固有时和在其它参考系中测得的时间的关系，如果用钟走的快慢来说明，就是运动的钟的一秒对应于这静止的同步的钟的好几秒。这个效应叫运动的钟时间延缓。 尺子静止时测得的长度叫它的固有长度，固有长度是最长的。在相对于其运动的参考系中测量其长度要收缩。这个效应叫尺缩效应。 狭义相对论的时间和空间概念与牛顿力学的有何不同 有何联系 答：牛顿力学的时间和空间概念即绝对时空观的基本出发点是：任何过程所经历的时间不因参考系而差异；任何物体的长度测量不因参考系而不同。狭义相对论认为时间测量和空间测量都是相对的，并且二者的测量互相不能分离而成为一个整体。 牛顿力学的绝对时空观是相对论时间和空间概念在低速世界的特例，是狭义相对论在低速情况下忽略相对论效应的很好近似。 能把一个粒子加速到光速c 吗为什么 答：真空中光速C 是一切物体运动的极限速度，不可能把一个粒子加速到光速C 。从质速关系可看到，当速度趋近光速C 时，质量趋近于无穷。粒子的能量为2 mc ，在实验室中不存在这无穷大的能量。 什么叫质量亏损 它和原子能的释放有何关系 答：粒子反应中，反应前后如存在粒子总的静质量的减少0m ?，则0m ?叫质量亏损。原子能的释放指核反应中所释 放的能量，是反应前后粒子总动能的增量k E ?，它可通过质量亏损算出20k E m c ?=?。 在相对论的时空观中，以下的判断哪一个是对的 （ C ） （A ）在一个惯性系中，两个同时的事件，在另一个惯性系中一定不同时；
目录lin 湛
第一章绪论 扼要归纳典型的以离子键形成的化合物与以共价键形成的化合物的物理性质。 答案： NaCl与KBr各1mol溶于水中所得的溶液与NaBr及KCl各1mol溶于水中所得溶液是否相同？如将CH4及CCl4各1mol混在一起，与CHCl3及CH3Cl各1mol的混合物是否相同？为什么？ 答案： NaCl与KBr各1mol与NaBr及KCl各1mol溶于水中所得溶液相同。因为两者溶液中均为Na+,K+,Br－, Cl－离子各1mol。由于CH4与CCl4及CHCl3与CH3Cl在水中是以分子状态存在，所以是两组不同的混合物。碳原子核外及氢原子核外各有几个电子？它们是怎样分布的？画出它们的轨道形状。当四个氢原子与一个碳原子结合成甲烷（CH4）时，碳原子核外有几个电子是用来与氢成键的？画出它们的轨道形状及甲烷分子的形状。 答案： 写出下列化合物的Lewis电子式。 答案： 下列各化合物哪个有偶极矩？画出其方向。 答案： 根据S与O的电负性差别，H2O与H2S相比，哪个有较强的偶极-偶极作用力或氢键？ 答案： 电负性O>S,H2O与H2S相比，H2O有较强的偶极作用及氢键。 下列分子中那些可以形成氢键？ b. CH3CH3 c. SiH4 d. CH3NH2 e. CH3CH2OH f. CH3OCH3 答案： d. CH3NH2 e. CH3CH2OH 醋酸分子式为CH3COOH，它是否能溶于水？为什么？ 答案：能溶于水，因为含有C=O和OH两种极性基团，根据相似相容原理，可以溶于极性水。 第二章饱和烃 卷心菜叶表面的蜡质中含有29个碳的直链烷烃，写出其分子式。 答案：C29H60 用系统命名法（如果可能的话，同时用普通命名法）命名下列化合物，并指出(c)和(d)中各碳原子的级数。答案： a. 2,4,4－三甲基－５－正丁基壬烷５－butyl－2,4,4－trimethylnonane b. 正己烷 hexane ,3－二乙基戊烷 3,3－diethylpentane －甲基－５－异丙基辛烷５－isopropyl－3－methyloctane e.２－甲基丙烷（异丁烷）２－methylpropane(iso-butane) ,2－二甲基丙烷（新戊烷） 2,2－dimethylpropane(neopentane)
第1章心理学概述 一、单项选择题 1.现代认知心理学以1967年【】出版的《认知心理学》为诞生标志。 A.奈塞尔 B.冯特 C.斯金纳 D.弗洛伊德 2.一个令人高兴的信息，会导致人们手舞足蹈。这是【】 A.兴奋的扩散 B.兴奋的集中 C.抑制的扩散 D.抑制的集中 3.世界上第一个心理学实验室创建于【】 A.1888年 B.1879年 C.1878年 D.1877年 4.心理学通常把个性心理特征分为三个方面，一是能力，二是气质，三是【】 A.性格 B.动机 C.兴趣 D.意志 5.听觉中枢位于【】 A.额叶 B.顶叶 C.颞叶 D.枕叶 6.由于晚上学习到很晚，第二天无精打采。这属于【】 A.相继正诱导 B.同时正诱导 C.相继负诱导 D.同时负诱导 7.格式塔学派是西方主要的心理学流派之一，其中“格式塔”的含义是【】(2012年烟台市市直) A.行为 B.精神
C.整体 D.人本 8.张明打了通宵的游戏，以致于第二天上课时无精打采。这属于【】 A.同时性负诱导 B.相继正诱导 C.相继负诱导 D.同时性正诱导 9.神经元具有【】的功能。 A.接受刺激、传递信息和整合信息 B.接受刺激、传递信息和发动反应 C.接受刺激、整合信息和发动反应 D.接受刺激、转换能量和传递信息 10.狗听到主人唤它的名字就跑过去是【】。(2013年滨州阳信) A.无条件反射 B.本能的反射 C.第一信号的条件反射 D.第二信号的条件反射 11.精神分析学派的创始人是【】 A.华生 B.弗洛伊德 C.罗杰斯 D.奈塞尔 12.我们在做数学题时用的是____，听音乐时用的是____。【】 A.左脑右脑 B.右脑左脑 C.左脑左脑 D.右脑右脑 13.构造主义主张研究【】 A.认知 B.意识 C.行为 D.无意识 14.辩证唯物主义者认为，心理是脑的机能，【】是心理的器官。 A.神经系统 B.大脑皮层 C.神经元 D.脑
