On the maximal function for the generalized Ornstein-Uhlenbeck semigroup

语言学教材第6章、第7章、第8章练习题参考答案Chapter 6 PRAGMATICS1. What does pragmatics study? How does it differ from traditional semantics?答：Generally speaking, pragmatics is the study of meaning in the context. It studies meaning in a dynamic way and as a process. In order to have a successful communication, the speaker and hearer must take the context into their consideration so as to effect the right meaning and intention. The development and establishment pragmatics in 1960s and 1970s resulted mainly from the expansion of the study semantics. However, it is different from the traditional semantics. The major difference between them lies in that pragmatics studies meaning in a dynamic way, while semantics studies meaning in a static way. Pragmatics takes context into consideration while semantics does not. Pragmatics takes care of the aspect of meaning that is not accounted for by semantics.2. Why is the notion of context essential in the pragmatic study of linguistic communication? 答：The notion of context is essential to the pragmatic study of language. It is generally considered as constituted by the knowledge shared by the speaker and the hearer. Various continents of shared knowledge have been identified, e.g. knowledge of the language they use, knowledge of what has been said before, knowledge about the world in general, knowledge about the specific situation in which linguistic communication is taking place, and knowledge about each other. Context determines the speaker's use of language and also the heater's interpretation of what is said to him. Without such knowledge, linguistic communication would not be possible, and without considering such knowledge, linguistic communication cannot be satisfactorily accounted for in a pragmatic sense. Look at the following sentences:(1) How did it go?(2) It is cold in hem.(3) It was a hot Christmas day so we went down to the beach in the afternoon and had agood time swimming and surfing.Sentence (1) might be used in a conversation between two students talking about an examination, or two surgeons talking about an operation, or in some other contexts; (2) might be said by the speaker to ask the hearer to turn on the heater, or leave the place, or to put on more clothes, or to apologize for the poor condition of the room, depending on the situation of context; (3) makes sense only ii the hearer has the knowledge that Christmas falls in summer in the southern hemisphere.3. How are sentence meaning and utterance meaning related, and how do they differ?答： A sentence is a grammatical concept, and the meaning of a sentence is often studied as the abstract, intrinsic property of the sentence itself in terms of predication. But if we think of a sentence as what people actually utter in the course of communication, it becomes an utterance, and it should be considered in the situation in which it is actually uttered (or used). So it is impossible to tell if “The dog is barking” is a sentence or an utterance. It can be either. It all depends on how we look at it and how we are going to analyze it. If we take it as a grammatical unit and consider it as a self-contained unit in isolation from context, then we are treating it as a sentence. If we take it as something a speaker utters in a certain situation with a certain purpose,then we are treating it as an utterance.Therefore, while the meaning of a sentence is abstract, and decontextualized, that of an utterance is concrete, and context-dependent. The meaning of an utterance is based on sentence meaning; it is the realization of the abstract meaning of a sentence in a real situation of communication, or simply in a context. Now, take the sentence "My bag is heavy" as an example. Semantic analysis of the meaning of the sentence results in the one-place predication BAG (BEING HEA VY). Then a pragmatic analysis of the utterance meaning of the .sentence varies with the context in which it is uttered. For example, it could be uttered by a speaker as a straightforward statement, telling the hearer that his bag is heavy. It could also be intended by the speaker as an indirect, polite request, asking the hearer to help him carry the bag. Another possibility is that the speaker is declining someone's request for help. All these are possible interpretations of the same utte rance “My bag is heavy”. How it is to be understood depends on the context in which it is uttered and the purpose for which the speaker utters it.While most utterances take the form of grammatically complete sentences, some utterances do not, and some cannot even be restored to complete sentences.4. Try to think of contexts in which the following sentences can be used for other purposes than just stating facts:a) The room is messy.b) Oh, it is raining!c) The music of the movie is good.d) You have been keeping my notes for a whole week now.答：a) A father entered his son‟s room and found it is very messy. Then when he said, “The room is messy,” he was blaming his son for not tidying it up.b) A son asked his father to play with him o utside. So when the father said, “Oh, it‟s raining”,he meant they couldn‟t play outside.c) Two persons just watched a movie and had a discussion of it. One person said, “The story ofthe movie is very moving”, so when the other person said, “The music of the movie is good”, he meant he didn't think the story of the movie was good.d) A person wanted his notes back, so when he said, “you have been keeping my notes for awhole week now”, he was demanding the return of his notes.5. According to Austin, what are the three acts a person is possibly performing while making an utterance. Give an example.答：According to Austin's new model, a speaker might be performing three acts simultaneously when speaking: locutionary act, illocutionary act, and perlocutionary act.A locutionary act is the act of uttering words, phrases, clauses. It is the act of conveying literal meaning by means of syntax, lexicon and phonology. An illocutionary act is the act of expressing the speaker‟s intention; it is the act perf ormed in saying something. A perlocutionary act is the act performed by or resulting from saying something; it is the consequence of, or the change brought about by the utterance; it is the act performed by saying something. Let's look at an example:You have left the door wide open.The locutionary act performed by the speaker is his utterance of the words “you”, “have”, “door”, “open”, etc. thus expressing what the words literally mean.The illocutionary act performed by the speaker is that by making such an utterance he has expressed his intention of speaking, i.e. asking someone to close the door, or making a complaint, depending on the context.The perlocutionary act refers to the effect of the utterance. If the hearer gets the speaker's message and sees that the speaker means to tell him to close the door, the speaker has successfully brought about the change in the real world he has intended to; then the perlocutionary act is successfully performed.6. What are the five types of illocutionary speech acts Searle has specified? What is theillocutionary point of each type?答：(1) representatives: stating or describing, saying what the speaker believes to be true(2) directives: trying to get the hearer to do something(3) commissives: committing the speaker himself to some future course of action(4) expressives: expressing feelings or attitude towards an existing(5) declarations: bringing about immediate changes by saying somethingThe illocutionary point of the representatives is to commit the speaker to something's being the case, to the truth of what has been said, in other words, when performing an illocutionary act of representative, the speaker is making a statement or giving a description which he himself believes to be true. Stating, believing, sweating, hypothesizing are among the most typical of the representatives.Directives ate attempts by the speaker to get the hearer to do some- thing. Inviting, suggesting, requesting, advising, wanting, threatening and ordering are all specific instances of this class.Commissives are those illocutionary acts whose point is to commit the speaker to some future course of action, i.e. when speaking the speaker puts himself under a certain obligation. Promising, undertaking, vowing are the most typical ones.The illocutionary point of expressives is to express the psychological state specified in the utterance. The speaker is expressing his feelings or attitudes towards an existing state of affairs, e.g. apologizing, thanking, congratulating.The last class “declarations” has the characteristic that the successful performance of an act of this type brings about the correspondence between what is said and reality.7. What is indirect language use? How is it explained in the light of speech act theory?答：When someone is not saying I an explicit and straightforward manner what he means to say, rather he is trying to put across his message in an implicit, roundabout way, we can say he is using indirect language.Explanation (略) (见教材p.84-85)8. What are the four maxims of the CP? Try to give your own examples to show how floutingthese maxims gives rise to conversational implicature?答：Cooperative Principle, abbreviated as CP. It goes as follows:Make your conversational contribution such as required at the stage at which it occurs by the accepted purpose or direction of the talk exchange in which you are engaged.To be more specific, there are four maxims under this general principle:(1) The maxim of quantity①Make your contribution as informative as required (for the current purpose of theexchange).②Do not make your contribution more informative than is required.(2) The maxim of quality①Do not say what you believe to be false.②Do not say that for which you lack adequate evidence.(3) The maxim of relationBe relevant.(4) The maxim of manner①Avoid obscurity of expression.②Avoid ambiguity.③Be brief (avoid unnecessary prolixity).④Be orderly.9. What is pragmatic failure? Try to find instances of pragmatic failure in the English usedby Chinese learners of English.答：The technical term for breakdowns in the course of communication is pragmatic failure.Pragmatic failure occurs when the speaker fails to use language effectively to achieve a specific communication purpose, or when the hearer fails to recognize the intention or the illocutionary force of the speaker‟s utterance in the context of communication.Instances (略) (见教材p.89)Chapter 7 Language Change1. The vocabulary of English consists of native and also thousands of borrowed words. Look up the following words in a dictionary which provides the etymologies (history) of words. In each case speculate as to how the particular word came to be borrowed from a particular language.a. sizeb. skillc. royald. ranche. robotf. potatog. astronaut h. emerald i. pagodaj. khaki k. bulldoze 1. hoodlum答：a. size (< old French)b. skill (< old Norse)c. royal (< old French < Latin)d. ranch (< Spanish < French)e. robot (< Czech < old Church Slavonic)f. potato (< Spanish < Taino)g. astronaut (< French)h. emerald (< Middle English & old French)i. pagoda (< Persian < Sanskrit)j. khaki (< Hindi <Persian)k. bulldoze (< bull(Botany Bay Slang) < old English)l. hoodlum (< German)2. The Encyclopedia Britannica Yearbook has usually published a new word list, which is, in the Britannica’s editor's view, a list of those words that had entered the language during the year. Would you expect a yearbook to publish a “lost-word list” recording the words dropped from the language during the year? Defend your answer.