Prelexical vowel epenthesis 1 New Evidence for Prelexical Phonological Processing in Word R
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●语言学家:1.F.de Saussure P4Swiss linguist. He distinct the langue and parole in the early 20thcentury <course in general linguistics>写了《普通语言学》强调研究语言(what linguist should do is to abstract langue from parole)2.N ChomskAmerican linguist distinct competence and performance in the late 1950s强调研究语言能力(competence)和索绪尔的相似点●Saussure和chomsky不同之处:索绪尔从社会学角度(sociological view)他的语言概念属于社会习俗范畴(social conventions);乔姆斯基是从心理学角度(Psychological view),认为语言能力是每个个体大脑的特征(property of mind of each individual)3.现代语言学基本上是描述性的(descriptive),传统语法是规定性的(prescriptive)4.现代语言学中共时性研究更重要(synchronic)Phonetics(语音学) Phonology(音位学)●发音器官1.pharyngeal cavity2.oral cavity3.nasal cavity●speech and writing are the two media or substances 言语和文字是自然语言的两种媒介和物质(言语比文字更加基础)●语音学从哪三个角度研究?(1)说话者角度articulatory phonetics 发声语音学(历史最悠久)(2)听话者角度auditory phonetics 听觉语音学(3)研究语音的传播方式acoustic phonetics 声学语音学●主要现在用IPA标音标,但是语言学家会用严式标音(narrowtranscription)书上举了两个字母的例子{l} leap,feel ,health {p} pit,spit (送气,不送气)p h来表送气●语音的分类:元音(voiced sound)和辅音●voiceless●元音的分类:(1)根据舌头哪一个部位最高,分为front、central、back(2)嘴巴的张合度,分为闭元音、半闭元音、半开元音、开元音(3)不圆唇的(所有前和中元音+{a:} )和圆唇的(rounded)后元音●Segment 和syllable 前面数有几个元音辅音;后面数有几个元音●语音学和音位学的区别(1)语音学家关注{l} 的发音,清晰舌边音和模糊舌边音(2)音位学家关注{l}分布模式,即在什么位置发这个音如{l} 在元音后或辅音前,发模糊舌边音feel、quilt{l}放在元音前发清晰的舌边音leap注意:Phonology is concerned with the sound system of a particular language.(关注某种语言的语音系统)Linguistics is the scientific study of human languages in general.一、区分音素,音位,音位变体●音素:phone(1)在单词feel[fi:ł],leaf[li:f],tar[tha:],star[sta:]中,一共有7个音素,分别是[f],[i:],[ł],[l],[th].[t],[a:].(2)英语共有48个音素,其中元音20个,辅音28个。
pre-gastrulation developmentalWhat is Pre-gastrulation Developmental Phase?Pre-gastrulation developmental phase refers to the early stage in embryonic development before the formation of the gastrula. During this critical phase, various crucial events occur that lay the foundation for the subsequent formation of the three germ layers that give rise to the different tissues and organs in the developing embryo. In this article, we will explore the pre-gastrulation developmental phase in detail, discussing its key stages and the processes that take place during this time.1. Fertilization and Cleavage:The pre-gastrulation phase begins with fertilization, where a sperm fuses with an egg to form a zygote. Following fertilization, the zygote undergoes cleavage, a process of rapid cell divisions. These divisions result in the formation of blastomeres, smaller cells that make up the blastula.2. Blastula Formation:As cleavage continues, the blastomeres divide and rearrange, leading to the formation of a hollow ball-like structure called ablastula. The blastula consists of an outer layer of cells, known as the trophoblast, and an inner cell mass.3. Compaction and Morula Formation:During this stage, the blastomeres undergo a process called compaction, where they tightly adhere to each other, forming a compacted ball of cells called a morula. Compaction is crucial for the subsequent differentiation of embryonic cells.4. Blastocyst Formation:At this point, the morula undergoes further cell divisions and differentiation, resulting in the formation of a blastocyst. The blastocyst consists of two distinct cell populations: the inner cell mass (ICM) and the outer trophoblast layer. The ICM gives rise to the embryo, while the trophoblast layer contributes to the formation of extraembryonic structures such as the placenta.5. Implantation:The blastocyst moves towards the uterine lining and undergoes implantation, a process where it buries itself into the endometrium. This establishes a connection between the embryo and the maternal blood supply, allowing for nutrient and gas exchange.6. Formation of the Three Germ Layers:Following implantation, the pre-gastrulation phase progresses further as the blastocyst differentiates into the three germ layers: ectoderm, mesoderm, and endoderm. This process is known as gastrulation. The ectoderm gives rise to the nervous system, skin, and other ectodermal tissues. The mesoderm gives rise to the skeletal system, muscles, heart, and blood vessels. The endoderm gives rise to the gastrointestinal tract, respiratory system, and other endodermal tissues.7. Germ Layer Migration and Differentiation:During gastrulation, cells from each of the three germ layers undergo migration and differentiation to form specific tissues and organs. For example, ectodermal cells migrate to form the neural tube, which develops into the brain and spinal cord. Mesodermal cells differentiate to form muscles, bones, and internal organs. Endodermal cells give rise to the lining of the digestive and respiratory tracts.8. Organogenesis:As gastrulation progresses, the three germ layers continue todifferentiate and form the rudiments of various organs. This process, known as organogenesis, involves intricate cell interactions, proliferation, and remodeling to shape and develop organs such as the heart, lungs, liver, and kidneys.In conclusion, the pre-gastrulation developmental phase is a crucial period in embryonic development. It involves key events such as fertilization, cleavage, blastula, and blastocyst formation, implantation, gastrulation, and organogenesis. These processes play a fundamental role in establishing the basic body plan of the developing embryo, paving the way for its subsequent growth and differentiation into a complex multicellular organism.。
分子生态学名词解释等位酶:(Allozyme)同一基因位点的不同等位基因所编码的一种酶的不同形式。
突变:Genic mutation:基因突交是指基因组DNA分子发生的突然的、可遗传的变异现象。
从分子水平上看,基因突变是指基因在结构上发生碱基对组成或排列顺序的改变。
替换:即一种核苷酸被另一种核苷酸所取代。
•碱基替换有两种类型:转换是发生在嘌呤之间(A和G)或密啶之间(C和T)的变换;颠换则指嘌呤和嘧啶的变换。
•转换比颠换更频繁。
PCR:(聚合酶链式反应)在生物体外,利用一小段DNA作为模板,在DNA聚合酶的作用下,将材料dNTPs复制成跟模板互补的DNA链。
PCR每个循环可分为三步:DNA变性、引物退火、新合成序列的延伸。
单亲遗传( uniparental inheritance):基因和遗传因子仅遗传自一个亲本。
该术语最常用于描述线粒体和质体基因组的遗传(包括叶绿体基因组cpDNA),以及有性繁殖生物中一些性染色体的遗传。
双亲遗传( biparental inheritance):基因与遗传因子遗传自两个亲本;仅适用于有性繁殖生物。
共显性标记:( co-dominant markers)可以区分杂合子与纯合子的分子标记。
显性标记:( dominant markers)难以区分纯合与杂合个体的分子标记。
限制性片段长度多态性(RFLP):一种显性分子标记技术,用一种或多种限制性内切酶,对整个基因组或预选的DNA片段进行消化,从而生成多条DNA 片段。
所获得的带型取决于相应的DNA序列的变异水平,因为每一个体中DNA序列的变异会影响限制性酶切位点的数量。
单核苷酸多态:( single nucleotide polymorphism, SNP )由单核苷酸替换所导致的两条DNA序列间的一个变异。
微卫星(microsatellite):一种DNA片段,由短的串联序列组成,通常以不超过5个碱基对的单元重复多次,如:在(AG),代表的微卫星片段中,序列AG重复了10 次。
Chapter one Introduction一、定义1.语言学LinguisticsLinguistics is generally defined as the scientific study of language.2.普通语言学General LinguisticsThe study of language as a whole is often called General linguistics.3.语言languageLanguage is a system of arbitrary vocal symbols used for human communication.语言是人类用来交际的任意性的有声符号体系。
4.识别特征Design FeaturesIt refers to the defining poperties of human language that distinguish it from any animal system of communication.语言识别特征是指人类语言区别与其他任何动物的交际体系的限定性特征。
Arbitrariness任意性Productivity多产性Duality双重性Displacement移位性Cultural transmission文化传递⑴arbitrarinessThere is no logical connection between meanings and sounds.the arbitrary nature of language is a sign of sophistication and it makes it possible for language to have an unlimited source of expressions⑵ProductivityAnimals are quite limited in the messages they are able to send.⑶DualityLanguage is a system, which consists of two sets of structures ,or two levels.⑷DisplacementLanguage can be used to refer to contexts removed from the immediate situations of the speaker.⑸Cultural transmissionHuman capacity for language has a genetic basis, but we have to be taught and learned the details of any language system. this showed that language is culturally transmitted. not by instinct. animals are born with the capacity to produce the set of calls peculiar to their species.5.语言能力CompetenceCompetence is the ideal user’s knowledge of the rules of his lan guage. 6.语言运用performancePerformance is the actual realization of this knowledge in linguistic communication.语言运用是所掌握的规则在语言交际中的体现。
pre-sequence语言学名词解释"Pre-sequence"这个语言学名词在英语中准确的对应词汇是"primesequence",指的是在一个句子中前面的一部分序列或者短语,常常用来引出或者准备下文内容。
下面是25个双语例句:1.在这个演讲中,前面的一段序列引出了我要谈论的主题。
In this speech, the primesequence sets the stage for the topic I'm going to discuss.2.描述时间和地点的短语是句子的前面序列。
The phrases describing time and location form the primesequence of the sentence.3.在这篇文章中,作者在第一段做了一个引人入胜的前面序列。
In this article, the author creates a captivating primesequence in the first paragraph.4.为了引起读者的注意,这本书的开头采用了一个有趣的前面序列。
To grab the reader's attention, this book starts with an engaging primesequence.5.在讲话的起始部分,我将提供一个前面序列来概述我的论点。
In the beginning of the speech, I will provide a primesequence to outline my argument.6.这篇文章的前面一部分是一个引人注目的序列,吸引了我的注意力。
The primesequence in the beginning of this article is a captivating one that caught my attention.7.这个段落的前半部分是一个很好的前面序列,引出了作者的观点。
Prechtl's GMS评估是一种专门用于评估婴儿和早产儿神经系统发育的临床标准。
该评估工具由匈牙利的一位著名儿科学家Heinz Prechtl 教授于1970年代开发,其目的是帮助医生和儿科专家对婴儿的神经系统发育情况进行客观而全面的评估。
Prechtl's GMS评估工具广泛应用于临床实践中,被认为是一种非常有效的评估方法,能够帮助医生诊断和治疗婴儿神经系统发育方面的问题,并提供及时有效的干预措施。
Prechtl's GMS评估工具主要包括以下几个方面:1. 姿势和动作评估:这一部分主要评估婴儿的姿势和动作,包括头部姿势、手脚动作、躯干姿势等。
通过观察婴儿的姿势和动作,医生可以初步了解婴儿的神经系统发育情况。
2. 自主动作评估:这一部分主要评估婴儿的自主运动能力,包括对声音、触摸等刺激的反应和自主动作。
通过评估婴儿的自主动作,医生可以进一步了解婴儿的神经系统功能。
3. 睡眠和醒觉状态评估:这一部分主要评估婴儿的睡眠和醒觉状态,包括观察婴儿的睡眠质量、醒觉状态及转换状态的表现。
通过评估婴儿的睡眠和醒觉状态,医生可以初步了解婴儿的大脑功能发育情况。
4. 运动技能评估:这一部分主要评估婴儿的运动技能发展情况,包括对手指、手腕、脚踝等运动技能的发展情况。
通过评估婴儿的运动技能,医生可以初步了解婴儿的肌肉和神经系统发育情况。
5. 反射和行为状态评估:这一部分主要评估婴儿的反射和行为状态,包括对各种刺激的反射动作及对外界环境的反应。
通过评估婴儿的反射和行为状态,医生可以初步了解婴儿的大脑功能和神经系统发育情况。
Prechtl's GMS评估工具作为一种临床标准,具有以下优点:1. 客观性:Prechtl's GMS评估工具是一种客观的评估方法,通过严格的观察和评分标准,医生可以客观地评估婴儿的神经系统发育情况,避免了主观因素对评估结果的影响。
2. 全面性:Prechtl's GMS评估工具涵盖了婴儿神经系统发育的多个方面,包括姿势和动作、自主动作、睡眠和醒觉状态、运动技能、反射和行为状态等,能够全面评估婴儿的神经系统发育情况,为医生提供全面的诊断依据。
Lexical_features_of_Medical_EnglishLexical Features of Medical EnglishI. Composition of medical English wordsMedical English words, besides general English words, are composed of the following parts, just like a pyramid: Physics, chemistry, statistics, etc.Basic medical sciencesGeneral medicine/ surgeryDifferent specialtiesII. Formal and informal stylesProper words in proper places make the true definition of a style.In presidential addresses, articles for academic journals, legal documents, etc., readers expect formal or learned language. Examples:1.When his dad died, Peter had to get another job.On the decease of his father, Mr. Brown was obliged to seek alternative employment.2.Staff members who don’t live …can’t get paid overtime.Overtime employment is not available for employees who are non-residents…3.Dad was pretty tired after his long trip.Father was somewhat fatigued after his lengthy journey.4.I want you to come on time.I require your attendance to be punctual.5.The job took a long time.A not inconsiderable amount of time was expended on the task.6.Y ou guys shut up.Could I have everybody’s attention, please?7.The meeting will begin at 4 o’clock.The meeting will commence at 4p.m.8.The government is keeping up its fight against inflation.The government is continuing its struggle against inflation.9.They ended the concert with Beethoven’s 5.The concert concluded with a performance of Beethoven’s 5th Symphony.10.H is old dad has kicked the bucket.His dad has died.His dear father has just died.His dear father has just expired.His beloved parent has just passed to his heavenly reward.11. Y ou have got to pay fines for overdue books.Penalties for overdue books will be strictly enforced.12. The price of meat has been going down steeply.The price of meat has been declining alarmingly.13. I’d like to hear your views on the lectures.I am desirous of exploring your feelings on the lecture.Formal words Informal words acquire getattempt tryconcerning aboutconstruct build consequently soobject thingremainder restsuperior betterfrequently oftenat a high rate quicklyassist helprequire need increasingly more and more emit give offdiscover find outremove take awayabsorb take inemerge come out eliminate get rid ofinsert put intransmit put onexhaust use upderive come frombe associated with have sth to do with accelerate speed up decompose break down penetrate pass through extract take out terminate endidentical same purchase buysufficient enoughobese fattolerate put up with utilize make use of investigate look into participate take part in abandon give up implement carry out assimilate take in and use diffuse spread out approximately about occasionally sometimesslightly a littlepreviously before thisunceasingly without stoppingpostpone put offeventually in the endsurvive stay aliveinverted upside downexpand get biggernowadays, at present today, nowa total of in alloverall generally speaking III. Amphibious words1.control2.contract3.course4.culture5.delivery6.depression7.discharge8.dislocate9.disorder10.disturbance11.dominant12.drainage13.dressing14.elevation15.enlargement16.entity17.episode18.eruption19.excision20.exclusion21.extremity22.failure23.fertility24.focus25.frank26.frequency27.host28.indication29.inject30.intervention31.invasive32.involvement33.irrigation/doc/9f13067217.htmlbor35.multiple36.murmur37.na?ve38.offending39.onset40.output41.prevalence42.primary43.productive44.pupil45.rash46.rejection47.resolve48.sound49.stool50.stroke51.sympathetic52.tender53.term54.transfusion55.trunk56.withdrawalExample sentences1.Acute sublethal cell injury tends to appear similar regardless of cause or cells involved, but chronic sublethal cell injury has many variations.2.Though an operation may save the patient’s life, it involves the danger of infection and abdominal adhesions.3.Up to the time of administration of the drug the fungus had been no danger to the body because its growth had been checked by the bacteria.4.Administration of any fluid by mouth is generally contraindicated once the hospital has beenreached where definite surgical intervention will be performed.5.He was admitted with severe abdominal pain last week.6.The special composition of Roter tablets makes it possible to treat effectively the majority ofaffections of the stomache and duodenum.7.There is currently no evidence that the use aggtressive dosage at this stage is effective interms of extending survival.8.Serious arrhythmias are