Linguistic Context

全国2019年4月高等教育自学考试英语词汇学试题课程代码：00832I. Each of the statements below is followed by four alternative answers. Choose the one that would best complete the statement and put the letter in the bracket. (30%)1. There are ______ major classes of compounds.A. twoB. forC. threeD. five2. Which of the following statements is NOT true?A. Connotative meaning refers to associations suggested by the conceptual meaning.B. Stylistic meaning accounts for the formality of the word concerned.C. Affective meaning is universal to all men alike.D. Denotative meaning can always be found in the dictionary.3. After the invading Germanic tribes settled down in Britain, their language almost totally blotted out ______.A. Old EnglishB. Middle EnglishC. Anglo-SaxonD. Celtic4. The idiom “Jack of all trades”results from ______.A. additionB. position-shiftingC. dismemberingD. shortening5. ______ are those that cannot occur as separate words without adding other morphemes.A. Free rootsB. Free morphemesC. Bound morphemesD. Meaningful units6. The major factors that promote the growth of modern English are ______.A. the growth of science and technologyB. economic and political changesC. the influence of other cultures and languagesD. all the above7. Since the beginning of this century, ______ has become even more important for the expansion of English vocabulary.A. word-formationB. borrowingC. semantic changeD. both B and C8. Which of the following characteristics of the basic word stock is the most important?A. StabilityB. Collocability.C. Productivity.D. National character.19. The two major factors that cause changes in meaning are ______.A. historical reason and class reasonB. historical reason and psychological reasonC. class reason and psychological reasonD. extra-linguistic factors and linguistic factors10. The fundamental difference between homonyms and polysemants is whether ______.A. they come from the same sourceB. they are correlated with one central meaningC. they are listed under one headword in a dictionaryD. all the above11. Degradation of meaning is the opposite of ______.A. semantic transferB. semantic pejorationC. semantic elevationD. semantic narrowing12. An idiom consists of at least two words. Each has a single meaning and often functions as one word. This is called ______.A. semantic unityB. structural stabilityC. rhetorical functionD. none of the above13. Which of the following suffixes can be used to form both nouns and adjectives? ______A. -ion.B. -ism.C. -ity.D. -ist.14. More often than not, functional words only have ______.A. lexical meaningB. associative meaningC. collocative meaningD. grammatical meaning15. Linguistic context is also known as ______ context.A. socialB. verbalC. lexicalD. physicalII. Complete the following statements with proper words or expressions according to the course book. (10%)16. In the course book, the idioms are classified according to ______ functions.17. Linguistic context can be further divided into ______ context and grammatical context.18. The ______ languages made only a small contribution to the English vocabulary with a few place names like Avon, kent, Themes.19. Morphemes which are identical with root words are considered to be ______.20. According to semanticists, a word is a unit of ______.III. Match the words or expressions in Column A with those in Column B according to 1) stylistic meanings; 2)language groups; 3)degrees of inflections and 4) onomatopoeic motivation. (10%)A B23( )21. apesA. colloquial ( )22. Old EnglishB. a language of full endings ( )23. IrishC. Italic ( )24. tinyD. very formal and official ( )25. FrenchE. yelp ( )26. cattleF. poetic ( )27. domicileG . Celtic ( )28. abodeH. gibber ( )29. foxesI. a language of leveled endings ( )30. Middle English J. lowⅣ. Study the following words and expressions and identify 1) types of affixes; 2) types of meaning and 3) types of motivation. (10%)31. mismanage( ) 32. elephants-trumpet( ) 33. pretty ⎪⎩⎪⎨⎧flower woman girl( ) 34. forehead( ) 35. bossy( ) 36. sun: a heavenly body which gives off light, heat ( ) 37. anti-establishment( ) 38. subsea ( ) 39. a sea of troubles( ) 40. harder( ) Ⅴ. Define the following terms. (10%)41. idiom42. functional words43. degradation44. bilingual dictionary45. conversion Ⅵ. Answer the following questions. Your answers should be clear and short. Write your answers in the space given below. (12%)46. What factors should one take into account when he chooses a dictionary?47. What are the features of compounds? Give examples.48. Cite ONE example to illustrate what grammatical meaning is.Ⅶ. Analyze and comment on the following. Write your answers in the space given below.(18%)49. Read the following extract and try to guess the meaning of the word in italics. Then explain what contextual clues help you work out the meaning.‘Get me an avocado, please,’Janet said, smacking her lips, but her brother, with a glance up at the branches, said that there were none ripe yet.50. Make a tree diagram to arrange the following words in order of hyponymy.apple, cabbage, food, vegetable, mutton, fruit, peach, meat, beef, orange, spinach, pork, celery4。

语言语境（linguisticcontext）1 语言语境（linguistic context）语言语境，即篇章内部的环境，或称上下文，是指词、短语、语段或篇章的前后关系，它可以帮助理解词、短语等语言成分的特定意义。

如“soft”一词，除在一般情况下它与汉语中的“软的”、“柔的”(not hard) 对应外，还具有其它的词义。

所以，翻译时，我们要注意它与什么样的词搭配。

soft fire(文火) soft breeze(和风)soft hat(呢帽) ; soft words(和蔼的话)soft answer(委婉的回答) soft goods(毛织品)soft drink(果汁饮料)英语中这种一词多义的现象很多，然而英语词语的这种多义性却并未在交际中形成过多的实在的歧义。

这主要是人们总在一定的语境中使用词语，而特定的语境往往消除了词语的潜在歧义。

例如：（1） Pass the glass of port.句中pass, glass, port 三词都是多义词。

但进入句（1）后glass 与port配成了the glass of port, 二者相互制约，排除了一切不能并存于这一语义体的潜在义素，从而确定了语义；他们的意义一经确定又制约住了pass的词义，从而使整个句义明确了:“把那杯葡萄酒递过来。

”英语中不只有一词多义，同词反义的现象也不少。

如：（2） I never had much in seeing you. There was no love lost between us at any time, I think. (C. Dickens: Martin Chuzziewit) （3）…we grumble a little now and then, to be sure.. But there’s no love lost between us. (O. Goldsmith: She Stoops to Conquer)这两句中都出现了 there is no love lost between us 这样的句子。