答：(略)3. Below is a passage from Shakespeare's Hamlet,King: Where is Pelonius?Hamlet: In heaven, send thither to see.If your messenger find him not there, seek him i' theother place yourself. But indeed, if you find him notwithin this month, you shall nose him as you go up thestairs into the lobby.Act IV, scene iiiStudy these lines and identify every difference in expression between Elizabethan and Modern English that is evident.答：In modern English, these lines are more likely written as:King: Where is Pelonius?Hamlet: In heaven, send to see there. If your messenger cannot find him there, yourself seek him at the other place. But indeed, if you cannot find him within this month, you shallnotice him as you go up the stairs into the lobby.4. Comment with examples on the following statement “Words and expressions will be forced into use in spite of all the exertions of all the writers in the world.”答：The statement means that when necessary, people will make use of available uses even if there is no writers' efforts. For example, there are more and more new words and expressions which are introduced into language not by writers, e.g., email, hacker, IBM (international big mouth, means a person who acts like a gossip.)5. Suppose you are outside a government office where doors still bear the notice, “This door must not be left in an open position.” Now try to explain the notice in simple and plain English.答：“Keep the door dote. ” or “The door must be kept close.”6. Give at least two examples showing the influence of American English on British English. 答：(略)7. Find in any books, newspapers, or journals newly coined words in association with social and political needs, internet or computer language.答：For example: SARS, Golden week, euro, e-mail, bi-media(双媒体的), cybernaut计算机(网络)漫游者, DVD, eyephone(视像耳机), etc．8. With examples, give some plausible explanations for linguistic change.答：(略)Chapter 8 Language and Society1. How is language related to society?答：There are many indications of the inter-relationship between language and society. One of them is that while language is principally used to communicate meaning, it is also used to establish and maintain social relationships. This social function of language is embodied in the use of such utterances as “Good morning!”, “Hi!”, “How's your family?”, “Nice day today, isn't it?”.Another indication is that users of the same language in a sense all speak differently. The kind of language each of them chooses to use is in part determined by his social background. And language, in its turn, reveals information about its speaker. When we speak, we cannot avoid giving clues to our listeners about ourselves.Then to some extent, language, especially the structure of its lexicon, reflects both the physical and the social environments of a society. For example while there is only one word in English for “snow”, there are several in Eskimo. This is a reflection of the need for the Eskimos to make distinctions between various kinds of snow in their snowy living environment.As a social phenomenon language is closely related to the structure of the society in which it is used, and the evaluation of a linguistic form is entirely social. To a linguist, all language forms and accents are equally good as far as they can fulfill the communicative functions they are expected to fulfill. Therefore, judgments concerning the correctness and purity of linguistic varieties are social rather than linguistic. A case in point is the use of the postvocalic [r]. While in English accents without postvocalic [r] are considered to be more correct than accents with it, in New York city, accents with postvocalic [r] enjoys more prestige and are considered more correct than without it.2. Explain with an example that the evaluation of language is social rather than linguistic. 答：The evaluation of language is social rather than linguistic. This is because every language or language variety can express all ideas that its native speakers want to express. That is to say, language and language variety are equal in expressing meaning. For example, the much-prejudiced Black English can be used by the black people to communicate with each other without feeling any hindrance. But many other people think Black English is not pure English because it does not conform to their grammar and not adopted by educated people. As a result, many people feel shameful to use Black English. From this example we can know that the evaluation of language is social, not linguistic.3. What are the main social dialects discussed in this chapter? How do they jointly determineidiolect?答：The main social dialects discussed in this chapter are regional dialect, sociolect, gender and age. Idiolect is a personal dialect, of an individual speaker that combines elements regarding regional, social, gender, and age variations. These factors jointly determine the way he/she talks. While the language system provides all its users with the same set of potentials, the realization of these potentials is individualized by a number of social factors, resulting in idiolects.4. In what sense is the standard dialect a special variety of language?答：First of all, the standard dialect is based on a selected variety of the language, usually it is the local speech of an area which is considered the nation's political and commercial center. Forexample, standard English developed out of the English dialects used in and around London as they were modified over the centuries by speakers in the court, by scholars from universities and writers. Gradually the English used by the upper classes in the capital city diverged markedly from the English used by other social groups and came to be regarded as the model for all those who wished to speak and write well.Second, the standard dialect is not dialect a child acquires naturally like his regional dialect. It is a superimposed variety; it is a variety imposed from above over the range of regional dialects. Some government agency writes grammar books and dictionaries to …fix‟ this variety and everyone agrees on what is correct usage of the language. So it has a widely accepted codified grammar and vocabulary. Once codification takes place, it is necessary for an ambitious citizen to learn to use the correct language and to avoid …incorrect‟ language. Therefore, the standard dialect is the variety which is taught and learnt in schools.Then the standard dialect has some special functions. Also designated as the official or national language of a country, the standard dialect is used for such official purposes as government documents, education, news reporting; it is the language used on any formal occasions.5. What is register as used by Halliday? Illustrate it with an example of your own.答：According to Halliday, “Language varies as its function varies; it differs in different situations.” The type of language which is selected as appropriate to the type of situation is a register. Halliday further distinguishes three social variables that determine the register: field of discourse, tenor of discourse, and mode of discourse.For example, a lecture on linguistics could be identified asField: scientific (linguistic)Tenor: teacher — students (formal, polite)Mode: oral (academic lecturing)6. What linguistic features of Black English do you know? Do you think Black English is an illogical and inferior variety of English? Why (not)?答：(1) A prominent phonological feature of Black English is the simplification of consonant clusters at the end of a word. According to this consonant deletion rule, the final-position consonants are often deleted; thus “passed” is pronounced [pa:s], mend [men], desk [des], and told [təʋl].A syntactic feature of Black English that has often been cited to show its illogicality is the deletion of the link verb “be”. In Black English we frequently come across sentences without the copula verb: “They mine”, “You crazy”, “Her hands cold”, and “That house big”. In fact, copula verb deletion is not a unique feature of Black English; it is also found in some other dialects of English and in languages like Russian and Chinese. Another syntactic feature of Black English that has been the target of attack is the use of double negation constructions, e.g.(8 — 2) He don't know nothing. (He doesn't know anything.)(8 — 3) I ain't afraid of no ghosts. (I'm not afraid of ghosts.)Some people consider these sentences illogical because they claim that two negatives make a positive. But in fact such double negative constructions were found in all dialects of English of the earlier periods.(2) (略)7. What peculiar features docs pidgin have?答：Pidgins arose from a blending of several languages such as Chinese dialects and English, African dialects and French, African dialects and Portuguese. Usually a European language serves as the basis of the pidgin in the sense that some of its grammar and vocabulary is derived from the European language used by traders and missionaries in order to communicate with peoples whose languages they did not know.Pidgins typically have a limited vocabulary and a very reduced grammatical structure characterized by the loss of inflections, gender end case, The “simplified” variety performs its functions as trading and employment.8. How do bilingualism and diglossia differ, and what do they have in common?答：Bilingualism refers to the situation that in some speech communities, two languages are used side by side with each having a different role to play; and language switching occurs when the situation changes. But instead of two different languages, in a diglossic situation two varieties of a language exist side by side throughout the community, with each having a definite role to play.The two languages of bilingualism and the two varieties of diglossia each has different role to play as situation changes.。

