Languages or Dialects
language, variety and dialects
中央电视台《对话》节目曾展示了一个小学 生的作文：
❖ “昨天晚上，我那很阳光的GG带着他那一点 也不淑女的恐龙GF到我家来吃饭。GG的GF 一个劲地向我妈PMP，酱紫真是好BT。7456， 我只吃了几口饭，就到QQ打铁去了。”
Language variation occurs at every level of language
Definition 3, by William Labov (1972)
❖ “The speech community is not defined by any marked agreement in the use of language elements, so much as by participation in a set of shared norms…”
❖ “Variety” is a general term to cover all these concepts that would normally be called languages, dialects, registers, etc..
Language, Dialects, and Varieties
❖ The defining characteristic of each variety is the relevant relation to society --- that is, by whom, and when, the items are used.
Varieties of language
Definition 2, by Leonard Bloomfield (1933)
❖ “A speech community is a group of people who interact by means of speech.”
dialects方言英文版PPT
Dialects
Regional Dialects Social Dialects Genderlects
Regional Dialects
Characteristics of regional dialects: In a particular area Communicative isolation Dialect leveling Accent
Dialects
某某某
Dialects
Definition: Differences in pronunciation, grammar, or word choice within a language. Influence factors:
region, social class , educational background, the degree of formality, etc.
Dialects of English: AmE vs. BrE
American English (AmE): all English dialects used in the United States of America. British English (BrE): all English dialects used in the U.K.
--------influenced
by social factors: socioeconomic status, ethnic or racial differences, country of origin, gender, etc.
Social Dialects
African American English (AAE) Latino (Hispanic) English (Latino) ：A major group of American English dialects spoken by native Spanish speakers or their descendants. Chicano English (ChE): a dialect of American English used by Chicanos.
胡壮麟语言学第12章笔记(中文版)
Chapter 7 Language, Culture and SocietyI. Choose the best answer. (20%)1. _______ is concerned with the social significance of language variation and language use in different speech communities.A. PsycholinguisticsB. SociolinguisticsC. Applied linguisticsD. General linguistics2. The most distinguishable linguistic feature of a regional dialect is its __________.A. use of wordsB. use of structuresC. accentD. morphemes3. __________ is speech variation according to the particular area where a speaker comes from.A. Regional variationB. Language variationC. Social variationD. Register variation4. _______ are the major source of regional variation of language.A. Geographical barriersB. Loyalty to and confidence in one’s native speechC. Physical discomfort and psychological resistance to changeD. Social barriers5. _________ means that certain authorities, such as the government choose, a particular speech variety, standardize it and spread the use of it across regional boundaries.A. Language interferenceB. Language changesC. Language planningD. Language transfer6. _________ in a person’s speech or writing usually ran ges on a continuum from casual or colloquial to formal or polite according to the type of communicative situation.A. Regional variationB. Changes in emotionsC. Variation in connotationsD. Stylistic variation7. A ____ is a variety of language that serves as a medium of communication among groups of people for diverse linguistic backgrounds.A. lingua francaB. registerC. CreoleD. national language8. Although _______ are simplified languages with reduced grammatical features, they are rule-governed, like any human language.A. vernacular languagesB. creolesC. pidginsD. sociolects9. In normal situations, ____ speakers tend to use more prestigious forms than their ____ counterparts with the same social background.A. female; maleB. male; femaleC. old; youngD. young; old10. A linguistic _______ refers to a word or expression that is prohibited by the “polite” society from general use.A. slangB. euphemismC. jargonD. tabooII. Decide whether the following statements are true or false. (10%)11. Language as a means of social communication is a homogeneous system with ahomogeneous group of speakers.12. The goal of sociolinguistics is to explore the nature of language variation and language use among a variety of speech communities and in different social situations.13. From the sociolinguistic perspective, the term “speech variety” can not be used to refer to standard language, vernacular language, dialect or pidgin.14. The most distinguishable linguistic feature of a regional dialect is its grammar and uses of vocabulary.15. A person’s social backgrounds do not exert a shaping influence on his choice of linguistic features.16. Every speaker of a language is, in a stricter sense, a speaker of a distinct idiolect.17. A lingua franca can only be used within a particular country for communication among groups of people with different linguistic backgrounds.18. 