Exercis (Unit 4 Language)
Section A A Road to Vulgarity
Part one Paraphra
1. The classroom context in which J and R learned English afforded ample
opportunities for natural language u. It enabled J and R to develop a basic ability to perform requests using target language forms.
2. It also showed that they developed only a limited ability to vary their choice of
request strategy in accordance with situational factors.
3. It would be quite unreasonable to expect the learner of a cond language not to exhibit such slips of the tongue, since he is subject to similar external and internal conditions when performing in his first or cond language.ti是什么意思
4. Whether one considers Wes to be a good language learner or a poor language
learner depends very much on one‟s definition of language and of the content of SLA. If language is en as a means of initiating, maintaining, and regulating relationships and carrying on the business of living, then perhaps Wes is a good learner. Of one views language as a system of elements and rules, with syntax playing a major role, then Wes is clearly a very poor learner.
5. It is possible that many learners do not hold distinct attitudes, positive or negative, towards the target –language group. Such is probably the ca with many foreign language learners. It does not follow, however, that such learners are unmotiv ated.
Part two W ords and expressions
The following words are some terms frequently ud in the study of SLA. Make sure of their meaning, and then put them in the blan ks which th ey rightly belong to.
Fossilize overgeneralization motivation L1 transfer L2 acquisition interlanguage Faculty learning strategies input language aptitu de
1. Learners employ various learning strategies to develop th eir _____________.
2. The different kinds of errors learners produce reflect differen t ______________.
3. ___________and transfer errors can also be en as evidence of learning strategies.
4. The learner‟s grammar is likely to _______. Selinker suggested that only about five percent of learners go on to develop the same mental grammar as native speakers.
5. The human mind is equipped with a ______ for learning language, referred to as a Language Acquisition Device.
6.__________ involves the attitudes and affective states that influence the degree of
effort that learners make to learn an L2.
7.____refers to the influence that the learner‟s L1 exerts over the acquisition of an L2.
8. ____________can be defined as the way in which people learn a language other than their mother tongue, inside or outside of a classroom.
9. There are many factors that account for why learners acquire an L2 in the way they do. One of the external factors is the__________ that learners receive, that is, the samples of language to which a learner is expod.
10. A t of internal factors explain why learners vary in the rate they learn an L2 and
how successful they ultimately are. It has been suggested that people vary in their __________, that is their natural disposition for learning an L2, some finding it easier than others.
Part three Translating the following passage into Chine.
标准用法包括那些为使用这种语言的大多数人在任何场合下理解、使用和接受的词和短语，而不论该场合是否正式。这些词和短语的意义已很确定并被列人了标准词典中。相反，俗语是指那些几乎所有讲这种语言的人都理解并在非正式的口头或书面中使用，却不适用于更正规的一些场合的词和短语。几乎所有的习惯用语都属于俗语，而俚语指的是为很多讲这种语言的人理解但大多数人不把它们列入好的、正式用法之内的词和短语；俗语甚至俚语都可能在标准字典中查到，但是字典中会标明它们的性质。俗语和俚语词汇的应用都是口头较多、笔头较少。
Part four Proof-reading
Although it is nowhere explicitly stated in his paper,
it is evident that Selinker conceived interlanguage as a 1._____…dynamic system‟. He makes it clear that he r egards the
…interlanguage system‟ as the product of psycholinguistic 2._____ process of interaction between two linguistic systems, tho
the mother tongue and the target language. He furthermore 3._____ expounds at considerable length t he notion …fossilization‟ 4._____
which he characterizes as a …mechanism‟ whereby …speakers
a particular native language will keep certain linguistic 5._____ items, rules, subsystems in their interlanguage, no matter that 6._____ amount of instruction they receive in the target language.‟
Selinker therefore clearly conceived of interlanguage like being 7._____
a continuum….
What is, with hindsight, strikingly abnt in Selinker‟s original formulation is the notion of the interlanguage continuum as having怎样插入表格
the property of increa complexity or elaboration. There is nothing 8._____ in his original article what suggests that he saw the interlanguage 9._____ continuum as anything but a restructuring of the learner‟s system
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from the native language to target language at the sam e 10._____ level of complexity.
B.