prevented whenever possible by aggressive treatment of premonitorysigns or otherwise controlled immediately after recognition by appropriate therapy.9.Of these elderly women, many will suffer from the chronic diseases associated with aging,such as osteoporosis and dementia, or from the consequences of neglect, such as malnutrition, alienation, and lonelioness.10.The wound grew increasingly angry.11.The term cardiac arrest may be defined as an unexplained and unanticipated cessation ofcardiac activity.12.In others, the attacks are also induced by a variety of inhaled allergens.13.There are a lot of health nuts around these days. The young and elderly-middle-aged adultsamong them are now called yuppies or baby boomers, but the new health consciousness is affecting people of every age.14.The taste buds in the tongue and the smell receptors in the nose apparently get their bits ofinformation from tiny chemical particles.15.If, for example, a liver biopsy is performed incidental to a gastric exclusion and bypass forobesity, the presumptive diagnosis fatty liver should be given as a diagnosis.16.Occasionally, benign tumours may rupture through their capsule to extend pseudopods intothe surrounding tissue.17.Of the 190 previously untreated cases, 16 have died of seminoma.18.For many of the diseases, scientists have been able to discover a means of prevention.Smallpox is such a case.19.Seeding of cancers occurs when, for example, a carcinoma in the mucosa of the colon,having penetrated the wall of the gut and the visceral peritoneum, reimplants at distant sites throughout the peritoneal cavity.20.Before the end of the decade, we will have routine genetic tests for colon and breast cancerwhich will be applied not only to inherited cases, but to all cases.21.In 1928 he was growing colonies of bacteria in flat open dishes.22.In the United States, health professionals became involved in public schools at the end of the19th century mainly to prevent and control communicable diseases.23.In the out-patient department there are many consulting rooms for doctors to receive patientswith different kinds of complaints.24.Patients who have symptoms from gallstones should be advised to have elective cholecystectomy to avoid the mortality and morbidity of acute cholecystitis and its complications.25.Although the development of antibiotics has been of incalculable benefit to mankind, ithas been given rise to serious complications.26.The blood concentration of urea and other nitrogenous compound steadily rises.27.Under normal circumstances, when conception takes place, the following sequence of events will be observed.28.A family history of asthma is often obtained, especially when the condition develops in childhood.29.The treatment of pulmonary edema due to congestive heart failure is outlined below.30.Repair is the replacement of damaged tissue by new tissue of the same type and/or by fibrous connective tissue.IV. Synonymsbad corners perlecheclap gonorrheaswimming of the head vertigothe runs diarrheapink eye conjunctivitisabdominal delivery (Cesarean section) laparotrachelotomybladder waterworkscervix neck of wombelbow funny bonespine backbonestools/faces motions // toiletAre your motions well formed?His toilet is green.Pregnant be in the family wayUrinate to do number oneV omit to throw up //to be sickDyspnoea out of breathDyspepsia indigestionEncephalitis brain feverHydrophobia rabiesMyopia near-sightMenopause the end periodsDo the runny noseA good turnAtrovent NasalFast, long lasting reliefFrom the watery rhinorrheaoperating theatre operating roomFBC CBCspirits alcoholregistrar residentmalignant/ pernicious/ vicious/ subtertianwhole blood/ full diet/ universal donor/ total hysterectomyhemorrhage/ bleeding/ blood lossshow/ indicate/ demonstrate/ revealdevelop/ contract/ be afflicted with /be ill with / be down withbe subject to /be liable to / be susceptible to/ be apt to/ be prone toutilize/ employ/ exploit/ useV. AcronymsMA TH: modern approach to the treatment of hypertensionSTONE: 上海⽼年⾼⾎压硝苯地平试验(STONE)(Shanghai Trial of Nifedipine in the Elderly) INSIGHT:INSIGHT研究作为⾼⾎压治疗⽬标的国际硝苯地平缓释⽚⼲预研究international Nifedipine GITS study intervention as a goal in hypertension treatmentHOT: home oxygen therapyHOPE: the Heart Outcomes Prevention EvaluationCHAOS: 冠⼼病(coronary),⾼⾎压(hypertension),,成⼈糖尿病(adult diabetes),肥胖(obesity)及脑卒中(stroke)CHILD congenital hemidysplasia itchthyosis and limb defect 先天性半侧发育不良,鱼鳞病及肢体缺陷GRE:糖⽪质激素应答因⼦glucocorticoid responsive elementPET:正电⼦发射断层照相positron emission computed tomographyABC: (1) aspiration biopsy cytology 针吸活组织检查细胞学(2)A vidin-Biotin-peroxidase-complex technique 抗⽣物素,⽣物素,过氧化酶复合物技术FISH:fluorensce in situ hybridizationMEN: multiple endocrine neoplasia 多内分泌腺瘤VIP:vasoactive intestinal polypeptide ⾎管活性肠肽NET:nerve excitability test 神经兴奋性试验ERA: estrondiol receptor assayEAR : European Association of RadiationSOB: short of breathMAPs: microtuble associated proteins微管关联蛋⽩DID: drug-induced disease药源性疾病MR: mental retardation精神发育迟滞/magnetic resonanceMS: metabolic syndrome或⼆尖瓣狭窄CA T: chloramphenicol acetyltransferase氯霉素⼄酰基转移酶ALL: acute lymphoblastic leukemiaOR: odds ratioNOR: nucleolus organizer region 核仁组织区TORCH: TORCH"⼀词是由多种引起宫内感染的病原体英⽂名称的字头组成的.TO是⼸形体(Toxoplasma gondii).R是风疹病毒(Rubella Virus),C是巨细胞病毒(Cytomegalovirus),H是单纯疱疹病毒(Herpes Simplex Virus).TORCH感染在围产医学中称为TORCH综合征NO: nitric oxide⼀氧化氮EST: expressed sequence tag 表达序列标签原理:. EST是从⼀个随机选择的cDNA 克隆进⾏5’端和3’端单⼀次测序获得的短的cDNA 部分序列,代表⼀个完整基因的⼀⼩部分,在数据库中其长度⼀般从20 到7000bp 不等,平均长度为360 ±120bp 。
Nucleotide:核苷酸,一类由嘌呤碱或嘧啶碱、核糖或脱氧核糖以及磷酸三种物质组成的化合物Nucleosome核小体是由DNA和组蛋白形成的染色质基本结构单位。
Split gene细胞内的结构基因并非全部由编码序列组成,而是在编码序列中间插入了无编码作用的碱基序列,这类基因称为断裂基因。
Pseudogene假基因或伪基因,他是基因家族在进化过程中形成的丧失正常功能的DNA序列的残留物。
cis-acting elements顺式作用元件包括启动子、增强子、调控序列和可诱导元件等,它们的作用是参与基因表达的调控。
Promoter:启动子是RNA 聚合酶识别、结合和开始转录的一段DNA 序列,它含有RNA 聚合酶特异性结合和转录起始所需的保守序列,启动子本身不被转录。
Enhancer:增强子是指能够使基因转录频率明显增加的DNA序列。
增强子主要存在于真核生物基因组中。
Silencer:沉默子是近年来发现的一类特殊顺式作用元件,它不同于增强子,其功能是阻止激活或阻遏作用在染色质上的传递,使染色质的活性限定于结构域之内。
T erminator:终止子是给予RNA聚合酶转录终止信号的DNA序列。
在一个操纵元中至少在构基因群最后一个基因的后面有一个终止子。
Operon:操纵子,是指启动基因、操纵基因和一系列紧密连锁的结构基因的总称,是转录的功能单位。
Attenuator:衰减子或弱化子:在色氨酸操纵子结构基因中的一个区域,此区域以形成不同二级结构的方式,利用原核生物转录与翻译的偶联对转录进行调节。
此区域只存在于原核生物合成代谢的操纵子中。
MicroRNA (miRNA) 是一类由内源基因编码的长度约为22 个核苷酸的非编码单链RNA分子,它们在动植物中参与转录后基因表达调控alternative splicing:选择性剪接(也叫可变剪接)是指从一个mRNA前体中通过不同的剪接方式(选择不同的剪接位点组合)产生不同的mRNA剪接异构体的过程Transposon/Tn:转座子是一类在细菌的染色体,质粒或噬菌体之间自行移动的遗传成分,是基因组中一段特异的具有转位特性的独立的DNA序列.hybrid dysgenesis:杂种不育性指不同物种之间杂交所得子代不能生育的现象。
lexical affix英文解释Lexical affixes are morphemes that are attached to the base form of a word to create new words or to modify the meaning or function of the base word. Affixes can be either prefixes, which are added to the beginning of a word, or suffixes, which are added to the end of a word.Prefixes are affixes that alter the meaning of the base word. For example, the prefix 'un-' changes the meaning of words by indicating negation or reversal. For instance, the word 'happy' becomes 'unhappy' when the prefix 'un-' is added, indicating the opposite of happiness. Similarly, the prefix 're-' is used to signify repetition or restoration, as in the words 'replay' or 'restore.'Suffixes, on the other hand, modify the grammatical function or meaning of a word. For instance, the suffix '-er' can be added to a verb to form a noun denoting a person or thing that performs the action of the verb. For example, the verb 'teach' becomes 'teacher' when the suffix '-er' is added, referring to a person who teaches. Suffixes can also indicate the tense, number, or gender of a word, such as the '-s' suffix for plural nouns or the '-ed' suffix for past tense verbs.Lexical affixes play an essential role in English word formation and cansignificantly alter the meaning and function of words. They allow for the creation of new words and help to expand the vocabulary of the language. Understanding and using lexical affixes is crucial for effective communication and language proficiency.。
第一章⏹Design features refer to the defining properties of human language that distinguish it from anyanimal system of communication.⏹Arbitrariness ----No logical (motivated or intrinsic) connection between sounds and meanings.⏹arbitrariness: one design feature of human language, which refers to the face that theforms of linguistic signs bear no natural relationship to their meaning.⏹duality: one design feature of human language, which refers to the property of havingtwo levels of are composed of elements of the secondary. level and each of the two levels has its own principles of organization.⏹displacement: one design feature of human language, which means human languageenable their users to symbolize objects, events and concepts which are not present in time and space, at the moment of communication.⏹competence: language user’s underlying knowledge about the system of rules.⏹langue: the linguistic competence of the speaker.⏹parole: the actual phenomena or data of linguistics(utterances).简答:6.does the traffic light system have duality?Traffic light does not have duality. Obviously, it is not a double-level system. There is only one-to-one relationship between signs and meaning but the meaning units cannot be divided into smaller meaningless elements further. So the traffic light only has the primary level and lacks the secondary level like animals’call. Red→stop Green→go Yellow→get ready to go or stop8. Communication can take many forms, such as sign, speech, body language and facialANSWER: On a whole, body language and facial expression lack most of the distinctive properties of human language such as duality, displacement, creativity and so on. Body language exhibits arbitrariness a little bit. For instance, nod means "OK/YES" for us but in Arabian world it is equal to saying "NO". Some facial expressions have non-arbitrariness because they are instinctive such as the cry and laugh of a newborn infant.15. Why is the distinction between competence and performance an important one inlinguistics?ANSWER: This is proposed by Chomsky in his formalist linguistic theories. It is sometimes hard to draw a strict line. Some researchers in applied linguistics think communicative competence may be a more revealing concept in language teaching than the purely theoretical pair—competence and performance.第二章1.phonology: The study of how sounds are put together and used in communication iscalled phonology.2. Allophone: any of the different forms of a phoneme(eg.<th>is an allophone of /t/inEnglish. When /t/occurs in words like step,it is unaspirated<t>.Both<th>and <t>are allophones of the phoneme/t/.3.phonetics----The study of speech sounds which are used in linguistic communication is calledphonetics .4.Phoneme: the abstract element of sound, identified as being distinctive in a particularlanguage.articulations are involved. Coarticulation can be further divided into anticipatory coarticulation and perseverative coarticulation.6.Assimilation: a process by which one sound takes on some or all the characteristics of aneighboring sound.7.Intonation is the variation of pitch to distinguish utterance meaning.8.Syllable: word or part of a word which contains a vowel sound or consonant acting as avowel.第三章1. morpheme: the smallest unit of language in terms of relationship between expression and content, a unit that cannot be divided into further small units without destroying or drastically altering the meaning, whether it is lexical or grammatical.2. inflection: the manifestation of grammatical relationship through the addition of inflectional affixes,such as number,person,finiteness,aspect and case,which do not change the grammatical class of the stems to which they are attached.3. affix: the collective term for the type of formative that can be used only when added to another morpheme(the root or stem).4.derivation: is a process of the formation of new words by adding affixes to other words ormorphemes. Words formed in this way are called derivatives, which are open-class.5.root: the base from of a word that cannot further be analyzed without total lass of identity.6.allomorph: any of the different form of a morpheme. a morpheme may have alternateshapes or phonetic forms. They are said to be the allomorphs of the morpheme.7. Stem: any morpheme or combination of morphemes to which an inflectional affix can beadded.8.blending: a relatively complex form of compounding, in which two words are blended byjoining the initial part of the first word and the final part of the second word, or by joining the initial parts of the two words.9.back-formation: an abnormal type of word-formation where a shorter word is derived bydeleting an imagined affix from a long form already in the language.第四章⏹Syntax is a branch of linguistics that studies how words are combined to form sentencesand the rules that govern the formation of sentences.⏹Category(范畴) refers to a group of linguistic items which fulfill the same or similarfunctions in a particular language such as a sentence, a noun phrase or a verb.⏹Construction: any linguistic form which is composed of constituents and is able to besegmented.⏹Constituent: is a term used in structural sentence analysis for every linguistic unit,which is a part of a larger linguistic unit.⏹Subordination refers to the process or result of linking linguistic units so that they havedifferent syntactic status, one being dependent upon the other, and usually a constituent of the other.⏹Coordinate is a common syntactic pattern in English and other languages formed bygrouping together two or more categories of the same type with the help of a conjunction such as and,but, and or.第五章⏹Conceptual meaning: the central part of meaning, which contains logical, cognitive, ordenotative content.⏹Connotation: a term in a contrast with denotation, meaning the properties of the entitya word denotes.⏹Denotation: the core sense of a word or a phrase that relates it to phenomena in thereal world.⏹Reference----what a linguistic form refers to in the real, physical world; it deals with therelationship between the linguistic element and the non-linguistic world of experience.