Chapter 1 Introductions to Linguistics I. Choose the best answer. (20%) 1. Language is a system of arbitrary vocal symbols used for human __________ A. contact B. communication C. relation D. community 2. Which of the following words is entirely arbitrary? A. tree B. typewriter C. crash D. bang 3. The function of the sentence “Water boils at 100 degrees Centigrade.”is __________. A. interrogative B. directive C. informative D. performative 4. In Chinese when someone breaks a bowl or a plate the host or the people present are likely to say“碎碎（岁岁）平安”as a means of controlling the forces which they believes feel might affect their lives. Which functions does it perform? A. Interpersonal B. Emotive C. Performative D. Recreational 5. Which of the following property of language enables language users to overcome the barriers caused by time and place, due to this feature of language, speakers of a language are free to talk about anything in any situation? A. Transferability B. Duality C. Displacement D. Arbitrariness 6. Study the following dialogue. What function does it play according to the functions of language? — A nice day, isn’t it? —Right! I really enjoy the sunlight. A. Emotive B. Phatic C. Performative D. Interpersonal 7. __________ refers to the actual realization of the ideal language user’s knowledge of the rules of his language in utterances. A. Performance B. Competence C. Langue D. Parole 8. When a dog is barking, you assume it is barking for something or at someone that exists hear and now. It couldn’t be sorrowful for some lost love or lost bone. This indicates the design feature of __________. A. cultural transmission B. productivity C. displacement D. duality 9. __________ answers such questions as how we as infants acquire our first language. A. Psycholinguistics B.Anthropological linguistics C. Sociolinguistics D. Applied linguistics 10. __________ deals with language application to other fields, particularly education. A. Linguistic theory B. Practical linguistics C. Applied linguistics D. Comparative linguistics II. Decide whether the following statements are true or false. (10%) 11. Language is a means of verbal communication. Therefore, the communication way used by the deaf-mute is not language. 12. Language change is universal, ongoing and arbitrary. 13. Speaking is the quickest and most efficient way of the human communication systems. 14. Language is written because writing is the primary medium for all languages. 15. We were all born with the ability to acquire language, which means the details of any
