Chapter 3 --5sentence errors
大学生英语教材第一册
大学生英语教材第一册IntroductionThe first book of college English textbook is an essential learning material for college students studying English as a second language. In this article, we will explore the content and format of the first book, highlighting its importance and relevance to the needs of college students.Chapter 1: Introduction to English LearningThis chapter serves as an introduction to English learning for college students. It covers the basic concepts of language acquisition, the importance of English proficiency, and the role of the first book in developing language skills.Chapter 2: Phonetics and PhonologyThe second chapter focuses on phonetics and phonology, helping students understand the sounds and pronunciation of English. It introduces the International Phonetic Alphabet (IPA) and provides exercises to enhance listening and speaking abilities.Chapter 3: Vocabulary BuildingBuilding a strong vocabulary is crucial for effective communication. This chapter presents various methods for expanding one's vocabulary, including word formation, context clues, and the use of dictionaries. It also provides practice exercises to reinforce learning.Chapter 4: Grammar and Sentence StructureChapter four delves into the fundamentals of English grammar and sentence structure. It covers parts of speech, verb tenses, sentence patterns, and common grammatical errors. The chapter provides comprehensive explanations and exercises to improve grammatical accuracy.Chapter 5: Reading and ComprehensionDeveloping reading skills is essential for understanding written English. This chapter introduces different reading strategies, such as skimming, scanning, and inferencing. It includes a variety of texts, such as news articles, essays, and short stories, to enhance comprehension skills.Chapter 6: Writing SkillsWriting skills are crucial for academic and professional success. This chapter focuses on various writing elements, including organizing ideas, constructing paragraphs, and developing argumentative essays. It also provides guidance on proper grammar and vocabulary usage in writing.Chapter 7: Listening and SpeakingEffective listening and speaking skills are essential for communication in both academic and social settings. This chapter provides listening materials, such as dialogues and speeches, to enhance comprehension. It also offers speaking activities to improve fluency and pronunciation.Chapter 8: Cultural InsightsUnderstanding cultural differences plays a significant role in effective communication. This chapter explores cultural topics to promote intercultural competence among students. It discusses cultural aspects suchas greetings, gestures, and traditions, providing students with a broader cultural understanding.ConclusionThe first book of the college English textbook is a comprehensive guide for college students to develop their English language skills. With its diverse content, well-structured lessons, and ample opportunities for practice, it equips students with the necessary tools to succeed in their English learning journey. By mastering the material in this book, college students will be well-prepared to communicate confidently and effectively in English-speaking environments.。
chapter-3雅思王听力特别名词语料库
Test Paper 1 ability abstract accountant accuracyacidaction activityactoradult adventure advertisements advertising adviceageagency agreement agricultureaidaimairallergyalley allowance alteration altitude ambition ambulance amount analysis analystangeranimalankleanswer Antarctica ape appearance architect architecture area argument aristocrat armyartarticle aspirin assignmentatlasaudienceauditoriumauthorauthorityaverageawardbachelorbackgroundbacteriabadgebadmintonbackpackbaldnessbandbandagebandsbankbanquetbasebasementbasesbasisbathbatteriesbatterybeachbeardbeatsbeautybedbedroombed sheetbedsitbehaviorsbeltbenefitbeveragebibliographybicyclebillbiologistbirdbirthblanketblastblockblouseboardboarderboatbonebowlbowlingbranchbreakfastbrickbridgebrochuresbuildingbungalowburgerburglarbuscabTest Paper 2cabinetcablecafécafeteriacageCambridgecamelcameracamp campus candidate candle canteen capital capsule carbon care career carpet carving cashier castle category cathedral cause cave cents century 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fortune foyer freedom freezer freshman fruitfur furniture future gallery gap garage garbage garden gasoline gender germ gesture glass goal goldgolf grade grades graduate graduates grain grass green ground group growth guest guide gulfguygym habit handhandballhandbookshandlinghandouthatheadacheheadinghealthhearingheartheatinghenherbheroheroesheroinehikehikinghinthintshistorianhithitshobbyholidayhorsehospitalhouseworkhousinghouseholdshourTest Paper 5hotelhotline ]hunthuntingideaidentificationidentityimageimpactimportsinabilityincomingindexindustryinfectioninfluenceinformationinjectioninjuryinlandinsectinsomniainstituteinstitutioninstructioninstructorinstrumentinterestInternetinterviewerintroductioninvestigatorinvestmentirrigationislandisolationitemjacketjamjawjeansjournaljudgejuicejunctionjuniorkeeperkelpkeywordkidkingkioskkitkitchenkitsknifeknowledgekoalalablakelamplandlandmarklandscapelanguagelaptoplaserlavalawyerlayerlecturelecturerleisurelemonlenderlengthlessonletterlevellibraryliftlightlinelionlistsloanlocationlocklossloungeloyaltylucklunchlungmachinemagazine maidmail majority making male manager mane manufacture map margin mark market marketingmarshmastermatmatchingmaterialmaturitymaximummealmeasuremeasurementmeatmediamedicationmedicinemediummethodmicrophonemigrationmilemileagemilkminemineralmillminimumminutemixturemodelmoneymonopolymonthmoodmoralitymosquitomotelmountainTest Paper 6 moustache mouthmovie muscle museum music musical musiciannapnature naught=nought necknet newspaper nightnoisenorth northeast northwestnosenotenoticenurse nursery nursing nutnutrition objectiveoccasionoccupantoceanoculistointmentoption orderordinaryorganizeroriginal outlineoverdraftownerownershipOxfordpackagepagepaintpaintingpairpa;palacepanicpaperparcelparentparkparkingparticipantpassagespassengerpastimepatientpaymentpedestrianpensionpensionerspercentperformerperfumeperiodperiodicalperkpermitpersonpersonalitypetpetrolpetroleumphilosopherphotophotographphysicianphysicspianistpianopicnicpicturepiepillpinkplaceplacementplanplannersplansplantplantingplasticplateplayerplaygroundpleasurepocketpointpolicepollpollutantpollutepollutionportpositionpostpostgraduateparticularsTest Paper 7potteriespower powerpoint precaution precision preference preposition prescription presentation preservation president prevention printing priority privacyprize problem product production professors profit project promotion prone property prospectus protein psychiatrist psychologist psychotherapy publication pump purpose purse quality quantity quarter question radar radiator radio railwayrainrainfall range rankratrateratsrayreaderreadingreasonreceptionreciperecorderrecordingrecreationrecruitrecyclingrefereereferencereflectancereformrefugeregionregulationrelationrelationshiprelaxationreliefreligionremarkremovalrenewalrentrentalrepetitionreplacementreportreproduceresearchreservationreserveresidenceresidentresourcerespondentresponserestaurantresultretirementreturnreviewrevisionriceriderridersriskriverrobotrockrocketroleTest Paper 8roommatesrouterulesafarisafetysailsailingsaladsaladssalarysalesaltsamplesandalsatellitesaucesavingscalescandalscandalsscarscentscheduleschemescholarscholarshipsciencescientistscorescriptsculptureseaseasonseatsecondsecretarysectionsectorselectionselectionsseminarsensesentenceservantservicesewagesewersexshadesheepsheetshelfshellsheltership shoeshopliftersshoppershortageshowersidesightsignsignaturesilencesimulationsinglesitesizeskatingskeleton skillskinskirt slang slave sleep sleeping slip smell smoke smoking snacksoil solution sound source south southeast southwest space speaker speaking speed spending spider sponsor spoons sportsman spot stability stack stage stair standard star starter starting state statement station status steak steam stepstingstockstomachstomachachestonestorestorystrategystrengthstrikestylesubjectsubmitsubsidysuburbsugarsuitsunshieldsupervisorsupportssurfacesurgeonsurnamesurprisesurveysurvivalsweaterswitchswitchessymptomsyndicatesyrupsystemtabletablettapetaxTest Paper 9taxiteateacherteachingteamjargontermtechnologyteethtelephonetelescopetelevisiontempertempletexttexturegalaxythefttheorytherapisttherapythesisthiefthievesthinkingthirdthoughtthreatthrillertickettidetidestiletimbertimetitletoastertoilettomatotonetooltoptopictotaltouchingtourtouringtourismtouristtoweltowertowntracktractortradetramtragedytrailertrainingtrendtraveltravelertreatmenttriptribetributetributesTrinitytrolleytroubletubetunnelstuitiontunetunestutortypeumpireunderstandingutensiluniformunionuniversityusagevacancyvacationvalueparticularsvarietyvegetablevelvetvetvideo view village vinegar visa visitor vitamin vocation volunteer volunteers waist waiter walk walking wall world warming washing wasp waste wasteland water wavewax wealth weapon weather weeds week weekday weekend weight welfare west wetland whale wheel width willows windwing word workforce working wound writing year yoga youth zero。
大学英语教材书第三版
大学英语教材书第三版Introduction:The third edition of the university English textbook aims to provide comprehensive and effective language learning materials for college students. This edition incorporates updated content, modern teaching methods, and a user-friendly layout to enhance students' English proficiency and communication skills.Chapter 1: Listening SkillsIn this chapter, students will develop their listening skills through a variety of activities, such as listening to authentic recordings, dialogues, and lectures. It covers topics ranging from everyday conversations to academic discussions, enabling students to improve their comprehension and inference abilities.Chapter 2: Speaking SkillsThe focus of this chapter is to enable students to enhance their speaking abilities in both formal and informal situations. Through interactive exercises and role-plays, students can practice expressing their opinions, giving presentations, and participating in group discussions. Emphasis is also placed on improving pronunciation and fluency.Chapter 3: Reading SkillsThis chapter is designed to improve students' reading comprehension and vocabulary building. It includes a wide range of text types, including articles, essays, and academic papers. Through various reading strategies andexercises, students will develop critical thinking skills and expand their knowledge in different domains.Chapter 4: Writing SkillsIn this chapter, students will learn how to write effectively in different genres, such as emails, formal letters, essays, and research papers. It provides step-by-step guidance on organizing ideas, developing arguments, and structuring coherent paragraphs. Additionally, grammar and sentence structure are thoroughly covered to enhance writing accuracy.Chapter 5: Grammar and VocabularyThis chapter focuses on strengthening students' grammar and vocabulary skills. It covers essential grammar rules, such as tenses, sentence structure, and parts of speech. Furthermore, it introduces a variety of vocabulary-building exercises, including word families, synonyms, and idiomatic expressions, to enrich students' language usage.Chapter 6: Integrated SkillsThis chapter integrates all language skills, providing students with opportunities to apply what they have learned in real-life situations. Through authentic materials and tasks, students will practice listening, speaking, reading, and writing in a holistic manner, enhancing their overall language proficiency and communicative competence.Conclusion:The third edition of the university English textbook is a comprehensive and user-friendly resource for college students aiming to improve theirEnglish language skills. With its updated content, modern teaching methods, and practical exercises, it provides an effective platform for students to develop their listening, speaking, reading, writing, grammar, and vocabulary skills. By engaging with the materials and completing the exercises, students will build a solid foundation in English language learning.。
语言学简明教程Chapter 3
1
3.1 Introduction
Phonology is the study of the sound patterns(systems) of language. It is concerned with the linguistic patterning of speech sounds, that is, the ways in which speech sounds form systems and patterns in human languages, with its primary aim being to discover the principles that govern the way sounds are organized in languages, and to explain the variations that occur. It is also called phonemics.
Chapter 3 Phonology: Sound Patterns (音位/音系学): 3.1 Introduction
3. 2 The Distinctive Sounds of Language
3.3 Minimal pair (最小对立体) 3.4 Some rules of phonology
For example, the words “pan” and “ban” differ only in the initial sound: „pan‟ beg with /b/. Therefore, /p/and /b/ are phonemes in English. The number of phonemes varies from one language to another. English 6 is often considered to have 44 phonemes.