法国数学家拉格朗日著作《解析函数论》英文名全文共10篇示例，供读者参考篇1"Hey guys! Today let's talk about this really cool book called 'Analytic Functions Theory' by French mathematician Lagrange. It's super interesting and has a lot of cool stuff in it!So, in this book, Lagrange talks about a bunch of different math stuff like functions and calculus. He explains how to analyze functions and how they work, which is really helpful for solving math problems. He also talks about things like complex numbers and series, which can be a bit tricky but are super important in math.Lagrange was a really smart guy and he made a lot of important contributions to math. His book 'Analytic Functions Theory' is one of his most famous works and is still studied by math students and researchers today.If you're into math and want to learn more about functions and calculus, I definitely recommend checking out 'Analytic Functions Theory' by Lagrange. It's a challenging read, but super rewarding if you stick with it.So yeah, that's a little introduction to Lagrange's book'Analytic Functions Theory'. I hope you guys found it interesting and maybe even want to check it out for yourselves. Happy math-ing!"篇2Once upon a time, there was a super cool French mathematician named Lagrange. He was so smart and wrote a really awesome book called "Analytic Functions of a Complex Variable." It's like a super fancy title, right?So, in this book, Lagrange talks about all these super cool things like functions and complex numbers. He explains how you can use math to understand how different things work together and solve problems. He even talks about things like calculus and equations. It's like he's teaching us a secret code to unlock the mysteries of the universe!One of the coolest things Lagrange talks about in his book is how you can use functions to describe all kinds of crazy things, like how a roller coaster moves or how a rocket flies through the sky. It's like he's showing us how to use math to understand the world around us in a whole new way.So, if you ever want to learn more about math and how it can help us understand the world, you should definitely check out Lagrange's book. It's like a magical journey into the world of numbers and equations, and it will definitely make you feel like a math wizard!篇3Once upon a time, there was a really smart French mathematician named Lagrange. He was super duper good at math and he wrote this really cool book called "Analytic Number Theory". It's like a super duper advanced math book for big kids who are really good at numbers.In this book, Lagrange talks about all these super cool things like complex numbers and functions. He explains how they work and how you can use them to solve really hard math problems. It's like magic but with numbers!One of the things Lagrange talks about in his book is series and sequences. This is when you have a bunch of numbers lined up in a row and you add them all together. It's like anever-ending puzzle that you have to figure out. Lagrange shows us how to solve these puzzles and find patterns in the numbers.Another thing Lagrange talks about is limits. This is when you get really close to a number but you never actually reach it. It's like trying to touch the end of a rainbow but it keeps moving further away. Lagrange helps us understand how to work with limits and see what happens when you get really really close to a number.Overall, Lagrange's book is super duper awesome and it's full of all these amazing math ideas that will make your brain explode (in a good way!). So if you love math and you want to learn more about numbers and functions, you should definitely check out "Analytic Number Theory" by the one and only Lagrange. It's a book that will make your inner math nerd happy!篇4Hey guys, today I want to tell you about a super cool book by a French mathematician called Lagrange. His book is called "Analytic Theory of Functions" in English.So, basically, Lagrange was a really smart guy who figured out a lot of stuff about functions and how they work. In his book, he talks about all the different ways you can analyze functions and make sense of them. It's kind of like a math puzzle book where you have to figure out how to solve different functions.One of the really cool things that Lagrange talks about in his book is how you can break down functions into smaller pieces and analyze how they change. It's kind of like taking apart a puzzle and figuring out how each piece fits together to make the whole picture.Lagrange also talks about how you can use functions to solve real-world problems, like figuring out how things change over time or how to predict what will happen in the future. It's like using math to solve everyday mysteries!So, if you're into math and you love solving puzzles, you should definitely check out Lagrange's book "Analytic Theory of Functions". It's a really fun read and you'll learn a lot about how functions work. Who knows, maybe you'll even discover a new way to solve math problems just like Lagrange did!篇5Once upon a time, there was a super smart French math guy named Lagrange. He wrote this super cool book called "Analytic Function Theory". I know, it sounds super fancy, but basically it's all about how numbers work and stuff.Lagrange was a total math genius. He figured out all these crazy math problems and even invented new ways to solve them. He was like a math superhero!In his book, "Analytic Function Theory", Lagrange talks about how numbers can be broken down and analyzed in a super cool way. It's like he's shining a spotlight on all the secrets of math and showing us how everything fits together.It's kind of like solving a puzzle. You have to figure out how all the pieces fit together and then you can see the big picture. That's what Lagrange did with numbers in his book.So next time you're struggling with math homework, just think of Lagrange and his awesome book. He's like your math mentor, guiding you through the world of numbers and showing you all the cool secrets along the way.And who knows, maybe you'll be the next math superhero just like Lagrange! Just keep practicing and studying, and one day you'll be solving math problems like a pro.篇6Once upon a time, there was a super smart mathematician from France named Lagrange. He wrote a super cool book called"Analytic Function Theory". It's a big book with lots of fancy words and symbols, but don't worry, I'll explain it in a way that's easy to understand.Okay, so here's the deal - Lagrange was really good at math and he wanted to explain how functions work. Functions are like machines that take in numbers and give out other numbers. In his book, Lagrange talked about how functions can be broken down into smaller parts called "analytic functions".Analytic functions are like the building blocks of math. They're super important because you can use them to create all sorts of cool math stuff. Lagrange showed how these functions can be used to solve problems in calculus, geometry, and even physics.In "Analytic Function Theory", Lagrange also talked about complex numbers. Complex numbers are a special type of number that have both a real part and an imaginary part. They're like the superheroes of math because they can do things that regular numbers can't.So yeah, that's a brief overview of Lagrange's book. It may sound a bit complicated, but don't worry. Just remember that math is like a puzzle - the more you practice, the better you getat solving it. Who knows, maybe one day you'll write your own math book just like Lagrange!篇7Once upon a time, there was a super smart mathematician from France named Lagrange, or Lagrangian, or Lagragian, I forgot how to spell his name. Anyway, this guy was like a math genius and he wrote this super cool book called "Analytic Function Theory." Yeah, I know, it sounds pretty boring, but trust me, it's actually really interesting.So, in this book, Lagrange talks about all these crazy things like complex numbers and functions and stuff. He basically explains how these things work together to help us understand the world of math better. It's kind of like a magical journey into the world of numbers and equations.One of the coolest things he talks about in the book is something called the Cauchy-Riemann equations. These equations are like the key to unlocking the secrets of analytic functions. They help us understand how to differentiate and integrate complex functions, which is pretty mind-blowing if you ask me.Overall, "Analytic Function Theory" is a really important book in the world of math. It's helped us make sense of some really complex stuff and has paved the way for even more amazing discoveries in the future. So yeah, big shoutout to Lagrange for being such a math wizard and writing this awesome book!篇8Title: "Mr. Lagrange's Book about Fancy Math Stuff"Once upon a time, there was a super smart guy from France named Mr. Lagrange. He was a famous mathematician who wrote a really cool book called "". But don't worry, that's just the fancy English name for it - "Analytical Functions Theory".So, what's this book all about? Well, it's all about a special kind of math called complex analysis. That means dealing with numbers that have a real part and an imaginary part. Sounds pretty fancy, right?In his book, Mr. Lagrange talks about how these complex numbers can be used to study functions. He also talks about things like series, residues, and zeros of functions. It might sound like gibberish to some, but for math lovers like me, it's like reading an exciting adventure story!One of the coolest things Mr. Lagrange talks about in his book is contour integration. It's like drawing a path around a function and using that path to calculate some super complicated stuff. It's like magic, but with math!So, if you're into math and want to learn more about complex analysis, be sure to check out Mr. Lagrange's book "Analytical Functions Theory". Who knows, maybe one day you'll be solving math problems just like him!And that's the end of our story about Mr. Lagrange and his fancy math book. Hope you enjoyed it! Bye bye!篇9Once upon a time, there was a super smart guy named Lagrange, he was a super famous French math guy. He wrote a super cool book called "Analytic Functions Theory". This book is like a super secret math code that helps us understand how functions work. It's like a treasure map to unlock the mysteries of functions.In this book, Lagrange talks about all sorts of cool stuff like derivatives, integrals, and complex numbers. He even talks about things like power series and Cauchy's theorem! It's like a math playground for our brains.One of the coolest things in this book is how Lagrange shows us that functions can be super duper smooth and predictable. He shows us how to break down functions into tiny pieces and study each piece to understand the whole thing. It's like taking apart a puzzle and putting it back together, but in a super smart math way.Lagrange was like a math superhero, using his powers of logic and reasoning to unlock the secrets of functions. His book "Analytic Functions Theory" is like a math superhero comic book, teaching us how to be super smart math detectives.So, next time you see a function, remember Lagrange and his super cool book. You might just unlock a whole world of math mysteries and become a math superhero yourself!篇10Hey guys, today I'm gonna tell you about a super cool book by a French math dude called Lagrange. Wait, that's not quite right... it's actually Lagrange! And his book is all about something called "Analytic Function Theory". Sounds super fancy, right?So, what is this book all about? Well, basically it's a bunch of really smart stuff about functions and how they work. You know, like when you put in a number and the function spits out anothernumber. But these functions are super special because they can be broken down and analyzed in a really cool way.Lagrange was a total math genius and he came up with some super cool ideas in this book. He talked about things like complex numbers and how they can be used to study functions. And he also did some crazy stuff with calculus, which is like super advanced math that you'll learn about when you're older.I know it sounds kinda boring, but trust me, this book is actually really interesting! It's full of puzzles and challenges that will totally blow your mind. And who knows, maybe one day you'll be a math whiz just like Lagrange!So if you're into math and you want to learn some really cool stuff, definitely check out Lagrange's book "Analytic Function Theory". It'll totally make your brain hurt, but in a good way!。