第一章半导体器件基础 1．试求图所示电路的输出电压Uo，忽略二极管的正向压降和正向电阻。 解： （a）图分析： 1）若D1导通，忽略D1的正向压降和正向电阻，得等效电路如图所示，则U O=1V，U D2=1-4=-3V。即D1导通，D2截止。 2）若D2导通，忽略D2的正向压降和正向电阻，得等效电路如图所示，则U O=4V，在这种情况下，D1两端电压为U D1=4-1=3V，远超过二极管的导通电压，D1将因电流过大而烧毁，所以正常情况下，不因出现这种情况。 综上分析，正确的答案是U O= 1V。 （b）图分析： 1.由于输出端开路，所以D1、D2均受反向电压而截止，等效电路如图所示，所以U O=U I=10V。
2．图所示电路中， E 解： （a）图 当u I＜E时，D截止，u O=E=5V； 当u I≥E时，D导通，u O=u I u O波形如图所示。 u I ωt 5V 10V uo ωt 5V 10V （b）图 当u I＜-E=-5V时,D1导通D2截止，uo=E=5V； 当-E＜u I＜E时，D1导通D2截止，uo=E=5V； 当u I≥E=5V时，uo=u I 所以输出电压u o的波形与（a）图波形相同。 5．在图所示电路中，试求下列几种情况下输出端F的电位UF及各元件(R、DA、DB)中通过的电流：( 1 )UA=UB=0V；( 2 )UA= +3V，UB = 0 V。( 3 ) UA= UB = +3V。二极管的正向压降可忽略不计。 解：（1）U A=U B=0V时，D A、D B都导通，在忽略二极管正向管压降的情况下，有：U F=0V mA k R U I F R 08 .3 9.3 12 12 = = - = 宋词测试题 一、填空题 1 2 3 4、细看来，不是杨花，点点是离人泪 5、绿杨烟外晓寒轻，红杏枝头春意闹 6 7、青山遮不住，毕竟东流去 8、斜阳草树，寻常巷陌，人道寄奴曾住。 9、莫道不消魂，帘卷西风，人比黄花瘦 10、沙上并禽池上暝，云破月来花弄影。 11、碧云天，黄叶地。秋色连波，波上寒烟翠。 12、平芜尽处是春山，行人更在青山外 13 14 15 16 17 18 19 20、柔情似水，佳期如梦， 21 22、试问闲愁都几许？一川烟草，满城风絮，梅子黄时雨。 23、为君持酒劝夕阳，且向花间留晚照。 24 25 26 27 28 29、词的句式大多不整齐，长长短短，所以词又称长短句 30 31、 32、“柳三变”是指柳永。 33、辛弃疾《摸鱼儿》被梁启超评为“回肠荡气，前无古人，后无来者”的作品。 34、北宋的晏殊被称为富贵词人 35 36 37、“六一居士”是指欧阳修 38、《漱玉词》的作者是李清照 39 40、宋代的中秋词，可以与苏轼的《水调歌头》（明月几时有）相媲美的是张孝祥的《过洞庭》。 二、选择题 1、“红杏尚书”是指（ D ） A、欧阳修 B、柳永 C、周邦彦 D、宋祁 2、下列句中划横线词的解释不全对的一组是( b ) A、缥缈孤鸿影鸿：大雁。有恨无人省省：理解。 B、今宵剩把银釭照剩：同“侭”，只管。一一风荷举举：全。 C、贺兰山缺缺：山口。自度此曲度：创制。 D、可怜无数山可怜：可惜。爱上层楼层楼：高楼 3、陆游给前妻唐琬的《钗头凤》是写在( A ) A、墙壁上 B、手帕上 C、信笺上 D、诗笺上 4、下列词语中加点的字的读音，全都正确的一组是（B ） A、征帆去棹（zhào）低绮（yí）户 B、羽扇纶（guān）巾笑靥（yè） C、滂（pāng）沱憔（jiāo）悴损 D、荠麦（jì）怆然（pò）） 5、下面均是摘自宋代词人的词句，请按词人词风选出分类正确的一组（D ） ①衣带渐宽终不悔，为伊消得人憔悴。②青山遮不住，毕竟东流去。③人有悲欢离合，月有阴晴圆缺，此事古难全。④纵豆蔻辞工，青楼梦好，难赋深情。⑤昨夜雨疏风骤，浓睡不消残酒。⑥三十功名尘与土，八千里路云和月。 A、①③⑥/②④⑤ B、①②③⑤/④⑥ C、①③④/②⑤⑥ D、 ①④⑤/②③⑥ 6、对下列诗句的赏析不正确的一项是（ A ） A、“宝马雕车香满路”描述了有钱人家的奢侈糜烂、寻欢作乐的生活。 B、“烟柳画桥，风帘翠幕，参差十万人家”，这一句从各个角度描写杭州之形胜与繁华。“烟柳画桥”，写街巷河桥的美丽；“风帘翠幕”，写居民住宅的雅致；“参差十万人家”，表现出整个都市户口的繁庶。 C、“玉壶光转，一夜鱼龙舞”，表现了元宵欢娱、彻夜歌舞的热闹景象。 D、“寻寻觅觅，冷冷清清，凄凄惨惨戚戚”，用一连串叠字写主人公一整天的愁苦心情，从一起床便百无聊赖，如有所失，于是东张 第一章章节测试题 一、选择题（每小题3分，共计15分） 1．以下四种运动形式中，a 保持不变的运动是 （ D ） (A) 单摆的运动 (B) 匀速率圆周运动 (C) 行星的椭圆轨道运动 (D) 抛体运动 2．一物体从某一确定高度以0v 的速度水平抛出，已知它落地时的速度为 t v ，那么它运动的时间是 （ C ） (A) g t 0v v (B) g t 20v v (C) g t 2 /1202v v (D) g t 22 /1202v v 3．