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.19. Bilingualism and diglossia mean the same thing.20. The use of euphemisms has the effect of removing derogatory overtones and the disassociative effect as such is usually long-lasting.III. Fill in the blanks. (20%)21. The social group isolated for any given study is called the speech __________.22. Speech __________ refers to any distinguishable form of speech used by a speaker or group of speakers.23. From the sociolinguistic perspective, a speech variety is no more than a __________ variety ofa language.24. Language standardization is also called language __________.25. Social variation gives rise to __________ which are subdivisible into smaller speech categories that reflect their socioeconomic, educational, occupational background, etc.26. __________ variation in a person’s speech or writing usually ranges on a continuum from casual or colloquial to formal or polite according to the type of communicative situation.27. A regional dialect may gain status and become standardized as the national or __________ language of a country.28. The standard language is a __________, socially prestigious dialect of language.29. Language varieties other than the standard are called nonstandard, or __________ languages.30. A pidgin typically lacks in __________ morphemes.IV. Explain the following terms, using examples. (20%)31. Lingua franca32. Regional dialect33. Register34. Sociolinguisticsthe following questions. (20%)35. Is American English superior to African English? Why or why not? （中国人民大学，2003）36. If we take it as rule that language is intimately related to culture, then how do the kinship words, such as uncle and aunt, reflect the cultural differences between English and Chinese? （东北师范大学，2004）VI. Analyze the following situation. (20%)37.Explain the differences between registers and regional/social dialects. Give examples if necessary. （东北师范大学，2005）Key:I. 1~5 BCAAC 6~10 DACADII. 11~15 FTFFF 16~20 TFTFFIII. 21. community 22. variety23. dialectal 24.planning25. sociolects 26. Stylistic27. official 28. superposed29. vernacular 30. inflectionalIV. 31. Lingua franca: A lingua franca is a variety of language that serves as a common speech for social contact among groups of people who speaks different native languages or dialects.32. Regional dialect: Regional dialect, also social or class dialect, is a speech variety spoken by the members of a particular group or stratum of a speech community.33. Register: Register, also situational dialect, refers to the language variety appropriate for use in particular speech situations on which degrees of formality depends.34. Sociolinguistics: Defined in its broadest way, sociolinguistics, a subdiscipline of linguistics, is the study of language in relation to society. It is concerned with language variation, language use, the impact of extra-linguistic factors on language use, etc.V. 35. American English is not superior to African English. As different branches of English, African English and American English are equal. Similar as they are, they are influenced by their respective cultural context and thus form respective systems of pronunciation, words and even grammar.36.In China, Chinese has a more strict and complex relationship system. So in Chinese there are a lot more kinship words than in English.VI. 37.第8章1. 解释下列术语：performative (施为句)constative (表述句)locutionary act (发话行为)illocutionary act (行事行为)perlocutionary act (取效行为)cooperative principle (合作原则)conversational implicature (会话含义)entailment (衍推)ostensive communication (明示交际)communicative principle of relevance (交际关联原则)relevance(as a comparative notion) (关联性)(Horn's) Q-principle (荷恩的Q原则)R-principle (R原则)division of pragmatic labour (语用劳动分工)constraints on Horn scales (荷恩等级的约束)2. 下面是父亲和女儿的对话，分析说明每句话中的行事语力。
个人履历登记表
Name姓名
Relation关系
Employer单位
Occupation职业
Age年龄
Emergency contact紧急事件联络人、关系和联系方式
5．Others其他
）Languages（Including dialects语言技能（包括方言）
Interests, hobbies or sports兴趣、爱好和所喜欢的运动
Information source招聘信息来源推荐人姓名：网络社会招聘□□员工推荐□
Other helpful information其它补充材料
Please answer the following请回答下列问题：
Yes是1、Have you any handicaps in your health No否是否您身体有任何残疾？Yes是2、Iffemale, state whether you are now in pregnancy No否?若是女士，现在是否怀孕Yes是NoHave you ever been arrested, charged, or held by any law enforcement agency?