二语习得引论读书笔记chapter3
主要研究成果I.The nature of languageII.Early approaches to SLA1.Contrastive Analysis (CA)1). as a beginning of the survey:aspects of its procedures are still incorporated in more recent approaches.It introduced the influence of L1 on L2 (Chomsky)2). CA: an approach to the study of SLA which involves predicting and explaininglearner problems based on a comparison of L1 and L2 to determine similarities and differences.(Based on idealized linguistic structures attributed to native speakers of L1 and L2)3). influenced by Structuralism and Behaviorism.4). Goal of CA was primarily pedagogical in nature: to increase efficiency in L2teaching and testing.5). Process:Describing L1 and L2 at different levelAnalyzing comparable segment of the language for elements that may cause problems6). Assessment:Cannot explain the logical problem of language learning (how learners knowmore than they’ve heard and been taught)Not always validated by evidence from actual learner errors.Stimulated the preparation of comparative grammarIts analytic procedures have been usefully applied to descriptive studies and to translation2.Error analysis (EA)1). EA: the first approach to the study of SLA which includes an internal focus onlearner’s creative ability to construct language.(based on the description and analysis of actual learner errors in L2)2). CA f EAPredictions by CA not always correct; many real learner errors are nottransferred from L1Focus on surface-level forms and patterns f underlying rules Behaviorism fmentalism (emphasis on the innate capacity) Teaching concerns as motivationI3). Procedures for analyzing learner errors:Collection of a sample of learner languageIdentification of errorsDescription of errorsExplanation of errorsEvaluation of errors4). ShortcomingsAmbiguity in classificationLack of positive dataPotential for avoidance3.Interlanguage (IL)1). IL refers to the intermediate states (interim grammars) of a learner’s languageas it moves toward the target L2.2). Characteristics:SystematicDynamicVariableReduced system, both in form and function3). Differences between SLA and L1 acquisition by childrenLanguage transfer from L1 to L2Transfer of training, or how the L2 is taughtStrategies of 2nd language learningOvergeneralization of the target language linguistic materials4). L1 as fossilization for L2 learners:Fossilization: the probability that they 'll cease their IL development in somerespects before they reach target language norms, in spite of continuing L2input and passage time.Relates to: the age of learning; social identity; communicative need.4.Morpheme order studies1). Refers to：a n important Q in the study of SLA, whether there is a naturalorder (or universal sequence) in the grammatical development of L2 learners.2). Inflection: it adds one or more units of meaning to the base form of a word, togive it a more specific meaning. (plural nouns, past tense etc.)3). The order of morpheme acquisition reported was similar in L1 and L2It supports an Identity Hypothesis (L1=L2): that processes involved in L1 and L2 acquisition are the same.4). The concept of natural order remains very important for understanding SLA.(both from linguistic and cognitive approaches)5.Monitor model1). One of the last of the early approaches which has an internal focus in theMonitor Model.(Stephen Krashen)2). It explicitly and essentially adopts the notion of a language acquisition device(LAD) (Chomsky used for children’s innate knowledge of language)3). Krashen’s approach: 5 hypotheses6.Consensus:1). What is being acquired in SLA is a “rule0governed” language systems2). How SLA take place involves creative mental processes.3). Why some learners are more (less) successful in SLA than others relates primarilyto the age of the learner.m. Universal Grammar (UG)1.UG (Chomsky): what all languages have in common.1). Two important conceptslinguistic competence (speaker-hearers’ underlying knowledge of language)needs to be accounted for LAsuch knowledge of language > what could be learned from the input. (the logic problem of language learning/ the poverty-of-the stimulus argument)2). The nature of speaker-hearers’ competence in native language can beexplained only by innate knowledge that human genetically endowed with.3). The innate knowledge is in the language facultyLanguage faculty: a component of the human mind, physically represented inthe brain and part of the biological endowment of the species.2.Principles and Parameters1). With Chomsky’s reconceptualization of UG in the Principles and Parametersframework [often called the Government and Binding (GB) model] and thesubsequent introduction of the Minimalist program, there came a new ideaabout the acquisition process.2). UG has been conceptualized as a set of principles which are properties of alllanguages in the world.Some of these principles contain parameters3). What is acquired in L1 acquisition (not UG itself):LA includes a process of selecting among the limited parametric options in UGthat match the settings which are encountered in linguistic input.4). How acquisition occurs for children:natural; instinctive; internal to the cognitive system5). Why some learners are more successful:Irrelevant with L1 acquisition, for all native speakers attain essentially the same final state. (For SLA, attitudes; motivation and social context matters)1.Functional approach1). Based on: the framework of Functionalism2). Characteristics of functional approaches to SLAFocus on the use of language in real situations (performance) and underlyingknowledge (competence)Assumption: purpose of language is communication; LA and SLA requirecommunicative useConcern about the sentence, discourse structure, how language is used ininteraction; include aspects of communication beyond language Systemic linguistics Systemic linguistics is a model for analyzing language in terms of the interrelated systems of choices that are available for expressing meaning.“language acquisition needs to be seen as the mastery of linguistic functions”3). What language learners acquire: meaning potential4). Process of acquisition:mastering certain basic functions of language developing a meaning potentialfor each5). pragmatic functions development in L1 acquisition: instrumental f regulatoryf interactional f personal f heuristic f imagination^ representational6). linguistic structures: directly reflections of the functions that language serves;related to the social and personal needs2.Functional Typology1). Based on: the comparative study of a wide range of the world’s language2). Goal: to describe patterns of similarities and differences among languages; todetermine which types and patterns occur more/less frequently or are universal in distribution.3). Application: why some L2 constructions are more/less difficult than others forL2 learners to acquire; for the selectivety of crosslinguistic influence or transfer4). important concept: markedness (deals with whether any specific feature oflanguage is marked or unmarked)5)In SLA, unmarked elements are easier to master than marked ones.6). Compared with CA:Functional typology goes beyond the surface-level structural (CA) to moreabstract patterns, principles and constraints;the Markedness Differential Hypothesis7). implications:some aspects of some languages are more difficultwhy some types and patterns of features are more/less frequent in native and2nd language (factors: perceptual salience, ease of cognitive processing,physical constraints, communicative needs)3.Function-to-form mapping1). Basic concept: L1 and L2 acquisition involves a process of grammaticalization.2). Grammaticalization: a grammatical function is first conveyed by sharedextralinguistic knowledge and inferencing based on the context of discourse,then by a lexical word, and only later by a grammatical marker.Driven by: communicative need and use.Related to : the development of more efficient cognitive process3). Pragmatic mode: a style of expressing meaning which relies more on context.Syntactic mode: a style which relies more on formal grammatical element4). According to function-to-mapping approach, LA importantly involves developinglinguistic forms to fulfill semantic or pragmatic functions.rmation organization1). Focus on: utterance structure (the way learners put their words together.)2). Includes:describing the structures of interlanguage (learner varieties)disc overing what organizational principles guide learners’ production at various stages of developmentanalyzing how these principles interact with one another.3). European Science Foundation (ESF) projectdevelopmental levels: in this study, no matter what their L1 and L2, thelearners go through a remarkably similar sequence of development in theirinterlanguage.organizing principles:*there is a limited set of principles (phrasal constraints; semanticconstraints; pragmatic constraints) which learners make use of fororganizing information.*Individual variation: how the principles apply in their L1 and influence the interlanguage use.。
《英语语言学概论》配套习题(五)(问答题)
《英语语言学概论》配套习题（五）（问答题）Chapter 1 Introduction to Linguistics1.What are design features of language?2.What are the characteristics of human language?3.Explain the characteristic of arbitrariness. What are the relationship betweenarbitrariness and convention?4.What does productivity mean for language?5.What functions does language have?6.Explain the metalingual function of language.7.What is the difference between synchronic linguistics and diachronic linguistics?8.What distinguishes prescriptive studies of language from descriptive studies oflanguage?Chapter 2 Phonology1.What does phonetics concern?2.How do the three branches of phonetics contribute to the study of speech sounds?3.How is the description of consonants different from that of vowels?4.In which two ways may consonants be classified?5.How do phoneticians classify vowels?6.To what extent does phonology differ from phonetics?7.What do minimal pair refer? Give an example to illustrate.8.What kind of phenomenon is complementary distribution?Chapter 3 Morphology1.What is a free morpheme? What is a bound morpheme?2.What is the difference between inflectional affixes and derivational affixes?3.What is compounding?4.What are the criteria of a compound word?5.What is acronymy?6.What is blending?7.Decide which way of word formation is used to form the following words.comsatmotellasememonightmareASEANROMbitbabysitcock-a-doodle-dogrunt8.What are closed-class words and open-class words?Chapter4 Syntax1.What is syntax?2.What is a simple, compound, or complex sentence?3.What is the hierarchical structure?4.How to distinguish immediate constituents from ultimate constituents?5.What are subordinate and coordinate constructions?6.What are deep and surface structures?7.Can you describe the syntactic structure of the sentence “The old tree swayed inthe wind” by using a tree diagram?8.How to reveal the differences in sentential meaning in the sentence “The motherof the boy and the girl will arrive soon” by drawing tree diagrams?Chapter 5 Semantics1.What is a semantic field? Can you illustrate it?2.What are the major types of synonyms in English?3.In what way do the following pairs offer contrast?4.Categorize the following pairs: child-kid, alive-dead, big-small, husband-wife.5.What is hyponymy composed of? Illustrate whether there is always asuperordinate to hyponyms, or hyponyms to a superordinate.6.How is meronymy different from hyponymy?7.Why may a sentence be ambiguous?8.What predication analysis? What is a no-place, one-place, two-place, orthree-place predicate? Give examples.Chapter 6 Pragmatics1.What does pragmatics study? How does it differ from traditional semantics?2.How are sentence meaning and utterance meaning related, and how do they differ?3.What is contextual meaning?4.Explain the meanings of locutionary act, illocutionary act, and perlocutionary actthrough examples.5.What is cooperative principle(CP)?6.What is conversational implicature?7.How does the violation of the maxims of CP give rise to conversationalimplicature?8.What is adjacency pair?Chapter 8 Language and Society1.What is sociolinguistics?2.What is speech community?3.What is dialect?4.What is Sapir-Whorf hypothesis?5.What is speech variety?6.What is standard language?7.What is pidgin?8.What is bilingualism?9.What is multilingualism?Chapter 10-11 Language Acquisition1.What is psycholinguistics?2.What is bottom-up processing and what is top-down processing?3.What are the six major types of speech error? Give examples of each.4.What is the critical period for language acquisition?5.What is language acquisition and what is L2 language acquisition? What is learnerlanguage and what is target language?6.What is interlanguage(IL)?7.What are the different views on language transfer?8.What is the difference between input and intake?。
胡壮麟语言学第三章课件
Chapter 3 Lexicon
15
3.1.3 Classification of words
definitions: word: the minimum free form of a language closed-class: one whose membership is fixed or limited (no new members can be added.) open-class: one whose membership is in principle indefinite or unlimited (new members can be added.) word class: part of speech
Chapter 3 Lexicon 17
3.1.3 Classification of words Today, word class displays a wider range of more precisely defined categories. Here are some of the categories newly introduced into linguistic analysis.
In order to reduce the ambiguity of the term "word", the term LEXEME is postulated（假定）as the abstract unit underlying the smallest unit in the lexical system of a language, which appears in different grammatical contexts. For example, "write" and "fat" are the lexemes of the two sets of words in ex. 3-3 respectively.
第三章--英汉语言对比
课内 练习
4. A just cause enjoys abundant support whereas an unjust cause finds little help. 得道多助，失道寡助。
形合 vs 意合
5. My sister was expecting me, so I had to go now. 妹妹在等我，我得走了。
Syntactic difference between E/C
sentence structure: complex vs. simplex use of connectives: compulsory vs. optional means of connection: lexical vs. logical
Topic-prominent Language
话题突出型语言
主语突出型语言
1. A dialect is known by every linguist in this
room. 在这房间里的每位语言学家都懂一种方言。
比较：有一种方言，这间屋子里的每个语 言学家都懂得。
译例 列举
2. You don’t grow the grain you eat and you don’t make the clothes you wear. 你不种……你不吃......
翻译以 下几个 ②他通晓多种不常使用的语言，这使我 们大家感到惊讶。 句子， 看怎样 His familiarity with many rarely used 变原文 languages surprised us all. 的“动” 为译文 ③了解一点世界史对研究时事很有帮助。 的 An acquaintance with the world history “静”。 is helpful to the study of the current affairs.1. Admittance Free
新编大学实用英语教材
新编大学实用英语教材IntroductionThe new edition of the practical English textbook for university students aims to provide comprehensive language training and enhance students' communication skills. This article will discuss the structure and content of the textbook, its teaching methods, and the benefits it offers to students.Chapter 1: Basic GrammarIn this chapter, students will review and practice basic grammatical structures in English. The topics covered include tenses, sentence structure, parts of speech, and common grammatical errors. Each topic is explained clearly with examples and followed by exercises to reinforce understanding.Chapter 2: Vocabulary BuildingThis chapter is dedicated to expanding students' vocabulary. It includes word lists, exercises, and practical activities that encourage students to learn new words in context. Additionally, there are sections on idioms, phrasal verbs, and collocations to improve students' fluency and accuracy in using English expressions.Chapter 3: Reading ComprehensionIn this chapter, students are exposed to a variety of reading materials, such as articles, essays, and short stories. The texts are carefully selected to cover different genres and cater to various interests. Each reading passage is accompanied by comprehension questions and vocabulary exercises to enhance reading skills and promote critical thinking.Chapter 4: Listening and SpeakingThis chapter focuses on developing students' listening and speaking abilities. Authentic audio materials, including dialogues, interviews, and lectures, are provided to expose students to different accents and speech patterns. The exercises encourage students to actively engage in listening activities and participate in speaking tasks, fostering their communication skills.Chapter 5: Writing SkillsThe writing section covers a wide range of topics and genres, such as essays, reports, and formal letters. Students learn how to structure their writing, develop clear arguments, and use appropriate language. The chapter also guides students in editing and proofreading their work to improve accuracy and coherence in writing.Chapter 6: Cultural AwarenessUnderstanding culture is essential to effective communication in English. This chapter introduces students to different aspects of English-speaking cultures, including traditions, customs, and social etiquette. Through readings, discussions, and multimedia resources, students gain a deeper understanding of cultural diversity and develop cross-cultural competence.Chapter 7: Test PreparationTo assist students in preparing for language proficiency exams, this chapter provides guidance on test-taking strategies, familiarizes students with the format and types of questions commonly found in exams, and offerspractice tests. It aims to build students' confidence and equip them with the necessary skills to achieve success in language assessments.ConclusionThe new edition of the practical English textbook offers a comprehensive and well-structured approach to language learning. It covers all the essential language skills, provides ample practice opportunities, and prepares students for real-life communication situations. With its student-friendly approach and engaging content, the textbook is an invaluable resource for university students seeking to improve their English proficiency.。
英语写作 教材