⏹Sense---- is concerned with the inherent meaning of the linguistic form. It is thecollection of all the features of the linguistic form; it is abstract and de contextualized. It is the aspect of meaning dictionary compilers are interested in.⏹Synonymy refers to the sameness or close similarity of meaning. Words that are closein meaning are called synonyms.⏹Gradable antonymy(等级/渐次反义关系)----there are often intermediate formsbetween the two members of a pair, e.g. old-young, hot-cold, tall-short, …⏹Complementary antonymy(互补反义关系)----the denial of one member of the pairimplies the assertion of the other, e.g. alive-dead, male-f emale, …⏹Converse antonymy(逆向反义关系)----exhibits the reversal of the relationshipbetween the two items, e.g. husband-wife, parent-child, doctor-patient, buy-sell, let-rent, employer-employee, give-receive, above-below, …⏹Hyponymy----the sense relation between a more general, more inclusive word and amore specific word.⏹Superordinate(上义词): the word which is more general in meaning.⏹Relational opposites关系反义词:Pairs of words that exhibit the reversal of arelationship between the two items are called relational opposites.Chapter 1课后答案:6. Does the traffic light system have duality?Traffic light does not have duality. Obviously, it is not a double-level system. There is only one-to-one relationship between signs and meaning but the meaning units cannot be divided into smaller meaningless elements further. So the traffic light only has the primary level and lacksthe secondary level like animals’ call.Red→stopGreen→goYellow→get ready to go or stop8. Communication can take many forms, such as sign, speech, body language and facialANSWER: On a whole, body language and facial expression lack most of the distinctive properties of human language such as duality, displacement, creativity and so on. Body language exhibits arbitrariness a little bit. For instance, nod means "OK/YES" for us but in Arabian world it is equal to saying "NO". Some facial expressions have non-arbitrariness because they are instinctive such as the cry and laugh of a newborn infant.15. Why is the distinction between competence and performance an important one in linguistics? ANSWER: This is proposed by Chomsky in his formalist linguistic theories. It is sometimes hardto draw a strict line. Some researchers in applied linguistics think communicative competence may be a more revealing concept in language teaching than the purely theoretical pair—competence and performance.Chapter 2II.Give the description of the following sound segments in English.1. [Ɵ] voiceless dental fricative2. [ʃ]: voiceless postalveolar fricative3. [ŋ]: velar nasal4. [d]: voiced alveolar stop5. [p]: voiceless bilabial stop6. [k]: voiceless velar stop7. [l]: alveolar lateral8. [i]: high front lax unrounded vowel9. [u:]: high back tense rounded vowel10. [ɔ]: low back lax rounded vowelIII. Give the IPA symbols for the sounds that correspond to the descriptions below.1.voiceless labiodental fricative: [f]2.voiced postalveolar fricative: [Ʒ]3.palatal approximant: [j]4.voiceless glottal fricative: [h]5.voiceless alveolar stop: [t]6.high-mid front unrounded vowel: [i]7.high central rounded vowel: [] 符号里没找到,就是在语音[U]上划一横8.low front rounded vowel: [Œ]9.low-mid back rounded vowel: [ɔ]10. high back rounded tense vowel: [u:]四 1 On a clear day you can see for miles.2 Some people think that first impressions count for a lot.V. Discuss the following questions.1) The production of speech sounds : lungs ,trachea(or windpipe) ,throat ,nose ,mouth ,glottis (声门),4) To what extent is phonology related to phonetics and how do they differ?Phonetics is the branch of linguistics studying the characteristics of speech sounds and provides methods for their description, classification and transcription. Phonology is the study of sound systems that occur in a language and the patterns where they fall in. Minimal pairs, phonemes, allophones, free variation, complementary distribution, etc., are all to beinvestigated by a phonologist.Both are concerned with the same aspect of language----the speech sounds. But they differ in their approach and focus.Phonetics is of general nature; it is interested in all the speech sounds used in all human languages; it focuses on chaos. Phonology aims to discover how speech sounds in a language form patterns and how these sounds are used to convey meaning in linguistic communication. A phonologist studies what he believes are meaningful sounds related with their semantic features, morphological features, and the way they are conceived and printed in the depth of the mind. Phonological knowledge permits a speaker to produce sounds which form meaningful utterances, to recognize a foreign “accent”, to make up new words, to add the appropriate phonetic segments to form plurals and past tenses, to know what is and what is not a sound in one’s language. It focuses on order.Chapter 3II. Complete the words with suitable negative prefixes.a.irremovable m. dissyllabicrmal n. abnormalc.impracticable o. unworkabled.insensible p. unwrittene.intangible q. unusualf.illogical r. unthinkableg.irregular s. inhumanh.disproportionate t. irrelevanti.ineffective u. uneditablej.inelastic v. immobilek.inductive w. illegall.irrational x. indiscreetIII. Morpheme is defined as the smallest unit in terms of relationship between expression and content. Then is morpheme a grammatical concept or a semantic one? What is its relation to phoneme? Can a morpheme and a phoneme form an organic whole?Since morpheme is defined as the smallest unit of language in terms of relationship between expression and content, a unit that cannot be divided into further smaller units without destroying or drastically altering the meaning, whether it is lexical or grammatical, that is, it is involved both in grammatical and semantic aspects.A single phoneme may represent a single morpheme, but they are not identical. For example, the phoneme /s/ in ‘looks’, ‘tapes’, ‘Frank’s’, ‘race’ is the same one, yet they represent different morphemes or even is not a morpheme individually. Th e phoneme /s/ in ‘looks’: the third-person singular present tense morpheme; the phoneme/s/ in ‘tapes’: the plural morpheme; the phoneme /s/ in ‘Frank’s’: the possessive case morpheme; the phoneme /s/ in ‘race’: is not a morpheme, for it has neither lexical meaning or grammatical meaning.Morphemes may also be represented by phonological structure other than a single phoneme. In other words, a morpheme may overlap with a phoneme, such as I, but usually not, as in pig, in which the morpheme is the whole word, i.e. an independent, free morpheme, but the phonemes are /p/, /i/ and /g/.Chapter 4III. Put brackets around the immediate constituents in each sentence.1.((I) ((rode) (back))) ((when) ((it) ((was) (dark)))).2.((The) (boy)) ((was) (crying)).3.(Shut) ((the) (door)).4.((Open) ((the) (door))) (quickly).5.((The) (((happy) (teacher)) ((in) ((that) (class))))) ((was) ((becoming) (away))).6.(He) (((bought) ((an) ((old) (car)))) ((with) ((his) ((first) ((pay) (cheque)))))).IV. For each of the underlined constructions or word groups, do the following.--- State whether it is headed or non-headed.--- If headed, state its headword.--- Name the type of constructions.(1) Ducks quack.non-headed; independent clause(2) The ladder in the shed is long enough.non-headed; prepositional phrase(3) I saw a bridge damaged beyond repair.headed; headword---damaged; adjectival phrase(4) Singing hymns is forbidden in some countries.headed; headword---singing; gerundial phrase(5) His handsome face appeared in the magazine.headed; headword---face; nominal phrase(6) A lady of great beauty came out.non-headed; prepositional phrase(7) He enjoys climbing high mountains.headed; headword---climbing; gerundial phrase(8) The man nodded patiently.non-headed; independent clause(9) A man roused by the insult drew his sword.headed; headword---roused; adjectival phraseTest One: Invitations to LinguisticsI. Choose the best answer. (20%)1. Language is a system of arbitrary vocal symbols used for human __________.A. contactB. communicationC. relationD. community2. Which of the following words is entirely arbitrary?A. treeB. typewriterC. crashD. bang3. The function of the sentence “Water boils at 100 degrees Centigrade.” is __________.A. interrogativeB. directiveC. informativeD. performative4. In Chinese when someone breaks a bowl or a plate the host or the people present are likelyto 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. InterpersonalB. EmotiveC. PerformativeD.Recreational5. Which of the following property of language enables language users to overcome thebarriers 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. TransferabilityB. DualityC. DisplacementD.Arbitrariness6. Study the following dialogue. What function does it play according to the functions oflanguage?— A nice day, isn’t it?— Right! I really enjoy the sunlight.A. EmotiveB. PhaticC. PerformativeD. Interpersonal7. __________ refers to the actual realization of the ideal language user’s knowledge of therules of his language in utterances.A. PerformanceB. CompetenceC. LangueD. Parole8. When a dog is barking, you assume it is barking for something or at someone that existshear and now. It couldn’t be sorrowful for some lost love or lost bone. This indicates the design feature of __________.A. cultural transmissionB. productivityC. displacementD.duality9. __________ answers such questions as how we as infants acquire our first language.A. PsycholinguisticsB. Anthropological linguisticsC. SociolinguisticsD. Applied linguistics10. __________ deals with language application to other fields, particularly education.A. Linguistic theoryB. Practical linguisticsC. Applied linguisticsD. Comparative linguisticsII. Decide whether the following statements are true or false. (10%)11. Language is a means of verbal communication. Therefore, the communication way used bythe 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 anylanguage system can be genetically transmitted.16. Only human beings are able to communicate.17. F. de Saussure, who made the distinction between langue and parole in the early 20thcentury, was a French linguist.18. A study of the features of the English used in Shakespeare’s time is an example of thediachronic study of language.19. Speech and writing came into being at much the same time in human history.20. All the languages in the world today have both spoken and written forms.III. Fill in the blanks. (10%)21. Language, broadly speaking, is a means of __________ communication.22. In any language words can be used in new ways to mean new things and can be combinedinto innumerable sentences based on limited rules. This feature is usually termed__________.23. Language has many functions. We can use language to talk about itself. This function is__________.24. Theory that primitive man made involuntary vocal noises while performing heavy work hasbeen called the __________ theory.25. Linguistics is the __________ study of language.26. Modern linguistics is __________ in the sense that the linguist tries to discover whatlanguage is rather than lay down some rules for people to observe.27. One general principle of linguistic analysis is the primacy of __________ over writing.28. The description of a language as it changes through time is a __________ study.29. Saussure put forward two important concepts. __________ refers to the abstract linguisticsystem shared by all members of a speech community.30. Linguistic potential is similar to Saussure’s langue and Chomsky’s __________.V. Answer the following questions. (20%)35. Why do people take duality as one of the important design features of human language?Can you tell us what language will be if it has no such design feature? (南开大学,2004)36. Why is it difficult to define language? (北京第二外国语大学,2004)VI. Analyze the following situation. (20%)37. How can a linguist make his analysis scientific? (青岛海洋大学,1999)Test Two: Phonetics and PhonologyI. Choose the best answer. (20%)1. Pitch variation is known as __________ when its patterns are imposed on sentences.A. intonationB. toneC. pronunciationD. voice2. Conventionally a __________ is put in slashes (/ /).A. allophoneB. phoneC. phonemeD. morpheme3. An aspirated p, an unaspirated p and an unreleased p are __________ of the p phoneme.A. analoguesB. tagmemesC. morphemesD. allophones4. The opening between the vocal cords is sometimes referred to as __________.A. glottisB. vocal cavityC. pharynxD. uvula5. The diphthongs that are made with a movement of the tongue towards the center areknown as __________ diphthongs.A. wideB. closingC. narrowD. centering6. A phoneme is a group of similar sounds called __________.A. minimal pairsB. allomorphsC. phonesD.allophones7. Which branch of phonetics concerns the production of speech sounds?A. Acoustic phoneticsB. Articulatory phoneticsC. Auditory phoneticsD. None of the above8. Which one is different from the others according to places of articulation?A. [n]B. [m]C. [b]D. [p]9. Which vowel is different from the others according to the characteristics of vowels?A. [i:]B. [u]C. [e]D. [i]10. What kind of sounds can we make when the vocal cords are vibrating?A. VoicelessB. VoicedC. Glottal stopD. ConsonantII. Decide whether the following statements are true or false. (10%)11. Suprasegmental phonology refers to the study of phonological properties of units largerthan the segment-phoneme, such as syllable, word and sentence.12. The air stream provided by the lungs has to undergo a number of modification to acquirethe quality of a speech sound.13. Two sounds are in free variation when they occur in the same environment and do notcontrast, namely, the substitution of one for the other does not produce a different word, but merely a different pronunciation.14. [p] is a voiced bilabial stop.15. Acoustic phonetics is concerned with the perception of speech sounds.16. All syllables must have a nucleus but not all syllables contain an onset and a coda.17. When pure vowels or monophthongs are pronounced, no vowel glides take place.18. According to the length or tenseness of the pronunciation, vowels can be divided into tensevs. lax or long vs. short.19. Received Pronunciation is the pronunciation accepted by most people.20. The maximal onset principle states that when there is a choice as to where to place aconsonant, it is put into the coda rather than the onset.III. Fill in the blanks. (20%)21. Consonant sounds can be either __________ or __________, while all vowel sounds are__________.22. Consonant sounds can also be made when two organs of speech in the mouth are broughtclose together so that the air is pushed out between them, causing __________.23. The qualities of vowels depend upon the position of the __________ and the lips.24. One element in the description of vowels is the part of the tongue which is at the highestpoint in the mouth. A second element is the __________ to which that part of the tongue is raised.25. Consonants differ from vowels in that the latter are produced without obstruction.26. In phonological analysis the words fail / veil are distinguishable simply because of the twophonemes /f/ - /v/. This is an example for illustrating __________.27. In English there are a number of __________, which are produced by moving from onevowel position to another through intervening positions.28. __________ refers to the phenomenon of sounds continually show the influence of theirneighbors.29. __________ is the smallest linguistic unit.30. Speech takes place when the organs of speech move to produce patterns of sound. Thesemovements have an effect on the __________ coming from the lungs.V. Answer the following questions. (20%)35. What is acoustic phonetics?