mthly Avg. FYC个人月均FYC（元）
□□1,000 ~ 3,000元0 ~ 1,000元□□元以上6,000元3,000 ~ 6,000
＃of Policyholders曾签寿险单的客户量（人）
# of visit per day日均有效拜访量（次）
Maximum hc under mgt最多同时辅导/管理人力（人）．
3、否
您是否曾被依法逮捕，或触犯法律？4、Have you ever been dismissed from your job or asked to leave by Yes是No否
四级翻译段落
1.白色污染指的是塑料污染（plastic pollution)。
不可回收的（unrecyclable)塑料午餐盒沿途到处都是。
塑料购物袋在空中飞扬。
如果我们继续使用这些会发生什么呢？有一天，它们会将我们埋葬在白色垃圾堆中。
那时的地球—我们共同的家园将成为一个垃圾桶（dustbin)。
为防止这个噩梦成为现实，政府间应该相互紧密合作并将口头承诺付诸实际行动。
同时，我们应当从自身做起，为绿色环保出一份力。
10. 在中国，喝茶是一种仪式（ritual)，一种精致品味（refined taste)的展示。
人们在饮茶的同时，也领略着（take delight in)品茶的情趣之意。
喝茶聊天是中国人最流行的打发时间的方式。
过去，他们是以进有名的茶馆（teahouse)而开始一天的生活的。
中国的茶馆相当于法国的咖啡馆和英国的酒馆。
人们到这里不仅是为了喝茶，也是为了议论当地的新闻或对政治话题进行激烈的（furious)争论。
2. 要给中国的背包旅行现象找一个确切的渊源，似乎不是件太容易的事。
不过这种新型的旅游方式，已经吸引了成千上万的爱好者。
而想要成为“驴友”（backpackers)，你不一定要年富力强，也不一定要囊中富足。
“驴友”们很多不过是口袋空空的学生，每一次旅行都要精打细算，而另一些人则可能已到了中老年。
他们通过旅行追寻自立自强（self-reliance）的精神，也在旅行中相互关爱。
3. 据最近的一项网上调查显示，55%的中国青年认为自己对生活缺乏热情，71%的人认为他们承受着巨大的压力。
焦虑普遍存在于当今的中国年轻人中。
名车、豪宅和优越的生活（live a privileged life)是人们追求的目标。
然而，与高昂的房价、教育支出和医疗费用相比，他们的工资过低且增长缓慢，看不到脱离困境的希望，焦虑因此而产生。
4. 自1978年改革开放（economic opening up and reform)以来，中国的经济增长了90倍，是增长最快的主要经济体（economic entity)。
传承我们的方言英语作文
传承我们的方言英语作文The Importance of Preserving Our Dialects.Dialects, the rich and diverse languages spoken withina larger geographical region or a cultural group, are an integral part of our heritage. They are not just forms of communication; they are repositories of history, culture, and tradition. Each dialect is unique, carrying the stampof a particular community's way of life, values, and identity. However, in today's globalized world, where the dominance of standard languages like English or Mandarin is ever-increasing, the preservation of dialects is becoming increasingly challenging. It is imperative that werecognize the significance of dialects and take steps to ensure their survival.Dialects are a vital link to our past. They preservethe memories of generations, telling stories of migrations, wars, and cultural exchanges. They are the living testimonies of historical events and social transformations.By studying dialects, we can gain insights into the lives of our ancestors, understand their struggles and achievements, and appreciate the rich tapestry of human history.Dialects also play a crucial role in maintaining cultural diversity. Each dialect is a unique expression of a community's culture, reflecting its values, beliefs, and way of life. They are often the medium through which cultural traditions, folklores, and stories are transmitted from generation to generation. By preserving dialects, we are preserving the cultural identity of a community, ensuring that its values and traditions are not lost to the sands of time.Moreover, dialects contribute significantly to the linguistic diversity of the world. Language is a dynamic and ever-evolving phenomenon, and dialects are its vibrant manifestations. They enrich the vocabulary and grammar of languages, adding new words, phrases, and expressions that reflect the unique experiences and perspectives of a community. The loss of dialects would mean a significantreduction in linguistic diversity, robbing the world of its rich tapestry of sounds, words, and meanings.Unfortunately, the preservation of dialects faces numerous challenges. Globalization and the widespread use of standard languages have led to the marginalization of dialects in many parts of the world. As younger generations are increasingly exposed to standard languages in schools, media, and social interactions, they often shun their mother tongues, considering them outdated or inferior. This shift towards standard languages can lead to the gradual erosion of dialects, as fewer people speak and transmit them to the next generation.To ensure the preservation of dialects, it is crucial to raise awareness about their value and significance. We need to create a cultural and social environment that encourages the use and transmission of dialects. This can be achieved through various means, such as promotingdialect-based programs in schools and communities, funding research on dialects, and creating platforms for dialect speakers to share their knowledge and experiences.Additionally, we need to encourage the use of dialects in modern media and technology. By incorporating dialects into movies, TV shows, and online content, we can expand their reach and make them more accessible to younger generations. This will not only help preserve dialects but also promote cultural diversity and understanding among different communities.In conclusion, dialects are a vital part of our cultural heritage and linguistic diversity. They are repositories of history, culture, and tradition, carrying the unique identity and experiences of a community. It is our responsibility to ensure their preservation, not just for their intrinsic value but also for the sake of future generations. By taking conscious efforts to promote and protect dialects, we can ensure that they continue to thrive and enrich our world.。
校园内是否允许使用方言英语作文