英语写作教材Title: English Writing ManualIntroduction:The English Writing Manual is designed to help learners of English improve their writing skills. This comprehensive handbook covers various aspects of writing, including grammar, vocabulary, sentence structure, and essay composition. By following the lessons and exercises in this manual, learners will be able to express themselves effectively in written English.Chapter 1: The Writing Process- Understanding the steps involved in writing: prewriting, drafting, revising, and editing- Generating ideas through brainstorming and mind-mapping techniques- Developing a clear thesis statement- Organizing ideas and creating outlinesChapter 2: Grammar and Sentence Structure- Review of commonly misunderstood grammar rules, such as verb tense, subject-verb agreement, and pronoun usage- Effective use of punctuation marks, including commas, semicolons, and apostrophes- Sentence types: simple, compound, complex, and compound-complex- Avoiding common grammatical errors and improving sentence clarityChapter 3: Vocabulary and Word Choice- Building a strong vocabulary through reading and word study- Using a variety of synonyms and antonyms to enhance writing- Understanding collocations and idiomatic expressions- Enhancing word choice and avoiding clichésChapter 4: Writing Forms and Styles- Different types of writing: descriptive, narrative, persuasive, and expository- Understanding the audience and purpose of writing- Techniques for effectively engaging readers- Developing a personal voice and writing styleChapter 5: Essay Composition- The structure of an essay: introduction, body paragraphs, and conclusion- Writing strong thesis statements and topic sentences- Organizing ideas logically and effectively using transition words - Developing critical thinking skills and supporting arguments with evidenceChapter 6: Revising and Editing- Reviewing and improving content and clarity- Proofreading for grammar, punctuation, and spelling errors- Seeking feedback from peers and utilizing revision strategies- Polishing the final piece and ensuring coherence and coherence Conclusion:The English Writing Manual is a valuable resource for learners of English who aspire to improve their writing skills. By providing clear explanations, useful examples, and engaging exercises, thismanual equips learners with the necessary tools to express themselves confidently and effectively in written English.。
《英语语言学概论》配套习题(三)(填空题)
《英语语言学概论》配套习题（三）（填空题）Chapter 1 Introduction to Linguisticsnguage, broadly speaking, is a means of _________ communicaiton.2.In any language words can be used in new ways to mean new things and can becombined into innumerable sentences based on limited rules. This feature is usually termed ___________.nguage has many functions. We can use language to talk about itself. Thisfunction is _______.4.Linguistics is the scientific study of ______.5.Modern linguistcs is _________ in the sense that the linguist tries to discoverwhat language is rather than lay down some rules for people to observe.6.The description of a language as it changes through time is a _______ study.7.Saussure put forward two important concepts. _________ refrs to the abstractlinguistic system shared by all members of a speech community.8.Linguistic potential is similar to Saussure’s langue and Chomsky’s _______. Chapter 2 Phonology1.__________ phonetics studies the movement of the vocal organs of producing thesounds of speech.2.Speech takes place when the organs of speech move to produce patterns of sound.These movemnts have an effect on the ______ coming from the lungs.3.Consonant sounds can also be made when two organs of speech in the mouth arebrought close together so that the air is pushed out between them, causing ______.4.The qualities of vowels depend upon the position of the _____ and the lips.5.consonants differ from vowels in that the latter are produced without _______.6.In phonological analysis the words fail-veil are distinguishable simply because ofthe two phonemes /f/-/v/. This is an example for illustrating ________.7.In English there are a number of ______, which are produced by moving from onevowel position to another through intervening positions.8.________ is the smallest linguistic unit.Chapter 3 Morphology1.Bound morphemes are classified into two types: ______ and ______ root.2.An _________ is pronounced letter by letter, while an ________ is pronounced asa word.3.Lexicon, in most cases, is synonymous with _______.4.All words may be said to contain a root ________.5.______ is a reverse process of derivation, and therefore is a process of shortening.6.________ is extremely productive, because English had lost most of itsinflectional endings by the end of Middle English period, which facilitated the use of words interchangeably as verbs or nouns, verbs or adjectives, and vice versa. 7.words are divided into simple, compound and derived words on the _______level.8. A word formed by derivation is called a _______, and a word formed bycompounding is called a ________.Chapter 4 Syntax1. A _________ is a structurally independent unit that usually comprises a number ofwords to form a complete statement, question or command.2.Syntactic movement is dictated by rules traditionally called _____ rules, whoseoperation may change the syntactic representation of a sentence.3. A clause that takes a subject and a finite verb, and at the same time standsstrucutrally alone is known as a ______ clause.4.The level of syntactic representation that exists before movement takes place iscommonly termed ________ structure.5._______ construciton refers to two or more words, phrases or clauses havingquivalent syntactic status.6.IC analysis emphasizes the _____ structure of a sentence, seeing it as consisting ofword groups first.7.XP may contain more than just X. e.g. the “NP”the girl who is watering theflowers” consists of Det, N and S, with Det being the ____, N the head, and s the complement.8._____ relaitons refers to the strucutreal and logical funcitonal relations betweenevery noun phrase and sentence.Chapter 5 Semantics1._________ is concerned with the inherent meaning of the linguistic form.2.“Charge” and “accuse” are said to be _____ synonyms.3._______ opposites may be een in terms of degrees of quality involved.4.Predication analysis is to break down predicaitons into their constituents:_____and _____.5.______ sentences express judgment.6.we call the relation between “animal” and “cow” as ______.7.We call the relation between “animal” and “cow” as ______.8.The hyponyms under the same superordinate are called _____.Chapter 6 Pragmatics1.In making conversation, the genral principle that all participants are expected toobserve is called the ______ Principle proposed by J. Grice.2. A ____ act is the act of uttering words, phrases, clauses. It is the act of conveyingliteral meaning by means of syntax, lexicon and phonology.3._______ were statements that either state or describe, and were thus verifiable.4.______ are those illocutionary acts whose point is to commit the speaker to somefuture course of action.5. A _____ act is the act performed by or resulting from saying something.6.________ is the study of how speakers of a language use sentences to effectsuccessful communication.7._________ were sentences that did not state a fact or describe a state, and werenot verifiable.8.All the acts that belong to the same category share the same purpose or the same______ point, but they differ in their strength or force.Chapter 8 Language and Society1. A speech _________ is a group of people who share the same language or aparticular variety of language.2.3.The ______ language is a superposed, socially prestigious dialect of language.4. A _________ language is originally a pidgin that has become established as anative language in some speech community.5. A linguistic ________ refer to a word or expression that is prohibited by the“polite” society from general use.6.Taboo and ______ are two faces of the same communication coin.7.Whorf proposed that all higher levels of thinking are dependent on _______.8.In terms of sociolinguistics, ________ is sometimes used to refer to the whole of aperson’s language.9.In many societies of the world, we find a large number of people who speak morethan one language. As a characteristic of societies, ________ inevitably results from the coming into contact of people with different cultures and different languages.Chapter 10-11 Language Acquisition1.In learning a second language, a learner will subconsciously use his L1 knowledge.This process is called lanugage _______.2.Such errors as “teached” and “womans” are caused by _____.3.The __ of the learner’s interlanguage is believed to be a major source of incorrectforms resistant to further instruction.4.In second language learning, instrucmental motivation occurs when the learner;sgoal is functional, and _____ motivation occurs when the learner’s goal is social.5.The description of a language development at some point in time is _____ study.6.______ holds that where two languages are similar, positive transfer would occur;where they are diffferent, negative transfer, or interference, would result.7._________ Denativization an d____ are both thought to be the causes for theinterlanguage variation.8.____ holds L1 can be viewed as a kind of “input from the inside”, thus transfer isnot “interference” but a cognitive preocess.Chapter 12 Language and Brain1.The localization of cognitive and perceptual function in a particular hemisphere ofthe brain is called ___________.2.The most important part of the brain is the outside surface of the brain, called the______ cortex.3.Lying under the skull, the human brain contains an average of ten billion nervecells called _________.4.Psychological research suggests that the two hemispheres difer in the manner inwhich they treat incoming stimuli, the right hemisphere processing stimuli ______ (as wholes) and the left _____ (by parts).5.The acts of comprehending and producing language are performed within theconstraints of our information processing system. This system consists of three structural components: sensory stores, _____ memory, and ______ memory, along with a set of contro processes that govern the flow of information within the system.6.Of particualr importance to speech and language funciton is the massivetransverse fiber tract called the _____, by means of which the two hemispheres are able to communicate with each other in the form of electrical impulses.7.When language and thought are identical or closely parallel to each other, we mayregard thought as “_________ speech,” and speech as “over thought.” In such a case speaking and thingking take place simultaneously.8.The Sapir-Whorf Hypothesis has two thrusts: linguistic ______ and linguistic____________.。
英语语言学名词解释[1]
![英语语言学名词解释[1]](https://img.taocdn.com/s3/m/967ee595dd88d0d233d46a93.png)
3. brain lateralization: The localization of cognitive and perceptive functions in a particular hemisphere of the brain.
5. right ear advantage: The phenomenon that the right ear shows an advantage for the perception of linguistic signals id known as the right ear advantage.
18. priming effect: Since the mental representation is activated through the prime, when the target is presented, response time is shorter that it otherwise would have been. This is called the priming effect. (06F)
8. contrastive analysis hypothesis: A hypothesis in second language acquisition. It predicts that where there are similarities between the first and second languages, the learner will acquire second language structure with ease, where there are differences, the learner will have difficulty.
一本黄皮的形象卡通的英语语法书
一本黄皮的形象卡通的英语语法书PrefaceHello there! Welcome to the exciting world of English grammar. In this book, you will embark on a journey that will not only improve your understanding of the English language but also give you the tools to express yourself more effectively.Chapter 1: Introduction to English GrammarIn this chapter, we will lay the groundwork for understanding English grammar. We will explore the basic components of grammar, including parts of speech, sentence structure, and punctuation. By the end of this chapter, you will have a solid foundation on which to build your grammar knowledge.Chapter 2: Parts of SpeechIn this chapter, we will delve into the different parts of speech, including nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections. We will explore the role of each part of speech in a sentence and how they work together to create meaning.Chapter 3: Sentence StructureIn this chapter, we will examine the structure of sentences, including the subject, verb, and object. We will also explore different types of sentences, such as declarative, interrogative, imperative, and exclamatory. By the end of this chapter, you will have a comprehensive understanding of how to construct clear and effective sentences.Chapter 4: PunctuationIn this chapter, we will discuss the importance of punctuation in conveying meaning and clarity in writing. We will cover the rules for using commas, periods, questionmarks, exclamation points, colons, semicolons, and quotation marks. You will learn how to use punctuation to enhance the flow and coherence of your writing.Chapter 5: Verb TensesIn this chapter, we will focus on the different verb tenses in English, including present, past, and future tenses. We will also explore the perfect and progressive forms ofeach tense. By the end of this chapter, you will have a thorough understanding of how to use verb tenses correctly in your writing and conversation.Chapter 6: Subject-Verb AgreementIn this chapter, we will discuss the important rule of subject-verb agreement. You will learn how to ensure that the subject and verb in a sentence agree in number and person.This chapter will help you avoid common mistakes in subject-verb agreement and improve the clarity of your writing.Chapter 7: ModifiersIn this chapter, we will explore the use of modifiers, including adjectives and adverbs, to add descriptive and colorful language to your writing. You will learn how to use modifiers effectively to enhance the meaning and impact of your sentences.Chapter 8: Clauses and PhrasesIn this chapter, we will discuss the different types of clauses and phrases, including independent and dependent clauses, and prepositional phrases. You will learn how to use clauses and phrases to add complexity and depth to your writing.Chapter 9: Sentence Types and StylesIn this chapter, we will examine different sentence types and styles, including simple, compound, complex, and compound-complex sentences. You will learn how to vary yoursentence structure to create more engaging and dynamic writing.Chapter 10: Common Errors and PitfallsIn this final chapter, we will cover some of the most common errors and pitfalls in English grammar. We will discuss how to avoid these errors and improve the overall quality of your writing.ConclusionCongratulations! You have completed this comprehensive guide to English grammar. Armed with your newfound knowledge, you are well-equipped to express yourself with clarity and precision in both spoken and written English. Remember, grammar is not just a set of rules to follow; it is a powerful tool that will enable you to communicate effectively and confidently. Good luck on your grammar journey!。
《英语语言学概论》配套习题(五)(问答题)答案.docx
《英语语言学概论》配套习题（五）（问答题）答案Chapter 1 Introduction to Linguistics1.What are design features of language?Design features refer to the defining properties of human language that tell the difference between human language and any system of anima communication.2.What are the characteristics of human language?The characteristics of human language include arbitrariness, duality, productivity, displacement, discreteness, transferability and linearity.3・Explain the characteristic of arbitrariness・What are the relationship between arbitrariness and convention?Arbitrariness refers to the fact that the forms of linguistic signs bear no natural relationship to their meaning. Arbitrariness of language makes it potentially creative, and conventionality of language makes a language be passed from generation to generation.4.What does productivity mean for language?It means language is resourceful because of its duality and its recursiveness. It refers to the property that language enables language users to produce or understand an indefinite number of sentences including novel sentences by use of finite set of rules.5・ What functions does language have?Language has at least seven funcitons: informative, interpersonal, performative, emotive, phatic, recreational and metalingual.6・ Explain the metalingual function of language・The metalingual function of language refers to the fact that language can be used to talk about itself.7・ What is the difference between synchronic linguistics and diachronic linguistics?Synchronic linguistics takes a fixed instant (usually, but not necessarily, the present) as its point of observation. In contrast, diachronic linguistics is the study of a language through the course of its history; therefore, it is also called historical linguistics.8・ What distinguishes prescriptive studies of language from descriptive studies of language?The distinction lies in prescribing how things ought to be and describing how things are. To say that linguistics is a descriptive science is to say that the linguist tries to discover and record the rules to which the members of a language-community actually conform and does not seek to impose upon them other rules, norms, of correctness, which are in the scope of prescriptive linguistics.Chapter 2 Phonology1・ What does phonetics concern?Phonetis is the scientific study of speech sounds of human beings. Phonetics can be suv-classified into articulatory phonetics, acoustic phonetics and auditory phonetics. 2・ How do the three branches of phonetics contribute to the study of speech sounds?Articualtory phonetics is the study of the production of speech sounds. Acoustic phonetics is the study of the physical properties of the sounds produced in speeech. Auditory phonetics is concerned with the perception of speech sounds.3・ How is the description of consonants different from that of vowels?Consonants are produced by constricting or obstructing the vocal tract at some place to divert, impede, or completely shut off the flow of air in the oral cavity. By contrast, a vowel is produced without such obstruction so no turbulance or a total stopping of the air can be perceived.4.In which two ways may consonants be classified?The categories of consonants are established on two important factors, which are termed as manners of articulation and places of articulation.5.How do phoneticians classify vowels?The di scription of vowels includes four aspects: the height of tongue raising(high, mid, low); the position of the highest part of the tongue(front, central, back); the length or tenseness of the vowel (tense vs. lax or long vs. short) and lip-rounding (rounded vs. unrounded).6.T0 what extent does phonology differ from phonetics?Phonology is concerned with the linguistic patterning of sounds in human languages, with its primary aim being to discover the principles that govern the way wounds are organized in languages, and to explain the variations that occur. Phonetics is the study of all possible speech sounds while phonology studies the way in which speakers of a language systematically use a selection of these sounds in order to express meaning. 