河南财经政法大学
2011—2012学年第二学期期末考查
《语言学》试题
供外国语言文学系英语专业09级1-5班使用）
班级：09级商务英语一班 学号：20094020120 姓名：余文杰
题 号 | 禁毒教案小学一 | 二 | （请根据实际情况增减列数） | 总 分 |
得 分 八百标兵奔北坡绕口令 | | | | |
| | | | |
Complete each of the following assignments according to its requirement(s) concerned.(（每小题5飞沙风中转分，共100剖腹产后可以吃什么食物分）
1. Do you think what aspects of linguistic knowledge are helpful in your language study? Illustrate them and your statement should involve at least 10 linguistic terms.
Answer:
All aspects of linguistic knowledge are helpful in my language study. As for language comprehension, cohort model, interactive model, race model, and connectionist theories make the reading easier and easier. When it comes to the u of language, the performatives and constatives, the illocutionary act and the theory of conversational implicature, etc they help me put my linguistic knowledge into practice.
2. Compare Chomsky’s competence with Hyme’s communicative competence.
Answer:
Chomsky brought up his competence and performance theory in "Aspects of the Theory of Syntax." Competence is the perfect knowledge of an ideal speaker-listener of the lang
uage in a homogeneous speech community. Thus, linguistic knowledge is parated from sociocultural features
Communicative competence is a term in linguistics which refers to a language ur's grammatical knowledge of syntax, 高转筒车morphology, phonology and the like, as well as social knowledge about how and when to u utterances appropriately.
1) Whether (and to what degree) something is formally possible;
2) Whether (and to what degree) something is feasible in virtue of the means of implementation available;
3) Whether (and to what degree) something is appropriate (adequate, happy, successful) in relation to a context in which it is ud and evaluated;
带口罩图片
4) Whether (and to what degree) something is in fact done, actually performed and what it is doing entails.
Hyme points out that Chomsky's competence/performance model does not provide an explicit place for sociocultural features. And he also points out that Chomsky's notion of performance ems confud between actual performance and underlying rules of performance.
3. Halliday distinguishes three social variables that determine the register, what are they? Plea explain each of them in some details.
Answer：
Halliday distinguishes three social variables that determine the register: field of discour, tenor of discour, mode of discour.
Three social variables
Field of discour: what is going on: to the area of operation of the language activity. It is concerned with the purpo (why) and subject matter (about what) of communication. It can be either technical or non-technical.)
Tenor of discour: the role of relationship in the situation in question: who are the participants in the communication and in what relationship they stand to each other.(customer-shop-assistant, teacher-student, etc.)
冬Mode of discour: the means of communication. It is concerned with how communication is carried out. (oral, written, on the line…)
4. What is the speech act theory advanced by John Austin? Plea give examples for illustration.
Answer:
In How to Do Things with Words, Austin commences by enunciating a reasonably clear-cut distinction between constative and performative utterances. According to him, an utterance is constative if it describes or reports some state of affairs such that one could say its correspondence with the facts is either true or fal. For example, the weather is fine. Performatives, on the other hand, "do not 'describe' or 'report' or constate anything a
t all, are not 'true' or 'fal.' . . . The uttering of the ntence is, or is part of the doing of an action, which again would not normally be described as saying something." Marrying, betting, bequeathing, umpiring, passing ntence, christening, knighting, blessing, firing, baptizing, bidding, and so forth involve performatives.
Austin divides the linguistic act into three components. First, there is the locutionary act, "the act of 'saying' something." Second, there is the illocutionary act, "the performance of an act in saying something as oppod to the performance of an act of saying something." Third, there is the perlocutionary act, for "saying something will often, or even normally, produce certain conquential effects upon the feelings, thoughts, or actions of the audience, of the speaker, or of other persons." In other words, a locutionary act has meaning; it produces an understandable utterance. An illocutionary act has force; it is informed with a certain tone, attitude, feeling, motive, or intention. A perlocutionary act has conquence; it has an effect upon the addre. By describing an imminently dangerous situation (locutionary component) in a tone that is designed to have the force of a warning (illocutionary component), the addresr may actually frighten the addres
e into moving (perlocutionary component).