Guidelines for Data Processing andAnalysis of the Internationa 丨 PhysicalActivity Questionnaire (IPAQ) 一 Short andLong FormsNovember 2005ContentsIntroductionUses of IPA Q InstrumentsSummary Characteristics of Short and Long FormsOverview of Continuous and Categorical A nalyses of IPA QProtocol for Short FormProtocol for Long FormData Processing RulesSummary AlgorithmsAppendix 1.A t A Glance IPA Q Scoring Protocol - Short Forms Appendix 2. A t A Glance IPA Q Scoring Protocol - Long FormsIntroduction This document describes recommended methods of scoring the data derived from the telephone / interview administered and self-administered IPAQ short and long form instruments. Themethods outlined provide a revision to earlier scoring protocols for the IPAQ short form andprovide for the first time a comparable scoring method for IPAQ long form. Latest versions ofIPAQ instruments are available from www.ipaq.ki.se.Although there are many different ways to analyse physical activity data, to date there is no formal consensus on a …correct‟ method for defining or describing levels of physical activity based on self-report population surveys. The use of different scoring protocols makes it very difficult to compare within and between countries, even when the same instrument has been used. Use of these scoring methods will enhance the comparability between surveys, provided identical sampling and survey methods have been used.2. Uses of IPA Q InstrumentsIPAQ short form is an instrument designed primarily for population surveillance of physical activity among adults. It has been developed and tested for use in adults (age range of 15-69 years) and until further development and testing is undertaken the use of IPAQ with older an d younger age groups is not recommended.IPAQ short and long forms are sometimes being used as an evaluation tool in intervention studies, but this was not the intended purpose of IPAQ. Users should carefully note the range of domains and types of activities included in IPAQ before using it in this context. Use as an outcome measure in small scale intervention studies is not recommended.3. Summary Characteristics of IPA Q Short and Long Forms1. IPAQ assesses physical activity undertaken across a comprehensive set of domainsincluding:a. leisure time physical activityb. domestic and gardening (yard) activitiesc. work-related physical activityd. transport-related physical activity;2. The IPAQ short form asks about three specific types of activity undertaken in the fourdomains introduced above. The specific types of activity that are assessed are walking, moderate-intensity activities and vigorous-intensity activities.3. The items in the short IPAQ form were structured to provide separate scores on walking,moderate-intensity and vigorous-intensity activity. Computation of the total score for the short form requires summation of the duration (in minutes) and frequency (days) of walking, moderate-intensity and vigorous-intensity activities. Domain specific estimates cannot be estimated.The IPAQ long form asks details about the specific types of activities undertakenwithin each of the four domains. Examples include walking for transportation andmoderate-intensity leisure-time activity.The items in the long IPAQ form were structured to provide separate domain specificscores for walking, moderate-intensity and vigorous-intensity activity within each of the work, transportation, domestic chores and gardening (yard) and leisure-time domains.Computation of the total scores for the long form requires summation of the duration (in minutes) and frequency (days) for all the types of activities in all domains. Domainspecific scores or activity specific subscores may be calculated. Domain specific scores require summation of the scores for walking, moderate-intensity and vigorous-intensity activities within the specific domain, whereas activity-specific scores require summation of the scores for the specific type of activity across domains.4. Overview of Continuous and Categorical A nalyses of IPA QBoth categorical and continuous indicators of physical activity are possible from both IPAQ forms. However, given the non-normal distribution of energy expenditure in many populations, it is suggested that the continuous indicator be presented as median minutes/week or median MET-minutes/week rather than means (such as mean minutes/week or meanMET-minutes/week).4.1 Continuous VariablesData collected with IPAQ can be reported as a continuous measure. One measure of the volume of activity can be computed by weighting each type of activity by its energy requirements defined in METs to yield a score in ME十-minutes. METs are multiples of the resting metabolic rate and a MET-minute is computed by multiplying the Met score of an activity by the minutes performed. MET-minute scores are equivalent to kilocalories for a 60 kilogram person. Kilocalories may be computed from MET-minutes using the following equation: MET-min x (weight in kilograms/60 kilograms). MET-minutes/day orMET-minutes/week can be presented although the latter is more frequently used and is thus suggested.Details for the computation for summary variables from IPAQ short and long forms are detailed below. As there are no established thresholds for presenting MET- minutes, the IPAQ Research Committee propose that these data are reported as comparisons of median values and interquartile ranges for different populations.4.2 Categorical Variable: Rationale for Cut Point ValuesThere are three levels of physical activity proposed to classify populations:1. Low2. Moderate3. HighThe algorithms for the short and long forms are defined in more detail in Sections 5.3 and 6.3, respectively. Rules for data cleaning and processing prior to computing the algorithms appear in Section 7.Regular participation is a key concept included in current public health guidelines for physical activity.1 Therefore, both the total volume and the number of days/sessions are included in the IPAQ analysis algorithms.The criteria for these levels have been set taking into account that IPAQ asks questions in all domains of daily life, resulting in higher median MET-minutes estimates than would have been estimated from leisure-time participation alone. The criteria for these three levels are shown below.Given that measures suc h as IPAQ assess total physical activity in all domains, the “leisure time physical activity” based public health recommendation of 30 minutes on most days will be achieved by most adults in a population. Although widely accepted as a goal, in absolute terms 30 minutes of moderate-intensity activity is low and broadly equivalent to the background or basal levels of activity adult individuals would accumulate in a day. Therefore a 1Pate RR, Pratt M, Blair SN, Haskell WL , Macera CA, Bouchard C et al. Phy sical activ ity and public health. A recommendation f rom the Centers f or Disease Control and Prev ention and the American College of Sports Medicine. Journal of Am en'can Medical Association 1995; 273(5):402-7. and U.S. Department of Health and Human Serv ices. Physical Activity and Health: A Report of the Surgeon General. Department of Health and Human Serv ices, Centers f or Disease Control and Prev ention, National Center f or Chronic Disease Prev ention and Health Promotion, The Presidents' Council on Phy sical Fitness and Sports: Atlanta, GA:USA. 1996.new, higher cutpoint is needed to describe the levels of physical activity associated with health benefits for measures such as IPAQ, which report on a broad range of domains of physical activity.…Hiah，This category was developed to describe higher levels of participation. Although it is known that greater health benefits are associated with increased levels of activity there is no consensus on the exact amount of activity for maximal benefit. In the absence of any established criteria, the IPAQ Research Committee proposes a measure which equates to approximately at least one hour per day or more, of at least moderate-intensity activity above the basal level of physical activity Considering that basal activity may be considered to be equivalent to approximately 5000 steps per day, it is proposed that “high active” category be considered as those who move at least 12,500 steps per day, or the equivalent in moderate and vigorous activities. This represents at least an hour more moderate-intensity activity over and above the basal level of activity, or half an hour of vigorous-intensity activity over and above basal levels daily. These calculations were based on emerging results of pedometers studies.2This category provides a higher threshold of measures of total physical activity and is a useful mechanism to distinguish variation in population groups. Also it could be used to set population targets for health-enhancing physical activity when multidomain instruments, such as IPAQ are used.2 Tudor-Locke C, Bassett DR Jr. How many steps/day are enough? Preliminary pedometer indices f or public health. Sports Med.2004;34(1):1-8.…Moderate，This category is defined as doing some activity, more than the low active category. It is proposed that it is a level of activity equivalent to “half an hour of at least moderate-intensity PA on most days”, the former leisure time-based physical activity population health recommendation.