抛物线方程The Input Hypothesis claims that humans acquire
language in only one way--- by understanding messages, 1._____
or by receiving …comprehensible input‟. We progress
along the natural order… by understanding input
contains structures at our next “stage”----structures 2._____
what are a bit beyond our current level of competence. 3._____ (We move from i, our current level, to i+1, next level 4._____ along the natural order, by understanding input
containing i+1;) We are able to understand language
名牌化妆品containing unacquired grammar with help of 5._____ context, what includes extra-linguistic information, 6._____
our knowledge of the world, and previously acquired
linguistic competence. The caretaker provides extra-linguistic
context by limiting speech to the child to the …here and
now‟. The beginning-language teacher provides context
via visual aid (pictures and objects) and discussion of 7._____ familiar topics.
To be more preci, input is the esntial environmental
ingredient. The acquirer does not simply acquire what
he hears---- there is significant contribution of the internal 8._____ language processor. Nor all the input the acquirer hears 9._____ procesd for acquisition, and the LAD itlf generates
impossible rules according to innate procedures. Moreover, 10._____
not all comprehended input reaches the LAD.
Part five Reading Comprehension
A
1.Which is NOT true according to the author?
a.When we are awake, we are not free from words.
b.We talk to people even strangers.
c.We talk even in our dreams.
莫须有的典故d.We don‟t talk when there is no one to respond.
2.Which is NOT true according to the author?
a.It is language that makes us different from other animals.
b.Knowing a language means only knowing what the sounds are in that
language.
c.Knowing a language means that you are able to produ ce n ew n ten ces.
d.When you know a language, you must know its appropriate usag
e. Whatever el people do when they come together, they talk. We live in a world of language. We talk to our family members, our relatives, our friends, our colleagues and total strangers. We talk face to face and over the telephone, and respond with more talk. Television and radio further swell this torrent of words. Hardly a moment of our waking lives is free from words, and even in our dreams we talk. Some of us talk aloud in our sleep. We also talk then there is no one to answer. Sometimes we talk to our pets and sometimes to ourlves.
夕阳无限好陈奕迅The posssion of language, or rather, the language with a creative aspect, more than any other attribute, distinguishes humans from other animals. To understand our humanity we must understand the language that makes us human. When you know a language, you can speak and be understood by others who know that language. This means you have the capacity to produce sounds that signify certain concepts or meanings and to understand or interpret the sounds produced by others. Therefore, knowing a language does not only mean knowing what sounds are in that language, but also means knowing how to related sounds and meanings.
If you do not know a certain language, the sounds spoken to you will be mainly incomprehensible, b
ecau the relationship between speech sounds and the meanings they reprent is, for the most part, an arbitrary one.
Knowing a language enables you combine words to form phras, and phras to form ntences. Knowing a language means being able to produce new ntences never spoken before and to understand ntences never heard before. Linguists refer to this ability as the creative aspect of language u. Not every speaker of a language can create great literature, but you, and all persons who know a language, can and do “create” new ntences when you speak and understand new ntences “created” by others.
Knowing a language includes knowing what ntences are appropriate in particular situation. That is to say, language u is situation-dependent or context-dependent. When one speaks to someone el, he or she may u different words and tones to different people. When one utters a ntence, this same ntence may mean different things in different situations and to different audiences.
B
1.The relation between the sounds and meaning of words is
a.symbolic
b.natural
c.arbitrary
d.infinite
2.If you stop talking,
e.
There are as many as three thousand languages which are spoken today. The languages are very different one from another. Indeed, it is primarily the fact that they are so different as to be mutually unintelligible that allows us to call them parate language. A speaker of one of them, no matter how
skillful and fluent, cannot communicate with a speak er of another unless one of them, as we say, “learns the other‟s language.” Y et the differences, great as they are, are differences of detail---- of the kinds of sounds ud and the ways of putting them together. In their broad outlines, in their basic principles, and even in the way they approach certain specific problems of communication, languages h av e a g reat deal in common.
We are all intimately familiar with at least one language, yet few of us ever stop to consider what we know about it. The words of a language can be listed in a dictionary, but not all the ntences, and a language consists of the ntences as well as words. Speakers u a finite t of rules to produce and understand an infinite t of ntences. The rules compri the grammar of a language, which is learned when you acquire the language. The grammar of a language includes the sound system, how words may be combined into phras and ntences, and the way in which sounds and meanings are related.
The sounds and meaning of words are related in an arbitrary fashion. That is, if you had never heard the word “grammar”, you would not, by its sound, know what it meant. Language, then, is a system that relates sounds with meanings, and when you know a language, you know this system.
This linguistic knowledge, or linguistic competence, is different from linguistic behavior, known as linguistic performance. If you woke up one morning and decided to stop talking, you would still have the knowledge of your language. If you do not know the language, you cannot speak it; but if you know the language, you may