下列说法中，哪一个是正确的 （ C ） (A) 一质点在某时刻的瞬时速度是2 m/s ，说明它在此后1 s 内一定要经过2 m 的路程 (B) 斜向上抛的物体，在最高点处的速度最小，加速度最大 (C) 物体作曲线运动时，有可能在某时刻的法向加速度为零 (D) 物体加速度越大，则速度越大 4．一质点沿x 轴运动，其运动方程为2 3 53x t t ，其中t 以s 为单位。当t=2s 时，该质点正在 （ A ） （A ）加速 （B ）减速 （C ）匀速 （D ） 静止 5．下列关于加速度的说法中错误的是 （ C ） （A ）质点加速度方向恒定，但其速度的方向仍可能在不断的变化着 （B ）质点速度方向恒定，但加速度方向仍可能在不断的变化着 （C ）某时刻质点加速度的值很大，则该时刻质点速度的值也必定很大 （D ）质点作曲线运动时，其法向加速度一般不为零，但也有可能在某时刻法向加速度为零 二、填空题（每空2分，共计20分） 1．一辆作匀加速直线运动的汽车，在6 s 内通过相隔60 m 远的两点，已知汽车经过第二点时的速率为15 m/s ，则汽车通过第一点时的速率v 1 =__5.00m/s_。 2．质点沿半径为R 的圆周运动，运动学方程为 2 23t ，则ｔ时刻质点的法向加速度 大小为a n = 16Rt 2 。 3．一质点沿x 方向运动，其加速度随时间变化关系为：a = 3+2 t ，如果初始时刻质点的速度v 0为5 m/s ，则当ｔ为3s 时，质点的速度 v = 23m/s 。 4．已知质点的运动学方程为：j t t i t t r )3 14()2125(32 ，当t = 2 s 时，速度的大小 v 8m/s ，加速度的大小a = 4.12 m/s 2 。 5．在x 轴上作变加速直线运动的质点，已知其初速度为0v ，初始位置为x 0，加速度2 Ct a （其中C 为常量），则其速度与时间的关系为 v 3/30Ct v ，位置与时间的关系为 x= 400x +v /12t Ct 。 6．一质点从静止出发沿半径R =1 m 的圆周运动，其角加速度随时间t 的变化规律是 =12t 2-6t ，则质点的角速度 =___4t 3-3t 2 (rad/s) _。 7．已知质点的运动学方程为2 4t r i +(2t +3)j ，则该质点的轨道方程为__ x = (y 3)2 ;z=0_。 8．一质点沿x 轴作直线运动，它的运动学方程为x =3+5t +6t 2t 3 (SI)，则加速度为零时，该质点的速度 v __17m/s __。 三、简答题（每题5分，共计25分） 1、原子的体积很小，所以可以看作质点，你认为这种说法对吗为什么 大学语文2016年备考题库 一、作家作品知识 1. 下列作家中，被列为明代“后七子”之一的是（） A.冯梦龙 B.侯方域 C.宗臣 D.顾秉谦 2. 李煜《虞美人》“雕栏玉砌应犹在，只是朱颜改”的言外之意是（） A.美景依旧，故人已老 B.岁月流逝，青春不再 C.故国宫殿，令人牵挂 D.江山易主，物是人非 3. 《马伶传》的“马伶”在《鸣凤记》中扮演的是（） A.严嵩 B.杨继盛 C.夏言 D.顾秉谦 4. 《马伶传》在叙述“马伶和李伶第二次较量”时所用的方法是（） A.倒叙 B.顺序 C.插叙 D.分叙 5. 《行路难》中具有象征意义的诗句是（） A.停杯投箸不能食，拔剑四顾心茫然 B.欲渡黄河冰塞川，将登太行雪满山 C.闲来垂钓碧溪上，忽复乘舟梦日边 D.长风破浪会有时，直挂云帆济沧海 6. 柳永《八声甘州》中表达思归情感委婉曲折的词句是（） A.对潇潇暮雨洒江天，一番洗清秋 B.惟有长江水，无语东流 C.不忍登高临远，望故乡渺邈，归思难收 D.想佳人妆楼颙望，误几回，天际识归舟 7. “宝玉挨打”的多种因素中，最终激怒贾政痛打宝玉的直接原因是( ) A.贾环的进谗 B.金钏儿投井 C.贾雨村的挑唆 D.忠顺王府索人 8. 《报刘一丈书》中的“权者”暗指（） A.刘一丈 B.宗臣 C.顾秉谦 D.严嵩 9. 苏轼《前赤壁赋》行文叙述的外显过程是（） A.时间的推移 B.感情的变化 C.事理的逻辑 D.想象的展开 10. 李白《行路难》（其一）中使用比喻手法来表现诗人仕途上遭遇挫折的诗句是（） A.停杯投箸不能食，拔剑四顾心茫然 B.欲渡黄河冰塞川，将登太行雪满山 C.闲来垂钓碧溪上，忽复乘舟梦日边 D.长风破浪会有时，直挂云帆济沧海 11. 下列作家，提出“明道、致用、事信、言文”写作主张的是（） 《新编简明英语语言学教程》第二版第1-3章练习题参考答案 Chapter 1 Introduction P13 1. How do you interpret the following definition of linguistics: Linguistics is the scientific study of language？ 