7.What do minimal pair refer? Give an example to illustrate・Certain sounds cause changes in the meaning of a word, whereas other sounds do not. For instance, the word big can be described in a phonetic transcription [big]. If [g] is replaced by [t], there is another word: bit.[g] and [t] are called minimal pairs. Therefore, when sound substitutions cause differences of meaning, these sounds are minimal pairs.8.What kind of phenomenon is complementary distribution?When two sounds never occur in the same environment, they are in complementary distribution. For example, the aspirated English stops never occur after [s], and the unaspirated ones never occur initially. Sounds in complementary distribution may be assigned to the same phoneme. The allophones of [1], for instance, are also in complementary distribution. The clear[l] occur only before a vowel, the dark [1] occur after a consonant or at the end of a word.Chapter 3 Morphology1・ What is a free morpheme? What is a bound morpheme?Morpheme may be classified into free and bound. A free morpheme is one that can be uttered alone with meaning, it can exist on its own without a bound morpheme.A free morpheme is a word, in the traditional sense. Man, book, take and red are free morphemes.A bound morpheme cannot stand by itself as a complete utterance. It must appear with at least one other morphem, free or bound, like un- in unhappy, past tensemorpheme in worked.2・ What is the difference between inflectional affixes and derivational affixes?An inflectional affix serves to express such meanings as plurality, tense, and the comparative or superlative degree. It does not form a new word with new lexical meaning when it is added to another word. Nor does it change the word-class of the word to which it is added. The inflecitonal affixes today are the plural marker, the genetive case, the verbal endings, the comparative degrees and superlative degrees. Inflectional affixes have only their particualr grammatical meanings, so they are also called grammatical meanings, so they are also called grammatical affixes.A derivational affix serves to derive a new word when it is added to another morpheme. Derivational affix has lexical meaning, but less important than the meaning of the root in the same word, like -able in the word workable. Derivaitonal affixes are commonly subdivided into prefixes and suffixes.3・ What is compounding?Compounding or composition is a word-formation process by joining two or more bases to form a new unit, a compound word. Compounds can be divided into three categories according to parts of the speech: (1) noun compounds (like hearbeat);(2)adjective compounds (like dutyfree); (3) verb compounds (like housekeep).4.What are the criteria of a compound word?(1)Orthographically, compounds are written in three ways: solid (like airmail).hyphenated (like air-conditioning) and open (like air raid).(2)Phonologically, many compounds have a so-called compound accent, that is, asingle stress on the first element, as in "space rocket; or a main stress on the first element and a secondary stress on the second element.(3)Semantically, compounds can be said to have a meaning which may be relatedto, but cannot always be inferred from the meaning of its component parts.5.What is acronymy?Acronymy is a type of shortening by using the first letters of words to form a proper name, a technical term, or a phrase・ If the shortened word is pronounced letter by letter, it is an initialism like BBC; if the shortened word is pronounced as word rather than as a sequence of letters, it is an acronym like SAM(for surface-to-air missile).6.What is blending?Blending is a preocess of word・forniation in which a new word is formed by combining the meanings and sounds of two words, one of which is not in its full form or both of which are not in their full forms, like newscast (news+ broadcast), brunch (breakfast +lunch).7.Decide which way of word formation is used to form the following words.Comsat (from communications + satellite, by blending)Motel (from motor + hotel, by blending)Lase (from laser, by back-formation)Memo (from memorandom, by back clipping)Nightmare (from daymare, by analogy)ASEAN(from the Association for South-East Asian Nations, by acronymy)ROM(from read-only memory, by initialism)Bit(from binary + digit, by blending))Babysit(from babysitter, by back・fonnatioii)cock-a・doodle・do(from the sound produced by cock, by onomatopoeia))grunt (from the sound produced by pig, by onomatopoeia)8・ What are closed-class words and open-class words?A word that belongs to the closed-class is one whose membership is fixed or limited. New members are not regularly added. Therefore, pronouns, prepositions, conjunctions, articles, etc., are all closed items.The open-class is one whose membership is in principle infinite or unlimited.With the emergence of new ideas, inventions, etc., new expressions are continually and constantly being added to the lexicon. Nouns, verbs, adjectives and many adverbs are all open-class items.Chapter4 Syntax1.What is syntax?Syntax is a sub-field of linguistics that studies the sentence structure of language. Specifically, It is the study of the rules governing the ways in which words, word groups and phrases are joined to form sentences in a language, or the study of the interrelationships between sentential elements.2.What is a simple, compound, or complex sentence?A simple sentence is made up of one independent clause with dependent clause attached. It consists of at least one subject and one predicate. Either the subject or the complement may be compound (consisting of more than one element joined with a coordinating conjunction), and modifiers and phrases may be added as well.A compound sentence is composed of at least two independent clauses, but no dependent clauses. The clauses are joined by a comma and a coordinating conjunction, a comma and a correlative conjunction, or a semicolon with no conjunction.A complex sentence uses one independent clause and one or more dependent clauses.For example, the following five sentences are simple, compound, complex, compound, and complex sentence respectively.(1)He and I understood.(2)Lucy watches football on television, but she never goes to a game.(3)You can borrow my pen if you need one.(4)Paul likes football and David likes chess.(5)We had to go inside when it started raining.3.What is the hierarchical structure?The hierarchical structure is the sentence structure that groups words into structural constituents and shows the syntactic category of each structural constituent, such as NP, VP and PP.4.Howto distinguish immediate constituents from ultimate constituents?An immediate constituent is any one of the largest grammatical units that constituent a construction. Immediate constituents are often further reducible.An ultimate constituent is one of the grammatically irreducible units that constitutea construction.For example, the immediate constituents of the sentence You eat bananas are you and eat bananas; the ultimate constituents of the sentence are you. eat. banana, and —s.5.What are subordinate and coordinate constructions?Subordinate and coordinate constructions are two subtypes of endocentric constructions. Those in which there is only one head, with the head being dominant and the other constituent dependent, are subordinate constructions. For example, the short expression Lovely Lucy is a subordinate construction with Lucy as its head. While coordinate constructions have more than one head. For example, boys and girls, coffee or tea, the city Rome, are coordinate constructions, in which, both the two content constituents, boys and girls, coffee and tea, the city and Rome, are capable of serving as the head. They are of equal syntactic status, and no one is dependent on the other.6・ What are deep and surface structures?Deep structure is a central theoretical term in generative grammar, opposed to surface structure. It is the abstract syntactic representation of a sentence一an underlying level of structural organization which specifies all the factors governing the way the sentence should be interpreted.Surface structure is a central theoretical term in generative grammar, opposed to deep structure. It is the final stage in the syntactic representation of a sentence, which provides the input to the phonological component of the grammar, and which thus most closely corresponds to the structure we articulate and hear.7. Can you describe the syntactic structure of the sentence “The old tree swayed in the wind” by using a tree diagram?8・ How to reveal the differences in sentential meaning in the sentence “The mother of the boy and the girl will arrive soon” by drawing tree diagrams?The sentence is an ambiguous sentence, which can be interpreted in two different ways, so it could assigned two tree diagram, as would be shown below: Tree Diagram (1):the wind The old tree swayed in NPDetTree Diagram (2):Chapter 5 Semantics1. What is a semantic field? Can you illustrate it?It is an organizational principle that the lexicon and groups of words in the lexicon can be semantically related, rather than a listing of words as in a published dictionary. On a very general and intuitive level, we can say that the words in a semantic field, though not synonymous, are all used to talk about the same general phenomenon, and there is a meaning inclusion relation between the items in the field and the field category itself. Classical examples of semantic fields include color terms (red, green, blue, yellow), kinship terms (mother, father, sister, brother), and cooking terms (boil, fry, broil, steam) as semantic fields.2・ What are the major types of synonyms in English?They are dialectal synonyms, stylistic synonyms, emotive synonyms, collocational synonyms, and semantic synonyms. Examples are as follows:fond of, keen on (collocational)autumn, fall (dialectal)dad, father (stylistic)thrifty, miserly, economical (emotive) escape, flee (semantic)3・ In what way do the following pairs offer contrast?earth l.our planet. 2. the soil on the surface of our planet.bank l.a financial institution. 2. side of a river, bear 1. a wild animal, bare:naked.bow a. an inclination of the head or body, as in greeting, consent, courtesy, acknowledgement, submission, or veneration.(e) lead a. go in front of a group of people. 2. a soft heavy easily melted grayish-blue metal(f) found: 1. of find. 2. establish or set upThe five entities show different semantic relations of words.(a) is an example of polysemy, and it is different from the next which fall into the category of homography. (b) is an example of perfect homonymy, while “beaf and “bare" in (c) are homophones, those in (d) are homographs, and the words in (e) are homophones. \JZ \)z \)z abed z(\ /(\ /k z(\Swill arrive soonAux VPPolysemy and homonymy both deal with multiple senses of the same phonological word, but polysemy is invoked if the senses are judged to be related. Homonymous senses, however, are unrelated. Homonymy can be classified into partial homonymy and perfect homonymy. Words falling under the category of partial homonymy can be homophones or homographs. Perfect homonymy is exemplified by the words which are identical in sound and spelling or both in sound-form and part of speech.4. Categorize the following pairs: child・kid，alive-dead, big-small, husband-wife・Child-kid can be categorized under synonymy, alive-dead complementary antonymy, old-young gradable antonymy, and husband-wife converse antonymy.5・What is hyponymy composed of? Illustrate whether there is always a superordinate to hyponyms, or hyponyms to a superordinate・Hyponymy is composed of a superordinate and hyponyms; the hyponyms under the same superordinate are co-hyponyms. there is not always a superordinate to hyponyms, or hyponyms to a superordinate. Sometimes a superordinate may be a superordiante to itself. For example, the word "animal" may only include beasts like “tigef, “lion", "elephant”，"cow”，“horse" and is a co-hyponym of “hum arT. But it is also the superordinate to both “human" and "animal" in contrast to “bircT,"行sh", and “insect”，when it is used in the sense of "mammal". It can further be the superordinate to “bird'',"行sh", "insect”，and "mammal" in contrast to “pbnt". From the hyponym's point of view, “animal" is a hyponym of itself, and may be called autohyponym.6・ How is meronymy different from hyponymy?Meronymy is a term used to describe a part-whole relationship between lexical items. We can identify this relationship by using sentence frames like "X is part of or 66Y has as in "A page is part of a book", or book has pages". While hyponymy has to do with inclusiveness, we cannot do the same with hyponymy. For example, bird is the superordinate to crow, hawk, duck, and se cannot say that bird has crows, or hawks'：and so on.Meronymy also differs from hyponymy in transitivity. Hyponymy is always transitive, for example bird is the superordinate to hawk, hawk is the superordinate to sparrowhawk, and thus bird is the superordinate to sparrowhawk. But meronymy may or may not be so. A transitive example is: nail is a meronym of finger, md finger of hand. We can see that nail is a meronym of finger, and finger of hand. We can see that nail is a meronym of hand. A non-transitive example is: pane is a meronym of window, and window of room; but pane is not a meronym of room.7. Why may a sentence be ambiguous?The ambiguity of a sentence may arise from lexical ambiguity or structural ambiguity. Lexical ambiguity arises from polysemy or homonymy which can not be determined by the context. For example,(a)The table is fascinating.(b)She couldn't bear children.Table in (a) is an example of polysemy. It can be a piece of furniture, or the stated kind or quality of food served at a meal here. The ambiguity of (b) lies in the two meanings of the homonym bear一endure or produce children.The following sentence is an example of structural ambiguity.(c)The mother of the boy and the girl will arrive soon.8・ What predication analysis? What is a no-place, one-place，two-place, or three-place predicate? Give examples・Predication analysis is a new approach for sentential meaning analysis which is to break down the sentence into their smaller constituents: argument and predicate. The predicate is the major or pivotal element governing the argument. The argument is the logical participant.A no-place predicate is a predicate which governs no argument; a one-place predicate, one argument; a two-place predicate, two arguments; and a three-place predicate, three arguments. Respective examples are:(a)It is snowing. (SNOW)(b)Baby is sleeping. SLEEP(JOHN, MARY)(c)John loves Mary. LOVE(JOHN, MARY)(d)John gave Mary a book. GIVE(JOHN, MARY, BOOK)Chapter 6 Pragmatics1・ What does pragmatics study? How does it differ from traditional semantics?Pragmatics studies how meaning is conveyed in the process of communication. It is a comparatively new branch of study in the area of linguistics; its development and establishment in the 1960s an dl970s resulted mainly from the expansion of the study of linguistics, especially that of semantics. Generally it deals with how speakers of a language use sentences to effect successful communication. The scope of pragmatic study includes “speech act theory'', “context", '"conversational implicature,\ presupposition, etc.The basic difference between pragmatics and traditional semantics is that pragmatics considers meaning in context and traditionally semantics studies meaning in isolation from the context of use. It may be said that pragmatics studies the meaning that is not accounted by semantics. It can also be expressed in the formula: pragmatics=meaning-semantics. G. Leech, in his principles of pragmatics holds that: Semantics answers the question: What does X mean? Pragmatics answer the question: What did you mean by X?2・ How are sentence meaning and utterance meaning related, and how do they differ?Utterance meaning is based on sentence meaning; the former is concrete and context-dependent and the latter is abstract and decontextualized.3・ What is contextual meaning?It is the meaning a linguistic item has in context, for example the meaning a word has within a particular sentence, or a sentence has in a particular paragraph. The question Do you know the meaning of wo厂？For example, may have two different contextual meanings:i.it may mean Do you know the meaning of the word war? , when said by alanguage teacher to a class of students.ii.It may mean war produces death, injury, and suffering, when said by an injured soldier to a politician who favors war.4.Explain the meanings of locutionary act, illocutionary act, and perlocutionaryact through examples.A distinction is made by Austin in the theory of Speech Acts between three different types of act involved in or caused by the utterance of a sentence.A locutional act is the saying of something which is meaningful and can be understood. For example, saying the sentence Shoot the snake is a locutionary act is hearers understand the words shoot, the. snake and can identify the particular snake referred to.5.What is cooperative principle(CP)?The "'cooperative principle", proposed and formulated by P Grice, a pragmatic hypothesis, is about that the participants must first of all be willing to cooperate; otherwise, it would not be possible to carry on the talk. The principle has the four following maxims:Quantityi.Make your contribution as informative as is required (for the currentpurposes of the exchange).ii.Do not make your contribution more informative than is required. QualityTry to make your contribution one that is true.(1)Do not say what you believe to false.