英语词汇学复习题(五)I. Some of the following statements are true, and the others false. Mark your answer by writing T or F on your answer sheet. (10%)1.The great majority of the basic word stock of the English language are nativewords, that is, words of Anglo-Saxon origin.2.Suffixation is different from conversion in that it does not change the word-classof the base.3.Words of a semantic field are synonymous.4.Clipping involves the deletion of one or more syllables from a word, which isalso available in its full form.5.Content words have lexical meaning but no grammatical meaning.6. A particular characteristic of componential analysis is that it attempts to treatcomponents in terms of binary opposites.7. A root is the basic unchangeable part of a word.8.Many English words cannot be analyzed in terms of semantic features.9.All words have antonyms.10.The impact of context on meaning differs from one word to another and from oneinstance or passage to another.II. The following are multiple-choice questions. Mark your answer by writing A, B, C, or D on your answer sheet. (20%)11.The English language from ______ to the present is called Modern English.(A) 450 (B) 1100(C) 1500 (D) 180012.The sentence “John was fired for petty thieving.” Is stylistically ________.(A) literal (B) colloquial(C) archaic (D) neutral13.Of the following words, _____ is an acronym.(A) OPEC (B) CIA(C) stylistic (D) affective14.The definition of a word given in the dictionary is called its _____ meaning.(A) connotative (B) denotative(C) stylistic (D) affective15.In terms of oppositeness of meaning, ________ is a pair of conversives.(A)“deep” and “shallow”(B)“present” and “absent”(C)“love” and “hate”(D)“above” and “below”16.In the group of words “ride, run, walk, go, fly”, “go” is a ________.(A) superordinate term (B) hyponym(C) subordinate term (D) hyponymy17. The word “success” used to mean “result, outcome”, now it means “a favorableoutcome or result”. This is an example of __________ of meaning.(A) elevation (B) degeneration(C) extension (D) restriction18. The language the early immigrants brought them to America was differentfrom present English; the greatest difference lies in ________.(A) spelling (B) pronunciation(C) grammar (D) vocabulary19. _________ serves as a typical example of euphemism.(A) “Pious” meaning “hypocritically virtuous”(B) “A mental hospital” referring to “a madhouse”(C) “A landscape architect” meaning “a gardener”(D) “Slow learners” referring to “underachievers”1.Oxford English Dictionary is a ___________ dictionary.(A) pocket (B) medium-size(C) descriptive (D) prescriptiveIII. Decide whether each of the following words is a A) simple word, B) compound word, C) derived word or D) shortened form. Mark your answer on the answer sheet. (10%)21. acidhead 26. fashion22. formal 27. recycle23. preplant 28. honesty24. lab 29. phone25. ready 30. ashtrayIV. Explain the following terms with appropriate examples. Do it on the answer sheet. (10%)31. back-formation32. polysemyV. Give a short answer to the following questions. Do it on the answer sheet. (30%)33. What is the difference between a morpheme and a syllable? Illustrate yourpoints with examples.34. Explain conventionality and motivation. Give examples.VI. Give a longer answer (150-200 words) to the following question. Do it on the answer sheet. (20%)35. Context is very important for the understanding of word meaning. How iscontext classified?英语词汇学参考答案(五)I. Some of the following statements are true, and the others false. Mark your answer by writing T or F on your answer sheet. (10%)1. T 2. F 3. F 4. T 5. F 6. T 7. T 8. T 9.F 10. TII. The following are multiple-choice questions. Mark your answer by writing A, B, C, or D on your answer sheet. (20%)11. C 12. B 13. A 14. B 15. D16. A 17. D18. D 19.B 20. CIII. Decide whether each of the following words is a A) simple word,B) compound word, C) derived word or D) shortened form. Mark your answer on the answer sheet. (10%)21. B 26. A22. C 27. C23. C 28. C24. D 29. D25. A 30. BIV. Explain the following terms with appropriate examples. Do it on the answer sheet. (10%)31. Back-formation is a term used to refer to a type of word-formation by which a shorter word is coined by the deletion of a supposed affix from a longer form already present in the language. For example, the verb “resurrect” was formed from the noun “resurrection” by removing the supposed derivative suffix “-ion”. 32. Polysemy is a common feature peculiar to all natural languages. There are words that have two or three senses, and the most commonly used ones can have as many as over a hundred. However, when a word is first coined, it is always monosemic. But in the course of development, the same symbol must be used to express more meanings, the result is polysemy. For example, the word “fair” has various meanings; (of results) average, quite good”; (of attitude, behaviour) just and honest; impartial”; (of the weather) clear and sunny”; (of amount) satisfactory, abundant”, etc. V. Give a short answer to the following questions. Do it on the answer sheet. (30%)33. What is the difference between a morpheme and a syllable? Illustrate your points with examples.A morpheme is the smallest meaningful linguistic unit of a language, not divisible or analyzable into smaller forms.A morpheme is not identical with a syllable, since the latter had nothing to do with meaning. A morpheme may be represented by one syllable, like boy and child, or by two or more syllables, as in la·dy, croc·o·dile, and sal·a·man·der. Often the syllabic structure of a word and its morphemic structure do not correspond, as shown in the above examples where a morpheme is represented by more than one syllable. Another good example is the word disagreeable, which consists of five syllables as against three morphemes(dis+agree+able).34. Explain conventionality and motivation. Give examples.Most English words are conventional, arbitrary symbols; consequently, there is no intrinsic relation between the sound symbol and its sense. E.g. the thing called “house” in English, is called maison in French, 房子(fang zi) in Chinese, dom in Russian, and casa in Spanish. A more convincing evidence of conventional and arbitrary nature of the connection between sound symbol and meaning can be illustrated by a set of homophones, write, right and rite. They are pronounced the same but convey entirely different meanings.Motivation refers to the connection between word symbol and its sense. The great majority of English words are nonmotivated, since they are conventional, arbitrary symbols. However, there is a small group of words that can be described as motivated.Motivation can arise in three major ways: 1. Phonetic motivation: words phonetically motivated are called echoic or onomatopoeic words, whose pronunciation suggests the meaning. E.g. woof of a dog, miaow of a cat; 2.Morphological motivation: A word is morphologically motivated when a direct connection can be observed between the morphemic structure of the word and its meaning. E.g. readable means “that can be read”, modernize means “ to make sth modern”; 3. Se mantic motivation: refers to motivation based on semantic factors, it is a kind of mental association. E.g. a stony heart, the leg of a table, etc.VI. Give a longer answer (150-200 words) to the following question. Do it on the answer sheet. (20%) Context is very important for the understanding of word meaning. How is context classified?Context can be classified into two major types: linguistic context and extra-linguistic context/context of situation.A. Linguistic context, which can further be divided into three types:1) Lexical context: lexical context refers to the lexical items combined with a given polysemous word. For instance, the verb make can be used in many different senses when it is combined with different lexical items, e.g.:The regulations were made (enacted) to protect children.We made (had) a good lunch before leaving.The train was making(traveling at a speed of) 70 miles an hour.2) Grammatical context: In grammatical context, the syntactic structure of the context determines various individual meanings of a polysemous word. Take the verb get for example; its meaning varies in different syntactical structures:get+n.(meaning “to receive”): I got a letter today.Get+adj. (meaning “to become”): He’s getting better.Get+infinitive(meaning “to succeed in doing”): If I get to see him, I’ll tell him.3) Verbal context in its broad sense: the verbal context, in its braodest sense, may cover an entire passage, or even an entire book, and in some cases even the entire social or cultural setting. B. Extra-linguistic context/Context of situationBesides linguistic context, extra-linguistic context or context of situation also exerts a considerable influence on word meaning. It includes:1) The actual speech situation in which a word (or an utterance, or a speech event) occurs. E.g. the word operation may mean “a surgical operation” in the situation of a hospital, a strategic movement in the situation of military actions, or the way a machine works when related to mechanics.2) The entire cultural background against which a word, or an utterance or a speech event has to be set. E.g. the word peasant means totally different ideas in the western and Chinese cultures.。