…Low，This category is simply defined as not meeting any of the criteria for either of the previous categories.5. Protocol for IPA Q Short Form5.1 Continuous ScoresMedian values and interquartile ranges can be computed for walking (W), moderate- intensity activities (M), vigorous-intensity activities (V) and a combined total physical activity score. All continuous scores are expressed in MET-minutes/week as defined below.5.2 MET Values and Formula for Computation of MET-minutes/weekThe selected MET values were derived from work undertaken during the IPAQ Reliability Study undertaken in 2000-20013. Using the Ainsworth et al. Compendium (Med Sci Sports Med 2000) an average MET score was derived for each type of activity. For example; all types of walking were included and an average MET value for walking was created. The same procedure was undertaken for moderate-intensity activities and vigorous-intensity activities. The following values continue to be used for the analysis of IPAQ data: Walking = 3.3 METs, Moderate PA = 4.0 METs and Vigorous PA = 8.0 METs. Using these values, four continuous scores are defined:Walking MET-minutes/week = 3.3 * walking minutes * walking days ModerateMET-minutes/week = 4.0 * moderate-intensity activity minutes * moderate days Vigorous MET-minutes/week = 8.0 * vigorous-intensity activity minutes * vigorous-intensity days Total physical activity MET-minutes/week = sum of Walking + Moderate + Vigorous MET- minutes/week scores.5.3 Categorical Score Category 1 LowThis is the lowest level of physical activity. Those individuals who not meet criteria for Categories 2 or 3 are considered to have a …low‟ physical activity level.The pattern of activity to be classified as …moderate‟ is either of the following criteria:a) 3 or more days of vigorous-intensity activity of at least 20 minutes per day ORb) 5 or more days of moderate-intensity activity and/or walking of at least 30minutes per dayORc) 5 or more days of any combination of walking, moderate-intensity or vigorousintensity activities achieving a minimum Total physical activity of at least 600 MET-minutes/week.3 Craig CL,Marshall A , Sjostrom M et al. International P hysical Activity Questionnaire: 12 country reliability and validity Med Sci Sports E xerc 2003;AugustCategory 2 ModerateIndividuals meeting at least one of the above criteria would be defined as accumulating a minimum level of activity and therefore be classified as …moderate‟. See Sect ion 7.5 for information about combining days across categories.Category 3 HighA separate category labelled …high‟ can be computed to describe higher levels of participation.The two criteria for classification as …high‟ are:a) vigorous-intensity activity on at least 3 days achieving a minimum Totalphysical activity of at least 1500 MET-minutes/weekORb) 7 or more days of any combination of walking, moderate-intensity orvigorous-intensity activities achieving a minimum Total physical activity of atleast 3000 MET-minutes/week.See Section 7.5 for information about combining days across categories.5.4 Sitting Question in IPA Q Short FormThe IPAQ sitting question is an additional indicator variable of time spent in sedentary activity and is not included as part of any summary score of physical activity. Data on sitting should be reported as median values and interquartile ranges. To-date there are few data on sedentary (sitting) behaviours and no well-accepted thresholds for data presented as categorical levels.6. Protocol for IPA Q Long FormThe long form of IPAQ asks in detail about walking, moderate-intensity and vigorous- intensity physical activity in each of the four domains. Note: asking more detailed questions regarding physical activity within domains is likely to produce higher prevalence estimates than the more generic IPAQ short form.4.0 * moderate-intensity activity minutes * moderate-intensity 8.0 * vigorous-intensity activity minutes * vigorous-intensity 6.1 Continuous ScoreData collected with the IPAQ long form can be reported as a continuous measure and reported as median MET-minutes. Median values and interquartile ranges can be computed for walking (W), moderate-intensity activities (M), and vigorous-intensity activities (V) within each domain using the formulas below. Total scores may also be calculated for walking (W), moderate-intensity activities (M), and vigorous-intensity activities (V); for each domain (work, transport, domestic and garden, and leisure) and for an overall grand total.6.2 MET Values and Formula for Computation of MET-minutes Work DomainWalking MET-minutes/week at work = 3.3 * walking minutes * walking days at workModerate MET-minutes/week at work= 4.0 * moderate-intensity activity minutes * moderate-intensity days at work Vigorous MET-minutes/week at work= 8.0 * vigorous-intensity activity minutes * vigorous-intensity days at work Total Work MET-minutes/week =sum of Walking + Moderate + Vigorous MET-minutes/week scores at work.Active Transportation DomainWalking MET-minutes/week for transport = 3.3 * walking minutes * walking days fortransportation Cycle MET-minutes/week for transport= 6.0 * cycling minutes * cycle days for transportation Total Transport MET-minutes/week = sum of Walking + CyclingMET-minutes/week scores for transportation. Domestic and Garden lYard Work] DomainVigorous MET-minutes/week yard chores= 5.5 * vigorous-intensity activity minutes * vigorous-intensity days doing yard work (Note: the MET value of 5.5 indicates that vigorous garden/yard work should be considered a moderate-intensity activity for scoring and computing total moderate intensity activities.) Moderate MET-minutes/week yard chores= 4.0 * moderate-intensity activity minutes * moderate- intensity days doing yard work Moderate MET-minutes/week inside chores= 3.0* moderate-intensity activity minutes * moderate- intensity days doing inside chores. Total Domestic and Garden MET-minutes/week =sum of Vigorous yard + Moderate yard + Moderate inside chores MET-minutes/week scores.Leisure-Time DomainWalking MET-minutes/week leisure = 3.3 * walking minutes * walking days in leisure Moderate MET-minutes/week leisure = days in leisure Vigorous MET-minutes/week leisure days in leisure Total Leisure-Time MET-minutes/week = sum of Walking + Moderate + Vigorous MET-minutes/week scores in leisure.Total Scores for all Walking, Moderate and Vigorous Physical ActivitiesTotal Walking MET-minutes/week = Walking MET-minutes/week (at Work + for Transport + in Leisure) Total Moderate MET-minutes/week total = Moderate MET-minutes/week (at Work + Yard chores + inside chores + in Leisure time) + Cycling Met-minutes/week for Transport + Vigorous Yard chores MET-minutes/weekTotal Vigorous MET-minutes/week = Vigorous MET-minutes/week (at Work + in Leisure)Note: Cycling MET value and Vigorous garden/yard work MET value fall within the coding range of moderate-intensity activities.Total Physical Activity ScoresAn overall total physical activity MET-minutes/week score can be computed as:Total physical activity MET-minutes/week = sum of Total (Walking + Moderate + Vigorous) MET- minutes/week scores.This is equivalent to computing:Total physical activity MET-minutes/week = sum of Total Work + Total Transport + Total Domestic and Garden + Total Leisure-Time MET-minutes/week scores.As there are no established thresholds for presenting MET-minutes, the IPAQ Research Committee proposes that these data are reported as comparisons of median values and interquartile ranges for different populations.6.3 Categorical ScoreAs noted earlier, regular participation is a key concept included in current public health guidelines for physical activity.4 Therefore, both the total volume and the number ofday/sessions are included in the IPAQ analysis algorithms. There are three levels of physical activity proposed to classify populations - …low‟, ‟moderate‟, and …high‟. T he criteria for these levels are the same as for the IPAQ short [described earlier in Section 4.2]Category 1 LowThis is the lowest level of physical activity. Those individuals who not meet criteria for Categories 2 or 3 are considered …low‟.Category 2 ModerateThe pattern of activity to be classified as …moderate‟ is either of the following criteria:d) 3 or more days of vigorous-intensity activity of at least 20 minutes per day ORe) 5 or more days of moderate-intensity activity and/or walking of at least 30minutes per dayOR4Pate RR, Pratt M, Blair SN, Haskell WL , Macera CA, Bouchard C et al. Phy sical activity and public health. A recommendation f rom the Centers f or Disease Control and Prev ention and the American College of Sports Medicine. Journal of Am erican Medical Association 1995; 273(5):402-7. and U.S. Department of Health and Human Serv ices. Physical Activity and Health: A Report of the Surgeon General. Department of Health and Human Serv ices, Centers f or Disease Control and Prev ention, National Center f or Chronic Disease Prev ention and Health Promotion, The Presidents' Council on Physical Fitness and Sports: Atlanta, GA:USA. 1996.ORb) f) 5 or more days of any combination of walking, moderate-intensity or vigorous- intensityactivities achieving a minimum Total physical activity of at least 600 MET-minutes/week. Individuals meeting at least one of the above criteria would be defined as accumulating a moderate level of activity. See Section 7.5 for information about combining days across categories.Category 3 HighA separate category labelled …high‟ can be computed to describe higher levels of participation. The two criteria for classification as …high‟ are:a) vigorous-intensity activity on at least 3 days achieving a minimum Total physicalactivity of at least 1500 MET-minutes/week 7 or more days of any combination of walking, moderate-intensity orvigorous-intensity activities achieving a minimum Total physical activity of atleast 3000 MET-minutes/week.See Section 7.5 for information about combining days across categories.6.4 IPA Q Sitting Question IPA Q Long FormThe IPAQ sitting question is an additional indicator variable and is not included as part of any summary score of physical activity. To-date there are few data on sedentary (sitting) behaviours and no well-accepted thresholds for data presented as categorical levels. For the sitting question …Minutes‟ is used as the indicator to reflect time spent in sitting rather thanMET-minutes which would suggest an estimate of energy expenditure.IPAQ long assesses an estimate of sitting on a typical weekday, weekend day and time spent sitting during travel (see transport domain questions).Summary sitting variables includeSitting Total Minutes/week = weekday sitting minutes* 5 weekdays + weekend day sitting minutes* 2 weekend daysAverage Sitting Total Minutes/day = (weekday sitting minutes* 5 weekdays + weekend day sitting minutes* 2 weekend days) / 7Note: The above calculation of …Sitting Total‟ excludes time spent sitting during travel because the introduction in IPAQ long directs the responder to NOT include this component as it would have already been captured under the Transport section. If a summary sitting variable including time spent sitting for transport is required, it should be calculated by adding the time reported (travelling in a motor vehicle) under transport to the above formula. Care should be taken in reporting these alternate data to clearly distinguish the …total sitting‟ variable from a …total sitting - including transport‟ variable.Data Processing RulesIn addition to a standardized approach to computing categorical and continuous measures of physical activity, it is necessary to undertake standard methods for the cleaning and treatment of IPAQ datasets. The use of different approaches and rules would introduce variability and reduce the comparability of data.There are no established rules for data cleaning and processing on physical activity. Thus, to allow more accurate comparisons across studies IPAQ Research Committee has established and recommends the following guidelines:7.1 Data CleaningI. Any responses to duration (time) provided in the hours and minutes response optionshould be converted from hours and minutes into minutes.II. To ensure that responses in …minutes‟ were not entered in the …hours‟ column by mistake during self-co mpletion or during data entry process, values of …15‟，…30’，…45‟，…60‟ and …90‟ in the …hours‟ column should be converted to …15‟，…30‟，…45‟，…60‟ and …90‟ minutes, respectively, in the minutes column.III. In some cases duration (time) will be reported as weekly (not daily) e.g., VWHRS, VWMINS. These data should be converted into an average daily time by dividing by 7. IV. If …don‟t know‟ or …refused … or data are missing for time or days then that case is removed from analysis.Note: Both the number of days and daily time are required for the creation ofcategorical and continuous summary variables7.2 Maximum Values for Excluding OutliersThis rule is to exclude data which are unreasonably high; these data are to be considered outliers and thus are excluded from analysis. All cases in which the sum total of all Walking, Moderate and Vigorous time variables is greater than 960 minutes (16 hours) should be excluded from the analysis. This assumes that on average an individual of 8 hours per day is spent sleeping.The …days‟ variables can take the range 0-7 days, or 8, 9 (don‟t know or refused); values greater than 9 should not be allowed and those cases excluded from analysis.7.3 Minimum Values for Duration of A ctivityOnly values of 10 or more minutes of activity should be included in the calculation of summary scores. The rationale being that the scientific evidence indicates that episodes or bouts of at least 10 minutes are required to achieve health benefits. Responses of less than 10 minutes [and their associated days] should be re-coded to …zero‟.This rule attempts to normalize the distribution of levels of activity which are usually skewed in national or large population data sets.In IPAQ short - it is recommended that all Walking, Moderate and Vigorous time variables exceeding ... 