(2)Do not say that for which you lack adequate evidence.RelationBe relevant.MannerBe perspicuous.(1)Avoid obscurity of expression.(2)Avoid ambiguity.(3)Be brief.(4)Be orderly.6・ What is conversational implicature?It is an additional unstated meaning that has to be assumed in order to maintain the cooperative principle, e.g. if someone says "The President is a mouse", something that is literally false, the hearer must assume the speaker means to convey more than is being said.7. How does the violation of the maxims of CP give rise to conversationalimplicature?There are circumstances where speakers may not follow the maxims of the cooperative principle. For example, in conversation, a speaker may violate the maxim expectations by using an expression like "No comment^^ in response to a question. Although it is typically not "as informative as is required?, in the context, it is naturally interpreted as communicating more than is said (i.e. the speaker knows the answer). This typical reaction (i.e. there must be something “special" here) of listeners to any apparent violation of the maxims is actually the key to the notion of conversational implicature.When we violate any of these maxims, our language becomes indirect. In this way, we can convey more than is literally said.8.What is adjacency pair?It refers to a sequence of two utterances by different speakers in conversation. The second is a response to the first, e.g. question-answer.Chapter 8 Language and Society1. What is sociolinguistics?Sociolinguistics is the field that studies the relation between language and society, between the uses of language and the social structures in which the users of language live.2・ What is speech community?It is a group of people who form a community, e.g. a village, a region, a nation, and who have at least one speech variety in common as well as similar linguistic norms.In bilingual and multilingual communities, people would usually have more than one speech variety in commons.3.What is dialect?It is a variety of a language, spoken in one part of a country, or by people belonging to a particular social class, which is different in some words, grammar, an/or pronunciation from other forms of the same language.4.What is Sapir-Whorf hypothesis?It is a belief that our language helps mould our way of thinking and, consequently, different languages may probably express our unique ways of understanding the world. On the one hand, language may determine our thinking patterns; on the one hand, language may determine out thinking patterns; one the other hand, similarity between languages is relative, the greater their structural differentiation is, the more diverse their conceptualization of the world will be. As this hypothesis was strongly put forward by the American anthropological linguists Sapir and Whorf, it has often been called the Sapir-Whorf hypothesis.5.What is speech variety?It is a term sometimes used instead of language, dialect, sociolect, pidgin, creole, etc. because it is considered more neutral than such terms. It may also be used for different varieties of one language, e.g. American English, Australian English, Indian English.6.What is standard language?It is also called standard variety. It is the variety of a language which has the highest status in a community or nation and which is usually based on the speech and writing of educated native speakers of the language.7.What is pidgin?It is a language which develops as a contact language when groups of people who speak different languages try to communicate with one another on a regular basis. For example, this might occur where foreign traders have to communicate with the local population or groups of workers from different language backgrounds on plantations or in factories. A pidgin usually has a limited vocabulary and a reduced grammaticalstructure which may expand when a pidgin is used over a long period and for many purposes.8.What is bilingualism?It is the use of at least two languages either by an individual or by a group of speakers.A bilingual is a person who knows and uses two languages.9.What is multilingualism?It refers to the use of three or more languages by an individual or by a group of speakers such as the inhabitants of a particular region or a nation. Multilingualism is common in, for example, some countries of west Africa, Malaysia, Singapore, and Israel.Chapter 10-11 Language Acquisition1.What is psycholinguistics?It is the study of language in relation to the mind, with focus on the processes of language comprehension, production and acquisition. It takes upon itself the job of exploring the biological basis of human language, critical periods for child language acquisition, and the relationship between the language and thought.2.What is bottom-up processing and what is top-down processing?We may define bottom-up processing as that which proceeds from the lowest level to the highest level of processing in such a way that all of levels. That is, the identification operate without influence from the higher levels. That is, the identification of phonemes is not affected by the lexical, syntactic, or discourse levels; the retrieval of words is not affected by syntactic or discourse levels; and so on.A top-down processing model, in contrast, states that information at the higher levels may influence processing at the lower levels. For instance, a sentence context may affect the identification of words within that sentence.3.What are the six major types of speech error? Give examples of each・Six major types of speech error are:i.Exchange errors: hissed all my mystery lectures (missed all my historylectures)ii.Anticipation errors: a leading list (reading list)iii.Perseveration errors: a phonological fool (phonological rule)iv.Blends: moinly(mostly, mainly), impostinatiorfimposteE impersonator)v.Shifts: Mermaid_moves (mermaids move) their legs togethervi.Substitutions: sympathy for symphony (form), finger for toe (meaning) 4.What is the critical period for language acquisition?Language development takes place during a very specific maturational stage of human development. Sometime during the second year of life (at roughly anywhere from 12 to 18 months), children begin uttering their first words. During the following 4 to 5 years, linguistic development occurs quite rapidly. By the time children enter school, they have mastered the major structural features of their language. Refinements of the major features continue to appear, and the ability to learn language (one's native language or foreign languages) continues to be strong until the onset of puberty. At this point, for reasons that are not fully understood, the '"knack for languages95 begins to decline, to a。
戴炜栋新编英语语言学判断正误题集
Chapter I IntroductionT 1. Linguistics is generally defined as the scientific study of language.F 2.Linguistics studies particular language, not languages in general.F 3. A scientific study of language is based on what the linguist thinks.T 4. In the study of linguistics, hypotheses formed should be based on language facts and checked against the observed facts.T 5. General linguistics is generally the study of language as a whole.T 6. General linguistics, which relates itself to(in contrast to) the research of other areas, studies the basic concepts, theories, descriptions, models and methods applicable in any linguistic study.T 7. Phonetics is different from phonology in that the latter studies the combinations of the sounds to convey meaning in communication.F 8. Morphology studies how words can be formed to produce meaningful sentences.T 9. The study of the ways in which morphemes can be combined to form words is called morphology.F 10. Syntax(rules that govern the combination of words to form grammatically permissible sentences in L) is different from morphology in that the former not only studies the morphemes, but also the combination of morphemes into words and words into sentences.T 11. The study of meaning in language is known as semantics.F12. Both semantics(L is used to convey meaning- the study of meaning) and pragmatics( the study of meaning is conducted in the context of language use) study meanings.T 13. Pragmatics is different from semantics in that pragmatics studies meaning not in isolation, but in context.T 14.Social changes can often bring about language changes.T 15. Sociolinguistics is the study of language in relation to society.F 16. Modern linguistics is mostly prescriptive, but sometimes descriptive.T 17. Modern linguistics is different from traditional grammar.F 18. A diachronic历时（it changes through time）study of language is the description of language at some point in time. Synchronic 共时F 19 Modern linguistics regards the written language as primary, not the spoken language.F 20. The distinction between competence语言能力and performance语言运用was proposed by F. de Saussure. N. ChomskyChapter 2：Phonology1. Voicing is a phonological feature that distinguishes meaning in both Chinese and English. (T)2. If two phonetically similar sounds occur in the same environments and they distinguish meaning, they are said to be in complementary distribution. （F）3. A phone is a phonetic unit that distinguishes meaning. （F）4. English is a tone language while Chinese is not. （F）5. In linguistic evolution, speech is prior to writing. （T）6. In everyday communication, speech plays a greater role than writing in terms of the amount of information conveyed. （T）7. Articulatory phonetics tries to describe the physical properties of the stream of sounds which a speaker issues with the help of a machine called spectrograph. （F）8. The articulatory apparatus of a human being are contained in three important areas: the throat, the mouth and the chest. （F）9. Vibration of the vocal cords results in a quality of speech sounds called voicing. （T）10. English consonants can be classified in terms of place of articulation and the part of the tongue that is raised the highest. （F）11. According to the manner of articulation, some of the types into which the consonants can be classified are stops, fricatives, bilabial and alveolar. （F）12. Vowel sounds can be differentiated by a number of factors: the position of tongue in the mouth, the openness of the mouth, the shape of the lips, and the length of the vowels. （T）13. According to the shape of the lips, vowels can be classified into close vowels, semi-close vowels, semi-open vowels and open vowels. （F）14. Any sound produced by a human being is a phoneme. （F）15. Phones are the sounds that can distinguish meaning. （F）16. Phonology is concerned with how the sounds can be classified into different categories. （F）17. A basic way to determine the phonemes of a language is to see if substituting one sound for another results in a change of meaning. （T）18. When two different forms are identical in every way except for one sound segment which occurs in the same place in the strings, the two words are said to form a phonemic contrast. （F）19. The rules governing the phonological patterning are language specific. （T）20. Distinctive features of sound segments can be found running over a sequence of two or more phonemic segments.（T）Chapter 3：Morphology1. Morphology studies the internal structure of words and the rules by which words are formed.（T）2.Words are the smallest meaningful units of language. （F）3. Just as a phoneme is the basic unit in the study of phonology, so is a morpheme the basic unit in the study of morphology.（T）4. The smallest meaningful units that can be used freely all by themselves are free morphemes.（T）5. Bound morphemes include two types: roots and affixes.（T）6. Inflectional morphemes manifest various grammatical relations or grammatical categories such as number, tense, degree, and case.（T）7. The existing form to which a derivational affix can be added is called a stem, which can be a bound root, a free morpheme, or a derived form itself.（T）8. Prefixes usually modify the part of speech of the original word, not the meaning of it.（F）9. There are rules that govern which affix can be added to what type of stem to form a new word. Therefore, words formed according to the morphological rules are acceptable words.（F）10. Phonetically, the stress of a compound always falls on the first element, while the second element receives secondary stress.（T）Chapter 4： 1. Syntax is a subfied of linguistics that studies the sentence structure of language, including the combination of morphemes into words. （F）2.Grammatical sentences are formed following a set of syntactic rules.（T）3. Sentences are composed of sequence of words arranged in a simple linear order, with one adding onto another following a simple arithmetic logic.（F）4.Universally found in the grammars of all human languages, syntactic rules that comprise the system of internalized linguistic knowledge of a language speaker are known as linguistic competence. （T）5. The syntactic rules of any language are finite in number, but there is no limit to the number ofsentences native speakers of that language are able to produce and comprehend. （T）6. In a complex sentence, the two clauses hold unequal status, one subordinating the other. （T）7. Constituents that can be substituted for one another without loss of grammaticality belong to the same syntactic category.（T）8. Minor lexical categories are open because these categories are not fixed and new members are allowed for.（F）9. In English syntactic analysis, four phrasal categories are commonly recognized and discussed, namely, noun phrase, verb phrase, infinitive phrase, and auxiliary phrase. （F）10. In English the subject usually precedes the verb and the direct object usually follows the verb.（T）11.What is actually internalized in the mind of a native speaker is a complete list of words and phrases rather than grammatical knowledge.（F）12. A noun phrase must contain a noun, but other elements are optional.（T）13. It is believed that phrase structure rules, with the insertion of the lexicon, generate sentences at the level of D-structure.（T）14. WH-movement is obligatory in English which changes a sentence from affirmative to interrogative.（T）Chapter 5 Semantics1. Dialectal synonyms can often be found in different regional dialects such as British English and American English but cannot be found within the variety itself, for example, within British English or American English. （F）2. Sense is concerned with the relationship between the linguistic element and the non-linguistic world of experience, while the reference deals with the inherent meaning of the linguistic form. （F）3. Linguistic forms having the same sense may have different references in different situations. （T）4. In semantics, meaning of language is considered as the intrinsic and inherent relation to the physical world of experience. （F）5. Contextualism is based on the presumption that one can derive meaning from or reduce meaning to observable contexts. （T）6. Behaviourists attempted to define the meaning of a language form as the situation in which the speaker utters it and the response it calls forth in the hearer. （T）7. The meaning of a sentence is the sum total of the meanings of all its components. （F）8. Most languages have sets of lexical items similar in meaning but ranked differently according to their degree of formality. （T）9. “it is hot.” is a no-place predication because it contains no argument. （T）10. In grammatical analysis, the sentence is taken to be the basic unit, but in semantic analysis of a sentence, the basic unit is predication, which is the abstraction of the meaning of a sentence. （T）Chapter 6：Pragmatics1.Both semantics and pragmatics study how speakers of a language use sentences to effect successful communication（F）2.Pragmatics treats the meaning of language as something intrinsic and inherent. （F）3.It would be impossible to give an adequate description of meaning if the context of language use was left unconsidered. （T）4.What essentially distinguishes semantics and pragmatics is whether in the study of meaning the context of use is considered. （T）5.The major difference between a sentence and an utterance is that a sentence is not uttered while an utterance is. （F）6.The meaning of a sentence is abstract, but context-dependent. （F）7.The meaning of an utterance is decontexualized, therefore stable. （F）8.Utterances always take the form of complete sentences （F）9.Speech act theory was originated with the British philosopher John Searle. （F）10.Speech act theory started in the late 50’s of the 20th century.（T）11.Austin made the distinction between a constative and a performative. （T）12.Perlocutionary act is the act of expressing the speaker’s intention.（F）Chapter 10&11：（Second）Language Acquisition1.L1 development and L2 development seem to involve the same processes. （F）2.The capacity to acquire one's first language is a fundamental human trait that all human beings are equally well possessed with. （T）3.All normal children have equal ability to acquire their first language. （T）4.Children follow a similar acquisition schedule of predictable stages along the route of language development across cultures, though there is an idiosyncratic variation in the amount of time that takes individuals to master different aspects of the grammar. （T）5.Humans can be said to be predisposed and biologically programmed to acquire at least one language.6.Some languages are inferior, or superior, to other languages. (T)nguage acquisition is primarily the acquisition of the vocabulary and the meaning of language.