(中国人民大学,2003)36. What are the differences between voiced sounds and voiceless sounds in terms ofarticulation?(南开大学,2004)VI. Analyze the following situation. (20%)37. Write the symbol that corresponds to each of the following phonetic descriptions; then givean English word that contains this sound. Example: voiced alveolar stop [d] dog. (青岛海洋大学,1999)(1) voiceless bilabial unaspirated stop(2) low front vowel(3) lateral liquid(4) velar nasal(5) voiced interdental fricativeTest Three: MorphologyI. Choose the best answer. (20%)1. Nouns, verbs and adjectives can be classified as __________.A. lexical wordsB. grammatical wordsC. function wordsD. form words2. Morphemes that represent tense, number, gender and case are called __________ morpheme.A. inflectionalB. freeC. boundD. derivational3. There are __________ morphemes in the word denationalization.A. threeB. fourC. fiveD. six4. In English –ise and –tion are called __________.A. prefixesB. suffixesC. infixesD. stems5. The three subtypes of affixes are: prefix, suffix and __________.A. derivational affixB. inflectional affixC. infixD. back-formation6. __________ is a way in which new words may be formed from already existing words bysubtracting an affix which is thought to be part of the old word.A. affixationB. back-formationC. insertionD.addition7. The word TB is formed in the way of __________.A. acronymyB. clippingC. initialismD.blending8. The words like comsat and sitcom are formed by __________.A. blendingB. clippingC. back-formationD.acronymy9. The stem of disagreements is __________.A. agreementB. agreeC. disagreeD. disagreement10. All of them are meaningful except for __________.A. lexemeB. phonemeC. morphemeD.allomorphII. Decide whether the following statements are true or false. (10%)11. Phonetically, the stress of a compound always falls on the first element, while the secondelement receives secondary stress.12. Fore as in foretell is both a prefix and a bound morpheme.13. Base refers to the part of the word that remains when all inflectional affixes are removed.14. In most cases, prefixes change the meaning of the base whereas suffixes change the word-class of the base.15. Conversion from noun to verb is the most productive process of a word.16. Reduplicative compound is formed by repeating the same morpheme of a word.17. The words whimper, whisper and whistle are formed in the way of onomatopoeia.18. I n most cases, the number of syllables of a word corresponds to the number of morphemes.19. Back-formation is a productive way of word-formations.20. Inflection is a particular way of word-formations.III. Fill in the blanks. (20%)21. An __________ is pronounced letter by letter, while an __________ is pronounced as aword.22. Lexicon, in most cases, is synonymous with __________.23. Orthographically, compounds are written in three ways: _solid______, __hyphenated___and __________.24. All words may be said to contain a root __________.25. A small set of conjunctions, prepositions and pronouns belong to __________ class, whilethe largest part of nouns, verbs, adjectives and adverbs belongs to __________ class.26. __________ is a reverse process of derivation, and therefore is a process of shortening.27. __________ is extremely productive, because English had lost most of its inflectionalendings by the end of Middle English period, which facilitated the use of wordsinterchangeably as verbs or nouns, verbs or adjectives, and vice versa.28. Words are divided into simple, compound and derived words on the __________ level.29. A word formed by derivation is called a ___derivative___, and a word formed bycompounding is called a __________.30. Bound morphemes are classified into two types: __________ and __________.V. Answer the following questions. (20%)35. How many types of morphemes are there in the English language? What are they? (厦门大学,2003)36. What are the main features of the English compounds?VI. Analyze the following situation. (20%)37. Match the terms under COLUMN I with the underlined forms from COLUMN II (武汉大学,2004)I II(1) acronym a. foe(2) free morpheme b. subconscious(3) derivational morpheme c. UNESCO(4) inflectional morpheme d. overwhelmed(5) prefix e. calculationTest Four: SyntaxI. Choose the best answer. (20%)1. The sentence structure is ________.。
英语语言学导论知到章节测试答案智慧树2023年最新西安外国语大学第一章测试1.Which feature incorporates the capacity to talk messages that are unrelatedto here and now. ()参考答案:Displacement;ually grammar is divided into the components of().参考答案:phonetics and phonology;;morphology and syntax;;semantics.3.Although languages are different in many respects, such as sound patterns,vocabulary, word order, there are important grammatical principles andfeatures that hold commonly in all human languages. ( )参考答案:对4.What enables us to identify well-formed sentences from non-sentences is ourgood linguistic performance in that language other than linguisticcompetence. ( )参考答案:错5.The fact that a parrot can be taught to reproduce some human speech soundsproves that human language is not unique to us. ( )参考答案:错第二章测试1.How many morphemes are there in the word “frightening”? ( )参考答案:three2.Which of the following two-term sets shows the feature of complementarity?( )参考答案:single/married3.The word “man” is an alyzed as comprising the semantic features of[+human,+adult,+male]. ( )参考答案:对4.“-tain” in words like “maintain”, “sustain”, “retain” is a ( ).参考答案:bound root5.Tree diagrams are used to represent the linear structure of words. ( )参考答案:错第三章测试1.Phrase structure rules allow us to better understand _____________. ( )参考答案:All of the above.2.The sentence structure is ________. ( )参考答案:both linear and hierarchical3.The syntactic rules of any language are ____ in number. ( )参考答案:finite4.In English syntactic analysis, four phrasal categories are commonlyrecognized and discussed, namely, noun phrase, verb phrase, infinitivephrase, and auxiliary phrase. ( )参考答案:错5.What is actually internalized in the mind of a native speaker is a complete listof words and phrases rather than grammatical knowledge. ( )参考答案:错第四章测试1.Reflected meaning arises in cases of multiple conceptual meanings, when onesense is associated with another sense. ( )参考答案:对2.The lexical relationship between “bear” and “bare” is hyponymy. ( )参考答案:错3.The sentence It is hot is a one-place predication. ( )参考答案:错4.Pragmatics is the study of language meaning. ( )参考答案:错5.According to John Searle’s classification of speech acts, “he promises to cometomorrow” is ( ).参考答案:representative第五章测试1.Which one is different from the others according to place of articulation? ( )参考答案:[n]2.Which of the following is NOT a front vowel? ( )参考答案:[u:]3.[z] is a voiceless, alveolar fricative consonant while [j] is a palatalapproximant. ( )参考答案:错4.[p] is a voiced bilabial stop. ( )参考答案:错5.Perceptual phonetics is concerned with the perception of speech sounds. ( )参考答案:对第六章测试1.Distinctive features can be found running over a sequence of two or morephonemic segments. The phonemic features that occur above the level of the segments are called ( ).参考答案:suprasegmental features2.How many morphemes are there in the word “discharged”? ( )参考答案:33.Which of the following statements about allophone is NOT correct? ( )参考答案:Allophones distinguish meaning.4. A phoneme in a language is a distinctive sound which is capable ofdistinguishing one word or one shape of a word from another. ( )参考答案:对5.Phonology is concerned with how the sounds can be classified into differentcategories. ( )参考答案:错第七章测试pared with langue, parole is chaotic and therefore impossible to study. ( )参考答案:错2.The common types of language variation are variation. ( )参考答案:all of above3.William Labov’s New York Department Store study is basically about regionalvariation of language. ( )参考答案:错nguage contact could lead to the death of a language. ( )参考答案:对5.When speakers from different languages interact with each other, one of thenative languages of the speakers could be used as a lingua franca. ()参考答案:错第八章测试1.There are five major stages in the history of English language change. ( )参考答案:对2.Who is the editor of Dictionary of the English language? ( )参考答案:Samuel Johnson3.The lexical change includes: ( )参考答案:borrowing or Loan Words;the addition of new words;change in lexical category;loss of words4.The word change from “bathe” to “bath” is syntactic change ( )参考答案:错5.Changes in a language are changes in the grammars. ()参考答案:错第九章测试1.Traditional behaviourists view language as a kind of behaviour and believethat language learning is simply a matter of imitation and habit formation. ( ) 参考答案:对2.Chomsky proposed that human beings are born with an innate ability knownas _______. ( )参考答案:Language Acquisition Device, or LAD3.Unlike L1 acquisition, which is uniformly successful across children andlanguages, adults vary considerably in their ability to acquire an L2completely. ( )参考答案:对4.What are the three interacting factors in determining language transfer insecond language learning? ( )参考答案:A learner’s perception of native-target language distance.;A learner’s actual knowledge of the target language.;A learner’s psychology, how a learner organizes his or her nativelanguage.5.The native language influences not only occur as direct linguistic reflexes atphonological, lexical, semantic, syntactical or discoursal levels but alsodirectly reflect underlying organizational principles of languages at thecognitive level. ( )参考答案:对第十章测试1.Which area of linguistics studies the cognitive processes of how we use ourlinguistic competence in speech production and comprehension? ( )参考答案:Psycholinguistics2.In psycholinguistic experiments which of the following is frequently used asan important measurement of how quick a person responds to linguisticsignals. ( )参考答案:Response time (RT)3. A central problem of speech perception is to explain how listeners carve upthe continuous speech signal into meaningful unit. This is referred to as the segmentation problem. ( )参考答案:对4.In Top-down processing listeners move step-by-step from the incomingsignal, to phonemes, morphemes, words and phrases and ultimately tosemantic interpretation. ( )参考答案:错5. A listener will respond faster at making lexical decision on related wordssuch as doctor and nurse than if he just heard unrelated word such as doctor and flower. This is possibly because words in the first pair are semantically related. ( )参考答案:对第十一章测试1.Many people use the search features of the Internet to find information.Typically, one enters a keyword, or perhaps several, and magically thecomputer returns the location of Web sites that contain information relatingto that key-word. This process is an example of ( ).参考答案:information retrieval2.Many crimes involve anonymous recorded messages in which it is importantto identify the speaker. ______ is the use of computers to assist in such a task,as opposed to ear witnessing, which relies on the judgment of humanlisteners. ( ).参考答案:Speaker identification3.The field of computational lexicography is concerned not only with themaking of standard dictionaries but also with the building of electronicdictionaries specifically designed for computational linguists. ( )参考答案:对4.Speech synthesis is a two-step process in which a text-to-speech programfirst converts text to phones or other basic units such as words or syllables. ( ) 参考答案:对5.The computational linguistics of speech understanding and speechgeneration has the subfields of computational phonetics and phonology,computational morphology, computational syntax, computational semantics, and computational pragmatics. ( )参考答案:对第十二章测试1.The history of writing includes____. ( )参考答案:Cuneiform Writing;pictograms and ideograms;from hieroglyphics to the Alphabet writing;the Rebus principle2.ʘrepresents the sound “___” ( )参考答案:sun3.The current English is a kind of picture system. ( )参考答案:错4.The Phoenician living in the area from hieroglyphics to the Alphabet writing.( )参考答案:对5.“cat cats cat’s cats’”have four morphemes. ( )参考答案:错第十三章测试1.The Prague School is a school of linguistic thought and analysis established inPrague in the 1920s by Mathesius. ()参考答案:对2.The major linguistic schools include ( )参考答案:The Formalism;The Functionalism;The Structuralism;The cognitivism3.The major scholars mentioned in American Structuralism are ( )参考答案:Franz Boas;Leonard Bloomfield;Edward Sapir4.The famous linguistic work Metaphors We live By is composed by RonaldLangacker。