3 hours‟ or ...180 minutes‟ are truncated (that is re-coded) to be equal to (180)7.4 Truncation of Data Rulesminutes‟ in a new variable. This rule permits a maximum of 21 hours of activ ity in a week to be reported for each category (3 hours * 7 days).In IPAQ long - the truncation process is more complicated, but to be consistent with the approach for IPAQ short requires that the variables total Walking, total Moderate- intensity and total Vigorous-intensity activity are calculated and then, for each of these summed behaviours, the total value should be truncated to 3 hours (180 minutes).When analysing the data as categorical variable or presenting median and interquartile ranges of the MET-minute scores, the application of the truncation rule will not affect the results. This rule does have the important effect of preventing misclassification in the …high‟ category. For example, an individual who reports walking for 10 minutes on 6 days and 12 hours of moderate activity on one day could be coded as …high‟ because this pattern meets the …7 day” and “3000 MET-min” criteria for …high‟. However, this uncommon pattern of activity is unlikely to yield the health benefits that the …high‟ categor y is intended to represent. Although using median is recommended due to the skewed distribution of scores, if IPAQ data are analysed and presented as a continuous variable using mean values, the application of the truncation rule will produce slightly lower mean values than would otherwise be obtained.7.5 Calculating MET-minute/week ScoresData processing rules 7.2, 7.3, and 7.4 deals first with excluding outlier data, then secondly, with recoding minimum values and then finally dealing with high values. These rules will ensure that highly active people remain classified as …high‟, while decreasing the chances that less active individuals are misclassified and coded as …high‟.Using the resulting variables, convert time and days to MET-minute/week scores [see above Sections 5.2 and 6.2; METS x days x daily time].7.6 Calculating Total Days for Presenting Categorical Data on Moderate and HighLevelsPresenting IPAQ data using categorical variables requires the total number of …days‟ on which all physical activity was undertaken to be assessed. This is difficult because frequency in …days‟ is asked separately for walking, moderate-intensity and vigorous- intensity activities, thus allowing the total number of …days‟ to range from a minimumof 0 to a maximum of 21‟days‟ per week in IPAQ short and higher in IPAQ long. The IPAQ instrument does not record if different types of activity are undertaken on the same day.In calculating …moderately active‟, the primary requirement is to identify those individuals who undertake activity on at least …5days‟/week [see Sections 4.2 and 5.3]. Indi viduals who meet this criterion should be coded in a new variable called “at least five days” and this variable should be used to identify those meeting criterion b) at least 30 minutes of moderate-intensity activity and/or walking; and those meeting criterion c) any combination of walking, moderate-intensity or vigorous-intensity activities achieving a minimum of 600MET-minutes/week.APPENDIX 1 Below are two examples showing this coding in practice:i) an individual who reports …2 days of moderate -intensity‟ and …3 days of walking‟ should be coded as a value indicating “at least five days”;ii) an individual reporting …2 days of vigorous -intensity‟, …2 days of moderate -intensity‟ and …2 days of walking should be coded as a value to indicate “at leastfive days” [even though the actual total is 6].The original frequency of …days‟ for each type of activity should remain in the data file for usein the other calculations.The same approach as described above is used to calculate total days for computing the…high‟ category. The primary requirement according to the stated criteria is to identify thoseindividuals who undertake a combination of walking, moderate-intensity and or vigorous-intensity activity on at least 7 days/week [See section 4.2].Individuals who meet this criterion should be coded as a value in a new variable to reflect “atleast 7 days".Below are two examples showing this coding in practice:i) an individual who reports …4 days of moderate -intensity‟ and …3 days of walking‟ shouldbe coded as the new variable “at least 7 days".ii) an individual reporting …3 days of vigorous -intensity‟, …3 days moderate - intensity‟ and…3 days walking‟ should be coded as “at least 7 days" [even though the total adds to9] .8. Summary algorithmsThe algorithms in Appendix 1 and Appendix 2 to this document show how these rules work inan analysis plan, to develop the categories 1 [Low], 2 [Moderate], and 3 [High] levels ofactivity.IPA Q Research CommitteeNovember 2005。

语言学教程复习题与答案(胡壮麟版第四章)I. Decide whether each of the following statements is True or False: 1. Syntax is a subfied of linguistics that studies the sentence structure of language, including the combination of m orphemes into words. 2.Grammatical sentences are formed following a set of syntactic rules.3. Sentences are composed of sequence of words arranged in a simple linear order, with one adding onto another following a simple arithmetic logic.4.Universally found in the grammars of all human languages, syntactic rules that comprise the system of internalized linguistic kn owledge of a language speak-er are known as linguistic competence.5. The syntactic rules of any language are finite in number, but there is no limit to the number of sentences native speakers of that language are able to produce and comprehend.6. In a complex sentence, th e two clauses hold unequal status, one subordinating the other.7. Constituents that can be substituted for one another without loss of grammaticality belong to the same syntactic category.8. Minor lexical categories are open because these categories are not fixed and new members are allowed for.9. In English syntactic analysis, four phrasal categories are commonly recognized and discussed, namely, noun phrase, verb phrase, infinitiv e phrase, and auxiliary phrase. 10. In English the subject usually precedes the verb and the direct object usually follows the verb.11.What is actually internalized in the mind of a native speaker is a complete list of words and phrases rather than grammatical knowledge.12. A no un phrase must contain a noun, but other elements are optional.13. It is believed that phrase structure rules, with the insertion of the lexicon, generate sentences at the level of D-struct ure.14. WH-movement is obligatory in English which changes a sentence from affirmative to interrogative.II. Fill in each of the following blanks with one word which begins with the l etter given: 15. A s________ sentence consists of a single clause which contains a sub-ject a nd a predicate and stands alone as its own sentence. 16.A s______ is a structurally independ ent unit that usually comprises a number of words to form a complete statement, question o r command. 17.A s______ may be a noun or a noun phrase in a sentence that usually prec edes the predicate.18. The part of a sentence which comprises a finite verb or a verb phrase and which says something about the subject is grammatically called p_________.19. A c_________ sentence contains two, or more, clauses, one of which is incorporated into the other.20. In the complex sentence, the incorporated or subordinate clause is normally called an e_ ______ clause.21. Major lexical categories are o___ categories in the sense that new words a re constantly added.22. A _____ Condition on case assignment states that a case assignor an d a case recipient should stay adjacent to each other.23. P_______ are syntactic options of UG that allow general principles to operate in one way or another and contribute to signific ant linguistic variations between and among natural languages.24. The theory of C____ condit ion explains the fact that noun phrases appear only in subject and object positions.III. There are four given choices for each statement below. Mark the choice that can best complete t he statement: 25.A sentence is considered ____ when it does not conform to the grammatical-cal knowledge in the mind of native speakers.A. rightB. wrongC. grammaticalD. ungrammatical 26. A __________ in the embedd ed clause refers to the introductory word that introduces the embedded clause. A. coordinato r B. particle C. preposition D. subordinator 27. Phrase structure rules have ____ properti es. A. recursive B. grammatical C. social D. functional 28. Phrase structure rules allow us to better understand ____________A. how words and phrases form sentences.B. what constitutes the grammaticality of strings of wordsC. how people produce and recognize possible sentencesD. All of the above. 29. Syntactic movement is dictated by rules traditionally called ________. A. transformational rul esB. generative rules C. phrase structure rules D. x-bar theory 30. The theory of case conditio n accounts for the fact that __________. A. noun phrases appear only in subject and object positions. B. noun phrases can be used to modify another noun phrase C. noun phrase can be used in adverbial positions D. noun phrase can be moved to any place if necessary. 31. The sentence structure is ________. A. only linear B. Only hierarchical C. complex D. both linear and hierarchical 32. The syntactic rules of any language are ____ in number.A. largeB. smallC. finiteD. infinite 33. The ________ rules are the rules that g roup words and phrases to form grammatical sentencesA. lexicalB. morphologicalC. linguisticD. combinational 34._______ rules may change the syntactic representation of a sentence. A. Generative B. Transformational C. X-bar D. Phrase structureIV. Define the following terms: 35. syntax 36. Sentence 37. coordinate sentence 38. synta ctic categories 39. grammatical relations 40. linguistic competence 41. transformational rules42. D-structure V. Answer the following questions:43. What are the basic components of a sentence? 