(F)8.Human beings are genetically predetermined to acquire language, this genetic predisposition is a sufficient condition for language development. (F)9.Children who grow up in culture where caretaker speech is absent acquire their native language more slowly than children who are exposed to caretaker speech. (F)10.In mother tongue acquisition, normal children are not necessarily equally successful. (F)11.For the vast majority of children, language development occurs spontaneously and require little conscious instruction on the part of adults. (T)12.The available evidence to date indicates that an explicit teaching of correct forms to young children plays a minor role at best. (T)13.Correction and reinforcement are not key factors in child language development as they were claimed to be. (T)14.Imitation, plays at best a very minor role in the child's mastery of language. (T)15.Observations of children in different language areas of the world reveal that the developmental stages are similar, possibly universal, whatever the nature of the input. (T)16.A child's babbling seems to depend on the presence of acoustic, auditory input. (F)17.In general, the two-word stage begins roughly in the second half of the child's first year. (F)18.Children's two-word expressions are absent of syntactic or morphological markers. (T)19.Children first acquire the sounds in all languages of the world, no matter what language they are exposed to, and in late stages acquire the more difficult sounds. (T)20. Language acquisition begins at about the same time as lateralization does and is normally complete, as far as the essentials are concerned, by the time that the process of lateralization comes to an end. (T)Chapter12：language & brain (Psycholinguistics)1.The linguistic ability of human beings depends primarily on the structure of the vocal cords. （F）2.Human beings are the only organisms in which one particular part of the left half of the brain is larger than the corresponding part of the right half. （T）3.The case of Phineas Gage suggests that if our language ability is located in the brain, it is clear that it is not situated right at the front. （T）4.In general, the right side of the brain controls voluntary movements of, and responds to signals from, the left side of the body, whereas the left side controls voluntary movements of, and responds to signals from, the right side of the body. （T）nguage functions are believed to be lateralized primarily in the left hemisphere of the brain. （T）6. The language we speak determines the way we perceive the world and therefore the nature of thought. （F）7. Human beings can not think without language, just as they can not speak without thinking. （F）8.If a language lacks a word, its speakers will not be able to grasp its concept. （F）9. Generally speaking, left hemisphere is responsible for language and speech, analytic reasoning, associative thought, etc., while the right hemisphere is responsible for perception of nonlinguistic sounds, holistic reasoning, recognition of musical melodies, etc. （T）10. Language by no means determines the ways we perceive the objective world, but by its convenience, availability, and habitual use, does influence the perceptions of human being. （T）Chapter 7：Language Change（Historical Linguistics）1.One of the tasks of the historical linguists is to explore methods to reconstruct linguistic history and establish the relationship between languages. （T）nguage change is a gradual and constant process, therefore often indiscernible to speakers of the same generation. （T）3.The history of the English language is divided into the periods of Old English, Middle English and Modern English. （T）4.Middle English began with the arrival of Anglo-Saxons, who invaded the British Isles from northern Europe. （F）5.In Old English, all the nouns are inflected to mark nominative, genitive, dative and accusative cases. （F）6.In Old English, the verb of a sentence often precedes the subject rather than follows it. （T）7.A direct consequence of the Renaissance Movement was the revival of French as a literary language. （F）8.In general, linguistic change in grammar is more noticeable than that in the sound system and the vocabulary of a language. （F）9.The sound changes include changes in vowel sounds, and in the loss, gain and movement of sounds. （T）10.The least widely-spread morphological changes in the historical development of English are the loss and addition of affixes. （F）11.In Old English, the morphosyntactic rule of adjective agreement stipulated that the endings of adjective must agree with the head noun in case, number and gender. （T）12.The word order of Modern English is more variable than that of Old English.（F）13.Derivation refers to the process by which new words are formed by the addition of affixes to the roots, stems, or words. （T）14.“Smog” is a word formed by the word-forming process called acronymy. （F）15.“fridge” is a word formed by abbreviation. （F）16.Modern linguists are able to provide a consistent account for the exact causes of all types of language change.（F）17.Sound assimilation may bring about the loss of one of two phonetically similar syllables in sequence, as in the case of change of “Engla-land” to “England”. （T）18.Rule elaboration occurs when there is a need to reduce ambiguity and increase communicative clarity or expressiveness. （T）nguage change is always a change towards the simplification of language rules （F）20.The way children acquire the language is one of the causes for language change.（T）Chapter 8：Language and Society (Sociolinguistics)1. Sociolinguistics is the sub-discipline of linguistics that studies social contexts. （F）2. Language as a means of social communication is a homogeneous system with a homogeneous group of speakers.（F）3. Language use varies from one speech community to another, from one regional group to another, from one social group to another, and even from one individual to another. （T）4. The goal of sociolinguistics is to explore the nature of language variation and language use amonga variety of speech communities and in different social situations. （T）5.The linguistic markers that characterize individual social groups may serve as social markers of group membership. （T）6. From the sociolinguistic perspective, the term “speech variety ” can not be used to refer to standard language, vernacular language, dialect or pidgin. （F）7.Functional speech varieties are known as regional dialects. （F）8. The most distinguishable linguistic feature of a regional dialect is its grammar and uses of vocabulary. （F）9.Geographical barriers are the only source of regional variation of language. （F）10. A person's social backgrounds do not exert a shaping influence on his choice of linguistic features. （F）11.Two speakers of the same language or dialect use their language or dialect in the same way. (F)12. Every speaker of a language is, in a stricter sense, a speaker of a distinct idiolect. (T)13. The standard language is a better language than nonstandard languages. (F)14. A lingua franca can only be used within a particular country for communication among groups of people with different linguistic backgrounds. (F)15.Pidgins are linguistically inferior to standard languages. （F）16. A pidgin usually reflects the influence of the higher, or dominant, language in its lexicon and that of the lower language in their phonology and occasionally syntax. （T）17.The major difference between a pidgin and a creole is that the former usually has its native speakers while the latter doesn't. （F）18.Bilingualism and diglossia mean the same thing. （F）19.The kind of name or term speakers use to call or refer to someone may indicate something of their social relationship to or personal feelings about that individual. （T）20.The use of euphemisms has the effect of removing derogatory overtones and the disassociative effect as such is usually long-lasting. （F）。
章节英语知识点归纳总结
章节英语知识点归纳总结1. Noun- Definition: A noun is a word that represents a person, place, thing, or idea.- Examples: dog, cat, house, love2. Pronoun- Definition: A pronoun is a word that is used to replace a noun in a sentence.- Examples: he, she, it, they3. Verb- Definition: A verb is a word that describes an action, state, or occurrence.- Examples: run, jump, laugh, think4. Adjective- Definition: An adjective is a word that describes or modifies a noun or pronoun.- Examples: beautiful, tall, smart, happy5. Adverb- Definition: An adverb is a word that modifies a verb, adjective, or another adverb.- Examples: quickly, loudly, very, well6. Preposition- Definition: A preposition is a word that shows the relationship between a noun or pronoun and other words in a sentence.- Examples: in, on, at, under7. Conjunction- Definition: A conjunction is a word that connects words, phrases, or clauses.- Examples: and, but, or, becauseChapter 2: Sentence Structure1. Subject- Definition: The subject is the person, place, thing, or idea that the sentence is about.- Example: The cat2. Predicate- Definition: The predicate is the part of the sentence that contains the verb and describes the action or state of the subject.- Example: jumped on the table3. Object- Definition: The object is the person, place, thing, or idea that receives the action of the verb. - Example: the ball4. Clause- Definition: A clause is a group of words that contains a subject and a verb and can function as a complete sentence or as a part of a larger sentence.- Example: I went to the store.5. Phrase- Definition: A phrase is a group of words that does not contain a subject and a verb and functions as a single part of speech.- Example: on the tableChapter 3: Tenses1. Present Tense- Definition: The present tense is used to describe actions that are happening now or are habitual.- Example: She eats breakfast every morning.2. Past Tense- Definition: The past tense is used to describe actions that have already happened.- Example: They went to the beach last summer.3. Future Tense- Definition: The future tense is used to describe actions that will happen in the future.- Example: We will go to the movie tomorrow.4. Present Continuous Tense- Definition: The present continuous tense is used to describe actions that are happening at the moment of speaking.- Example: She is studying for her exam.5. Past Continuous Tense- Definition: The past continuous tense is used to describe actions that were happening at a specific time in the past.- Example: They were playing soccer when it started to rain.6. Future Continuous Tense- Definition: The future continuous tense is used to describe actions that will be happening at a specific time in the future.- Example: I will be working late tomorrow.7. Present Perfect Tense- Definition: The present perfect tense is used to describe actions that have been completed at some point in the past or that have a connection to the present.- Example: She has lived in this town for ten years.8. Past Perfect Tense- Definition: The past perfect tense is used to describe an action that was completed before another action in the past.- Example: They had already eaten dinner when we arrived.9. Future Perfect Tense- Definition: The future perfect tense is used to describe an action that will be completed by a specific time in the future.- Example: She will have finished her homework by the time we get home.Chapter 4: Articles1. Definite Article (the)- Definition: The definite article "the" is used with specific nouns that are known to both the speaker and the listener.- Example: The cat is sleeping on the couch.2. Indefinite Article (a/an)- Definition: The indefinite articles "a" and "an" are used with nonspecific nouns or when mentioning something for the first time.- Examples: I saw a dog in the park. She bought an apple at the store.Chapter 5: Phrasal Verbs1. Definition: A phrasal verb is a verb that is followed by an adverb or preposition (or both), and the resulting combination creates a different meaning than the individual words.- Example: He gave up smoking.2. Types of Phrasal Verbs- Intransitive phrasal verbs: do not take a direct objectExample: The car broke down on the highway.- Transitive separable phrasal verbs: the object can come before or after the adverb or prepositionExample: He turned off the lights. / He turned the lights off.- Transitive inseparable phrasal verbs: the object must come after the adverb or preposition Example: She takes care of her little brother.- Three-word phrasal verbs: consist of a verb + adverb + prepositionExample: She takes after her mother.Chapter 6: Gerunds and Infinitives1. Gerunds- Definition: A gerund is a verb form that functions as a noun and ends in -ing.- Example: I enjoy swimming.2. Infinitives- Definition: An infinitive is the base form of a verb with the word "to" in front of it, and it can function as a noun, adjective, or adverb.- Example: She wants to go to the beach.3. Verbs Followed by Gerunds- Example: He enjoys swimming.4. Verbs Followed by Infinitives- Example: She wants to swim.Chapter 7: Active and Passive Voice1. Active Voice- Definition: In the active voice, the subject is the doer of the action.- Example: The cat chased the mouse.2. Passive Voice- Definition: In the passive voice, the subject is the receiver of the action and the doer of the action may not be mentioned.- Example: The mouse was chased by the cat.3. Forming the Passive Voice- The passive voice is formed with the verb "to be" + past participle.- Example: The cake was baked by my mom.Chapter 8: Modal Verbs1. Can/Could- Definition: Can and could are used to express ability, permission, and possibility.- Examples: She can speak three languages. (ability) / Could I go to the bathroom? (permission) / It could rain later. (possibility)2. May/Might- Definition: May and might are used to express possibility and permission.- Examples: She may visit us next week. (possibility) / Might I borrow your pen? (permission)3. Shall/Should- Definition: Shall and should are used to express obligation, recommendation, or future intention.- Examples: We shall help you with your project. (obligation) / You should see a doctor. (recommendation)4. Must- Definition: Must is used to express necessity or obligation.- Example: You must wear a helmet when riding a bike.5. Will/Would- Definition: Will and would are used to express future intention, willingness, or conditional situations.- Examples: I will go to the party tonight. (future intention) / I would help you if I could. (conditional)Chapter 9: Punctuation1. Period (.)- Definition: The period is used to end a sentence.- Example: She is going to the store.2. Comma (,)- Definition: The comma is used to separate items in a list, to separate clauses, or to set off introductory words or phrases.- Example: He likes apples, bananas, and oranges.3. Question Mark (?)- Definition: The question mark is used at the end of a sentence to indicate a question.- Example: Where are you going?4. Exclamation Mark (!)- Definition: The exclamation mark is used at the end of a sentence to indicate strong feelings or emotions.- Example: Congratulations!5. Quotation Marks (" ")- Definition: Quotation marks are used to indicate direct speech, to enclose the titles of short works, or to show irony or skepticism.- Example: She said, "I will be there soon."6. Colon (:)- Definition: The colon is used to introduce a list, to separate hours and minutes, or to connect two related sentences.- Example: Please bring the following items: pen, paper, and notebook.7. Semicolon (;)- Definition: The semicolon is used to connect two closely related sentences or to separate items in a list when the items already contain commas.- Example: She loves to travel; she has been to over 30 countries.8. Apostrophe (')- Definition: The apostrophe is used to indicate possession or to show the omission of letters in a contraction.- Examples: Tom's car / can't (cannot)9. Hyphen (-)- Definition: The hyphen is used to join words together, to separate syllables in a word, or to connect compound modifiers.- Examples: well-being / one-third / one-wayChapter 10: Sentence Types1. Declarative Sentences- Definition: A declarative sentence makes a statement and ends with a period.- Example: She is going to the store.2. Interrogative Sentences- Definition: An interrogative sentence asks a question and ends with a question mark.- Example: Where are you going?3. Imperative Sentences- Definition: An imperative sentence gives a command or makes a request and ends with a period or exclamation mark.- Examples: Close the door. / Please sit down!4. Exclamatory Sentences- Definition: An exclamatory sentence expresses strong emotions and ends with an exclamation mark.- Example: What a beautiful sunset!Chapter 11: Common Errors in English1. Misuse of "its" and "it's"- "Its" is a possessive pronoun, while "it's" is a contraction of "it is" or "it has."2. Misuse of "your" and "you're"- "Your" is a possessive pronoun, while "you're" is a contraction of "you are."3. Misuse of "there," "their," and "they're"- "There" is an adverb denoting a place, "their" is a possessive pronoun, and "they're" is a contraction of "they are."4. Misuse of "then" and "than"- "Then" is used to indicate time or sequence, while "than" is used for making comparisons.5. Misuse of "affect" and "effect"- "Affect" is a verb that means to influence, while "effect" is a noun that means the result of an action.Chapter 12: Vocabulary and Word Formation1. Synonyms and Antonyms- Synonyms are words with similar meanings, while antonyms are words with opposite meanings.Example: happy (synonym: joyful) / happy (antonym: sad)2. Word Formation- Prefixes: added to the beginning of a word to change its meaningExample: un- (unhappy)- Suffixes: added to the end of a word to change its form or meaningExample: -ness (happiness)3. Idioms and Phrasal Verbs- Idioms are expressions with meanings that cannot be deduced from the individual words, while phrasal verbs are verbs followed by adverbs or prepositions with a different meaning than the individual words.Example: It's raining cats and dogs. / She turned off the lights.Chapter 13: Reading and Comprehension1. Skimming- Definition: Skimming is reading quickly to get a general idea of the content.- Example: Skim the newspaper to find the main headlines.2. Scanning- Definition: Scanning is reading quickly to find specific information.- Example: Scan the text to locate the dates of important events.3. Inference- Definition: Inference is using clues in the text to make educated guesses about what will happen next in the story or what the author is not directly saying.- Example: Based on the character's actions, I infer that she is nervous.4. Main Idea and Supporting Details- Definition: The main idea is the central point of a paragraph or passage, while supporting details clarify or explain the main idea.- Example: The main idea of the story is about friendship, with supporting details about loyalty and trust.5. Context Clues- Definition: Context clues are hints found within a sentence, paragraph, or passage that a reader can use to understand the meanings of new or unfamiliar words.- Example: The word "frigid" is used in the context of cold, so it means very cold.Chapter 14: Writing1. Prewriting- Definition: Prewriting is the first stage of the writing process, which includes brainstorming, outlining, and researching.