英语词汇学试题Introduction and Chapter 1Basic Concepts of Words and Vocabula ry（练习1）I．Each of the statements below is followed by four alternative answers. Choose the one that would best complete the statement.1.Morphology is the branch of grammar which studies the structure or forms of words, primarily through theuse of _________construct.A. wordB. formC. morphemeD. root2.________ is traditionally used for the study of the origins and history of the form and meaning of words.A. SemanticsB. LinguisticsC. EtymologyD. Stylistics3.Modern English is derived from the language of early ______ tribes.A. GreekB. RomanC. ItalianD. Germanic4. Semantics is the study of meaning of different _________ levels: lexis, syntax, utterance, discourse, etc.A. linguisticB. grammaticalC. arbitraryD. semantic5.Stylistics is the study of style . It is concerned with the user’s choices of linguistic elements in a particular________ for special effectsA. situationB. contextC. timeD. place6.Lexicography shares with lexicology the same problems: the form , meaning, origins and usages of words, but they have a _______ difference.A . spelling B. semantic C. pronunciation D. pragmatic7. Terminology consists of _______ terms used in particular disciplines and academic areas.A. technicalB. artisticC. differentD. academic8. __________refers to the specialized vocabularies by which members of particular arts, sciences, trades, and professions communicate among themselves.A. SlangB. JargonC. Dialectal wordsD. Argot9 ._________ belongs to the sub-standard language, a category that seems to stand between the standard general words including informal ones available to everyone and in-group words.A. JargonB. ArgotC. Dialectal wordsD. Slang10. Argot generally refers to the jargon of _______.Its use is confined to the sub-cultural groups and outsiders can hardly understand it.A. workersB. criminalsC. any personD. policeman11.________ are words used only by speakers of the dialect in question.A. ArgotB. SlangC. JargonD. Dialectal words12. Archaisms are words or forms that were once in _________use but are now restricted only to specialized or limited use.A. commonB. littleC. slightD. great13. Neologisms are newly-created words or expressions, or words that have taken on ______meanings.A. newB. oldC. badD. good14. Content words denote clear notions and thus are known as_________ words. They include nouns, verbs, adjectives, adverbs and numerals.A. functionalB. notionalC. emptyD. formal15. Functional words do not have notions of their own. Therefore, they are also called _______words. Prepositions, conjunctions, auxiliaries and articles belong to this category.A. contentB. notionalC. emptyD. newII. Complete the following statements with proper words or expressions according to the course book.16.Lexicology is a branch of linguistics, inquiring into the origins and _____of words.17.English lexicology aims at investigating and studying the ______ structures of English words and word equivalents, their semantics, relations, _____development, formation and ______.18.English lexicology embraces other academic disciplines, such as morphology, ______,etymology, stylistics,________.19.There are generally two approaches to the study of words , namely synchronic and _______.nguage study involves the study of speech sounds, grammar and_______.III. Match the words or expressions in Column A with those in Column B according to 1) basic word stock and nonbasic vocabulary 2) content words and functional words 3) native words and borrowed words4)characteristics of the basic word stock.A B21 . Stability ( ) A. E-mail22. Collocbility( ) B. aught23. Jargon( ) C. por24. Argot ( ) D. upon25.Notional words( ) E. hypo26. Neologisms ( ) F. at heart27. Aliens ( ) G. man28. Semantic-loans( ) H. dip29. Archaisms ( ) I. fresh30. Empty words ( ) J. emirIV. Study the following words or expressions and identify 1) characteristics of the basic word stock 2) types of nonbasic vocabulary.31. dog cheap ( ) 32 a change of heart ( )33. can-opener ( ) 34.Roger ( )35. bottom line ( ) 36.penicillin ( )37. auld ( ) 38. futurology ( )39.brethren ( ) 40. take ( )V. Define the following terms.41. word 42. Denizens 43. Aliens 44. Translation-loans 45. Semantic-loansVI. Answer the following Questions46.Illustrate the relationship between sound and meaning, sound and form with examples.47. What are the main characteristics of the basic word-stock? Illustrate your points with examples.48. Give the types of nonbasic vocabulary with examples.VII. Analyze and comment on the following.49. Classify the following words and point out the types of words according to notion.earth, cloud, run, walk, on, of, upon, be, frequently , the, five, but, a , never.50. Group the following borrowed words into Denizens, Aliens, Translation-loans, Semantic-loans.Dream, pioneer, kowtow, bazaar, lama, master-piece, port, shirtKey to Exercises:I. 1. A2.C3.D4.A5.B6.D7.A8.B9.D10.B11.D12.A13.A14.B15.CII.16.meanings17.morphological, historical, usages 18. semantics, lexicography19.diachronic20.vocabularyIII.21. G 22. F23. E24. H25. C26. A27. J28.I29.B30.DIV.31. the basic word stock; productivity32. the basic word stock; collocability33.the basic word stock; argot34.nonbasic word stock; slang35. nonbasic word stock; jargon36. nonbasic word stock ;terminology37.nonbasic word stock; dialectal words38. nonbasic word stock ,neologisms39. nonbasic word stock; archaisms40. the basic word stock; polysemyV-----VI. (see the course book)VII. 49. Content words: earth, clould, run, walk, frequently, never, fiveFunctional words: on, of, upon, be, the, but, a.50. Denizens: port, shirt,Aliens: bazaar, kowtowTranslation-loans: lama, masterpieceSemantic-loans:dream, pioneerChapter 2 The Development of the English Vocabulary and Chapter 3 Word Formation I(练习2)I. Each of the statements below is followed by four alternative answers. Choose the one that would best complete the statement.1.It is assumed that the world has approximately 3,000( some put it 5,000)languages, which can be groupedinto the basis of similarities in their basic word stock and grammar.A. 500B. 4000C. 300D. 20002.The prehistoric Indo-European parent language is thought to be a highly ______language.A. inflectedB. derivedC. developedD. analyzed3.After the _________, the Germanic tribes called Angles ,Saxons, and Jutes came in great numbers.A. GreeksB. IndiansC. RomansD. French4.The introduction of ________had a great impact on the English vocabulary.A. HinduismB. ChristianityC. BuddhismD. Islamism5.In the 9th century the land was invaded again by Norwegian and Danish Vikings. With the invaders, many________words came into the English language.A. GreekB. RomanC. CelticD. Scandinavian6.It is estimated that at least ______ words of Scandinavian origin have survived in modern English.A. 500B. 800C. 1000 .D. 9007.The Normans invaded England from France in 1066. The Norman Conquest started a continual flow of______ words into English.A. FrenchB. GreekC. RomanD. Latin8.By the end of the _______century , English gradually came back into the schools, the law courts, andgovernment and regained social status.A. 12thB. 13thC. 14thD.15th9.As a result , Celtic made only a ________contribution to the English vocabulary.A. smallB. bigC. greatD. smaller10. The Balto-Slavic comprises such modern languages as Prussian, Lithuanian, Polish, Czech, Bulgarian, Slovenian and _______.A. GreekB. RomanC. IndianD. Russian11.In the Indo-Iranian we have Persian , Bengali, Hindi, Romany, the last three of which are derived from thedead language.A. SanskritB. LatinC. RomanD. Greek12.Greek is the modern language derived from _______.A. LatinB. HellenicC. Indian D . Germanic13.The five Roamance languages , namely, Portuguese, Spanish, French, Italian, Romanian all belong to theItalic through an intermediate language called _______.A. SanskritB. LatinC. CelticD. Anglo-Saxon14.The ________family consists of the four Northern European Languages: Norwegian, Icelandic, Danishand Swedish, which are generally known as Scandinavian languages.A. GermanicB. Indo-EuropeanC. AlbanianD. Hellenic15.By the end of the _______century , virtually all of the people who held political or social power and manyof those in powerful Church positions were of Norman French origin.A. 10thB.11thC.12thD. 13thII. Complete the following statements with proper words or expressions according to the course book.16.Now people generally refer to Anglo-Saxon as _______.17.. If we say that Old English was a language of full endings , Middle English was one of ______.18.It can be concluded that English has evoked from a synthetic language (Old English) to the present _____language.19.The surviving languages accordingly fall into eight principal groups , which can be grouped into anEastern set: Balto-Slavic , Indo-Iranian ,Armenian and Albanian; a Western set :Celtic, Italic, Hellenic, _______.20.It is necessary to subdivide Modern English into Early (1500-1700)and _____ Modern English.III. Match the words or expressions in Column A with those in Column B according to 1) origin of the words2)history off English development 3) language family.A B21. Celtic ( ) A.politics22. religious ( ) B.moon23.Scandinavian ( ) C. Persian24. French ( ) D.London25. Old English ( ) E. abbot26.Dutch ( ) F. skirt27.Middle English ( ) G. sunu28. Modern English ( ) H. lernen29. Germanic family ( ) I. freight30.Sanskrit ( ) J. NorwegianIV.Study the following words or expressions and identify types of morphemes underlined.31. earth ( ) 32.contradict ( )33. predictor ( ) 34. radios ( )35. prewar ( ) 36. happiest ( )37. antecedent ( ) 38. northward ( )38. sun ( ) 40. diction ( )V. Define the following terms.41. free morphemes 42. bound morphemes 43. root 44. stem 45.affixesVI. Answer the following questions. Your answers should be clear and short.46. Describe the characteristics of Old English .47. Describe the characteristics of Middle English.48. Describe the characteristics of Modern English.VII. Answer the following questions with examples.49. What are the three main sources of new words ?50. How does the modern English vocabulary develop ?Key to exercises:I. 1.C 2.A 3.C 4.B 5.D 6.D 7.A 8.B 9.A 10.D 11.A 12.B 13.B 14.A 15.BII.16.Old English 17. Leveled endings 18. analytic 19. Germanic te(1700-up to the present )III.21. D 22. E 23. F 24. A 25. G 26. I 27. H 28. B 29. J 30. CIV.31. free morpheme/ free root 32. bound root 33. suffix 34. inflectional affix35. prefix 36. Inflectional affix 37. prefix 38. suffix 39. free morpheme/free root40.bound rootV.-VI ( See the course book )VII. 49. The three main sources of new words are :(1)The rapid development of modern science and technology ,e.g. astrobiology, green revolution ;(2)Social , economic and political changes; e.g. Watergate, soy milk;(3)The influence of other cultures and language; e.g. felafel, Nehru Jackets.50. Modern English vocabulary develops through three channels: (1) creation, e.g. consideration, carefulness; (2) semantic change, e.g. Polysemy, homonymy ; (3) borrowing ;e.g. tofu, gongful.Chapter 3 The Development of the English V ocabulary and Chapter 4 Word Formation II（练习3）I．Each of the statements below is followed by four alternative answers. Choose the one that would best complete the statement.1.The prefixes in the words of ir resistible, non classical and a political are called _______.A.reversative prefixesB. negative prefixesC. pejorative prefixesD. locative prefixes2.The prefixes contained in the following words are called ______: pseudo-friend, mal practice, mis trust.A. reversative prefixedB. negative prefixesC. pejorative prefixesD. locative prefixes3.The prefixed contained in un wrap, de-compose and dis allow are _________.A. reversative prefixedB. negative prefixesC. pejorative prefixesD. locative prefixes4.The prefixes in words extra-strong, overweight and arch bishop are _____ .A . negative prefixes B. prefixes of degree or size C. pejorative prefixes D. locative prefixes5.The prefixes in words bi lingual ,uni form and hemis phere are ________.A. number prefixesB. prefixes of degree or sizeC. pejorative prefixesD. locative prefixes6.