44. What are the major types of sentence s? Illustrate them with examples. 45. Are the elements in a sentence linearly structured? Why?46. What are the advantages of using tree diagrams in the analysis of sentence structures? 4 7. What is NP movement. Illustrate it with examples.I. Decide whether each of the following statements is True or False: l.F 2.T 3.F 4.T 5. T 6.T 7.T 8.F 9.F 10.T 11.F 12.T 13.T 14.T II. Fill in each of the following blanks with one word which begins with the letter given: 15. simple, 16. sentence 17. subject 18. predicate 19. complex 20.embedded 21. open 22.adjacency 23.Parameters 24.Case III. There ar e four given choices for each statement below. Mark the choice that can best complete the statement: 25. D 26. D 27. A 28. D 29. A 30. A 31. D 32. C 33. D 34. BIV. Define the following terms: 35. syntax: Syntax is a subfield of linguistics. It studies the sentence structur e of language. It consists of a set of abstract rules that allow words to be combined with o ther words to form grammatical sentences. 36. Sentence: A sentence is a structurally indepen dent unit that usually comprises a number of words to form a complete statement, question or command. Normally, a sentence consists of at least a subject and a predicate which conta ins a finite verb or a verb phrase. 37. coordinate sentence: A coordinate sentence contains t wo clauses joined by a linking word called coordinating conjunction, such as "and", "but", "o r". 38. syntactic categories: Apart from sentences and clauses, a syntactic category usually refe rs to a word (called a lexical category) or a phrase ( called a phrasal category) that performs a particular grammatical function. 39. grammatical relations: The structural and logical functi onal relations of constituents are called grammatical relations. The grammatical relations of a sentence concern the way each noun phrase in the sentence relates to the verb. In many cas es, grammatical relations in fact refer to who does what to whom .40. linguistic competence: Universally found in the grammars of all human languages, syntactic rules comprise the syst em of internalized linguistic knowledge of a language speaker known as linguistic competence.41. Transformational rules: Transformational rules are the rules that transform one sentence type into another type.42. D-structure: D- structure is the level of syntactic representation that exists before movement takes place. Phrase structure rules, with the insertion of the lexicon, generate sentences at the level of D-structure.V. Answer the following questions: 43.What are the basic components of a sentence? Normally, a sentence consists of at least a s ubject and its predicate which contains a finite verb or a verb phrase. 44. What are the maj or types of sentences? Illustrate them with examples. Traditionally, there are three major ty pes of sentences. They are simple sentence, coordinate( compound) sentence, and complex se ntence. A simple sentence consists of a single clause which contains a subject and a predicat e and stands alone as its own sentence, for example: John reads extensively. A coo rdinate sentence contains two clauses joined by a linking word that is called coordinating con junction, such as "and", "but", "or". For example: John is reading a linguistic book, and Mary is preparing for her history exam. A complex sentence contains two, or more, clauses, one of which is incorporated into the other. The two clauses in a complex sentenc e do not have equal status, one is subordinate to the other. For exam-ple: Before John gave her a lecture, Mary showed no interest in lin-guistics. 45. Are the elements in a sentence li nearly structured? Why? No. Language is both linearly and hierarchically structured. When a sentence is uttered or written down, the words of the sentence are produced one after an other in a sequence. A closer examination of a sentence shows that a sentence is not comp osed of sequence of words arranged in a simple linear order with one adding onto another f ollowing a simple arithmetic logic. In fact, sen-tences are also hierarchically structured. They are orga-nized by grouping together words of the same syntactic category, such as noun phra se (NP) or verb phrase (VP), as can be seen from the following tree diagram:S NP VP Det N Vt NPDet N The boy likes the music. 46. Wh at are the advantages of using tree diagrams in the analysis of sentence structures? The tre e diagram can not only reveal a linear order, but also a hierarchical structure that groups wo rds into structural constituents. It can, in addition, show the syntactic category of each struct ural constituent, thus it is believed to most truthfully illustrate the constituent relationship am ong linguistic elements. 47. What is NP movement. Illustrate it with examples. NP movemen t in-volves the movement of a noun phrase. NP-movement occurs when, for example, a sent ence changes from the active voice to the passive voice: (A)The man beat the child. (B). The child was beaten by the man. B is the result of the m ovement of the noun phrases "the man" and "the child" from their original positions in (A) to new positions. That is, "the man" is postposed to the right and "the child" is preposed to the left. Not all instances of NP-movement, however, are related to changing a sentenc e from the active voice to the passive voice. For example: (C) It seems they are quite fit for the job. (D) They seem quite fit for the job. These sentences are identical in meanin g, but different in their superfi-cial syntactic representations. It is believed that they have the same underly-ing structure, but (27b) is the result of an NP movement.语言学教程复习题与答案(胡壮麟版第五章)I. Decide whether each of the following statements is True or False: 1. Dialectal synonyms can often be found in different regional dialects such as British English and American Engl ish but cannot be found within the variety itself, for example, within British English or Ame rican English. 2. Sense is concerned with the relationship between the linguistic element and the non-linguistic world of experience, while the reference deals with the inherent meaning of the linguistic form. 3. Linguistic forms having the same sense may have different refere nces in different situations. 4. In semantics, meaning of language is considered as the intrinsi c and inherent relation to the physical world of experience. 5. Contextualism is based on t he presumption that one can derive meaning from or reduce meaning to observable context s. 6. Behaviourists attempted to define the meaning of a language form as the situation in which the speaker utters it and the response it calls forth in the hearer. 7. The meaning of a sentence is the sum total of the meanings of all its components. 8. Most languages have sets of lexical items similar in meaning but ranked differently according to their degree of formality. 9. “it is hot.”is a no-place predication because it contains no argument.10. In grammatical analysis, the sentence is taken to be the basic unit, but in semantic analy sis of a sentence, the basic unit is predication, which is the abstraction of the meaning of a sentence. II. Fill in each of the following blanks with one word which begins with the let ter given: 11. S________ can be defined as the study of meaning. 12. The conceptualist vie w holds that there is no d______ link between a linguistic form and what it refers to. 13.R______ means what a linguistic form refers to in the real, physical world; it deals with the relationship between the linguistic element and the non-linguistic world of experience. 14. W ords that are close in meaning are called s________. 15. When two words are identical in s ound, but different in spelling and meaning, they are called h__________. 16.R_________ o pposites are pairs of words that exhibit the reversal of a relationship between the two items.17. C ____ analysis is based upon the belief that the meaning of a word can be divided i nto meaning components. 18. Whether a sentence is semantically meaningful is governed by rules called s________ restrictions, which are constraints on what lexical items can go with what others. 19. An a________ is a logical participant in a predication, largely identical with the nominal element(s) in a sentence. 20. According to the n ____ theory of meaning, the words in a lan-guage are taken to be labels of the objects they stand for. III. There are fou r choices following each statement. Mark the choice that can best complete the statement: 21. The naming theory is advanced by ________.A. PlatoB. BloomfieldC. Geoffrey LeechD. Firth 22. “We shall k now a word by the company it keeps.”This statement represents _______. A. the conce ptualist view B. contexutalism C. the naming theory D.behaviourism 23. Whic h of the following is not true? A. Sense is concerned with the inherent meaning of the lin guistic form. B. Sense is the collection of all the features of the linguistic form. C. Sense is abstract and de-contextualized. D. Sense is the aspect of meaning dictionary compilers are not interested in. 24. “Can I borrow your bike?”_______ “You have a bike.”A. is synonymous withB. is inconsistent withC. entailsD. presupposes 25. ____ _______ is a way in which the meaning of a word can be dissected into meaning compone nts, called semantic features. A. Predication analysis B. Componential analysis C. Phonemic analysis D. Grammatical analysis 26. “alive”and “dead”are ______ ________. A. gradable antonyms B. relational opposites C. complementary antony ms D. None of the above 27. _________ deals with the relationship between the ling uistic element and the non-linguistic world of experience. A. Reference B. C oncept C. Semantics D. Sense 28. ___________ refers to the pheno广告网址n that words having different meanings have the same form. A. PolysemyB. SynonymyC. HomonymyD. Hyponymy 29. Words that are close in meaning are called ______________. A. homonyms B. polysemy C. hyponyms D. synonyms 30. The grammaticality of a sentence is governed by _ ______. A. grammatical rules B. selectional restrictions C. semantic rules D. semantic fea tures IV. Define the following terms: 31. semantics 32. sense 33 . reference 34. synonymy 35. polysemy 36. homonymy 37. homophones 38. Homographs 39. complete homonyms 40. hyponymy 41.antonymy 42 componential analysis 43.grammatical meaning 44. predication 45. Ar gument 46. predicate 47. Two-place predication V. Answer the following questions: 48. Why do we say that a meaning of a sentence is not the sum total of the meanings of all its components? 49. What is componential analysis? Illustrate it with exampl es. 50. How do you distinguish between entailment and presupposition in terms of truth val ues? 51. How do you account for such sense relations between sentences as synonymous re lation, inconsistent relation in terms of truth values? 52. According to the way synonyms di ffer, how many groups can we classify synonyms into? Illustrate them with examples. 