语言学教程第四版里的名词解释总结(共10篇):语言学名词解释第四版教程语言学教程第四版笔记语言学教程考试题语言学教程中文版pdf篇一:新编语言学教程名词解释(部分重点)(1) linguistics: (语言学)the scienti?c or systematic study of language.(2) language: (语言)a system of arbitrary vocal symbols used for human communication.(3) arbitrariness: (任意性)the absence of similarity between the form of a linguistic sign andwhat it relates to in reality, e.g. the word dog does not look like a dog.(4) duality:(双重性)the way meaningless elements of language at one level (soundsand letters) combine to form meaningful units (words) at another level.(5) competence:(语言能力)knowledge of the grammar of a language as a formalabstraction and distinct from the behavior of actual language use,i.e. performance.(6) performance:(语言运用)Chomsky’s term for actual language behavior as distinct from theknowledge that underlies it, or competence.(11) synchronic linguistics: (共时语言学)the study of language and speech as they are used ata given moment and not in terms of how they have evolved over time.(12) diachronic linguistics: (历时语言学)the study of linguistic change over time in contrastto looking at language as it is used at a given moment.(6) phoneme:(音位)the abstract element of a sound, identi?ed as being distinctive in aparticular language.(7) phonetics(语音学): the study of linguistic speech sounds, how they areproduced, how they are perceived, and their physical properties.(8)phonology: (音位学)the study of the abstract systems underlying the sounds of language.(1) morphology:(形态学)the study of the structure of words.(2) morpheme:(词素)the smallest unit of language that carries meaning or serves agrammatical function.(3) free morpheme: (自由词素)a morpheme that can stand alone as a word.(4) bound morpheme: (黏着词素)a morpheme that can not stand alone as a word,e.g. ment (as in establishment), and -er (as in painter).(5) morph:(语素变体)the smallest meaningful phonetic segments of an utterance on the levelof parole.(6) allomorph: a phonetic form in which a morpheme is realized,e.g. -s, -es, and en are allallomorphs (in writing) of the plural morpheme.(1) syntax: the term used to refer to the structure of sentences and to the study of sentencestructure.(句法学)(5) IC analysis:(Immediate constituent analysis 直接成分分析法)the approach to divide thesentence up into its immediate constituents by using binary cutting until obtaining itsultimate constituents.(11) ideational function(概念功能): the use of language as a means of giving structure to ourexperience of the real or imaginary world.(12) interpersonal function(人际功能): the use of language for maintaining social roles andinteracting with others.(13) textual function(语篇功能): to create written or spoken texts which cohere withinthemselves and which ?t the particular situation in which they are used.(1) semantics: the study of linguistic meaning.语义学(14) synonymy:(同义) the sense relations of equivalence of meaning between lexicalitems, e.g. small/little and dead/deceased.(15) antonymy:(反义关系) the sense relation of various kinds of opposing meaning betweenlexical items, e.g. big/small, alive/dead and good/bad.(16) hyponymy:(上下义关系)the sense relation between terms in a hierarchy,where a more particular term (the hyponym) is included in the more general one (thesuperordinate): X is a Y, e.g. a beech is a tree, a tree is a plant. (17) meronym:(整体部分关系)the sense relation between body and its parts which are notonly sections of the body but de?ned in terms of speci?c functions. For example, thehead is the part of the body which carries the most important sense organs, i.e. eyes, ears, nose and tongue.(1) pragmatics:(语用学) a branch of linguistics that studies language in use.(2) deixis:(指示)the marking of the orientation or position of entities and situations withrespect to certain points of reference such as the place (here/there) and time (now/then) of utterance.(1) sociolinguistics: the study of the relationship between language and society, that is, howsocial factors in?uence the structure and use of language.(社会语言学)(8) diglossia:(双语) a situation when two distinct varieties of the same languageare used, side by side, for two different sets of functions.(9) bilingualism:(双语现象)the use of at least two languages either by an individual or by agroup of speakers, such as the inhabitants of a particular region ora nation.(11) taboo:(禁忌)a word or expression that is prohibited by thepolite society from generaluse.(12) euphemism:(委婉语)a word or phrase that replaces a taboo word or is used to avoidreference to certain acts or subjects, e. g. “powder room”for “toilet”.(1) cognitive linguistics: a new approach to the study of language and mind. According to thisapproach, language and language use are based on our bodily experience and the way we conceptualize it.(认知语言学)篇二:]胡壮麟版《语言学教程》前四章名词解释胡壮麟《语言学教程》术语表第一章phonology音系学grammar语法学morphology形态学syntax 句法学lexicology词汇学general linguistics普通语言学theoretical linguistics理论语言学historical linguistics历史语言学descriptive linguistics描写语言学empirical linguistics经验语言学dialectology方言学anthropology人类学stylistics文体学signifier能指signified所指morphs形素morphotactics语素结构学/形态配列学syntactic categories句法范畴syntactic classes句法类别序列sub-structure低层结构super-structure上层结构open syllable开音节closed syllable闭音节checked syllable成阻音节rank 等级level层次ding-dongtheory/nativistic theory本能论sing-song theory唱歌说yo-he-ho theory劳动喊声说pooh-pooh theory感叹说ta-ta theory模仿说animal crytheory/bow-wow theory模声说Prague school布拉格学派Bilateral opposition双边对立Mutilateral opposition多边对立Proportional opposition部分对立Isolated opposition孤立对立Private opposition表缺对立Graded opposition渐次对立Equipollent opposition均等对立Neutralizable opposition可中立对立Constant opposition恒定对立Systemic-functional grammar系统功能语法Meaning potential意义潜势Conversational implicature会话含义Deictics指示词Presupposition预设Speech acts言语行为Discourse analysis话语分析Contetualism语境论Phatic communion寒暄交谈Metalanguage原语言Applied linguistics应用语言学Nominalism唯名学派Psychosomatics身学第二章trachea/windpipe气管tip舌尖blade舌叶/舌面front舌前部center舌中部top舌顶back舌后部dorsum舌背root舌跟pharynx喉/咽腔laryngeals 喉音laryngealization喉化音vocal cords声带vocal tract声腔initiator启动部分pulmonic airstream mechanism肺气流机制glottalic airstream mechanism喉气流机制velaric airstream mechanism腭气流机制Adam’s apple喉结Voiceless sound清音Voiceless consonant请辅音Voiced sound浊音Voiced consonant浊辅音Glottal stop喉塞音Breath state呼吸状态Voice state带音状态Whisper state耳语状态Closed state封闭状态Alveolar ride齿龈隆骨Dorsum舌背Ejective呼气音Glottalised stop喉塞音Impossive内爆破音Click/ingressive吸气音Segmental phonology音段音系学Segmental phonemes音段音位Suprasegmental超音段Non-segmental非音段Plurisegmental复音段Synthetic language综合型语言Diacritic mark附加符号Broad transcription宽式标音Narrow transcription窄式标音Orthoepy正音法Orthography正字法Etymology词源Active articulator积极发音器官Movable speech organ能动发音器官Passive articulator消极发音器官Immovable speech organ不能动发音器官Lateral边音Approximant [j,w]无摩擦延续音Resonant共鸣音Central approximant中央无摩擦延续音Lateral approximant边无摩擦延续音Unilateral consonant单边辅音Bilateral consonant双边辅音Non-lateral非边音Trill [r]颤音trilled consonant颤辅音rolled consonant滚辅音Labal-velar唇化软腭音Interdental齿间音Post-dental后齿音Apico-alveolar舌尖齿龈音Dorso-alveolar舌背齿龈音Palato-alveolar后齿龈音Palato-alveolar腭齿龈音Dorso-palatal舌背腭音Pre-palatal前腭音Post-palatal后腭音Velarization软腭音化Voicing浊音化Devoicing清音化Pure vowel纯元音Diphthong二合元音Triphthong三合元音Diphthongization二合元音化Monophthongization单元音化Centring diphthong央二合元音Closing diphthong闭二合元音Narrow diphthong窄二合元音Wide diphthong宽二合元音Phonetic similarity语音相似性Free variant自由变体Free variation自由变异Contiguous assimilation临近同化Juxtapostional assimilation邻接同化Regressive assimilation逆同化Anticipatoryassimilation先行同化Progressive assimilation顺同化Reciprocal assimilation互相同化Coalescent assimilation融合同化Partial assimilation部分同化Epenthesis插音Primary stress主重音Secondary stress次重音Weak stress弱重音Stress group重音群Sentence stress句子重音Contrastive stress对比重音Lexical stress词汇重音Word stress词重音Lexical tone词汇声调Nuclear tone核心声调Tonetics声调学Intonation contour语调升降曲线Tone units声调单位Intonology语调学Multilevel phonology多层次音系学Monosyllabic word多音节词Polysyllabic word单音节次Maximal onset principle最大节首辅音原则第三章词汇liaison连音contracted form缩写形式frequency count词频统计a unit of vocabulary词汇单位a lexical item词条 a lexeme词位hierarchy层次性lexicogrammar词汇语法morpheme语素nonomorphemic words单语素词polymorphemic words多语素词relativeuninterruptibility相对连续性a minimum free form最小自由形式the maximum free form最大自由形式variable words 可变词invariable words不变词paradigm聚合体grammatical words(function words)语法词/功能词lexical words(content words)词汇词/实义词closed-class words封闭类词opened-class words开放类词word class词类particles小品词pro-form代词形式pro-adjective(so)代形容词pro-verb(do/did)代副词pro-adverb(so)代动词pro-locative(there)代处所词/代方位词determiners限定词predeterminers前置限定词central determiners中置限定词post determiners后置限定词ordinal number序数词cardinal number基数词morpheme词素morphology形态学free morpheme自由词素bound morpheme黏着词素root词根affix词缀stem词干root morpheme词根语素prefix前缀infix中缀suffix后缀bound root morpheme黏着词根词素inflectional affix屈折词缀derivational affix派生词缀inflectional morphemes屈折语素derivational morphemes派生语素word-formation构词compound复合词endocentric compound 向心复合词exocentric compound离心复合词nominal endocentric compound名词性向心复合词adjective endocentric compound形容词性向心复合词verbal compound动词性复合词synthetic compound综合性复合词derivation派生词morpheme 语素phoneme音位morphonology形态语音学morphophomemics形态音位学morphemic structure语素结构phonological structure音素结构monosyllabic单音节polysyllabic多音节phonological conditioned音位的限制morphologicalconditioned形态的限制coinage/invention新创词语blending混成法abbreviation缩写法acronym首字母缩写法back-formation逆序造次/逆构词法analogical creation类比构词法borrowing借词法loanword借词loanblend混合借词loanshift 转移借词loan translation翻译借词loss脱落addition添加metathesis换位assimilation同化contact assimilation接触性同化contiguous assimilation临近性同化theory of least effort省力理论non- contiguous assimilation非临近性同化distant assimilation远距离同化morpho-syntactic change形态-句法变化morphological change形态变化syntactical change句法变化finite element有定成分semantic change语义变化multisemous多种意义broadening词义扩大narrowing词义缩小meaning shift词义转移class shift词性变换folk etymology俗词源orthographic change拼写的变化conversion变换/变码domain范围/领域meaning shift意义转移split infinitives分裂不定式(She was told to regularly classes) calque 仿造词语clipping截断法metanalysis再分化finiteness定式proximate(this)近指代词obviative(that)远指代词non-productivity/unproductive非多产性semiotics符号学paradigmatic relations聚合关系associative relations联想关系syntagmatic relations组合关系sequential relations序列关系logogram语标register语域passive vocabulary消极词汇lexis/vocabulary词汇表第四章句法number数gender性case格nominative主格vocative呼格accusative兵格genitive属格dative与格ablative 离格tense 时aspect体perfective完成体imperfective未完成体concord/agreement一致关系/协同关系government支配关系the governor支配者the governed被支配者signified能指signifier所指syntagmatic relationship组合关系paradigmatic relationship聚合关系associative relationship联想关系animate noun有生名词the two axes两根坐标坐标轴immediate constituent analysis(IC analysis for short)直接成分分析法linear structure线性结构hierarchical structure层级结构construction结构体constituent成分substituability替换性labeled tree diagram标签树形图endocentric/headed construction 向心结构/中心结构exocentric construction离心结构subordinate construction主从结构coordinate construction并列结构recapitulation再现the declarative陈述句the interrogative疑问句dative movement与格移位morph-phonemic rule形态音位规则constituent morphemes成分规则affix hopping词缀越位nominalization名物化object-deletion宾语删除subject-deletion主语删除categories语类lexicon词库temporal subject表时间的主语syntactic limitation句法限制standard theory标准理论trace theory语迹理论the same index带同标志government管辖binding约束a rule system规则系统a principle system原则系统constituentcommand(C-command for short)成分统制plain English普通英语anaphor照应语pronominal指代语r-expression(referential-expression)指称语INFL(inflection)形态变化reciprocals(each other)相互代词accessible subject可及主语local domain局部语域binding domain约束语域logophoricity主人公视角CS(computational system)计算系统Merger合并move移动theme主位rheme述位empty subject空主语objective order客观顺序subjective order主观顺序actual sentence division实义句子切分法functional sentence perspective 功能句子观communicative dynamism (CD)交际动力bipartition二分法tripartite classification三分法representative function表达功能expressive function表情功能appellative/vocative function称呼功能conative function意欲功能poetic function诗学功能ideational function概念功能interpersonal function人际功能textual function语篇功能transitivity及物性actor动作者mood system语气系统the finite verbal operator限定部分residue剩余部分indicative直陈语气imperative祈使语气mental-process(a process of sensing)心理过程(感觉过程)relational process(a process of being)关系过程(属性过程)verbal process(a process of saying)言语过程(讲话过程)existential process生存过程篇三:胡壮麟语言学名词解释总结胡壮麟语言学名词解释总结1. design feature: are features that define our human languages,such asarbitrariness,duality,creativity,displacement,cultural transmission,etc.2. function: the use of language tocommunicate,to think ,nguage functions inclucleimformative function,interpersonal function,performative function, emotive function,phaticcommunion,recreational function and metalingual function.3. etic: a term in contrast with emic which originates from American linguist Pike’s distinction ofphonetics and phonemics.Being etic mans making far too many, as well as behaviouslyinconsequential,differentiations,just as was ofter the case with phonetic vx.phonemic analysisin linguistics proper.4. emic: a term in contrast with etic which originates from American linguist Pike’s distinction ofphonetics and phonemics.An emic set of speech acts and events must be one that is validated as meaningful via final resource to the native members of a speech communith rather than viaqppeal to the investigator’s ingenuith or intuition alone.5. synchronic: a kind of description which takes a fixed instant(usually,but not necessarily,thepresent),as its point of observation.Most grammars are of this kind.6. diachronic:study of a language is carried through the course of its history.7. prescriptive: a kind of linguistic study in which things are prescribed how ought tobe,ying down rules for language use.8. descriptive: a kind of linguistic study in which things are just described.9. arbitrariness: one design feature of human language,which refers to the face that the forms oflinguistic signs bear no natural relationship to their meaning.10. duality: one design feature of human language,which refers to the property of having twolevels of are composed of elements of the secondary.level and each of the two levels has itsown principles of organization.11. displacement: one design feature of human language,which means human language enabletheir users to symbolize objects,events and concepts which are not present c in time andspace,at the moment of communication.12. phatic communion: one function of human language,which refers to the social interaction