- Example: Before writing the essay, I made a list of ideas and created an outline.2. Drafting- Definition: Drafting is the second stage of the writing process, which involves putting ideas into complete sentences and paragraphs.- Example: I drafted a rough version of my story to get my ideas down on paper.3. Revising- Definition: Revising is the third stage of the writing process, in which the writer rethinks and reorganizes the content of the paper.- Example: After receiving feedback, I revised my essay to improve its structure and clarity.4. Editing- Definition: Editing is the fourth stage of the writing process, which involves checking for errors in grammar, punctuation, and spelling.- Example: I edited my paper to correct any mistakes before submitting it.5. Publishing- Definition: Publishing is the final stage of the writing process, in which the writer shares the work with an audience.- Example: My book was published and is now available for purchase.Chapter 15: Speaking and Listening1. Active Listening- Definition: Active listening is the process of fully concentrating, understanding, responding to, and remembering what is being said.- Example: I practiced active listening during the meeting by taking notes and asking clarifying questions.2. Public Speaking- Definition: Public speaking is the process of delivering a speech or presentation to an audience.- Example: I prepared extensively for my public speaking engagement by practicing my speech and using visual aids.3. Conversational Skills- Definition: Conversational skills encompass the ability to engage in meaningful and effective conversations, including active listening, asking questions, and expressing opinions.- Example: I honed my conversational skills by participating in group discussions and debates.4. Communication Styles- Definition: Communication styles refer to the way people interact and exchange information, including verbal and nonverbal communication, as well as assertive, aggressive, and passive styles.- Example: She has an assertive communication style, which enables her to express her thoughts and feelings with confidence.Chapter 16: Vocabulary Expansion1. Reading- Reading widely and regularly helps to expose individuals to new words, their uses, and meanings.2. Note-taking- Documenting new or unfamiliar words and their definitions while reading or listening further reinforces vocabulary retention.3. Contextual Analysis- Using context clues and learning to infer word meanings from surrounding words and sentences contributes to vocabulary expansion.4. Word Mapping- Organizing words into categories or relationships, creating word maps, and noticing similarities and differences between words enhance vocabulary understanding.5. Practice and Application- Repeated use of new words in writing, speaking, and listening activities aids in incorporating them into one's vocabulary.。
语言学 chapter 3 总结
Chapter 3 Lexicon3.1 What is Word?As different criteria may identity and define different phenomena, it is hard to define “word” scientifically. However, it is agreed that there are three ways of defining “word”, though they can’t cover everything.3.11 Three Senses of “WORD”reference:指称论（the relationship between symbols and the things in outside world that refers to）Sense:词与词的关系（use other words to explain a word, just as we look up the dictionary to find the meaning of a word）(1)A physical definable unitLanguage is produced as a continuous stretch of speech or writing, but one can still pauses and blanks every now and then. Thus, word maybe seen asa set of sound segments or writing letters between two pauses or blanks.For example: It is wonderful.Phonological: /it is wandәful/O rthographic: it’s wonderful(2) Word both as a general term and as a specific termWord may be used both as a general term (then boy and boys are just one word) and as specific terms ( boys and boy are two words). For example:Write/writes/wtote/writing/written(3) A grammatical unitThe grammar of a language contains a set of layers, and word is one of them. ( rank-----hierarchical scale 等级)Clause complex---clause---phrase/ word group---word---morpheme 3.1.2 Identification of words(1) Stability:A word can’t be rearranged, but a se ntence can.Word: nothingness **nessnothing(F)Sentence: a. John is a clever boyb. A clever boy John is(2) Relative uninterruptibility:A word can’t be separates or insertedwith other elements, but a sentence can.Word: disappointment *dis(#)appoint(#)mentSentence: Paul, (Jane) and Rebecca are my classmates.(3) A minimum free form: Word is the smallest unit that can be used, byitself, as a complete utterance.Expression: ---Is Jane coming this evening?--- PossiblyException: ----what is missing in a sentence such as ”Dog isbarking ”----- A3.1.3 Classification of Word(1) Variable and invariable wordsWord including①variable words (having inflective changes. E.g.follow/follows/followed/following)②invariable words (not having inflective changes.E.g. since, when, hello)(2) Grammatical words(虚词) and lexical words（实词）①Grammatical words, known as FOUNCTION WORDS, mainly workfor constructing group, phrase, clause, clause, complex clause, such asconj., prep, articles, pron..②Lexical words, known as CONTENT WORDS, mainly work forreferring to substance, action and quality, such as noun, verb, adj., adv.(3) Closed- class and opened-class words①Closed-class word is one whose membership is fixed or limited, thiskind of words can’t easily odd or deduce a new member. such aspronouns, prep, articles and others.②Opened-class word is one whose membership is in principle orunlimited. As noun, verb, adjective, adv.③exception: auxiliary verbs some preposition(regarding, by means of)(4) Word class⑴9 word classes: noun, pronoun, adjective, verb, adverb, preposition,conjunction, interjection, and article.⑵other word classes:①Particles(小品词，语助词): e.g. infinite marker “to”; negative marker “not”②Auxiliaries(助词)：can，has, seems③Pro-form(代动词)：pro-adj(so is mine); pro-v(did);pro-adv(so);pro-locative(there)④Determiners(限定词)：a. Pre-determiners: all, both, half, twiceb. Central-determiners: this, those, every, no, either, yourc. Post-determiners: cardinal numerals(基数)，ordinal numerals(序数)，general ordinals(next, last, other, several, little, a great deal of)3.2 The Formation of Word3.2.1 Morpheme and Morphology①Morpheme is the smallest unit of meaning in language.②Morphology is the study of morpheme and a branch of linguistics. Itstudies the internal structure of words, and the rules by which words areformed.3.2.2 Types of Morphemes(1) Free morpheme and bound morpheme①Free morpheme can make up words by itself.(dog, nation)②Bound morpheme must appear with at least another morpheme. (-dis,-ed)(2) Root, affix, and stem①Root is the base form of a word that cannot be further be analyedwithout destroying its meaning(NOTICES: a. Root can be free morpheme or bound morpheme.b. I t can be bound morpheme, such as –ceive inconceive and perceive; -mit in commit and permit.c. I t can be both free morpheme and bound morpheme.Child and child- in children))②Affix is a collective term for the type of morpheme that can be usedonly when added to another morpheme(the root or stem), including prefix(para-, mini-, un-,) , suffix(-ise, -tion),infix(abso-bloomingly-lutely)③Stem is any morpheme or combination of morphemes to which aninflectional affix can be added. For example:a.friend- in friends shows that a stem may be the same as a rootb.friendship- in friendships indicates that a stem may contain a rootand one, or more than one, derivational affix.3) Inflective affix and derivational affixThe differences between inflective affix and derivational affix:①.inflective affixes are generally less productive than derivational affixes;②.inflective affixes do not change the word class of the word they attach to,while derivational affixes often change the lexical lexical meaning;③.inflective affixes are mostly suffixes, which are always word final(e.g.-s). But derivational affixes can both be prefixes(e.g. sub-, de-) andsuffixes(e.g. -er, -able )3.2.3 Inflection and word formationTo be more specific, there are two fields that morphology is concerned with: (ⅰ).The study of inflections( also called as INFLECTIONA MORPHOLOGY);(ⅱ). The study of word formation( often referred to as LEICAL or DERIV ATIONAL MORPHONOLOGY)⑴INFLECTION indicates grammatical relations by addinginflectional affixes, such as number, person, finiteness, aspect andcase; and when inflectional affixes are added, the grammatical classof the stem(to which they are attached) will not change. Forexample,(a)number: table/tables(b)person: finiteness and aspect;open/opens/opening/opened(c)case: boy/boy’s⑵Word formationWord-formation, in its restricted sense, refers to the process of how words are formed.Two sub-types: a. the compositional type(COMPOUND)b. the derivational type(DEROV ATION)ⅰ、Compound⑴(a)NOUN COMPOUNDS(构成词是名词)e.g. day+brea k→daybreak(b)VERB COMPOUNDS（构成词是动词）e.g. lip+rea d→lipread(c)ADJECTIVE COMPOUNDS(构成词是形容词)e.g. dut y+free→dutyfree(b)PREPOSITION COMPOUNDS（构成词是介词）e.g. in+t o→into⑵two kinds of compound: (a)endocentric compound(self-control)(b)exocentric compound(breakthrough)⑶the ways of written(a) as a single word(wardrobe, birdseed, bodyguard)(b)joined with a hyphen”-”(rest-room, wedding-ring)(c)with ordinary space between two words(washingmachine)ⅱDerivationDerivation shows a relationship between roots and affixes, and make the word class of the original word either changed (length--lengthen)or unchanged (non+smoker=nonsmoker)3.2.4 Sememe & Morpheme and Phoneme & Morpheme⑴Sememe vs. morphemeSememe is the smallest component of meaning, while morpheme is smallest unit of meaning①one morpheme vs. one sememe②one morpheme vs. more than one sememe③one sememe vs. more than one morpheme④morphemes that have no specific sememe⑤function changes in both sememe and moepheme without morphemechange⑵Morpheme vs. phoneme①a single phoneme vs. a single morpheme②a single morpheme vs. multiple phoneme③allomorph④morphemic conditionsa. phonological conditionedb. morphonologically conditioned3.3 Lexical Change3.3.1 Lexical change proper⑴Invention: Coke, Nylon, granola⑵Blending: transfer(initial)+resister(final)=transistor. digital(initial)+computer(initial)=digicomAnother sort of blending is called FUSION, such as rippe(ripple+shuffle), stample(trample+stample), and spinwheels(pinwheel+spin)(3) Abbreviatiom(also called CLIPPING)缩写词e.g. advertisemen t→adbicylc e→bike(4) Acronym(缩略词)e.g. CI A→Central Intelligence Agency(5) Back-formation: editor---edit(6) Analogical creation: work→wrough t→worked; sla y→sle w→slayed(7)Borrowing: a Loanwords: borrow both form and meaning(au pair fromFrench);b .Loanblend: borrow the meaning, the form isblended(china-town);c Loanshift: meaning is borrowed and the form isnative(bridge); loan translation(翻译借词):：black humor 3.3.2 Morph-Syntactical Change(词素句法变化)(1) Morphological change: third person; plural form, possessive case(2) Syntactical changes:--Split infinitive:e.g.. I have tried to consciously stop, worrying about it--Postponed Preposition:e.g.The person is impossible to work with--Objective case of relative pronoune.g. The girl who(m) he talked about is a violinist3.3.3 Semantic change(1) Broadening is a process to extend or elevate the meaning from itsoriginally specific sense to a relatively general one.e.g. “holiday”→”holy day” in religious Englis h→”a day for rest”(2) Narrowing is contrary to broadening: the original meaning of a word canbe narrowed or restricted to a specific sense.e.g. meat→“food”→the edible flesh of mammals.(3) Meaning shift here understood in its narrow sense, that is, the change of meaning has nothing to do with generalization or restriction as mentioned above.e.g. “bead”→“the prayer bead”→“small, ball-shaped piece of glass,metal or wood”(4) class shift: By changing the word class one can change the meaning of aword from a concrete or notion to a process or attribution. This process of word formation is also known as ZERO-DERIV ATION, or CONVERSIONe.g. hog→N(a pig)→V(to take and keep (all of something) foroneself )(5) folk stymology(民俗词源学) refers to the change of a word or phrase,resulting from an incorrect popular notion of the origin or meaningof the term, or from the influence of more familiar terms mistakenlytaken to be analogous.e.g. Spanish cucaracha changed into English cokroach3.3.4 Phonological change(1) loss(省音)：temperature /’tempәrәt ә/----/’temprәt /(2) Addition(增音)：a(n) article(3) Metathesis(换位)：is a process involving a change in the sequence ofsound.e.g. They taxed him with his failures. (accused)They took him to task for his failures. ( scolded)(4) Assimilation: 同化cap----can3.3.5 Orthographic changea. The same day went Iesus(sun)out of the house, and sate by theseaside.b. And when the Sunne (sun) was up, they were scorched。
黑色封面的英语辅导书质量非常好
黑色封面的英语辅导书质量非常好Title: Mastering English – A Comprehensive Guidebook with a High-quality Black CoverIntroduction:In today's interconnected world, English has become the global language of communication. However, mastering the intricacies of English can be a challenging task. To ease your journey towards fluency, we present "Mastering English" - an exceptional English tutoring book of the highest quality, offering comprehensive guidance for learners of all levels.Chapter 1: Building a Solid FoundationIn this chapter, we lay the groundwork for English proficiency. We provide an in-depth overview of English grammar, including parts of speech, tenses, sentence structure, and common grammatical errors. Detailed explanations and numerous examples allow readers to grasp the fundamental principles with clarity.Chapter 2: Expanding Your VocabularyTo become fluent in English, a robust vocabulary is essential. This chapter presents various techniques to improve word power, such as reading, context-basedlearning, mnemonic devices, and word association. Furthermore, we provide extensive lists of idioms, phrasal verbs, and commonly confused words commonly encountered in everyday conversation.Chapter 3: Enhancing Listening SkillsUnderstanding spoken English is crucial for effective communication. In this chapter, we offer practical strategies to improve listening skills while providing engaging exercises and audio materials. Learners will also find tips on deciphering different accents and understanding informal speech patterns.Chapter 4: Polishing Speaking and Pronunciation Speaking confidently and articulating words correctly are key components of English fluency. This chapter covers phonetics, stress patterns, intonation, and common pronunciation pitfalls. With the help of clear illustrations and audio samples, learners can correct pronunciation errors and develop an authentic English accent.Chapter 5: Mastering Reading ComprehensionEffective reading comprehension skills are essential for academic success and professional development. Inthis chapter, we introduce various reading techniques, such as skimming, scanning, and inferencing, along with strategies for tackling different types of texts, including articles, essays, and literary works. Extensive practice exercises accompany each lesson to reinforce comprehension abilities.Chapter 6: Perfecting Writing SkillsThe ability to express oneself clearly in writing is invaluable. This chapter delves into different styles of writing, including descriptive, narrative, persuasive, and academic formats. We discuss techniques for organizing thoughts, constructing paragraphs, and employing effective vocabulary and grammar. Additionally, we provide guidance on proofreading and editing to ensure polished written work.Chapter 7: Cultural Context and Communicative CompetenceTo truly master a language, understanding its cultural nuances is vital. This chapter explores English-speaking cultures, customs, and etiquette. It also delves into non-verbal communication, idiomatic expressions, and appropriate language use in differentsocial situations.Conclusion:"Mastering English" is not just another English tutoring book; it is a comprehensive guidebook crafted with exceptional quality for aspiring English speakers. Its detailed explanations, abundant examples, engaging exercises, and high-quality audio materials make it an indispensable resource for learners of all levels. Whether you are a beginner or an advanced student, this book will equip you with the necessary tools to excel in English language proficiency. Remember, with dedication and the right guidance, fluency in English is well within your reach.。
mr reader英语语法通关讲解
