语言学期末考试试卷
1. 围绕SFL,TG Grammar, FSP, Saussure 四个知识点，结合课本367及368页相关问答题准备复习。
2．理解并一定识记以下相关概念和名词：
categorization ，interpersonal function，duality，mantics，recursiveness，language linguistics，image schema，competence，allophone，inflection，syntax
3. 会自己分析诸如课本368页22题，367页14题的题型。
4.其他参见老师最后一次课梳理的内容。
党员培训总结1.Why is Saussure hailed as the father of modern linguistics?
Saussure was the first to notice the complexities of language. He believed that language is a system of signs. To communicate ideas, signs must be part of a system of signs, called conventions. He held that the sign is the union of a form (signifier) and an idea (signified), a
nd it is the central fact of language. By providing answers to questions concerning many aspects of language, Saussure made clear the object of study for linguistics as a science. His ideas on the arbitrary nature of sign, on the relational nature of linguistic units, on the distinction of langue and parole and of synchronic and diachronic linguistics, etc. pushed linguistics into a brand new stage.
2.What are the three important points of the Prague School?
First, it stresd that the synchronic study of language is fully justified as it can draw on complete and controllable material for investigation. Second, it emphasized the systemic character of language, arguing that no element of any language can be satisfactorily analyzed or evaluated if viewed in isolation. In other words, elements are held to be in functional contrast or opposition. Third, it looked on language as a tool performing a number of esntial functions or tasks for the community using it.
3.What is the Prague School best known for?
前苏联解体酱汁肘子
The Prague School is best known and remembered for its contribution to phonology and the distinction between phonetics and phonology. Following Saussure’s distinction between langue and parole, Trubetzkoy argued that phonetics belonged to parole whereas phonology belonged to langue. On this basis he developed the notion of “phoneme”as an abstract unit of the sound system as distinct from the sounds actually produced. In classifying distinctive features, he propod three criteria: (1) their relation to the whole contrastive system; (2) relations between the opposing elements; and (3) their power of discrimination. The oppositions can be summarid as: a) bilateral opposition; b) multilateral opposition; c) proportional opposition; d) isolated opposition; e) privative opposition; f) gradual opposition; g) equippolent opposition; h) neutralisable opposition; and i) constant opposition.
4.What is the esnce of Functional Sentence Perspective (FSP)? FSP is a theory that refers to a linguistic analysis of utterances (or texts) in terms of the information they contain. The principle is that the role of each utterance part is evaluated for its mantic contribution to the whole. From a functional point of view, some Czechoslovak linguists b
elieved that a ntence contains a point of departure and a goal of discour. The point of departure is equally prent to the speaker and to the hearer –it is their rallying point, the ground on which they meet. This is called the Theme. The goal of discour prents the very information that is to be imparted to the hearer. This is called the Rheme. It is believed that the movement from the Theme to the Rheme reveals the movement of the mind itlf. Language may u different syntactic structures, but the order of ideas remains basically the same. Bad on the obrvations, they created the notion of
Functional Sentence Perspective (FSP) to describe how information is distributed in ntences. FSP deals particularly with the effect of the distribution of known (or given) information and new information in discour. The known information refers to information that is not new to the reader or hearer, and the new information is what is to be transmitted to the reader or hearer. 5. What is the tradition of the London School? The London School has a tradition of laying stress on the functions of language and attaching great importance tocontexts of situation and the system aspect of language. It is the features that have made this school of thought known as systemic linguistics and function
大青楼al linguistics. It is an important and admirable part of the London School tradition to believe that different types of linguistic description may be appropriate for different purpos. 6. What is the difference between Malinowski and Firth on context of situation? Malinowski distinguished three types of context of situation: situations in which speech interrelates with bodily activity, narrative situations, and phatic situations. Firth defined the context of situation as including the entire cultural tting of speech and the personal history of the participants rather than as simply the context of human activity going on at the moment. Recognising that ntences can vary infinitely, Firth ud the notion of “typical context of situation”, meaning that social situations determine the social roles participants are obliged to play; since the total number of typical contexts of situation they will encounter is finite, the total number of social roles is also finite. He put forward the idea that in analysing a typical context of situation, one has to take into consideration both the situational context and the linguistic context of a text. 7. What is important about Firth’s prosodic analysis? Prosodic analysis, or prosodic phonology, is Firth’s cond important contribution to linguistics. Since any human utterance is a continuous speech fl
ow made up of at least one syllable, it cannot be cut into independent units. Phonological description only deals with paradigmatic relations, leaving syntagmatic relations out of consideration. Firth pointed out that in actual speech, it is not phonemes that make up the paradigmatic relations, but phonematic units. There are fewer features in phonematic units than in phonemes, becau some features are common to phonemes of a syllable or a phra (even a ntence). When the features are considered in syntagmatic relations, they are all called prosodic units, which include features such as stress, length, nasalisation, palatalisation, and aspiration. In any ca, the features cannot be found in one phonematic unit alone.
8.What is the relation between Systemic Grammar and Functional Grammar?逆商
Systemic Grammar and Functional Grammar are two inparable components for an integral framework of Systemic-Functional linguistic theory. Systemic Grammar aims to explain the internal relations in language as a system network, or meaning potential. This network consists of subsystems from which language urs make choices. Functional gra
mmar aims to reveal that language is a means of social interaction, bad on the position that language system and the forms that make it up are inescapably determined by the us or functions which they rve.Systemic Grammar contains a functional component, and the theory behind Functional Grammar is systemic.
.9What is special about Systemic-Functional linguistics?
Systemic-Functional linguistics aims to provide taxonomy for ntences, a means of descriptively classifying particular ntences. Although it may not em as influential as Chomsky’s transformational-generative theory in some parts of the world, it is much more relevant to the needs of various groups of people who deal with language. Halliday believes
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