oflanguage.13. metalanguage: certain kinds of linguistic signs or terms for the analysis and description ofparticular studies.14. macrolinguistics: the interacting study between language and language-related disciplines suchas psychology,sociology,ethnograph,science of law and artificial intelligence etc.Branches ofmacrolinguistics includepsycholinguistics,sociolinguistics,anthropological linguistics,et15. competence: language user’s underlying knowledge about the system of rules.16. performance: the actual use of language in concrete situation.17. langue: the linguistic competence of the speaker.18. parole: the actual phenomena or data of linguistics(utterances).19. Articulatory phonetics: the study of production of speechsounds.20. Coarticulation: a kind of phonetic process in which simultaneous or overlapping articulationsare involved..Coarticulation can be further divided into anticipatory coarticulation andperseverative coarticulation.21. Voicing: pronouncing a sound (usually a vowel or a voiced consonant) by vibrating the vocalcords.22. Broad and narrow transcription: the use of a simple set of symbols in transcription is calledbroad transcription;the use of a simple set of symbols in transcription is called broadtranscription;while,the use of more specific symbols to show morephonetic detail is referred to as narrow transcription.23. Consonant: are sound segments produced by constricting or obstructing the vocal tract at someplace to divert,impede,or completely shut off the flow of air in the oral cavity.24. Phoneme: the abstract element of sound, identified as being distinctive in a particularlanguage.25. Allophone:any of the different forms of a phoneme(eg.this an allophone of /t/inEnglish.When /t/occurs in words like step,it is unaspiratedt.Boththand tare allophones of the phoneme/t/.26. Vowl:are sound segments produced without such obstruction,so no turbulence of a totalstopping of the air can be perceived.27. Manner of articulation: in the production of consonants,manner of articulation refers to theactual relationship between the articulators and thus the way in which the air passes through certain parts of the vocal tract.28. Place of articulation: in the production of consonants,place of articulation refers to where inthe vocal tract there is approximation,narrowing,or theobstruction of air.29. Distinctive features: a term of phonology,i.e.a property which distinguishes one phoneme fromanother.30. Complementary distribution: the relation between tow speech sounds that never occur in thesame environment.Allophones of the same phoneme are usually in complementary distribution.31. IPA: the abbreviation of International Phonetic Alphabet,which is devised by the InternationalPhonetic Association in 1888 then it has undergong a number of revisions.IPA is a comprised system employing symbols of all sources,such as Roman small letters,italics uprighted,obsolete letters,Greek letters,diacritics,etc.32. Suprasegmental:suprasegmental features are those aspects of speech that involve more thansingle sound segments.The principal supra-segmental features are syllable,stress,tone,,and intonation.33. morpheme:the smallest unit of language in terms of relationship between expression andcontent,a unit that cannot be divided into further small units without destroying or drastically altering the meaning,whether it islexical or grammatical.34. compound oly morphemic words which consist wholly of free morphemes,such asclassroom,blackboard,snowwhite,etc.35. inflection: the manifestation of grammatical relationship through the addition of inflectionalaffixes,such as number,person,finiteness,aspect and case,which do not change the grammatical class of the stems to which they are attached.36. affix: the collective term for the type of formative that can be used only when added to anothermorpheme(the root or stem).37. derivation: different from compounds,derivation shows the relation between roots and affixes.38. root: the base from of a word that cannot further be analyzed without total lass of identity.39. allomorph:any of the different form of a morpheme.For example,in English the pluralmortheme is but it is pronounced differently in different environments as/s/in cats,as/z/ in dogs and as/iz/ in classes.So/s/,/z/,and /iz/ are all allomorphs of the plural morpheme.40. Stem: any morpheme or combination of morphemes to which an inflectional affix can beadded.41. bound morpheme: an element of meaning which is structurally dependent on the world it isadded to,e.g. the plural morpheme in “dog’s”.42. free morpheme: an element of meaning which takes the form of an independent word.43. lexeme:A separate unit of meaning,usually in the form of a word(e.g.”dog in the manger”)44. lexicon: a list of all the words in a language assigned to various lexical categories and providedwith semantic interpretation.45. grammatical word: word expressing grammatical meanings,suchconjunction,prepositions,articles and pronouns.46. lexical word: word having lexical meanings,that is ,those which refer to substance,action andquality,such as nouns,verbs,adjectives,and verbs.47. open-class: a word whose membership is in principle infinite or unlimited,such asnouns,verbs,adjectives,and many adverbs.48. blending: a relatively complex form of compounding,in which two words are blended byjoining the initial part of the first word and the final part of the second word,or by joining the initial parts of the two words.49. loanword: a process in which both form and meaning are borrowed with only a slightadaptation,in some cases,to eh phonological system of the new language that they enter.50. loanblend: a process in which part of the form is native and part is borrowed, but the meaningis fully borrowed.51. leanshift: a process in which the meaning is borrowed,but the form is native.52. acronym: is made up form the first letters of the name of an organization,which has a heavilymodified headword.53. loss: the disappearance of the very sound as a morpheme in the phonological system.54. back-formation: an abnormal type of word-formation where a shorter word is derived bydeleting an imagined affix from a long form already in the language.55. assimilation: the change of a sound as a result of the influence of an adjacent sound,which ismore specifically called.”contact”or”contiguous”assimilation.56. dissimilation: the influence exercised.By one sound segment upon the articulation of another,so that the sounds become less alike,or different.57. folk etymology: a change in form of a word or phrase,resulting from an incorrect popularnation of the origin or meaning of the term or from the influence of more familiar terms mistakenly taken to be analogous58. category:parts of speech and function,such as the classification of words in terms of parts ofspeech,the identification of terms of parts of speech,the identification of functions of words in term of subject,predicate,etc.59. prepositional logic: also known as prepositional calculus or sentential calculus,is the study ofthe truth conditions for propositions:how the truth of a composite propositions and theconnection between them.60. Proposition:what is talk about in an utterance,that part of the speech act which has to do withreference.61. predicate logic: also predicate calculus,which studies the internal structure of simple.62. assimilation theory: language(sound,word,syntax,etc)change or process by which features ofone element change to match those of another that precedes or follows.63. cohort theory: theory of the perception of spoken words proposed in the mid-1980s.It saaumesa “recognition lexicon”in which each word is represented by a full andindependent”recognistion element”.When the system receives the beginning of a relevant acoustic signal,all elements matching it are fully acticated,and,as more of the signal isreceived,the system tries to match it independently with each of them,Wherever it fails the element is deactivated;this process continues until only one remains active.64. context effect: this effect help people recognize a word more readily when the receding wordsprovide an appropriate context for it.65. frequency effect: describes the additional ease with which a word is accessed due to its morefrequent usage in language.66. inference in context: any conclusion drawn from a set of proposition,from something someonehas said,and so on.It includes things that,while not following logically,are implied,in anordinary sense,e.g.in a specific context.67. immediate assumption: the reader is supposed to carry out the progresses required tounderstand each word and its relationship to previous words in the sentence as soon as that word in encountered.68. language perception:language awareness of things through the physical senses,esp,sight.69. language comprehension: one of the three strand of psycholinguistic research,which studiesthe understanding of language.70. language production: a goal-directed activety,in the sense that people speak and write in ordeto make friends,influence people,convey information and so on. 71. lexical ambiguity:ambiguity explained by reference to lexical meanings:e.g.that of I saw abat,where a bat might refer to an animal or,among others,stable tennis bat.72. macroproposition:general propositions used to form an overallmacrostructure of the story.73. modular:which a assumes that the mind is structuied into separate modules orcomponents,each governed by its own principles and operating independently of others.74. parsing:the task of assigning words to parts of speech with their appropriateaccidents,traditionally e.g.to pupils learning lat in grammar.75. propositions:whatever is seen as expressed by a sentence which makes a statement.It is aproperty of propositions that they have truth values.76. psycholinguistics: is concerned primarily with investigating the psychological reality oflinguistic structure.Psycholinguistics can be divided into cognitive psycholing uistics(being concerned above all with making inferences about the content of human mind,and experimental psycholinguistics(being concerned somehow whth empirical matters,such as speed of response to a particular word).77. psycholinguistic reality: the reality of grammar,etc.as a purported account of structuresrepresented in the mind of a speaker.Often opposed,in discussion of the merits of alternative grammars,to criteria ofsimplicity,elegance,and internal consistency.78. schemata in text: packets of stored knowledge in language processing.79. story structure: the way in which various parts of story are arranged or organized.80. writing process: a series of actions or events that are part of a writing or continuingdevelopmeng.81. communicative competence: a speaker’s knowledge of the total set ofrules,conventions,erning the skilled use of language in a society.Distinguished byD.Hymes in the late 1960s from Chomsley’s concept of competence,in the restricted sense of knowledge of a grammar. 82. gender difference: a difference in a speech between men and women is”genden difference”83. linguistic determinism: one of the two points in Sapir-Whorf hypothesis,nguagedetermines thought.84. linguistic relativity: one of the two points in Spir-Whorf hypotheis,i.e.there’s no limit to thestructural diversity of languages.85. linguistic sexism:many differences between me and women in language use are brought aboutby nothing less than women’s place in society.86. sociolinguistics of language: one of the two things in sociolinguistics,in which we want tolook at structural things by paying attention to language use in a social context.87. sociolinguistics of society:one of the two things in sociolinguistics,in which we try tounderstand sociological things of society by examining linguistic phenomena of a speaking community.88. variationist linguistics: a branch of linguistics,which studies the relationship betweenspeakers’social starts and phonological variations.89. performative: an utterance by which a speaker does something does something,as apposed to aconstative,by which makes a statement which may be true or false.90. constative: an utterance by which a speaker expresses a proposition which may be true or false.91. locutionary act: the act of saying something;it’s an act of conveying literal meaning by meansof syntax,lexicon,and ly.,the utterance of a。