答：Linguistics is based on the systematic investigation of linguistic data, conducted with reference to some general theory of language structure. In order to discover the nature and rules of the underlying language system, the linguists has to collect and observe language facts first, which are found to display some similarities, and generalizations are made about them; then he formulates some hypotheses about the language structure. The hypotheses thus formed have to be checked repeatedly against the observed facts to fully prove their validity. In linguistics, as in any other discipline, data and theory stand in a dialectical complementation, that is, a theory without the support of data can hardly claim validity, and data without being explained by some theory remain a muddled mass of things. 2. What are the major branches of linguistics What does each of them study 答：The major branches of linguistics are: (1) phonetics: it studies the sounds used in linguistic communication; (2) phonology: it studies how sounds are put together and used to convey meaning in communication; (3) morphology: it studies the way in which linguistic symbols representing sounds are arranged and combined to form words; (4) syntax: it studies the rules which govern how words are combined to form grammatically permissible sentences in languages; (5) semantics: it studies meaning conveyed by language; (6) pragmatics: it studies the meaning in the context of language use. 3. In what basic ways does modern linguistics differ from traditional grammar 答：The general approach thus traditionally formed to the study of language over the years is roughly referred to as “t raditional gramma r.” Modern linguistics differs from traditional g rammar in several basic ways. Firstly, linguistics is descriptive while traditional grammar is prescriptive. 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. Then, modem linguistics differs from traditional grammar also in that it does not force languages into a Latin-based framework. 4. Is modern linguistics mainly synchronic or diachronic Why 答：In modem linguistics, a synchronic approach seems to enjoy priority over a diachronic one. Because people believed that unless the various states of a language in different historical periods are successfully studied, it would be difficult to describe the changes that have taken place in its historical development. 