语言学讲义及课后习题答案（最新）
9、Language and thought
Early views on language and thought
Plato suggested that thought was the soul’s discour with itlf, which in other words means that thought and language were identical. It is mentalist, echoed by Walson (American psychologist and founder of Behaviorism) and Bloomfield who said that thinking is a system of movements that had been reduced from actual speech to the point where they were no longer visible.
Aristotle challenged his thought arguing that mankind could not have the same languages and that language were only songs of psychological experiences.
10轻音乐英文、什么是Sapir-Whorf 假设？
The Sapir-Whorf hypothesis is a theory put forward by the American anthropological linguists Sapir and Whorf (and also a belief held by some scholars). It states that the way people view the world is determined wholly or partly by the structure of their native language. (2) The Sapir-Whorf hypothesis consists of two parts, i.e. linguistic determinism a
nd relativism. Whorf propod first that all higher levels of thinking are dependent on language. Or put it more bluntly, language determines thought, i.e. the notion of linguistic determinism. Becau languages differ in many ways, Whorf also believed that speakers of different languages perceive and experience the world differently, i.e. relative to their linguistic background, hence the notion of linguistic relativism.
11、Arguments against the Sapir-Whorf Hypothesis (very popular today) 为什么说语言不能决定思维？
Words and meaning It is widely accepted that the vocabulary of a language consists of nothing more than meaningless labels, which are manipulated by language urs to elicit emotional reactions or behavioral respons, to impart 给予information or to direct the listener’s attention. The meaning of word highly depends on and changes by context.
12、Grammatical structure Many grammatical features are purely superficial aspects of linguistic structure.
Translation There are some conceptual differences between cultures due to language, but this is not to say that the differences are so great that mutual comprehension is impos
sible. One language may take many words to say what another language says in a single word, but in the end the circumlocution 婉转曲折的陈述can make the point.
13、Second language acquisition If languages have different conceptual systems, then a speaker of one language will be unable to learn the other language becau he lacks the right conceptual system. However, since people can learn radically different languages, tho languages couldn' t have different conceptual systems.
Bilingualism is another good ca in point. There are numerous cas of successful bilingual speakers across the globe. Although the people are proficient in two languages that are not genetically related, they do not have "double minds" equipped with two different systems of thought. Like monolinguals, bilingual or multilingual speakers have a consistent conceptual-perceptual system of the physical world.
14、Language and world views Remains of how language and thought are related to each other.The language system does not necessarily provide specifics of one' s world views. On the one hand, people speaking the same language may have different world views, including political, social, religious, scientific and philosophical views. On the other
hand, people speaking different languages may share similar political, social, religious, scientific or philosophical views. Moreover, one language can describe many different world views, as is evident in the ca of successful translation.
15、Understanding the relation of language and thought
Major functions of language Interpersonal communication and intrapersonal communication (facilitate thinking, speech behavior and action for the individual).带包的字
16、The development and blending of language and thought Over a period of time, the language system is formed alongside the development of thought. Although they are two different systems developing along two different routes, part of the language system is part of the thought system. The thought and language system are joined through meaning and ideas. Thus, language and thought may be viewed as two independent circles overlapping in some parts, where language and thought are consistent with each other and one never occurs without the other. When they are identical and cloly parallel to each other, we may regard thought as “subvocal speech” (无声语言), and speech as “overt thought” (有声思维). In such a ca, they take place simultaneously.
17、Thinking without language (possible)
Language as a conventional coding system to express thought It is conventional rather than genetic. A particular coding system compris a particular t of arbitrary verbal symbols, which do not ari from, nor do they give birth to, a particular conceptual system.
18、The ways in which language affects thought
Language influences, rather than determine, the way we perceive the world and recall things, and affect the ea with which we perform mental tasks.
19、语言对思维的影响可能是什么？
Language does not so much determine the way we think as it influences the way we perceive the world and recall things, and affects the ea with which we perform mental tasks. That is, language may be ud to provide new ideas, bring about a change in beliefs and values, solve problems, and keep track of things in memory.
It is evident that to the degree of success that language functions as an indispensable medium of information storage and retrieval, it can lead language urs to be predispo
d to act and perceive in certain ways rather than in others. In conclusion, language by no means determines the ways we perceive the objective world, but by its convenience, availability, and habitual u, does influence the perceptions, memory tasks, and other verbal and nonverbal behavior of human beings.
第十章 语言获得
1、Language acquisition is concerned with language development in humans. In general, language acquisition refers to children’s development of their first language, that is, the native language of the community in which a child has been brought up.
(FLA):The development of a first or native language (L1) is called first language acquisition, and then cond language acquisition (SLA). L1 and L2 development do not em to involve identical process.
2、研究语言获得的意义正比例反比例The study of language acquisition enables linguists, psychologists and applied linguists to better understand the nature of human language and developmental process of language acquisition.
3、First language acquisition第一语言获得双子座和什么座最配
No one is more successful than others in acquiring a first language. Children follow a similar acquisition schedule of predictable stages along the route of language development across cultures, though there is an idiosyntactic variation in the amount of time that takes individuals to master different aspects of the grammar.
4、The biological basis of language acquisition语言获得的生理基础
This biological, or nativist 天赋, view of language acquisition means that humans are equipped with the neural prerequisites for language and language u. Our language faculty permits us to acquire any human language to which we are expod to, including deaf children acquiring a sign language. Different languages have a similar level of complexity and details, and reflect general abstract properties of the common linguistic system called the
5、Universal Grammar 普遍语法.