Prelexical vowel epenthesis 1 New Evidence for Prelexical Phonological Processingin Word RecognitionEmmanuel Dupoux*Christophe Pallier*Kazuhiko Kakehi**Jacques Mehler*, +AbstractWhen presented with stimuli that contain illegal consonant clusters, Japaneselisteners tend to hear an illusory vowel that makes their perception conform to thephonotactics of their language. In a previous paper, we suggested that this effectarises from language-specific prelexical processes (Dupoux, Kakehi, Hirose, Pallier& Mehler, 1999). The present paper assesses the alternative hypothesis that thisillusion is due to a "top-down" lexical effect. We manipulate the lexicalneighborhood of non-words that contain illegal consonant clusters and show thatperception of the illusory vowel is not due to lexical influences. This demonstratesthat phonotactic knowledge influences speech processing at an early stage.*. Laboratoire de Sciences Cognitives et Psycholinguistique, CNRS-EHESS**. Graduate School of Human Informatics, Nagoya University, Japan+. International School for Advanced Studies, Trieste, Italy.We thank Nicolas Bernard and Takao Fushimi for their help in preparing the stimuli and running the experiment. We also thank James McQueen, Sharon Peperkamp and two anonymous reviewers for very useful comments on a previous version of this manuscript. Part of this work was presented at Eurospeech'99 (Dupoux, Fushimi, Kakehi and Mehler, 1999). Correspondence concerning this article should be addressed to Emmanuel Dupoux, LSCP, EHESS-CNRS, 54 bd Raspail, Paris, 75006. E-mail: dupoux@lscp.ehess.fr.Most models of spoken word recognition postulate that the acoustic signal is transformed into a prelexical representation, typically a string of phonemes, and that this representation is used to access the lexicon. Such models have to spell out how the acoustic signal is transformed into a prelexical representation and whether this representation is enhanced by one's lexical knowledge. Many studies have established that the mapping between the signal and the prelexical representation is not simple. In their famous "Perception of the Speech Code" paper, Liberman, Cooper, Shankweiler and Studdert-Kennedy (1967) stressed the complexity of the relationships between the acoustic signal and the phonetic message: neighbor phones interact so much that a single acoustic stretch is often ambiguous and requires a larger context to be interpretable (see, for example, Miller and Liberman, 1979; Mann and Repp, 1981; Whalen, 1989 ). Their proposed solution was that listeners use their knowledge of how speech sounds are produced to decode the speech signal (for example, to compensate for coarticulation). A second source of information is lexical knowledge. Indeed, numerous studies have demonstrated lexical influences on phoneme identification (e.g. Ganong, 1980; Samuel, 1981a, 1987; Frauenfelder, Segui, Dijkstra, 1990). The phenomenon of phonemic restoration attests that lexical knowledge can yield the perception of a phoneme that is not present in the signal (even if acoustics play an important role in the phenomenon; cf. Samuel 1981b). A third source of information that can be used by the speech perception apparatus is phonotactic knowledge. There exists some empirical evidence that listeners tend to assimilate illegal sequences of phonemes to legal ones (Massaro & Cohen, 1983; Hallé, Segui, Frauenfelder & Meunier, 1998). Thus, French listeners tend to hear the sequence /dl/, which is illegal in French, as /gl/, which is legal (Hallé et al. 1998).Among the three above cited sources of information, the influence of phonotactics is the less well established. Both the Massaro & Cohen and the Hallé et al. studies used stimuli in only one language. Therefore, it cannot be excluded that the observed effects were due to universal effects of compensation for coarticulation: it could be that /dl/ is universally harder to perceive than /gl/. A more convincing demonstration of phonotactic effects must involve a cross-linguistic manipulation. A second difficulty is the potential confound between phonotactic and lexical informations. It can be argued that nonwords containing illegal sequences of phonemes typically have fewer lexical neighbors than legal nonwords. As a matter of fact, McClelland and Elman (1986) interpreted the phonotactic effects of Massaro and Cohen as the result of top-down influences from the lexicon (a "lexical conspiracy" effect). They reported on unpublished data where an apparent phonotactic effect (the preference for /dw/ over /bw/ in nonwords with an ambiguous initial phoneme) was reversed in the presence of a strong lexical candidate: /?wacelet/, yielded the perception of /bwacelet/ (from bracelet) instead of /dwacelet/ (despite the illegality of the /bw/ cluster). The authors argued that the typical preference of /dw/ over /bw/ is due to the predominance of /dw/ words in the lexicon. They simulated these data, as well as Massaro & Cohen (1983) "phonotactic" result, with a "lexical conspiracy" effect in the TRACE model (but see Pitt & McQueen, 1998 for arguments against this interpretation).In this paper, we wish to revisit the relative role of phonotactics and lexical knowledge by building on an effect which has been well documented cross-linguistically: the perception of illusory vowels in Japanese. Dupoux, Kakehi, Hirose, Pallier & Mehler (1999) have demonstrated that Japanese listeners, but not French listeners, perceive an /u/ vowel between consonants formingillegal clusters in Japanese (e.g. between /b/ and /z/)1. These data show that the perceptual system of Japanese listeners insert an illusory vowel between adjacent consonants in order to conform to the expected pattern in this language. We called this phenomenon "vowel epenthesis". It suggests that the role of phonotactics is so important as to produce the illusion of a segment which is not actually present in the signal.Though Dupoux et al. (1999) attributed this effect to phonotactic knowledge, it is not a priori excluded that the illusion results from top-down lexical influences. One may imagine that many Japanese words contain sequences /C1uC2/ in which C1C2represent consonant clusters present in the nonword stimuli used in the experiment. It could then be argued that the activations of such lexical items conspire to produce the perception of /u/. Thus, the potential existence of real Japanese words, phonetic neighbors of the non-word stimuli, may have induced participants to report a vowel that is not present in the signal. Some may find excessive the proposal that lexical effects can be as strong as to blindly insert a vowel that is not present in the signal. However, as we noted above, there are well documented demonstrations that the lexicon can fill in missing speech sounds, at least when the underlying signal is degraded or ambiguous (Warren, 1984; Samuel, 1981a). In the present case, the signal is clear, but it contains sequences of phonemes that are illegal for Japanese speakers. The influence of lexical knowledge in such a situation is an open question.This paper aims at determining the source of the vowel epenthesis effect in Japanese. We try to determine whether the illusory vowel is inserted during the first stage of speech processing, under the influence of phonotactic constraints, or whether it comes from the participants' lexical knowledge. To this aim, we created non-words containing illegal consonant clusters in Japanese. These items produce only one lexical neighbor when a vowel is inserted between the consonants. Specifically, for some items, the lexicon biases for the insertion of the vowel /u/ (like in sokdo -> sokudo, speed). In other items, the lexicon call for the insertion of a vowel other than /u/ to generate a word, (like mikdo -> mikado,emperor). How do Japanese listeners perceive these illegal non-words? If perceptual processes insert the vowel /u/ within the /kd/ cluster irrespective of the lexical status of the outcome, then they should report hearing an /u/ inside both /sokdo/ and /mikdo/. If, in contrast, their perception is influenced by the nearest real Japanese word, we expect them to report an /u/ and an /a/ respectively.Experiment 1Stimuli with a CVCCV pattern were selected so that there is only one possible vowel that can be inserted in the consonant cluster to produce a real Japanese word. The stimuli were then split into two sets, according to the vowel that yields a Japanese word. In the u-Set, the vowel that produced a word was /u/, like in sokdo->sokudo. In the non-u-Set, the vowel was /a/, /e/, /i/ or /o/, like in mikdo->mikado. Participants were tested on two tasks, transcription and lexical decision. In the transcription task, participants were presented with stimuli and asked to transcribe them into the Roman alphabet. In the lexical decision task, participants decided whether the items were words in Japanese or not. If epenthesis is lexically driven, one expects a strong effect of lexical neighborhood on the perception of the items containing a consonant cluster. In particular, items in the u-Set (e.g. sokdo) should be perceived with an epenthetic /u/, and items in the non-u-Set (e.g.1 In japanese, the syllabic types are restricted to C(y)V, V, and C(y)VN. As a result, the only legal consonant clusters are of the nasal plus consonants type.mikdo) should be perceived with a vowel other than /u/ since that is the only way to obtain a Japanese word. In other words, items in both sets should behave similarly in the lexical decision experiment, since all items can produce Japanese words once the appropriate vowel is inserted. In contrast, if vowel epenthesis arises before lexical access, both sokdo and mikdo items should produce the perception of an illusory /u/, and consequently, only sokdo will be processed as a Japanese word. Indeed, while sokdo becomes sokudo (a word in Japanese) after /u/ epenthesis, mikdo becomes mikudo (a non-word in Japanese). In order to assess the performance on the test items, we included control words like sokudo and mikado and non-words like sokado and mikudo in the lists.MethodMaterials: Two sets of 19 triplets were constructed. The first set was called the u-Set and contains triplets with the following structure: (illegal non-word, word, legal non-word). The first item was a (C)VCCV disyllable containing an illegal consonant cluster in Japanese (e.g., sokdo). The other two items had identical segments as the first except for the insertion of a vowel between the middle consonants. The second item of the triplet was a Japanese word obtained by the insertion of an /u/ (e.g., sokudo). The third item was a non-word obtained by the insertion of one of the following three vowels: /a/, /e/, /i/ or /o/ (e.g., sokado). The second set (the non-u-Set) was similar in all respects to the u-Set, except that the vowels that yielded a word and a non-word, respectively, were swapped around. That is, the illegal non-word mikdo yielded the word mikado through the insertion of an /a/ and yielded the non-word mikudo through the insertion of an /u/. In all cases, there was only one possible way to make a word in Japanese through the insertion of a vowel in the consonant cluster of the first element of a triplet. The items are listed in the Appendix. An additional list of 78 filler items was also constructed, consisting of half words, half legal non-words.The stimuli were recorded by a female native speaker of Japanese, trained in phonetics, who had been instructed to produce the cluster stimuli without any intervening vowel. All stimuli were checked and when a few glottal pulses appeared between the consonants, these pulses were deleted by digital editing.Procedure: In the phonetic transcription task, all the items from the 38 triplets were presented through headphones in a different pseudo-random order for each participant. Participants were instructed to type the transcription of the items in the Roman alphabet on a computer keyboard. In the lexical decision task, the same items, with the filler items, were presented through headphones using the EXPE software on a PC computer (Pallier, Dupoux & Jeannin, 1997). Lists were presented in a different pseudo-random order for each participant. Participants were instructed to classify the stimuli into real Japanese words versus non-existent words as fast as they could. If no response was given within 4 seconds after the presentation of an item, the next stimulus was presented. Participants were given a practice session of 10 trials with feedback, followed by the main experiment during which no feedback was given.Participants: Fourteen native speakers of Japanese were tested on the lexical decision experiment. Seven of them also performed the phonetic transcription task (after completing the lexical decision task). They were all Japanese volunteers recruited in Paris.Results and DiscussionIn this experiment, four triplets in the u-Set and three in the non-u-Set had to be removed because of more than 50% transcription errors or more than 40% lexical decision errors on the words or non-words. Most of these errors fell on /h/-initial words, whose first segment was misperceived as /f/ or /r/, or deleted. This left 15 triplets in the u-Set and 16 triplets in the non-u-Set. No participant was rejected.First, the phonetic transcription results for the consonant cluster items were analyzed separately for items in the u-Set and items in the non-u-Set. Seventy-nine percent of the transcriptions of the consonant cluster items in the u-Set contained an epenthetic /u/ inserted between the consonants. Only 1% of the responses contained a different vowel (/i/ instead of /u/ in one item). The remaining 20% of the transcriptions reproduced the consonant cluster. In the non-u-Set, 75% of the transcriptions contained an epenthetic /u/, 1% are cases of consonant deletion (/juSi/ instead of /jurSi/), and 24% reproduced the consonant cluster. The difference in /u/ transcription between the two items sets was not significant (X2(1)=0.10, p>0.10).Second, the lexical decision data was analyzed in terms of percent 'word' responses. The data are displayed in Table 1. As one can see, words were labeled as words in 94% of the cases, and non-words in only 7% of the cases. The results of the cluster items depended on set type. 71% of the cluster items in the u-Set are labeled as words, a score significantly different from chance (p<.007). Planned contrasts showed that this score differed significantly from the score obtained with control non-words (F1(1,13)=222, p<.001; F2(1,14)=120, p<.001) and control words (F1(1,13)=23, p<0.001; F2(1,14)=8, p<0.02). In contrast, the cluster items in the non-u-Set were classified as words in only 8.0% of the trials, a score significantly below chance (p<.001). This score was significantly different from the score with the control words (F1(1,13)=868, p<.001; F2(1,15)=1329, p<.001), but did not differ from the score with the control non-words (both Fs<1). Table 1: percent "word" response to cluster and control items in Experiment 1.Non-words Words Clustersu-SetPercent “ word ” response 2.8%91.0%71.4%Example sokado sokudo sokdonon-u-SetPercent “ word ” response10.3%96.9%8.0%Example mikudo mikado mikdoThird, we analyzed the RTs for responses falling into the `predicted' category. For items in the u-Set the predicted category was “Word” for both the Japanese words and for illegal cluster items. For the non-u-Set items the predicted category was “Non-Word” for Japanese non-words and for illegal cluster items. The reaction times are shown in Table 2. An ANOVA revealed that the control words yielded significantly faster latencies than control non-words (F1(1,13)=28, p<.001; F2(1,30)=49, p<.001). Cluster items in the u-Set tended to yield faster RTs than control non-words (F1(1,13)=3.3, .05<p<.1; F2(1,14)=4.5, p=.053), but