________ are contained in words trans-world, intra-party and fore head.A.Prefixes of orientation and attitudeB. Prefixes of time and orderC. Locative prefixesD. Prefixes of degree or size7. Rugby ,afghan and champagne are words coming from ________.s of booksB. names of placesC. names of peopleD. tradenames8. Omega,Xerox and orlon are words from _________.s of booksB. names of placesC. names of peopleD. tradenames9.Ex-student, fore tell and post-election contain________.A.negative prefixesB. prefixes of degree or sizeC. prefixes of time and orderD. locative prefixes10.Mackintosh, bloomers and cherub are from _______A. names of booksB. names of placesC. names of peopleD. tradenames11.The prefixes in words new-Nazi, autobiography and pan-European are ________.A.negative prefixesB. prefixes of degree or sizeC. prefixes of time and orderD. miscellaneous prefixes12.The prefixes in words anti-government , pro student and contra flow are _____-.A.prefixes of degree or sizeB. prefixes of orientation and attitudeC. prefixes of time and orderD. miscellaneous prefixes13.Utopia ,odyssey and Babbit are words from ________.s of booksB. names of placesC. names of peopleD. tradenames14.The suffixes in words clockwise, homewards are ______.A. noun suffixesB. verb suffixesC. adverb suffixesD. adjective suffixes15.The suffixes in words height en, symbol ize are ________.A. noun suffixesB. verb suffixesC. adverb suffixesD. adjective suffixesII. Complete the following statements with proper words or expressions according to the course book.16. Affixation is generally defined as the formation of words by adding word-forming or derivational affixes to stem. This process is also known as_____.pounding , also called ________, is the formation of new words by joining two or more stems . Words formed in this way are called _________.18. __________ is the formation of new words by converting words of one class to another class.19. _________ is the formation of new words by combining parts of two words or a word plus a part of another word . Words formed in this way are called blends or _____words.20 A common way of making a word is to shorten a longer word by cutting a part off the original and using what remains instead. This is called _______.III. Match the words or expressions in Column A with those in Column B according to types of suffixation.A B21. Concrete denominal noun suffixes( ) A. priceless22. Abstract denominal noun suffixes ( ) B. downward23. Deverbal noun suffixes(denoting people.)() C. engineer24. Deverbal nouns suffixes( denoting action,etc) （） D. darken25. De-adjective noun suffixes（）Ｅviolinist26. Noun and adjective suffixes ( ) F.happiness27. Denominal adjective suffixes ( ) G. arguable28. Deverbal adjective suffixes ( ) H.dependent29. Adverb suffixes ( ) I. adulthood30. Verb suffixes ( ) J. survivalIV.Study the following words or expressions and identify 1) types of clipping 2) types of acronymy and write the full terms.31.quake ( ) 32. stereo ( ) 33. flu ( ) 34. pub ( ) 35. c/o ( )36. V-day ( ) 37. TB ( ) 38. disco ( ) 39.copter ( ) 40. perm ( )V.Define the following terms .41. acronymy 42. back-formation 43. initialisms 44. prefixation 45. suffixationVI. Answer the following questions with examples.46. What are the characteristics of compounds ?47. What are the main types of blendings ?48. What are the main types of compounds ?VII. Analyze and comment on the following:49. Use the following examples to explain the types of back-formation.(1) donate ----donation emote----emotion(2) loaf—loafer beg------beggar(3) eavesdrop---eavesdropping babysit---babysitter(4) drowse—drowsy laze---lazy50. Read the following sentence and identify the types of conversion of the italicized words.(1) I’m very grateful for your help. (2) The rich must help the poor.(3)His argument contains too many ifs and buts. (4) They are better housed and clothed.(5) The photograph yellowed with age. (6) We downed a few beers.Key to exercises :1. B2. C3. A4. B5. A6.C7.B8.D9.C 10.C 11.D 12.B 13.A 14.C 15.BII. 16. derivation position, compounds 18. Conversion 19. Blending(pormanteau) 20.clippingIII. 21.C 22. I 23. H 24. J 25.F 26.E 27.A 28.G 29.B 30.DIV.31. Front clipping, earthquake32. Back clipping, stereophonic33.Front and back clipping, influenza34.Phrase clipping, public house35. Initialisms, care of36. Acronyms, Victory Day37. Initialisms, tuberculosis38. Back clipping, discotheque39. Front clipping, helicopter40. Phrase clipping, permanent wavesV-VI. (See the course book)VII.49. There are mainly four types of back-formation.(1)From abstract nouns (2) From human nouns (3) From compound nouns and others(4) From adjectives50. (1)Verb to noun (2) Adjective to noun (3) Miscellaneous conversion to noun(4 ) Noun to verb (5) Adjective (6) Miscellaneous conversion to verbChapter 5 Word Meaning (练习4)I. Each of the statements below is followed by four alternative answers. Choose the one that would best complete the statement.1. A word is the combination of form and ________.A. spellingB. writingC. meaningD. denoting2._______is the result of human cognition, reflecting the objective world in the human mind.A. ReferenceB. ConceptC. SenseD. Context3.Sense denotes the relationships _______the language.A. outsideB. withC. beyondD. inside4. Most English words can be said to be ________.A. non-motivatedB. motivatedC. connectedD. related5.Trumpet is a(n) _______motivated word.A. morphologicallyB. semanticallyC. onomatopoeicallyD. etymologically6.Hopeless is a ______motivated word.A. morphologicallyB. onomatopoeicallyC. semanticallyD. etymologically7.In the sentence ‘ He is fond of pen ’ , pen is a ______ motivated word.A. morphologicallyB. onomatopoeicallyC. semanticallyD. etymologically8.Walkman is a _______motivated word.A. onomatopoeicallyB. morphologicallyC. semanticallyD. etymologically9.Functional words possess strong _____ whereas content words have both meanings, and lexical meaning inparticular.A. grammatical meaningB. conceptual meaningC. associative meaningD. arbitrary meaning10._______is unstable, varying considerably according to culture, historical period, and the experience of the individual.A.Stylistic meaningB. Connotative meaningC. Collocative meaningD. Affective meaning11.Affective meaning indicates the speaker’s _______towards the person or thing in question.A. feeling .B. likingC. attitudeD. understanding12. _________ are affective words as they are expressions of emotions such as oh, dear me, alas.A. PrepositionsB. InterjectionsC. ExclamationsD. Explanations13. It is noticeable that _______overlaps with stylistic and affective meanings because in a sense both stylistic and affective meanings are revealed by means of collocations.A.conceptual meaningB. grammatical meaningC. lexical meaningD. collocative meaning14.In the same language, the same concept can be expressed in ______.A. only one wordB. two wordsC. more than threeD. different words15.Reference is the relationship between language and the ______.A. speakersB. listenersC. worldD. specific countryII. Complete the following statements with proper words or expressions according to the course book.16.In modern English one may find some words whose sounds suggest their ______pounds and derived words are ______ words and the meanings of many are the sum total of themorphemes combined.18._______ refers to the mental associations suggested by the conceptual meaning of a word.19.The meanings of many words often relate directly to their ______. In other words the history of the wordexplains the meaning of the word.20.Lexical meaning itself has two components : conceptual meaning and _________.III. Match the words or expressions in Column A with those in Column B according to 1) types of motivation 2) types of meaning.A B21. Onomotopooeic motivation ( ) A. tremble with fear22. Collocative meaning ( ) B. skinny23. Morphological motivation ( ) C. slender24. Connotative meaning ( ) D. hiss25. Semantic motivation ( ) E. laconic26. Stylistic meaning ( ) F. sun (a heavenly body)27. Etymological motivation ( ) G.airmail28. Pejorative meaning ( ) H. home29. Conceptual meaning ( ) I. horse and plug30. Appreciative meaning ( ) J. pen and awordIV.Study the following words or expressions and identify 1)types of motivation 2) types of meaning.31. neigh ( ) 32. the mouth of the river ( )33. reading-lamp ( ) 34. tantalus ( )35. warm home ( ) 36. the cops ( )37. dear me ( ) 38. pigheaded ( )39. handsome boy ( ) 40. diligence ( )V.Define the following terms .41. motivation 42. grammatical meanings 43. conceptual meaning 44. associative meaning 45. affective meaningVI.Answer the following questions . Your answers should be clear and short.46. What is reference ? 47. What is concept ? 48. What is sense ?VII.Analyze and comment on the following.49. Study the following words and explain to which type of motivation they belong.50. Explain the types of associative meaning with examples.Key to exercises:I. 1. C 2.B 3.D 4.A 5.C 6.A 7.C 8.D 9.A 10.B 11.C 12.B 13.D 14.D 15.CII.16. meanings 17.multi-morphemic 18.Semantic motivation 19.origins 20.associative meaningIII.21. D 22.A 23.G 24.H 25.J 26.I 27.E 28.B 29.F 30.CIV.31. Onomatopoeic motivation 32. Semantic motivation33. Morphological motivation 34. Etymological motivation35. Connotative meaning 36.Stylistic meaning37. Affective meaning 38. pejorative39. collocative meaning 40. appreciativeV-VI. See the course book.VIII.49. (1) Roar and buzz belong to onomatopoeic motivation.(2)Miniskirt and hopeless belong to morphological motivation.(3) The leg of a table and the neck of a bottle belong to semantic motivation.(4) Titanic and panic belong to etymological motivation.50. Associative meaning comprises four types:(1)Connotative meaning . It refers to the overtones or associations suggested by the conceptual meaning,traditionally known as connotations. It is not an essential part of the word-meaning, but associations that might occur in the mind of a particular user of the language. For example, mother , denoting a ‘female parent’, is often associated with ‘love’, ‘care’, etc..(2)Stylistic meaning. Apart feom their conceptual meanings, many words have stylistic features, whichmake them appropriate for different contexts. These distinctive features form the stylistic meanings of words . For example, pregnant, expecting, knockingup, in the club, etc., all can have the same conceptual meaning, but differ in their stylistic values.(3)Affective meaning. It indicates the speaker’s attitude towards the person or thing in question. Wordsthat have emotive values may fall into two categories :appreciative or pejorative. For example, famous, determined are words of positive overtones; notorious, pigheaded are of negative connotations implying disapproval, contempt or criticism.(4)Collocative meaning. It consists of the associations a word acquires in its collocation. In other words,it is that part of the word-meaning suggested by the words before or after the word in discussion. For example, we say : pretty girl, pretty garden; we don’t say pretty typewriter. But sometimes there is some overlap between the collocations of the two words.Chapter 6 Sense Relations and Semantic Field (练习5)I.Each of the statements below is followed by four alternative answers. Choose the one that would best complete the statement.1.Polysemy is a common feature peculiar to ______.A. English onlyB. Chinese onlyC. all natural languagesD. some natural languages2.From the ______ point of view, polysemy is assumed to be the result of growth and development of thesemantic structure of one and same word .A. linguisticB. diachronicC. synchronicD. traditional3._______ is a semantic process in which the primary meaning stands at the center and the secondarymeanings proceed out of it in every direction like rayes.A Radiation B. Concatenation C. Derivation D. Inflection4. _________ is the semantic process in which the meaning of a word moves gradually away from its first sense by successive shifts until, in many cases, there is not a sign of connection between the sense that is finally developed and that which the term had at the beginning.A. DerivationB. RadiationC. InflectionD. Concatenation5.One important criterion to differentiate homonyms from polysemants is to see their ______.A. spellingB. pronunciationC. etymologyD. usage6. ________refer to one of two or more words in the English language which have the same or very nearly the same essential meaning.A. PolysemantsB. SynonymsC. AntonymsD. Hyponyms7. The sense relation between the two words tulip and flower is _______.A. hyponymyB. synonymyC. polysemyD. antonymy8. _________ are words identical only in spelling but different in sound and meaning, e.g. bow/bau/; bow/beu/.A. HomophonesB. HomographsC. Perfect homonymsD. Antonyms9. The antonyms: male and female are ______.A. contradictory termsB. contrary termsC. relative termsD. connected terms10.The antonyms big and small are ______.A. contradictory termsB. contrary termsC. relative termsD. connected terms11.The antonyms husband and wife are ______.A. contradictory termsB. contrary termsC. relative termsD. connected termsposition and compounding in lexicology are words of _______.A. absolute synonymsB. relative synonymsC. relative antonymsD. contrary antonyms13.As homonyms are identical in sound or spelling, particularly ______, they are often employed in aconversation to create puns for desired effect of humor, sarcasm or ridicule.A. homographsB. homophonesC. absolute homonymsD. antonyms14.From the diachronic point of view, when the word was created, it was endowed with only one meaning .The first meaning is called ______.。