Language acquisition as the acquisition of grammatical rules 为什么说母语习得是语法规则的习得？唐河漂流
In principle, no human brain can store all the words and expressions of a language. What
happens is that when processing the language they hear, children construct the grammar and make n of the expressions according to the grammar. When producing utterances, they follow the internalized grammatical rules. Without the knowledge of the productive rules, it would be impossible for language urs to produce and understand an unlimited number of ntences which they have never heard before.
6、The role of input and interaction在母语习得中，语言输入起什么样的作用？ 语言描写的片段
Input refers to the language which a learner hears or receives and from which he or she can learn.
For language to be eventually acquired, children must be provided with an appropriate linguistic environment in which they have access to language data and opportunities to interact with the input.
Children must be provided with an appropriate linguistic environment. The modified speech typically addresd to young children is called caretaker speech,保姆语 also known as babytalk, mothers-es, or parente. Exposure to this type of language makes it easier for children to match linguistic forms with their meanings and for that reason, their
acquisition of the vocabulary and structure of the language is made easier.
7、The role of formal instruction 刻意的教学对母语习得有什么作用？ 唯爱永恒
For the vast majority of children, language development occurs spontaneously and requires little conscious instruction on the part of adults. In natural ttings, parents rarely correct young children s utterances that violate the rules of the grammar, still less do they go about teaching explicitly the correct forms of the language, although some parents believe that they constantly instruct their children to speak grammatical ntences. Even if they do, there is no convincing evidence that children need such instruction. In fact, parents often fail in their attempt to teach children grammatical rules.
Of cour, this is not to say that instruction is altogether uless in child language development from the stage of a babbler to that of a fluent speaker. A certain amount of conscious instruction on the part of parents and peers may have some effect on the language of a child. But the available evidence to date indicates that an explicit teaching of correct forms to young children plays a minor role at best.
8、The role of correction and reinforcement在儿童母语习得过程中，纠错起什么样的作用？
Proponents of Behaviorist learning theory suggested that a child’s verbal behavior was conditioned through association between a stimulus and the following respon. Children are believed to gradually assume correct forms of the language of their community when their “bad” speech gets corrected and when their good speech gets positively reinforced. Rearchers have found that correction and reinforcement are not key factors in child language development. Reinforcement has been found to occur usually in children’s pronunciation or reporting of truthfulness of utterances, rather than in the grammaticality of ntences.
9爆炒腰花怎么做、The role of imitation模仿在母语习得中的作用是什么？
At one time, it was widely believed that children learned language by simply imitating the speech of tho around them. We now know that this cannot be true, since many utterance types produced by children do not cloly remble structures found in adult speech. . If children learn their native tongue by imitating their parents, how can we account for the utterances that are typical of children' s language, such as the plural form
"my foots," the past ten forms of " I eated," and the negative construction of “No the sun shining”? It is impossible that children imitate the structures from adults becau they are never heard in adult conversations. In addition, Children with speech impairment for neurological or physiological reasons learn the language spoken to them and understand what is said. A more reasonable explanation is that children are attempting to construct and generalize their own grammatical rules.
Some young language learners do em to make lective u of imitation, but they do not blindly mimic adult speech in a parrot fashion, but rather exploit it in very restricted ways to improve their linguistic skills. The point is that imitation plays at best a very minor role in the child' s mastery of language.
10、Stages of first language acquisition 第一语言习得经过哪些主要阶段？
(1) The prelinguistic stage前语言阶段: at this babbling stage, the sounds and syllables that children utter are as yet meaningless. (2) The one-word stage: at this stage, children learn that sounds related to meanings. They u one-word utterances, or holophrastic ntences to express a concept or predication that would be associated with an entire
ntence in adult speech. () The two-word stage: at this stage, children are heard uttering two-word expressions in a variety of combinations. (4) The multiword stage多词句阶段: at this stage, the salient feature of the utterances is the variation in strings of lexical morphemes. It is normally assumed that, by the age of five, with an operating vocabulary of more than 2,000 words, children have completed the greater part of the language acquisition process.
There is substantial variation among children in terms of the age at which particular features of linguistic development occur. Some stages last short, some longer, some overlap for a short period, and the transition between stages may be sudden.
11、The development of the grammatical system语法体系的发展
1 The development of phonology语言
The emergence of articulatory skills begins around the age when children start to produce babbling sounds. Children first acquire the sounds that are found in all language of the world, no matter what language they are expod to, and in later stages acquire the “more difficult” sounds.
2 The development of syntax句法
Children’s early language is not only mantically bad, but also makes reference to syntactic categories, such as NP and VP, and grammatical relations, such as subject and object.
3 The development of morphology词形
Children’s early words are simply a bunch of bare stems without affixes. By the time they are going beyond the telegraphic stage, children begin to incorporate some of the inflectional morphemes which indicate the grammatical function of the nouns and verbs ud. The first to appear is usually the “-ing” form. Then comes the marking of regular plurals with the “-s” form. This acquisition is often accompanied by a process of overgeneralization.
4 The development of vocabulary and mantics词汇和语义
Overgeneralization also occurs in this development. Children virtually acquired the basic fabric of their native language at the age of five or six.
12、Second language acquisition第二语言的获得
SLA is primarily the study of how learners acquire or learn an additional language (target language) after they have acquired their first language (L1). Some problems in L2 development do not exist in children’s L1. Very few adults em to reach native-like proficiency in L2.
1 Acquisition vs. Learning习得与学习
A primary difficulty for most L2 learners can be captured in terms of a distinction between acquisition and learning, which was propod by the American Stephen Krashen.