did not differ significantly from control words (both Fs<1) In contrast, cluster items in the non-u-Set yielded slower RTs than the control words (F1(1,13)=23, p<.001; F2(1,15)=62, p<.001), but did not differ significantly from the control non-words (F1(1,13)=2.9, p>.1; F2(1,15)=3.3, .05<p<.1). Thus, the latencies to respond to cluster items depended on the items in the lexical category to which they are assimilated.Table 2: Reaction times (ms), standard error, and percent error to cluster and control items in Experiment 1.Non-words Words ClustersRT SE Err RT SE Err RT SE Erru-Set122333 2.8%1046339.0%10937728.6%non-u-Set13156810.2%93331 3.1%1234618.0% The overall pattern of results for this experiment was straightforward. The transcription task yielded similar rates of /u/ insertion irrespective of the presence or absence of a neighboring lexical item with that particular vowel. We found no insertion of a vowel other than /u/ (except for one participant who reported an /i/ in “namda” producing the Japanese word “namida”; this amounts to 1% of the responses). Thus, globally, the presence of biasing lexical neighbors did not influence transcriptions. The same conclusion arose from the analysis of the lexical decision data. Participants consistently classified cluster items as if they had inserted an /u/ prior to lexical access.The reported results could be attributed to the fact that the stimuli were recorded by a native Japanese speaker. Even though the speaker was trained in phonetics, at times she could not avoid inserting short vowels between the cluster consonants. Her speech was digitally edited to remove pitch pulses corresponding to an inter-consonantal vowel. However, it could be that traces of coarticulation remained in the adjacent consonant allowing Japanese participants to reconstruct the underlying vowel. To control for this possibility, in the next experiment, we used a speaker whose maternal language allows consonant clusters.Experiment 2In order to remove the possibility that the effects obtained in the previous experiment are due to potential traces of /u/ produced by the Japanese speaker, the stimuli were recorded anew, but this time they were spoken by a native speaker of French. He was instructed to imitate words and non-words produced by a Japanese speaker, and produced the cluster stimuli without any intervening vocalic element. If the effects obtained in the previous experiment were due to coarticulation, much less vowel epenthesis should obtain in the new experiment. If, in contrast, the results were a true phonologically-driven phoneme restoration, the same results should obtain. MethodThe method was identical to the one employed in Experiment 1.Materials: The same sets of u- and non-u-triplets as in the previous experiments were used. The stimuli were recorded by a native speaker of French who imitated a native speaker of Japanese as follows: The Japanese speaker first read a given triplet, and the French speaker repeated, trying to imitate the segmental and suprasegmental features of Japanese except in the cluster condition, where the consonant cluster was pronounced as such. Each triplet was recorded three times, and the best tokens were selected by a French and Japanese listener. The stimuli were then digitally recorded (16kHz).Procedure: The procedures for the phonetic transcription task and lexical decision task were the same as in the previous experiment.Participants: Fifteen native speakers of Japanese, recruited in Paris, participated in the lexical decision experiment. Seven of them also performed the phonetic transcription task. Results and DiscussionOverall, 5 triplets in the non-u-Set and 5 triplets in the u-Set were removed because the words or non words yielded more than 40% errors or are incorrectly transcribed by more than half of the participants. This leaved 14 triplets in the u-Set and 14 triplets in the non-u-Set (the items are listed in the Appendix). Two participants who made more than 50% errors on the non-words (both for distractors and test items) were removed from subsequent analysis.First, the phonetic transcription results for the consonant cluster items were analyzed separately for items in the u-Set and items in the non-u-Set. In the u-Set, sixty-five percent of the transcriptions of the consonant cluster items contained an epenthetic /u/ inserted between the consonants. Only 1% of the responses contained a different vowel (/o/ instead of /u/ in one item), and in 3% the second consonant was deleted. The remaining 30% of the transcriptions reproduced the consonant cluster. In the non-u-Set, fifty-nine percent of the transcriptions contained an epenthetic /u/, 9% a different vowel (the vowel /i/), and 31% reproduced the consonant cluster response. The /i/ response arose in two items: rekSi and rikSi. It is interesting to note that the /i/ responses turns these two items into real Japanese words (rekiSi and rikiSi, respectively). Note also that in these items, 21% of the responses were still /u/ insertions. The difference in /u/ insertion rates between the u-Set and the non-u-Set did not reach significance (X²(1)=0.52, p>0.10).Second, the lexical decision data were analyzed in terms of percent 'word' response. The data are displayed in Table 3. As one can see, words were labeled as words (93% of the cases), and non-words were not (8% of the cases). The results of the cluster items depended on the type of set. An average 70% of the cluster items in the u-Set were labeled as words, a score significantly different from 50% (p<.007). Planned contrasts showed that this score was significantly different from the score with the control non-words (F1(1,12)=103, p<.001; F2(1,13)=108, p<.001) and with the control words (F1(1,12)=12, p<0.003; F2(1,13)=13, p<0.001). In contrast, the cluster items in the non-u-Set were classified as words in only 18.7% on average (significantly below 50%, p<.001). This score was significantly different from the score with the control words (F1(1,12)=341, p<.001; F2(1,13)=109, p<.001), and from the control non-words although the difference was significant only for the participants analysis (F1(1,12)=11.7, p<.005; F2(1,13)=1.7, p>.1).Table 3: percent "word" response to cluster and control items in Experiment 2.Non-words Words Clustersu-SetPercent “ word ” response 6.0%91.8%70.4%Example sokado sokudo sokdonon-u-SetPercent “ word ” response10.4%96.1%18.7%Example mikudo mikado mikdoThird, we analyzed the RTs for the responses in the dominant category, that is, responses as 'word' for cluster items in the u-Set and responses as 'non-word' for items in the non-u-Set. These responses are shown in Table 4, together with the RTs for the control words and non-words. An Anova revealed that the control words yielded significantly faster latencies than control non-words (F1(1,12)=16, p<.002; F2(1,13)=91, p<.001). Cluster items in the u-Set did not differ significantly from control words (both Fs<1), but yielded significantly faster RTs than the control non-words in the participants ' analysis (F1(1,12)=4.7, p<.05; F2(1,13)=2.7, p>.1). In contrast, cluster items in the non-u-Set yielded slower RTs than the control words (F1(1,12)=28.0, p<.001; F2(1,13)=56.5, p<.001), but did not differ significantly from the control non-words (F1(1,12)=1.9, p>.1; F2(1,13)=3.0, p>.1). In other words, the latencies to respond to cluster items were again similar to the latencies for the items in the lexical category to which they are assimilated.Table 4: Reaction times (ms), standard error, and percent error to cluster and control items in Experiment 2.Non-words Words ClustersRT SE Err RT SE Err RT SE Erru-Set123178 6.0%1055408.2%10843729.6%non-u-Set12416410.4%94934 3.8%13238618.7% In the above analysis of the transcription task, we found that the stimuli recorded by the French speaker produced 10% more cluster responses than in the previous experiment (a significant difference, p<.001). This suggests that the /u/ epenthesis effect can be enhanced when coarticulation cues remain in the adjacent consonants. Yet, the overall /u/ response rate was still very high (62%), a rate quite similar to that reported in Dupoux et al. (1999). In addition, two items in the non-u-Set yielded an identification of /i/ instead of /u/ (namely, rekSi and rikSi). A post-hoc analysis showed that the lexical decision responses for these two items were 77% and 54% "word" responses, respectively, whereas all the other items in the non-u-Set yielded a majority of non-word responses. Could it be that these two items reflect a lexical influence on the epenthesis effect? If so, the insertion of /i/ is due to the presence of the Japanese words rekiSi and rikiSi. However, none of the other items in the non-u-Set behaved similarly. Despite the existence of lexical items with non-u vowels between the medial consonant, all the other items elicited the perception of an /u/ and a non-word response. An alternative interpretation for rekSi and rikSi is that there are cases in Japanese of /i/ epenthesis. Shinohara (1997) discussed some of these cases, and while she argued that /i/ epenthesis may not be a productive phenomenon, it is worthwhile noting that the majority of the existing cases of loan words with /i/ insertion arise in the context of voiceless stop-fricative clusters (i.e. textile -> /tekisutairo/), hence the same context as in rikSi. Interestingly, there were 5 items in the non-u-Set where the insertion of /i/ should have yielded a word. None of these items had a voiceless stop-fricative cluster, and none of them gave rise to the perception of an /i/. This suggests that the insertion of /i/ in rekSi and rikSi may also have a prelexical origin. Further research should uncover whether these cases are bona fide prelexical epenthesis effects or lexical influences.General DiscussionWe created Japanese non-words that contained illegal consonant clusters, and manipulated their lexical neighborood. The stimuli were either digitally edited utterances produced by a native Japanese talker (Experiment 1), or natural utterances produced by a native speaker of a languagethat allows consonant clusters (Experiment 2). In both cases, and irrespective of the lexical status of the perceptual outcome, Japanese listeners reported hearing a vowel /u/ between the consonants. For example, they transcribe sokdo as `sokudo' (a real Japanese word), and mikdo as `mikudo' (a nonword), taking no account of the existence of a lexical neighbor with a different vowel (mikado). In a speeded lexical decision task, participants classified the stimuli like sokdo as real words, and the stimuli like mikdo as non-words. Moreover, lexical decision times with the stimuli containing the illegal consonant cluster were as fast as with the stimuli with an original vowel /u/.These results allow us to reject a purely lexical account of vowel epenthesis, and support the interpretation of epenthesis as a prelexical process. Interestingly enough, our data do not reveal any influence of lexical information at all. Lexical influences should have produced more epenthesis in items from the u-Set than in items from the non-u-Set, but this was not the case : the rates of /u/ epenthesis were not greater in items with /u/ neighbors (sokdo) than in items with non-/u/ neighbors (mikdo).This interpretation, however, is made more complex because of high vowel devoicing in Japanese. In several dialects, high vowels (i.e., /i/ and /u/) are often devoiced between voiceless obstruents, or utterance finally after voiceless obstruents. Several factors seem to influence the likelyhood of devoicing: speech rate, pitch accent placement, consonant type (stop versus fricative), as well as sociological effects (see Kondo, 1997; Varden 1998). Similarily, the precise phonetic implementation of devoicing seems to be non-homogeneous, ranging from something close to a wispered vowel (with formant structure), to fricative noise (without formant structure), going even to pure deletion (Tsuchida, 1997 ; Varden 1998). Abstracting away from these details, Japanese listeners may encounter words like sokudo in phonetic forms that are similar to /sokdo/. Could it be that this phenomenon accounts for our results?Two arguments can be offered to counter this view. First, a post-hoc analysis revealed that the eight items containing voiceless obstruent clusters did not yield more epenthesis of /u/ than the others items (Experiment 1: 78% vs. 76%, respectively, p>0.10; Experiment 2: 65% vs. 61%, p>0.10). Second, the vowel /i/ devoices as readily as the vowel /u/. Nevertheless, /i/ epenthesis is quite infrequent, both in our experimental results and in the pattern of foreign word borrowings (see for instance Shinohara, 1997). If high vowel devoicing were the sole basis for the vowel epenthesis effect in perception, we should have found equal amounts of /u/ and /i/ epenthesis.Nevertheless, let us assume, counterfactually, that high vowel devoicing applies only to /u/ and within all the consonant clusters used in our material. One may then suppose that items in the u-set (like sokudo) have two possible phonetic forms (e.g. /sokdo/ and /sokudo/) stored in the mental lexicon of Japanese. It is certainly not the case, however, that /mikdo/ is stored as a variant mikado (because /a/ does not devoice). Therefore, a lexical feedback hypothesis cannot explain the results of the transcription task where participants transcribed /mikdo/ as mikudo as readily as they transcribed /sokdo/ as sokudo. In brief, the existence of vowel devoicing in Japanese does not alter our conclusion that it is the phonological context, not the lexical context, that triggers the illusory perception of /u/.It turns out that the transcription task provides a critical piece of evidence against lexical involvement. This task could be criticized as being rather off-line and metalinguistic ; without denying that, we note that Dupoux et al (1999) found very similar results with off-line transcription and more on-line tasks such as speeded ABX discrimination. Furthermore, Dehaene-Lambertz,。