5. For what reasons does modern linguistics give priority to speech rather than to writing 答：Speech and writing are the two major media of linguistic communication. Modem linguistics regards the spoken language as the natural or the primary medium of human language for some obvious reasons. From the point of view of linguistic evolution, speech is prior to writing. The writing system of any langu age is always “invented” by its users to record spee ch when the need arises. Even in today's world there are still many languages that can only be spoken but not written. Then in everyday communication, speech plays a greater role than writing in terms of the amount of information conveyed. And also, speech is always the way in which every native speaker acquires his mother tongue, and writing is learned and taught later when he goes to school. For modern linguists, spoken language reveals many true features of human speech while written language is only the “revised” record of spe ech. Thus their data for investigation and analysis are mostly drawn from everyday speech, which they regard as authentic. 习题六 6—1 一轻弹簧在60N得拉力下伸长30cm。现把质量为4kg物体悬挂在该弹簧得下端,并使之静止,再把物体向下拉10cm,然后释放并开始计时。求:(1)物体得振动方程;(2)物体在平衡位置上方5cm时弹簧对物体得拉力;(3)物体从第一次越过平衡位置时刻起,到它运动到上方5cm处所需要得最短时间。 [解] (1)取平衡位置为坐标原点,竖直向下为正方向,建立坐标系 设振动方程为x=cos(7、07t+φ) t=0时, x=0、1 0、1=0、1cosφφ=0 故振动方程为x=0、1cos(7、07t)(m) (2)设此时弹簧对物体作用力为F,则: F＝k(Δx)=k(x0 +x) =mg/k=40/200=0、2(m) 其中x 因而有F= 200(0、2-0、05)=30(N) (3)设第一次越过平衡位置时刻为t1,则: 0=0、1cos(7、07t1 ) t1 =0、5π/7、07 第一次运动到上方5cm处时刻为t2,则 -0、05=0、1cos(7、07t2) t2=2π/(3×7、07) 故所需最短时间为: Δt=t2 -t1 =0、074s 6—2 一质点在x轴上作谐振动,选取该质点向右运动通过点A时作为计时起点(t＝0),经过2s后质点第一次经过点B,再经2s后,质点第二经过点B,若已知该质点在A、B两点具有相同得速率,且AB=10cm,求:(1)质点得振动方程:(1)质点在A点处得速率。 [解] 由旋转矢量图与可知s (1) 以得中点为坐标原点,x轴指向右方。 t=0时, t=2s时, 由以上二式得 因为在A点质点得速度大于零,所以 所以,运动方程为: (2)速度为: 当t=2s时 6—3 一质量为M得物体在光滑水平面上作谐振动,振幅为12cm,在距平衡位置6cm处,速度为24,求:(1)周期T; (2)速度为12时得位移。 [解] (1) 设振动方程为 以、、代入,得: 利用则 第一章、绪论 1.1 扼要归纳典型的以离子键形成的化合物与以共价键形成的化合物的物理性质。 1.2 NaCl 与KBr 各1mol 溶于水中所得的溶液与NaBr 及KCl 各1mol 溶于水中所得溶液是否相同？如将CH 4 及CCl 4各1mol 混在一起，与CHCl 3及CH 3Cl 各1mol 的混合物是否相同？为什么？ 答案：NaCl 与KBr 各1mol 与NaBr 及KCl 各1mol 溶于水中所得溶液相同。因为两者 溶液中均为Na + , K + , Br －, Cl － 离子各1mol 。 由于CH 4 与CCl 4及CHCl 3与CH 3Cl 在水中是以分子状态存在，所以是两组不同的混合物。 1.3 碳原子核外及氢原子核外各有几个电子？它们是怎样分布的？画出它们的轨道形状。 当四个氢原子与一个碳原子结合成甲烷（CH 4）时，碳原子核外有几个电子是用来与氢成键的？画出它们的轨道形状及甲烷分子的形状。 答案： C +6 2 4 H C CH 4中C 中有4个电子与氢成键为SP 3杂化轨道,正四面体结构 CH 4 SP 3杂化 2p y 2p z 2p x 2s H 1.4 写出下列化合物的Lewis 电子式。 a. C 2H 4 b. CH 3Cl c. NH 3 d. H 2S e. HNO 3 f. HCHO g. H 3PO 4 h. C 2H 6 i. C 2H 2 j. H 2SO 4 答案： a. C C H H C C H H H H 或 b. H C H c. H N H H d. H S H e. H O N O f. O C H H g. O P O O H H H h.H C C H H H O P O O H H H 或宋词题库及参考答案
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