Chapter 1 The Basic Concepts of Words and Vocabulary1、The Definition of a WordLexicology focuses on the study of meanings and origins of words。

According to semanticists(语义学家), a word is a unit of meaning.A word is a minimal（最小的）free form of a language that has a given sound，meaningand syntactic function（句法功能).2、 VocabularyAll the words in a language make up what is generally known as its vocabulary。

3、 Sound and MeaningThe relationship between sound and meaning is no logic4、 Sound and FormThere was more agreement between sound and form in Old English than in Modern English。

With the development of the language，more and more differences arose between sound and form.（1）、What is the relationship between sound and meaning? Give examples to illustrate it.The relationship between sound and meaning is arbitrary and conventional。

1. Narrowing of meaning is also known as__specialization____, which is the opposite of___extension ___.2. The extra-linguistic context refers to the____ physical_ ___situation, which may extend to embrace the entire____cultural background____.3. Linguistic context can be subdivided into____lexical___ context and__ grammatical___ context.4. Context can be divided into __linguistic__and ___non-linguistic__ context.5. Regarded as a derivational process without the addition of an affix, conversion can be called as ____ zero-derivation___.6. ___Unabridged dictionaries_____are the most complete description of words available to us. They are large in scope and size, containing at least 200 000 headwords.7. ____Desk dictionaries____ are medium-sized ones containing words ranging from 50 000 to 150 000. And they are most used on desk.8. Based on the degree of similarity, homonyms fall into three types: __perfect homonyms______, homographs and___homophones_____.9. In the sentence, "Knowledge of inequality has stimulated envy, ambition and greed. ", ambition has a ____negative____ connotation.10. Such words as goody-goody, willy-nilly and fiddle-faddle are known as ____ reduplicatives ____ in terms of word formation.11. Foot in "the foot of a page" is __semantically____ motivated.12. Pen is a/ an _____etymologically___ motivated word.13. Commence, which has the same meaning with begin, is __formal______ in style.14. Unlike conceptual meaning, ____associative____meaning is open-ended and indeterminate, liable to the influence of such factors as culture, experience, religion, etc.15. ___ Ambiguity_____often arises due to polysemy and homonymy.16. When a word with multiple meanings is used in inadequate context, it creates __ ambiguity______.17. ___Pocket dictionaries_____ contain about 50 000 entries or fewer. They are easy to carry and inexpensive, but they provide only the most common words and their meanings.18. ___General dictionaries_____ are compiled for general use — to look for spelling, pronunciation, meaning, usage, etc.. They can be monolingual or bilingual.19. ____Specialized dictionaries____concentrate exclusively on a particular area of language or knowledge, treating such diverse topics as etymology, synonyms, usages in language, and special subjects like architecture, engineering and literature.20. ___Dictionaries of usages_____are a kind of specialized dictionaries. They deal with disputed usages, clarify difficult grammatical points, and call attention to the language points which often give rise to errors.21. ____Context____helps to determine the meaning of the word that the speaker intends to convey.22. Compounds are largely the results of ____lexicalization____ of phrases.23. Affective meaning indicates the speaker's _____attitude___ towards the person or thing in question.24. ___Linguistic dictionaries_____ aim at defining words and explaining their usages in the language. They usually cover information about spelling, pronunciation, meaning, usage, etc.25. ____ Bilingual dictionaries____ involve two languages. The headwords are defined in the same language with translations, or rather the entries are defined in another language or given their foreign equivalents.26. __Etymological dictionaries______belong to specialized dictionaries. They describe the origins, the date of entry and the changes that have taken place in the words.1. Lexicology is a branch of linguistics, studying the origins and ___meanings_____ of words.2. A word is a minimal free form of a language that has a given sound, meaning and ____syntactic____function.3. Modern English expands its vocabulary chiefly through____ word formation____.4. The three main means of creating new words in modern English are ___affixation_____, compounding and conversion.5. The overwhelming majority of blends are____nouns____.6. Words imitating natural sounds are___onomatopoeic____ _words.7. Every word that has meaning has sense but not every word has __reference_____ .8. The relationship between the word form and meaning is conventional and arbitrary, and most words can be said to be ___ non-motivated____.9. Componential analysis, according to Leech, is the process of breaking down the sense of a word into its ____minimal____ components.10. At the time when the words were created, it was endowed with only one meaning. The first meaning is the ___primary_____ meaning and the latter meanings are __derived______meaning.11. ___Radiation_____is a semantic process in which the primary meaning stands at the center and the secondary meanings proceed out of it in every direction like rays.12. Extension and___ narrowing_ __are the most common modes of word meaning changes.13. Verb compounds are generally created either through ___conversion_____ or back formation.14. Compounds are largely the results of ___lexicalization_____ of phrases.15. If we need a word which is not found, we can easily make one through ____hyphenation____ or rearrangement of word-forming elements.16. Affective meaning indicates the speaker's ____attitude____ towards the person or thing in question.17. Contrary terms are best viewed in terms of a scale running between two poles or ___extremes_____.18. __Extension______is a process by which a word which originally had a specific meaning has now become generalized.19. ___Elevation_____, also known as amelioration, refers to the process by which words rise from humble beginning to positions of importance.20. Low, humble and despised occupations often take more appealing names due to psychological reasons. Besides, ____religious____ influence is another kind of psychological need.21. There are a lot of words whose structures are __opaque___ , i. e. their meanings are not the combinations of the separate parts.22. Semantic motivation explains the connection between the literal sense and ____figurative__ sense of the word.23. Concatenation describes a process where each of the later meanings is related only to the preceding one like a__chain______.24. Part of speech of words, singular and plural meaning of nouns, tense meaning of verbs all belong to ___grammatical__ meaning.25. Lexical meaning is made up of conceptual meaning and _ associative ___ meaning.26. Difference in connotation between synonyms refers to the difference in_ stylistic features____ and emotive coloring of words.27. ___Degradation _____of meaning is the opposite of semantic elevation.28. Words which were used to designate one thing but later came to denote something else have experienced the process of semantic_____transfer___.29. Affixation is also known as __derivation_____.30. Conversion is also known as ____ functional shift____ since it does not change the morphological structure of words but their function.31. ___Conceptual____ meaning is the meaning given in the dictionary and forms the core of word meaning.32. The hyponyms under the same superordinate are ____co-hyponyms____.33. __Associated transfer______is commonly known as figurative extension of meaning.34. Verb compounds are generally created either through ___conversion_____ or back formation.35. If we need a word which is not found, we can easily make one through __hyphenation______ or rearrangement of word-forming elements.36. Synonyms can be defined as words different in sound and __spelling______ but most nearly alike or exactly the same in meaning.37. Contrary terms are __ gradable______ antonyms, differing in degree of intensity, so each has its own corresponding opposite.38. The change of meaning may be caused by___linguistic_ ____factors within the languagesystem and ___extra-linguistic_____ factors beyond language system.39. Context clues for inferring word meaning vary a great deal. The major ones include definition, explanation, _exemplification____, synonymy, antonymy, ___hyponymy____, relevant details and word structure.40. Words like nylon, orlon and rayon come from ___tradenames___, a type of proper names.41. The process is called ____commonization______ when proper names are changed into common words in use.42. ___ Nonbasic_____ vocabulary include cant, jargon and argot.43. There is no _ logical_relationship between the sound which stands for a thing or an idea and the actual thing and idea itself.44. Compounds can be written solid, ___ hyphenated__and open.45. A compound is a unit consisting of more than one base and functioning both grammatically and____semantically ____as a single word.46. Martin Joos (1962) in his book The Five Clocks suggests five degrees of _formality_______: "frozen", "formal", "consultative", "casual" and "intimate".47. The ___basic_____ word stock is the foundation of the vocabulary accumulated over centuries and forms the common core of the language.48. ____ Words____are the basic units of sentences.49. Words of sensation associated with one sense are sometimes used to describe another sense. This kind of transfer is known as____ synesthesia____.50. The roles of context include__elimination of ambiguity______, indication of referents and provision of clues for inferring word meaning.。