mr reader英语语法通关讲解全文共3篇示例，供读者参考篇1Title: Mastering English Grammar with Mr. ReaderIntroduction:Are you struggling with English grammar and looking for a comprehensive guide to help you improve your skills? Look no further than Mr. Reader's English Grammar Masterclass! In this article, we will explore the key concepts and principles of English grammar that Mr. Reader covers in his course, and how you can use these lessons to enhance your own language proficiency.Chapter 1: Understanding Parts of SpeechMr. Reader breaks down English grammar into its fundamental components, starting with the eight parts of speech: nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections. He explains how each part of speech functions in a sentence and provides numerous examples to help students grasp the concepts. By mastering the parts of speech, students can improve their sentence structure and clarity in writing.Chapter 2: Building SentencesOnce students have a solid understanding of the parts of speech, Mr. Reader moves on to sentence construction. He teaches students how to create grammatically correct sentences by combining subjects and predicates, using proper punctuation, and avoiding common errors such as sentence fragments and run-on sentences. By practicing sentence-building exercises, students can improve their writing skills and convey their thoughts more effectively.Chapter 3: Perfecting Verb TensesVerbs are the backbone of any sentence, and Mr. Reader emphasizes the importance of using the correct verb tense to convey the intended meaning. He explains the various verb tenses in English, such as present, past, and future, as well as perfect tenses and progressive tenses. By mastering verb tenses, students can express actions and events accurately in their writing and speech.Chapter 4: Understanding Subject-Verb AgreementOne of the most common grammar mistakes is subject-verb agreement, where the subject and verb in a sentence do not match in number (singular or plural). Mr. Reader provides clearexplanations and examples to help students identify and correct subject-verb agreement errors. By practicing exercises and quizzes, students can strengthen their grasp of this essential grammar rule.Chapter 5: Using Pronouns CorrectlyPronouns play a crucial role in English grammar, as they replace nouns to avoid repetition in a sentence. However, pronouns must agree in person, number, and gender with the nouns they refer to. Mr. Reader teaches students how to use pronouns correctly, including personal pronouns, possessive pronouns, and reflexive pronouns. By understanding pronoun usage, students can enhance the clarity and coherence of their writing.Chapter 6: Mastering ModifiersModifiers are words or phrases that provide additional information about nouns or verbs in a sentence. Mr. Reader covers adjectives and adverbs as types of modifiers, explaining how they enhance meaning and add depth to writing. He also discusses the placement of modifiers to avoid ambiguity and confusion. By practicing modifier exercises, students can sharpen their descriptive skills and create more engaging prose.Conclusion:Mr. Reader's English Grammar Masterclass offers anin-depth exploration of key grammar concepts that can help students elevate their language proficiency. By mastering the parts of speech, building sentences effectively, perfecting verb tenses, understanding subject-verb agreement, using pronouns correctly, and mastering modifiers, students can enhance their writing and communication skills. Whether you are a beginner looking to improve your grammar or an advanced learner seeking to refine your language abilities, Mr. Reader's course provides valuable insights and practical strategies for success. Embark on your journey to mastering English grammar with Mr. Reader today!篇2Mr. Reader's English Grammar Mastery GuideIntroductionEnglish grammar can sometimes be a tricky subject to master, with its complex rules and exceptions. However, with the right guidance and practice, anyone can become proficient in English grammar. In this guide, we will explore the variousaspects of English grammar, from basic to advanced, with the help of Mr. Reader, a renowned English language teacher.Basic Grammar ConceptsLet's start with the basics of English grammar. All sentences in English must have a subject and a verb. The subject is the person or thing that performs the action, while the verb is the action itself. For example, in the sentence "John eats an apple," "John" is the subject and "eats" is the verb.Pronouns are words that replace nouns in a sentence, such as "he," "she," "it," or "they." Adjectives describe nouns, such as "beautiful" or "tall." Adverbs modify verbs, adjectives, or other adverbs, such as "quickly" or "very."Sentence StructureEnglish sentences can be categorized into four main types: declarative, interrogative, imperative, and exclamatory. Declarative sentences make statements, interrogative sentences ask questions, imperative sentences give commands or make requests, and exclamatory sentences express strong emotions.Tense and Verb FormsVerbs in English can be classified into different tenses, such as present, past, and future. Each tense has its own set of rulesfor verb forms. For example, in the present tense, regular verbs add "-s" or "-es" to the base form for third-person singular subjects.Irregular verbs, on the other hand, do not follow regular patterns and must be memorized. Examples of irregular verbs include "go-went-gone" or "eat-ate-eaten."Subject-Verb AgreementOne common mistake in English grammar is subject-verb agreement. This means that the subject and verb in a sentence must agree in number. For example, a singular subject requires a singular verb, while a plural subject requires a plural verb.For example, "The dog barks" is correct, while "The dog bark" is incorrect. Mr. Reader emphasizes the importance of paying attention to subject-verb agreement to ensure clear and grammatically correct communication.Modifiers and ParallelismModifiers are words or phrases that provide additional information about a noun or verb. It is important to place modifiers close to the words they describe to avoid confusion. Parallelism refers to using the same grammatical structure for similar ideas in a sentence.For example, "She likes swimming, running, and biking" demonstrates parallelism in the use of gerunds as objects of the verb "likes." Mr. Reader emphasizes the importance of maintaining parallel structure for clarity and coherence in writing.Advanced Grammar ConceptsIn addition to the basic grammar concepts mentioned above, there are several advanced topics that can enhance your understanding of English grammar. These include:- Conditional sentences, which express hypothetical situations and their possible outcomes. For example, "If it rains, we will stay indoors."- Relative clauses, which provide additional information about a noun in a sentence. For example, "The man who is wearing a hat is my brother."- Passive voice, which shifts the focus from the subject to the object of the sentence. For example, "The book was read by the student."- Reported speech, which involves reporting what someone else has said. For example, "He said that he would come tomorrow."- Modal verbs, which express possibility, necessity, or ability. Examples include "can," "could," "may," "might," "should," "must," and "will."By mastering these advanced grammar concepts, you can elevate your English language skills to a higher level of proficiency.Practice and ApplicationThe key to mastering English grammar is consistent practice and application. Mr. Reader recommends reading books, articles, and newspapers in English to expose yourself to different styles of writing and grammar usage. You can also practice writing essays, stories, or journal entries to apply your knowledge of grammar rules in context.Additionally, Mr. Reader suggests engaging in conversations with native English speakers to improve your speaking and listening skills. By actively using English in your daily life, you can reinforce your understanding of grammar concepts and become more fluent in the language.ConclusionIn conclusion, English grammar may seem daunting at first, but with the right guidance and practice, anyone can becomeproficient in this important aspect of language learning. Mr. Reader's English Grammar Mastery Guide provides a comprehensive overview of basic and advanced grammar concepts, as well as practical tips for application and improvement.By following Mr. Reader's advice and putting in the effort to practice and apply your knowledge, you can enhance your English language skills and communicate effectively in both spoken and written forms. Remember that grammar is the foundation of language, so mastering it will open up a world of opportunities for personal and professional growth. Good luck on your journey to becoming a grammar master with Mr. Reader!篇3Mr. Reader English Grammar Mastery CourseIntroductionAre you looking to improve your English grammar skills? Look no further than the Mr. Reader English Grammar Mastery Course! This comprehensive course is designed to help students at all levels of English proficiency to enhance their grammar skills and become more confident in their language abilities. Whetheryou are a beginner looking to build a strong foundation in grammar or an advanced student looking to fine-tune your skills, this course has something for everyone. In this document, we will provide an in-depth overview of the Mr. Reader English Grammar Mastery Course and how it can help you take your grammar skills to the next level.Course StructureThe Mr. Reader English Grammar Mastery Course is divided into several modules, each focusing on a specific aspect of English grammar. The course begins with a review of basic grammar concepts, such as parts of speech, sentence structure, and verb tenses. As students progress through the course, they will explore more advanced topics, including complex sentence structures, punctuation rules, and common grammatical errors.Each module consists of a series of interactive lessons, practice exercises, and quizzes to help students reinforce their understanding of the material. Additionally, students will have the opportunity to work on real-world writing assignments and receive feedback from experienced instructors.Key Features- Clear explanations of grammar concepts: The course provides clear and concise explanations of all grammar concepts, making it easy for students to understand and apply the rules of English grammar.- Interactive lessons: The course includes interactive lessons that engage students and encourage active learning. Students will have the opportunity to practice their grammar skills through a variety of activities, such as quizzes, exercises, and writing assignments.- Personalized feedback: Students will receive personalized feedback on their writing assignments from instructors, helping them to identify areas for improvement and make progress in their grammar skills.- Flexible learning options: The Mr. Reader English Grammar Mastery Course is available online, allowing students to learn at their own pace and on their own schedule. Whether you prefer to study in the comfort of your own home or on the go, this course offers flexibility to fit your lifestyle.Benefits of the Course- Improved communication skills: By mastering English grammar, students will be able to communicate more effectively and clearly in both written and spoken English.- Increased confidence: As students build their grammar skills, they will become more confident in their abilities to express themselves in English.- Enhanced writing skills: The course includes writing assignments that challenge students to apply their grammar knowledge in a practical context, helping them to become better writers.- Career advancement: Strong grammar skills are essential for success in many professions. By completing the Mr. Reader English Grammar Mastery Course, students will be better prepared to pursue their career goals and opportunities.ConclusionThe Mr. Reader English Grammar Mastery Course is a valuable resource for students looking to improve their English grammar skills. With its comprehensive curriculum, interactive lessons, and personalized feedback, this course provides everything you need to take your grammar skills to the next level. Whether you are a beginner or an advanced student, the Mr.Reader English Grammar Mastery Course has something to offer everyone. Don't wait any longer – enroll today and start mastering English grammar!。
学生实用高中英语语法实践指南pdf百度云
学生实用高中英语语法实践指南pdf百度云A Practical Guide to High School English Grammar Practice for StudentsINTRODUCTIONEnglish grammar is a fundamental aspect of language learning and mastery. For high school students, having a strong grasp of English grammar is essential for academic success and effective communication. However, mastering English grammar can be a challenging task for many students. This practical guide aims to provide high school students with a comprehensive resource for practicing and honing their English grammar skills.CHAPTER 1: Understanding Parts of SpeechThe first step in mastering English grammar is understanding the different parts of speech. Nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections are the building blocks of English sentences. Students should familiarize themselves with the function and role of each part of speech to effectively construct and analyze sentences.CHAPTER 2: Sentence Structure and TypesOnce students have a solid understanding of the parts of speech, they can move on to learning about sentence structure and types. Simple, compound, complex, andcompound-complex sentences each have distinct structures and punctuation rules. By practicing sentence construction and identification, students can enhance their ability to write clear and coherent sentences.CHAPTER 3: Subject-Verb AgreementOne common grammar mistake that students often make is subject-verb agreement errors. Ensuring that the subject and verb in a sentence agree in number and person is crucial for grammatical accuracy. This chapter provides exercises and examples to help students identify and correct subject-verb agreement errors in their writing.CHAPTER 4: Verb TensesUnderstanding verb tenses is essential for expressing actions and states of being in different time frames. Present, past, future, and perfect tenses each convey distinct meanings and require appropriate verb forms. By practicing verb tense usage in context, students can improve their writing fluency and accuracy.CHAPTER 5: Modifiers and ParallelismModifiers, such as adjectives and adverbs, provide additional information about nouns and verbs in a sentence. Maintaining parallel structure in lists and comparisons is important for clarity and coherence. This chapter offers practice activities to help students identify and correct modifier and parallelism errors in their writing.CHAPTER 6: Punctuation and MechanicsProper punctuation and mechanics are essential for conveying meaning and organizing written work. This chapter covers rules for using commas, semicolons, colons, apostrophes, quotation marks, and other punctuation marks correctly. By mastering these rules, students can improve the clarity and readability of their writing.CONCLUSIONThis practical guide serves as a valuable resource for high school students seeking to improve their English grammar skills. By engaging in regular practice and applying the concepts and rules presented in this guide, students can enhance their writing proficiency and communication abilities. Through diligent study and practice, students can develop a strong foundation in English grammar that will benefit them in their academic and personal pursuits.。
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Common Errors with Sentences
1.Run-on sentences
2.Fragmentary sentences 3.Faulty parallelism
4.Misplaced modifiers
5.Dangling modifiers
6.Problems in Logic
8. You continue sulking like that you will
just make yourself unhappy. 9. Solar energy may be the fuel of the future, and many home owners are beginning to use it. 10. Tony was trying not to laugh, everyone was staring at the goldfish in the punch below. 11. Dr. Abbot claims that he never forgets a face he seems to have forgotten hers.
E.g. Rita decided to stop smoking she did not
want to die of lung cancer. The exam was postponed the class was canceled as well. Rita decided to stop smoking , she did not want to die of lung cancer. The exam was postponed, and the class was canceled as well. I took lots of vitamin C, however, I still came down with the flu. I took lots of vitamin C ; however, I still came down with the flu.
8. She’s very tired when she gets home from work she often sleeps for an hour before dinner. She’s very tired when she gets home from work, so she often sleeps for an hour before dinner. 9. I wanted badly to cry however I remained cold and silent. I wanted badly to cry; however, I remained cold and silent.
II. Correct each run-on sentence by using either(1) a period and a capital letter, (2) a comma and a joining word, or (3) a semicolon. 1. He took enormous bites of the roast beef sandwich it was the first decent thing he had eaten all day.
4.Four films were playing in town three were Xrated (no one under 17 is to be admitted) and one was a Disney cartoon. 4.Four films were playing in town; three were X-rated (no one under 17 is to be admitted) and one was a Disney cartoon. 5. Clyde took his son to the children’s zoo at the shopping center both of them enjoyed petting the goats, lambs, and fawns（幼鹿）. 5. Clyde took his son to the children’s zoo at the shopping center. Both of them enjoyed petting the goats, lambs, and fawns.
6. The fried crust on my meat was too thick therefore I asked the waiter to take it back to the kitchen.
6.The fried crust（面包皮） on my meat was too thick; therefore I asked the waiter to take it back to the kitchen. 7.Tony got cotton-cloth covers for his car the original material made his pants sweat. 7.Tony got cotton-cloth covers for his car, for the original material made his pants sweat.
5. Lola didn’t get into the bar the bouncer
(门卫)refused even to look at her fake I.D. 6. All the chocolate candies had a purplish tinge（色彩） as a result she was afraid to eat any. 7. Fruit flies hovered around the kitchen sink the only way Clyde could kill them was by slapping them between his palms in midair.
III. Some of the following sentences contain run-ons; others are correct. Put a C next to the correct sentence. Revise the run-ons in any way you choose.
1.He took enormous bites of the roast beef sandwich. It was the first decent thing he had eaten all day.
2. Sara leaped up screaming a black spider was on her leg. 2.Sara leaped up screaming, for a black spider was on in the lake that simmer a
little boy had dropped his pet into the water. 2. The window shade snapped up like a gunshot her cat leaped four feet off the floor. 3.I always have bad luck with cotton jeans they shrink so much they end up around my ankles. 4. The heat was up to 80 in the apartment the air was so dry that her skin felt parched （干）.
3. My wet fingers stuck to the frosty ice cube tray I had to get them loose before they froze.
3.My wet fingers stuck to the frosty ice cube tray. I had to get them loose before they froze.
Three ways of correcting run-on sentences:
1. Use a period and a capital letter to
mark between the thoughts. e a comma plus a joining word (and, but, for, or, nor, so, yet) to connect the two complete thoughts. 3. Use a semicolon(;) to connect the two complete thoughts.
4. Philip leapt up the stairs two at a time, he was breathless when he reached the attic.
5. Our dormitory bought a Canon copier for the library, many students use it. 6. The movie will not begin for two hours let’s window-shop. 7. The hot-air balloon rose off the ground the crowd gasped.
10. My freshman year in college was not a success I spent most of my time in the game room .
My freshman year in college was not a success, for I spent most of my time in the game room .