53. W hat are the major views concerning the study of meaning? How they differ?I. Decide whether each of the following statements is True or False: l.F 2.F 3.T 4.F 5. T 6.T 7.F 8.T 9.T 10.T II. Fill in each of the following blanks with one word which begins with the letter given: 11. Semantics 12. direct 13.Reference 14. synonyms 15.homopho nes 16.Relational 17. Componential 18. selectional 19. argument 20. naming III. There are fo ur choices following each statement. Mark the choice that can best complete the statement: 2l.A 22.B 23.D 24.D 25.B 26.C 27.A 28.C 29.D 30.A IV. Define the following terms: 31. Se mantics: Semantics can be simply defined as the study of meaning in language. 32. Sense: Se nse is concerned with the inherent meaning of the linguistic form. It is the collection of all the features of the linguistic form; it is abstract and de -contextualised. 33. Reference: Refere nce means what a linguistic form refers to in the real, physical world; it deals with the relati onship between the linguistic element and the non-linguistic world of experience 34. Synonym y :Synonymy refers to the sameness or close similarity of meaning. 35. Polysemy :Polysemy r efers to the fact that the same one word may have more than one meaning. 36. Homonymy:Homonymy refers to the pheno广告网址n that words having different mean-ings have the same form, i.e. , different words are identical in sound or spelling, or in both. 37. homoph ones :When two words are identical in sound, they are called homophones 38. homographs : When two words are identical in spelling, they are homographs. 39. complete homonyms.:Wh en two words are identical in both sound and spelling, they are called complete homonyms.40.Hyponymy :Hyponymy refers to the sense relation between a more general, more inclusive word and a more specific word. 41. Antonymy :Antonymy refers to the relation of opposite ness of meaning. 42. Componential analysis : Componential analysis is a way to analyze word meaning. It was pro-posed by structural semanticists. The approach is based on the belief t hat the meaning of a -word can be divided into meaning components, which are called sema ntic features. 43.The grammatical meaning : The grammatical meaning of a sentence refers to its grammaticality, i.e. , its grammatical well-formedness . The grammaticality of a sentence i s governed by the grammatical rules of the language. 44. predica-tion :The predica-tion is the abstraction of the meaning of a sentence. 45. ar-gument : An ar-gument is a logical particip ant in a predication. It is generally identical with the nominal element (s) in a sentence. 46. predicate : A predicate is something that is said about an argument or it states the logical re lation linking the arguments in a sentence. 47. two-place predication :A two-place predication is one which con-tains two arguments. V. Answer the following qu estions: 48. Why do we say that a meaning of a sentence is not the sum total of the mea nings of all its components? The meaning of a sentence is not the sum total of the mean ings of all its components because it cannot be worked out by adding up all the meanings of its constituent words. For example; (A) The dog bit the man. (B) The man bit the dog. If the meaning of a sentence were the sum total of the meanings of all its co mponents, then the above two sentences would have the same meaning. In fact they are diff erent in meanings. As we know, there are two aspects to sentence meaning: grammatical mea n-ing and semantic meaning. The grammatical meanings of “the dog”and “the man”in (A) are different from the grammatical meanings of “the dog”and “the man”in (B). T he meaning of a sentence is the product of both lexical and grammatical meaning. It is the product of the meaning of the constituent words and of the grammatical constructions that r elate one word syntagmatically to another. 49.What is componential analysis? Illustrate it with examples. Componential analysis, pro-pos ed by structural semanticists, is a way to analyze word meaning. The approach is based on t he belief that the meaning of a word can be divided into meaning components, which are c alled semantic features. Plus and minus signs are used to indicate whether a certain semantic feature is present or absent in the meaning of a word, and these feature symbols are usuall y written in capitalized letters. For example, the word “man”is ana-lyzed as consisting of the semantic features of [+ HUMAN, + ADULT, + ANIMATE, +MALE] 50. How do yo u distinguish between entailment and presupposition in terms of truth values? Entailment is a relation of inclusion. Suppose there are two sentences X and Y: X: He has been to Fran ce. Y: He has been to Europe. In terms of truth values, if X is true, Y is necessarily tru e, e.g. If he has been to France, he must have been to Europe. If X is false, Y may be t rue or false, e. g. If he has not been to France, he may still have been to Europe or he h as not been to Europe. If Y is true, X may be true or false, e.g. If he has been to Europe, he may or may not have been to France. If Y is false, X is false, e.g. If he has not been to Europe, he cannot have been to France. Therefore we conclude that X entails Y or Y i s an entailment of X. The truth conditions that we use to judge presupposition is as follows: Suppose there are two sentences X and Y X: John' s bike needs repairing. Y: J ohn has a bike. If X is true, Y must be true, e.g. If John' s bike needs repairing, John mus t have a bike. If X is false, Y is still true, e. g. If John' s bike does not need repairing, Jo hn still has a bike. If Y is true, X is either true or false, e.g. If John has a bike, it may or may not need repairing. If Y is false, no truth value can be said about X, e.g. If John doe s not have a bike, nothing can be said about whether his bike needs repairing or not. There fore, X presupposes Y, or Y is a presupposition of X. 51. How do you account for such sense relations between sentences as synonymous relation, inconsistent relation in terms of tr uth values? In terms of truth condition, of the two sentences X and Y, if X is true, Y is true; if X is false, Y is false, therefore X is synonymous with Y e.g. X; He was a bachelor all his life. Y: He never married all his life. Of the two sentences X and Y, if X is true, Y is false; if X is false, Y is true, then we can say A is inconsistent with Y e.g. X: John ismarried. Y: John is a bachelor.52. According to the ways synonyms differ, how many groups can we classify synonyms into? Illustrate them with examples.According to the ways synonyms differ, synonyms can be divided into the following group s. i. Dialectal synonyms They are synonyms which are used in different regional dialects. Bri tish English and American English are the two major geographical varieties of the English la nguage. For examples: British English American English autumn fall lift elevator Then dialectal synonyms can also be foun d within British, or American English itself. For example, "girl" is called "lass" or "lassie" in Scottish dialect, and "liquor" is called "whisky" in Irish dialect. ii. Stylistic synonyms They a re synonyms which differ in style or degree of formality. Some of the stylistic synonyms ten d to be more formal, others tend to be casual, and still oth-ers are neutral in style. For exa mple: old man, daddy, dad, father, male parent chap, pal, friend, companion iii. Synonyms that differ in their emotive or evaluative meaning They are the words that have the same meaning but express different emotions of the user. The emotions of the user indi cate the attitude or bias of the user toward what he is talking about . For exam-ple, “colla borator” and “accomplice” are synonymous, sharing the meaning of "a person who helps another", but they are different in their evaluative meaning. The former means that a person who helps another in do-ing something good, while the latter refers to a person who helps another in a criminal act. iv. Collocational synonyms They are synonyms which differ in the ir collocation. For example, we can use accuse, charge, rebuke to say that someone has done something wrong or even criminal, but they are used with different preposi-tions accuse. . . of, charge. . . with, rebuke. . .for. v. V. Semantically different synonyms Semantically differe nt synonyms refer to the synonyms that differ slight-ly in what they mean. For example, "a maze" and "astound" are very close in meaning to the word "surprise," but they have very s ubtle differences in meaning. While amaze suggests confusion andbewilderment, " astound" implies difficulty in believing. " 53. What are the major views concerning the study of meaning? How do they differ? One of the oldest w as the naming theory, proposed by the ancient Greek scholar Plato, who believed that the w ords used in a language are taken to be la-bels of the objects they stand for. The conceptua list view holds that there is no direct link between a lin-guistic form and what it refers to.The form and the meaning are linked through the mediation of concepts in the mind. Conte xtualism is based on the presumption that one can derive meaning from or reduce meaning to observable contexts. Two kinds of context are recognized; the situational context and the linguistic context. For example, the meaning of the word "seal" in the sentence "The seal co uld not be found" can only be determined ac-cording to the context in which the sentence occurs: The seal could not be found. The zoo keeper became worried. (seal meaning an aqu atic mammal) The seal could not be found. The king became worried. (seal meaning the kin g's stamp)Behaviorism drew on behaviorist psychology when he tried to define the meaning of lingui stic forms. Behaviorists attempted to de-fine the meaning of a language form as " the situati on in which the speaker utters it and the response it calls forth in the hearer".语言学教程复习题与答案(胡壮麟版第六章)Historical Linguistics I. Decide whether each of the following statements is True or False: 1. One of the tasks of the historical linguists is to explore methods to reconstruct linguistic history and establish the relationship between languages. 2. Language change is a gradual and constant process, therefore often indiscernible to speakers of the same generation. 3. The hi story of the English language is divided into the periods of Old English, Middle English and Modern English. 4. Middle English began with the arrival of Anglo-Saxons, who invaded th e British Isles from northern Europe. 5. In Old English, all the nouns are inflected to mark nominative, genitive, dative and accusative cases. 6. In Old English, the verb of a sentence often precedes the subject rather than follows it. 7. A direct consequence of the Renaissance Movement was the revival of French as a literary language. 8. In general, linguistic change i n grammar is more noticeable than that in the sound system and the vocabulary of a langua ge. 9. The sound changes include changes in vowel sounds, and in the loss, gain and move ment of sounds. 10. The least widely-spread morphological changes in the historical develop ment of English are the loss and addition of affixes. 11. In Old English, the morphosyntac tic rule of adjective agreement stipulated that the endings of adjective must agree with the h ead noun in case, number and gender. 12.。