简明语言学整理笔记精品文档第一章1.linguistics is generally defined as the scientific study of language2．The scope of linguisticsPhonetics-语音学phonology-音系学morphology-形态学syntax-句法学semantics-语义学pragmatics-语用学从语言形式划分：Sociolinguistics社会语言学，psycholinguistics心理语言学，applied linguistics应用语言学3. Important distinctions in linguisticsDescriptive &> prescriptive 规定性&描写性Synchronic & >diachronic 共时性&历时性Speech&> writing 口语&书写Langue & <="">Competence &< performance 语言能力&语言运用(Saussure and Chomsky think rule>language fact )Traditional grammer & modern linguistics4.What is language?Language is a system of arbitrary vocal symbols used for human communication5.Design features of language 语言的识别特征Charles Hockett①Arbitrariness(任意性)refers to the forms of linguistic signs bear no natural relationship to theirmeaning. (sounds and meanings)②Productivity/creativity(能产性）:Language is productive in that it makes possible the construction and interpretation of newsignals by its users③Duality（双重性）:The property of having two levels of structures, such that units of theprimary level are composed of elements of the secondary level and each of the two levels has itsown principles of organization..④Displacement(移位性):Human Languages enable their users to symbolize objects, events and concepts which are not present (in time and space) at moment of communication.⑤ Cultural transmission（文化传承性）人独有。

