1.U examples to illustrate different ways to extend syntactic constituents.
机电设备维修In this chapter, veral ways to extend syntactic constituents are brought under the category of recursiveness, including coordination and subordination, conjoining and embedding, hypotactic and paratactic and so on. Coordination and conjoining are the different names for the same linguistic phenomenon, that is, to u and, but or or to join together syntactic constituents with the same function. For instance, the ntence A man got into the car could be extended into a ntence like this "[火铳漫画NP A man, a woman, a boy, a car and a dog] got into the car". While subordination and embedding can be understood as the extension of any syntactic constituent by inrting one or more syntactic elements with different functions into another. I saw the man who had visited you last year is an extended ntence by changing the independent clau The man had visited you last year into a dependent element (here a relative clau).
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However, hypotaxis and parataxis are the two traditional terms for the description of syntactic relations between ntences. In the examples below, the former is hypotactic, while the latter is paratactic:
We live near the a. So we enjoy a healthy climate.
He dictated the letter. She wrote it.
2.Explain the main characteristics of subjects in English.
The grammatical category “subject” in different language posss different characteristics. In English, “subject” may have the following characteristics:
A. Word order: Subject ordinarily precedes the verb in statement such as “Sally collects stamps".
B. Pronoun forms: The first and third person pronouns in English appear in a special form when the pronoun is a subject. This form is not ud when the pronoun occurs in other positions:
He loves me.
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I love him.
We threw stones at them.
They threw stones at us.
C. Agreement with verb: In the simple prent ten, an –s is added to the verb when a third person subject is singular. However, the number and person of the object or any other element in the ntence have no effect at all on the form of the verb:
She angers him.
They anger him.
甜果酒She angers them.
D. Content questions: if the subject is replaced by a question word (who or what), the rest of the ntence remains unchanged, as in (b). But when any other element of the ntence is replaced by a question word, an auxiliary verb must appear before the subject. If the basic ntence does not contain an auxiliary verb, we must inrt did or do(es) immediately after the question word, as in (d, e)
(a) John stole/would steal Mrs. Thatcher’s picture from the British Council.
(b) Who stole/would steal Mrs. Thatcher’s picture from the British council?
(c) What would John steal, if he had the chance?
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(d) What did John steal from the British Council?
(e) Where did John steal Mrs. Thatcher’s picture from?
各省简称及省会E. Tag question: A tag question is ud to ek confirmation of a statement. It always contains a pronoun which refers back to the subject, and never to any other element in the ntence:
John loves Mary, doesn’t he?
3.What are some important contributions that sociolinguistics has made to linguistics studies?
A couple of contrastive points can be given to show important contributions of sociolinguistics to linguistics. First, we obrve that traditional linguistics emphasizes a formal analysis of language, whereas sociolinguistics calls for a multi-faceted study of language as well so that a more balanced rearch framework can be achieved. Second, we notice that traditional linguistics focus much on the study of structure, whereas sociolinguistics emphasizes the study of function as well so that a holistic study of linguistic issues will be possible. Third, traditional linguistics attempts to look at internalized elements of language, whereas sociolinguistics pays attention to externalized factors in language u as well so that a better understanding of the relationships between language, society, and the speaker can be achieved.
4.Why do we need to teach culture in our language classroom?
A connsus has been reached that language not only reflects culture but also is part of culture. The clo relationships between language and culture have widely been acknowledged. When it comes to language teaching and learning, the influence of cultura
l knowledge on the linguistic performance of language learners has been identified and highlighted. It has repeatedly been found that learners who lack sufficient knowledge about the target culture can hardly become active and appropriate language urs in their target language. For the reasons, the information concerning cultural differences has rightly been introduced in language classrooms of different kinds for enhancing learners' cultural consciousness and improving their performance in cross-cultural contexts of communication.