SLA二语习得重要问题总结SLA 期末考试提纲Week 9Chapter 1 Introducing Second Language AcquisitionChapter 2 Foundations of Second Language AcquisitionPART ONE: Definition:1.Second Language Acquisition (SLA): a term that refers both to the study ofindividuals and groups who are learning a language subsequent to learning their first one as young children, and to the process of learning that language.2.Formal L2 learning: instructed learning that takes place in classrooms./doc/4a15817650.html,rmal L2 learning: SLA that takes place in naturalistic contexts.4.First language/native language/mother tongue (L1): A language that is acquirednaturally in early childhood, usually because it is the primary language of a child’s family. A child who grows up in a multilingual setting may have more than one “first” language.5.Second language (L2): In its general sense, this term refers to any language thatis acquired after the first language has been established. In its specific sense, this term typically refers to an additional language which is learned within a context where it is societally dominant and needed for education, employment, and other basic purposes. The more specific sense contrasts with foreign language, library language, auxiliary (帮助的，辅助的) language, and language for specific purposes.6.Target language: The language that is the aim or goal of learning.7.Foreign language: A second language that is not widely used in the learners’immediate social context, but rather one that might be used for future travel or other cross-cultural communication situations, or one that might be studied as a curricular requirement or elective in school with no immediate or necessary practical application.8.Library language: A second language that functions as a tool for further learning,especially when books and journals in a desired field of study are not commonly published in the learner’s L1.9.Auxiliary language: A second language that learners need to know for someofficial functions in their immediate sociopolitical setting. Or that they will need for purposes of wider communication, although their first language serves most other needs in their lives.10.L inguistic competence: The underlying knowledge that speakers/hearers have ofa language. Chomsky distinguishes this from linguistic performance.11.L inguistic performance: The use of language knowledge in actual production.12.C ommunicative competence: A basic tenet (原则、信条、教条) of sociolinguisticsdefined as “what a speaker needs to know to communicate appropriately within a particular language community” (Saville-Troike 2003)13.P ragmatic competence: Knowledge that people must have in order to interpretand convey meaning within communicative situations.14.M ultilingualism: The ability to use more than one language.15.M onolingualism: The ability to use only one language.16.S imultaneous multilingualism: Ability to use more than one language that wereacquired during early childhood.17.S equential multilingualism: Ability to use one or more languages that werelearned after L1 had already been established.18.I nnate capacity: A natural ability, usually referring to children’s natural ability tolearn or acquire language.19.C hild grammar: Grammar of children at different maturational levels that issystematic in terms of production and comprehension.20.I nitial state: The starting point for language acquisition; it is thought to includethe underlying knowledge about language structures and principles that are in learners’ heads at the very start of L1 or L2 acquisition.21.I ntermediate state: It includes the maturational changes which take place in“child grammar”, and the L2 developmental sequence which is known as learner language.22.F inal state: The outcome of L1 and L2 leaning, also known as the stable state ofadult grammar.23.P ositive transfer: Appropriate incorporation of an L1 structure or rule in L2structure.24.N egative transfer: Inappropriate influence of an L1 structure or rule on L2 use.Also called interference.25.Poverty-of-the-stimulus: The argument that because language input to childrenis impoverished and they still acquire L1, there must be an innate capacity for L1 acquisition.26.S tructuralism: The dominant linguistic model of the 1950s, which emphasizedthe description of different levels of production in speech.27.P honology: The sound systems of different languages and the study of suchsystems generally.28.S yntax: The linguistic system of grammatical relationships of words withinsentences, such as ordering and agreement.29.S emantics: The linguistic study of meaning.30.L exicon: The component of language that is concerned with words and theirmeanings.31.B ehaviorism: The most influential cognitive framework applied to languagelearning in the 1950s. It claims that learning is the result of habit formation. 32.A udiolingual method: An approach to language teaching that emphasizesrepetition and habit formation. This approach was widely practiced in much of the world until at least the 1980s.33.T ransformational-Generative Grammar: The first linguistic framework with aninternal focus, which revolutionized linguistic theory and had profound effect on both the study of first and second languages. Chomsky argued effectively that the behaviorist theory of language acquisition is wrong because it cannot explain the creative aspects of linguistic ability. Instead, humans must have some innate capacity for language.34.P rinciples and Parameters (model): The internally focused linguistic frameworkthat followed Chomsky’s Transformational-Generative Grammar. It revised specifications of what constitutes innate capacity to include more abstract notions of general principles and constraints common to human language as part of a Universal Grammar.35.M inimalist program: The internally focused linguistic framework that followedChomsky’s Principles and Parameters model. This framework adds distinctions between lexical and functional category development, as well as more emphasis on the acquisition of feature specification as a part of lexical knowledge.36.F unctionalism: A linguistic framework with an external focus that dates back tothe early twentieth century and has its roots in the Prague School (布拉格学派) of Eastern Europe. It emphasizes the information content of utterances and considers language primarily as a system of communication. Functionalist approaches have largely dominated European study of SLA and are widely followed elsewhere in the world.37.N eurolinguistics: The study of the location andrepresentation of language in thebrain, of interest to biologists and psychologists since the nineteenth century and one of the first fields to influence cognitive perspectives on SLA when systematic study began in 1960s.38.C ritical period: The limited number of years during which normal L1 acquisitionis possible.39.C ritical Period Hypothesis: The claim that children have only a limited numberof years during which they can acquire their L1 flawlessly; if they suffered brain damage to the language areas, brain plasticity in childhood would allow other areas of the brain to take over the language functions of the damaged areas, but beyond a certain age, normal language development would not be possible. This concept is commonly extended to SLA as well, in the claim that only children are likely to achieve native or near-native proficiency in L2.40.I nformation processing (IP): A cognitive framework which assumes that SLA(like learning of other complex domains) proceeds from controlled to automatic processing and involves progressive reorganization of knowledge.41.C onnectionism: A cognitive framework for explaining learning processes,beginning in the 1980s and becoming increasingly influential. It assumes that SLA results from increasing strength of associations between stimuli and responses.42.V ariation theory: A microsocial framework applied to SLA that exploressystematic differences in learner production which depend on contexts of use.43.A ccommodation theory: A framework for study of SLA that is based on thenotion that speakers usually unconsciously change their pronunciation and even the grammatical complexity of sentences they use to sound more like whomever they are talking to.44.S ociocultural theory (SCT): An approach established by Vygotsky which claimsthat interaction not only facilitates language learning but is a causative force in acquisition. Further, all of learning is seen as essentially a social process which is grounded in sociocultural settings.45.E thnography(人种论、民族志) of communication: A framework for analysis oflanguage and its functions that was established by Hymes(1966). It relates language use to broader social and cultural contexts, and applies ethnographic methods of data collection and interpretation to study of language acquisition and use.46.A cculturation(文化适应): Learning the culture of the L2 community andadapting to those values and behavior patterns.47.A cculturation Model/Theory: Schumann’s (1978) t heory that identifies groupfactors such as identity and status which determine social and psychological distance between learner and target language populations. He claims these influence outcomes of SLA.48.S ocial psychology: A societal approach in research and theory that allowsexploration of issues such as how identity, status, and values influence L2 outcomes and why. It has disciplinary ties to both psychological and social perspectives.PART TWO: Short & Long answers:Chapter 11.What are the similarities and differences between linguists, psycholinguist,sociolinguists and social psycholinguists? P3（1）Linguists emphasize the characteristics of the differences and similarities in the languages that are being learned, and the linguistic competence (underlying knowledge) and linguistic performance (actual production) of learners at various stages of acquisition.（2）Psychologists emphasize the mental or cognitive processes involved in acquisition, and the representation of languages in the brain.（3）Sociolinguists emphasize variability in learner linguistic performance, and extend the scope of study to communicative competence (underlying knowledge that additionally accounts for language use, or pragmatic competence).（4）Social psychologists emphasize group-related phenomena, such as identity and social motivation, and the interactional and larger social contexts of learning.2.What are the differences between second language, foreign language, librarylanguage and auxiliary language? P4（1）A second language is typically an official or societally dominant language needed for education, employment, and other basic purposes. It is often acquired by minority group members or immigrants who speak another language natively.In this more restricted sense, the term is contrasted with other terms in this list. （2）A foreign language is one not widely used in the learners' immediate social context which might be used for future travel or other cross-cultural communication situations, or studied as a curricular requirement or elective in school, but with no immediate or necessary practical application. ?（3）A library language is one which functions primarily as a tool for future learning through reading, especially when books or journals in a desired field of study are not commonly published in the learners' native tongue.（4）An auxiliary language is one which learners need to know for some official functions in their immediate political setting, or will need for purposes of wider communication, although their first language serves most other needs in their lives.3.Why are some learners more (or less) successful than other? P5The intriguing question of why some L2 learners are more successful than others requires us to unpack the broad label “learners”for some dimen sions of discussion. Linguistics may distinguish categories of learners defined by the identity and relationship of their L1 and L2; psycholinguists may make distinctions based on individual aptitude for L2 learning, personality factors, types and strength of motivation, and different learning strategies; sociolinguists may distinguish among learners with regard to social, economic, and political differences and learner experiences in negotiated interaction; and social psychologists may categorize learners according to aspects of their group identity and attitudes toward target language speakers or toward L2 learning itself.Chapter21.List at least five possible motivations for learning a second language at anolder age. P10The motivation may arise from a variety of conditions, including the following:●Invasion or conquest of one’s country by speakers of another language;● A need or desire to contact speakers of other languages in economic or otherspecific domains;●Immigration to a country where use of a language other than one's L1 isrequired;●Adoption of religious beliefs and practices which involve use of anotherlanguage;● A need or desire to pursue educational experiences where access requiresproficiency in another language;● A desire for occup ational or social advancement which is furthered byknowledge of another language;●An interest in knowing more about peoples of other cultures and havingaccess to their technologies or literatures.2.What are the two main factors that influence the language learning? P13 （1）The role of natural ability: Humans are born with a natural ability or innate capacity to learn language.（2）The role of social experience: Not all of L1 acquisitioncan be attributed to innate ability, for language-specific learning also plays a crucial role. Even if the universal properties of language are preprogrammed in children, they must learn all of those features which distinguish their L1 from all other possible human languages. Children will never acquire such language-specific knowledge unless that language is used with them and around them, and they will learn to use only the language(s) used around them, no matter what their linguistic heritage.American-born children of Korean or Greek ancestry will never learn the language of their grandparents if only English surrounds them, for instance, and they will find their ancestral language just as hard to learn as any other English speakers do if they attempt to learn it as an adult. Appropriate social experience, including L1 input and interaction, is thus a necessary condition for acquisition. 3.What is the initial state of language development for L1 and L2 respectively?P17-18The initial state of L1 learning is composed solely of an innate capacity for language acquisition which may or may not continue to be available for L2, or may be available only in some limited ways. The initial state for L2 learning, on the other hand, has resources of L1 competence, world knowledge, and established skills for interaction, which can be both an asset and an impediment. 4.How does intermediate states process? P18-19 The cross-linguistic influence, or transfer of prior knowledge from L1 to L2, is one of the processes that is involved in interlanguage development. Two major types of transfer which occur are: (1) positive transfer, when an L1 structure or rule is used in an L2 utterance and that use is appropriate or “correct” in the L2;and (2) negative transfer (or interference), when an L1 structure or rule is used in an L2 utterance and th at use is inappropriate and considered an “error”.5.What is a necessary condition for language learning (L1 or L2)? P20Language input to the learner is absolutely necessary for either L1 or L2 learning to take place. Children additionally require interaction with other people for L1 learning to occur. It is possible for some individuals to reach a fairly high level of proficiency in L2 even if they have input only from such generally non-reciprocal sources as radio, television, or written text.6.What is a facilitating condition for language learning? P20While L1 learning by children occurs without instruction, and while the rate of L1 development is not significantly influenced by correction of immature forms or by degree of motivation to speak, both rate and ultimate level of development in L2 can be facilitated or inhabited by many social and individual factors, such as (1) feedback, including correction of L2 learners' errors;(2) aptitude, including memory capacity and analytic ability; (3) motivation, or need and desire to learn; (4) instruction, or explicit teaching in school settings.7.Give at least 2 reasons that many scientists believe in some innate capacityfor language. P21-24The notion that innate linguistic knowledge must underlie （指原则、理由构成某学说...的基础，潜在于...之下) language acquisition was prominently espoused (采纳或支持事业理念)by Noam Chomsky. This view has been supported by arguments such as the following:(1)Children’s knowledge of language goes b eyond whatcould be learned fromthe input they receive: Children often hear incomplete or ungrammatical utterances along with grammatical input, and yet they are somehow able to filter the language they hear so that the ungrammatical input is not incorporated into their L1 system. Further, children are commonly recipients of simplified input from adults, which does not include data for all of the complexities which are within their linguistic competence. In addition, children hear only a finite subset of possible grammatical sentences, and yet they are able to abstract general principles and constraints which allow them to interpret and produce an infinite number of sentences which they have never heard before.(2)Constraints and principles cannot be learne d: Children’s access to generalconstraints and principles which govern language could account for the relatively short time it takes for the L1 grammar to emerge, and for the fact that it does so systematically and without any “wild” divergences. This cou ld be so because innate principles lead children to organize the input they receive only in certain ways and not others. In addition to the lack of negative evidence , constraints and principles cannot be learnt in part because children acquire a first language at an age when such abstractions are beyond their comprehension; constraints and principles are thus outside the realm of learning process which are related to general intelligence.(3)Universal patterns of development cannot be explained by language-specificinput: In spite of the surface differences in input, there are similar patterns in child acquisition of any language in the world.The extent of this similarity suggests that language universals are not only constructs derived from sophisticated theories and analyses by linguists, but also innate representation s in every young child’s mind.8.Linguists have taken an internal and/or external focus to the study oflanguage acquisition. What is the difference between the two? P25-26Internal focus emphasizes that children begin with an innate capacity which is biologically endowed, as well as the acquisition of feature specification as a part of lexical knowledge; while external focus emphasizes the information content of utterances, and considers language primarily as a system of communication.9.What are the two main factors for learning process in the study of SLA froma psychological perspective? P26-27(1) Information Processing, which assumes that L2 is a highly complex skill, andthat learning L2 is not essentially unlike learning other highly complex skills.Processing itself is believed to cause learning;(2) Connectionism, which does not consider language learning to involve eitherinnate knowledge or abstraction of rules and principles, but rather to result from increasing strength of associations (connections) between stimuli and responses.10.W hat are the two foci for the study of SLA from the social perspective? P27(1) Microsocial focus: the concerns within the microsocial focus relate tolanguage acquisition and use in immediate social contexts of production, interpretation, and interaction. (2) Macrosocial focus: the concerns of the macrosocial focus relate language acquisition and use to broader ecological contexts, including cultural, political, and educational settings.Week10Chapter 5 Social contexts of Second Language AcquisitionPART ONE: Definition/doc/4a15817650.html,municative competence: A basic tenet of sociolinguistics defined as “what aspeaker needs to know to communicate appropriately within a particular language community”(Saville-Troike 2003)/doc/4a15817650.html,nguage community: A group of people who share knowledge of a commonlanguage to at least some extent.3.Foreigner talk: Speech from L1 speakers addressed to L2 learners that differs insystematic ways from language addressed to native or very fluent speakers.4.Direct Correction: Explicit statements about incorrect language use.5.Indirect correction: Implicit feedback about inappropriate language use, such asclarification requests when the listener has actually understood an utterance.6.Interaction Hypothesis: The claim that modifications and collaborative effortswhich take place in social interation facilitate SLA because they contribute to the accessibility of input for mental processing.7.Symbolic mediation: A link between a person’s current mental state and higherorder functions that is provided primarily by language; considered the usual route to learning (of language, and of learning in general). Part of Vygosky’s Sociocultural Theory.8.Variable features: Multiple linguistic forms (vocabulary, phonology, morphology,syntax, discourse) that are systematically or predictably used by different speakers of a language, or by the same speakers at different times, with the same meaning or function.9.Linguistic context: Elements of language form and function associated with thevariable element.10.P sychological context: factors associated with the amount of attention which isbeing given to language form during production, the level of automaticity versus control in processing, or the intellectual demands of a particular task.11.M icrosocial context: features of setting/situation and interaction which relate tocommunicative events within which language is being produced, interpreted, and negotiated.12.A ccommodation theory: A framework for study of SLA that is based on thenotion that speakers usually unconsciously change their pronunciation and even the grammatical complexity of sentences they use to sound more like whomever they are talking to .13.Z PD: Zone of Proximal Development, an area of potential development wherethe learner can only achieve that potential with assistance.Part of Vygosky’s Sociocultural Theory.14.S caffolding: Verbal guidance which an expert provides to help a learner performany specific task, or the verbal collaboration of peers to perform a task which would be too difficult for any one of them in individual performance.15.I ntrapersonal interaction: communication that occurs within an individual's ownmind, viewed by Vygosky as a sociocultural phenomen.16.I nterpersonal interaction: Communicative events and situations that occurbetween people.17.S ocial institutions:The systems which are established by law, custom, or practiceto regulate and organize the life of people in public domains:e.g. politics, religion, and education.18.A cculturation: learning the culture of the L2 community and adapting to thosevalues and behavioral patterns.19.A dditive bilingualism: The result of SLA in social contexts where members of adominant group learn the language of a minority without threat to their L1 competence or to their ethnic identity.20.S ubtractive bilingualism: The result of SLA in social contexts where members ofa minority group learn the dominant language as L2 and are more likely toexperience some loss of ethnic identity and attrition of L1 skills—especially if they are children.21.F ormal L2 learning: formal/instructed learning generallytakes place in schools,which are social institutions that are established in accord with the needs, beliefs, values, and customs of their cultural settings.22.I nformal L2 learning: informal/naturalistic learning generally takes place insettings where people contact—and need to interact with—speakers of another language.PART TWO: Short & Long answers1.what is the difference between monolingual and multilingual communicativecompetence?Differencese between monolingual and multilingual communicative competence are due in part to the different social functions of first and second language learning, and to the differences between learning language and learning culture.The differences of the competence between native speakers and nonative speakers include structural differences in the linguisitc system, different rules for usage in writing or conversation, and even somewhat divergent meanings for the “same” lexical forms. Further, a multilingual speake r’s total communicative competence differs from that of a monolingual in including knowledge of rules for the appropriate choice of language and for switching between languages, given a particular social context and communicative purpose.2.what are the microsocial factors that affect SLA? P101-102a) L2 variation ??b) input and interaction c) interaction as the genesis of language3.What is the difference between linguistic & communicative competence(CC)?Linguistic competence- It was defined in 1965 by Chomsky as a speaker's underlying ability to produce grammatically correct expressions. Linguistic competence refers to knowledge of language. Theoretical linguistics primarily studies linguistic competence: knowledge of a language possessed by “an ideal speak-listener”.Communicative competence- It is a term in linguistics which refers to “what a speaker needs to know to communicate appropriately within a particular language community”, such as a language user's grammatical knowledge of syntax , morphology , phonology and the like, as well as social knowledge about how and when to use utterances appropriately.4.Why is CC in L1 different from L2?L1 learning for children is an integral part of their sociolization into their native language community. L2 learning may be part of second culture learning and adaptation, but the relationship of SLA to social and cultural learning differs greatly with circumstances.5.What is Accommodation Theory? How does this explain L2 variation? Accommodation theory: Speakers (usually unconsciously) change their pronunciation and even the grammatical complexity of sentences they use to sound more like whomever they are talking to. This accounts in part for why native speakers tend to simply their language when they are talking to a L2 learner who is not fluent, and why L2 learners may acquire somewhat different varieties of the target language when they have different friends.6.Discuss the importance of input & interaction for L2 learning. How couldthis affect the feedback provided to students?ⅰ. a) From the perspective of li nguistic approaches: (1) behaviorist: they consider input to form the necessary stimuli and feedback which learners respond to and imitate; (2) Universal Grammar: they consider exposure to input a necessary trigger for activating internal mechanisms; (3) Monitor Model: consider comprehensible input not only necessary but sufficient in itself to account for SLA;b) From the perspective of psychological approaches: (1) IP framework: consider input which is attended to as essential data for all stages of language processing; (2) connectionist framework: consider the quantity or frequency of input structures to largely determine acquisitional sequencing;c) From the perspective of social approaches: interaction is generally seen as essential in providing learners with the quantity and quality of external linguistic input which is required for internal processing.ⅱ. Other types of interaction which can enhance SLA include feedback from NSs which makes NNs aware that their usage is not acceptable in some way, and which provides a model for “correctness”. While children rarely receive such negative evidence in L1, and don’t require it to achieve full native compete nce, corrective feedback is common in L2 and may indeed be necessary for most learners to ultimately reach native-like levels of proficiency when that is the desired goal.7.Explain ZPD. How would scaffolding put a student in ZPD?Zone of Proximal Development, this is an area of potential development, where the learner can achieve that potential only with assistance. Mental functions that arebeyond an individual's current level must be performed in。

1.Motivation 分类：onomatopoeic motivation拟声理据, morphological motivation形态理据, semantic motivation语义理据, etymological motivation词源理据.2. Types of meaning:grammatical ~ & lexical ~; conceptual ~& associative ~(connotative~, stylistic~, affective ~, collocative ~,)Associative meaning : 1) associative meaning is the secondary meaning supplemented to the conceptual meaning. 2)It differs from the conceptual meaning in that it is open-ended and indeterminated. 3)It is liable to the influence of such factors as culture , experience, religion, geographical region, class background,education, etc. 4)Associative meaning comprises four types : connotative, stylistic, affective, and collocative.3. Polysemy is a common feature peculiar to all natural language that one word has two or more senses or meanings. Diachronic approach is an approach to polysemy which studies how a word derived its different meanings from its primary meaning in the course of time.4.同形同音异义关系Homonymy is one of the features of words that a word is different in meaning fromanother, but either identical both in sound and spelling or identical only in sound or spelling with the other Homonyms generally fall into three classes: perfect homonyms (same name); homographs (same spelling) and homophones （some sound）. Perfect homonyms are those words identical both in sound and spelling, but different in meaning, e.g. bear /bea/ (n) a large heavy animal; bear /bea/ (v) to put up with. Homographs are the words identical only in spelling but different in sound and meaning, e.g. saw / / (v) to scatter seeds; sow /sau/ (n) female adult pig. Homophones refer to the words identical only in sound but different in spelling and meaning, e.g. dear /dia/ (n) a loved person;deer /dia/ (n) a kind of animal.5. 同形同音异义词与多义词的区别Perfect homonyms and polysemants are fully identical with regard to spelling and pronunciation. This creates the problem of differentiation. The fundamental difference between homonyms and polysemants lies in the fact that the former refers to different words which happen to share the same form and the latter is the one and same word which has several distinguishable meanings. One important criterion is to see their etymology, i.e. homonyms are from different sources whereas a polysemant is from the same source which has acquired different meanings in the course of development. The second principal consideration is semantic relatedness. The various meanings of a polysemant are correlated and connected to one central meaning to a greater or lesser degree, e. g. neck (See 6.1 Polysemy) . On the other hand, meanings of different homonyms have nothing to do with one another. In dictionaries, a polysemant has its meanings all listed under one headword whereas homonyms are listed as separate entries.6. 同义关系Synonyms are words which share the same or nearly the same meaning with each other but different in sound and spelling. There are absolute synonyms and relative synonyms which result from borrowing, dialects and regional English, figurative and euphemistic use of words, coincidence with idiomatic expressions. There exists the difference between or among synonyms in terms of their denotation, connotation or application. Absolute synonyms or complete synonyms are words which are identical in meaning in all its aspects. Relative synonyms or near-synonyms are similar or nearly the same in denotation, but embrace different shades of meaning or different degrees of a given quality. Sources of Synonyms1) Borrowing 2)Dialects and regional English 3) Figurative and euphemistic use of words 4) Coincidence with idiomatic expressions如何区分同义词？1Difference in denotation2 Difference in connotation 3 Difference in application7.What are the characteristics of antonyms?1) Antonyms are classified on the basis of semantic opposition 2) A word which has more than one meaning can have more than one antonym. 3) Antonyms differ in semantic inclusion. 4) Contrary terms are gradable antonyms, differing in degree of intenisty, so each has its own corresponding opposite.8.上下义关系:Hyponymy deals with the relationship of semantic inclusion. That is, the meaningof a more specific word is included in that of another more general word. Superordinates refer to some general words; subordinates denote those more specific words. Hyponymy can be described in terms of tree-like graphs, with higher-order superordinates above the lower subordinates. But their status either as superordinate or subordinate is relative to other terms. For example, horse, dog, pig are subordinates in relation to animal, but superordinates of mare, hound and boar, Animal itself becomes a subordinate of creature. And creature in turn becomes9.词义变化的种类There are five types of meaning, changes: extension, narrowing, degradation,elevation, and transfer among which extension and narrowing are the most common. Changes in meaning can be accounted for from extra-linguistic factors (historical reason, class reason, and psychological reason) and intra-linguistic factors (shortening, the influx of borrowing, and analogy).10.词义的扩大Extension is a process by which a word with a specialized sense is generalized to covera broader or less词义的缩小Narrowing is a process by which a word of wider meaning acquires a specialized sense；词义的升格Elevation is a process by which a word moves from a derogatory or neutral sense to a neutral and/or appreciative sense；词义的降格Degradation is a process by which a word of reputation slides into a pejorative use,；11.词义的转移Transfer is a process by which a word denoting one thing changes to refer to a differentbut related thing. Paper serves as an example. This word formerly denoted an African plant papyrus, which was once used to make paper. In modern times, paper is made from rags, wood, straw and the like, but the product has retained the same name. There is associated transfer. There are other kinds of transfer, such as, concrete to abstract, abstract to concrete and transfer of sensation. 12.语境的种类:非语言语境。