校园内是否允许使用方言英语作文全文共3篇示例，供读者参考篇1As schools are becoming increasingly diverse with students coming from different regions and countries, the use of dialects and even foreign languages on campus has become a topic of debate. Some argue that using dialects or foreign languages in schools can promote diversity and embrace students' cultural backgrounds. However, others believe that using dialects or foreign languages can hinder communication and integration among students from different backgrounds.Allowing the use of dialects or foreign languages on campus can be beneficial in several ways. Firstly, it can help students maintain and promote their cultural heritage. For example, students who speak a certain dialect at home may feel more comfortable expressing themselves in that dialect. This can help them feel a sense of belonging and pride in their cultural identity. Furthermore, allowing the use of dialects or foreign languages can facilitate communication among students who may not be fluent in the dominant language spoken on campus. This cancreate a more inclusive and welcoming environment for all students.On the other hand, some argue that using dialects or foreign languages on campus can create barriers to communication and integration. Students who do not speak the dialect or foreign language may feel excluded or left out, leading to social isolation. Moreover, using dialects or foreign languages may hinder academic performance, as students may struggle to understand and participate in classroom discussions conducted in a language they are not familiar with.In order to strike a balance between promoting diversity and ensuring effective communication, schools can implement policies that allow the use of dialects or foreign languages in certain contexts. For example, schools can encourage students to use their dialects or foreign languages during cultural events or language exchange programs. This can help students appreciate and learn from each other's cultural backgrounds while still maintaining a common language for academic and everyday communication.Overall, the use of dialects or foreign languages on campus can have both positive and negative impacts. By implementing policies that promote diversity and inclusivity while also ensuringeffective communication, schools can create a supportive and enriching environment for all students.篇2Title: Should Dialects English Be Allowed in Campus?IntroductionAs globalization continues to expand, the use of English as a second language has become widely accepted and practiced, especially in academic settings. However, the debate over whether dialects of English should be allowed on campus remains contentious. In this essay, I will discuss the advantages and disadvantages of using dialects of English in academic environments.AdvantagesOne of the main advantages of allowing dialects of English on campus is that it promotes inclusivity and diversity. Many students come from regions where English is not the first language, and allowing them to use their dialects can help them feel more comfortable and confident in their communication skills. This can also create a more welcoming and inclusive atmosphere on campus.Another advantage is that using dialects of English can help students maintain and preserve their cultural identity. Language is an important aspect of culture, and allowing students to use their dialects can help them stay connected to their roots and heritage. This can also help promote cultural awareness and understanding among students from different backgrounds.DisadvantagesOn the other hand, there are also disadvantages to allowing dialects of English on campus. One of the main concerns is that it may hinder communication and understanding among students, faculty, and staff. Dialects can sometimes be difficult to understand for those who are not familiar with them, leading to misunderstandings and miscommunications.Another disadvantage is that using dialects of English may not prepare students for the globalized world. Standard English is the most widely used form of the language in academic and professional settings, and students who are not proficient in it may struggle to communicate effectively in international contexts. This could limit their opportunities for study and work abroad.ConclusionIn conclusion, the debate over whether dialects of English should be allowed on campus is complex and multifaceted. While there are advantages to promoting inclusivity and cultural diversity, there are also disadvantages in terms of communication and preparation for the globalized world. Ultimately, it is important for academic institutions to strike a balance between allowing dialects of English and promoting proficiency in standard English to ensure that all students have the skills they need to succeed in the modern world.篇3Should dialects be allowed on campus?As the society becomes more globalized and interconnected, the use of English as a lingua franca has become increasingly common, including on university campuses. However, the question arises: should dialects be allowed on campus?There are arguments for and against allowing the use of dialects on campus. On one hand, dialects are an important part of one's cultural identity and heritage. Allowing students to use their dialects on campus can help them feel more comfortable and connected to their roots. It can also promote cultural diversity and tolerance among students.Moreover, dialects are often more expressive and emotive than standard English. They can convey nuances and emotions that may be lost in formal, standard English. In this way, allowing students to use their dialects can promote creativity and personal expression.On the other hand, some argue that the use of dialects can hinder communication and comprehension among students. Dialects can be difficult for non-native speakers or students from different regions to understand. This can create a barrier to effective communication and collaboration on campus.Additionally, the use of dialects can reinforce stereotypes and prejudices. Students who speak a specific dialect may be perceived as less educated or intelligent. This can lead to discrimination and marginalization on campus.In conclusion, the question of whether dialects should be allowed on campus is a complex one. While dialects are an important part of one's cultural identity, they can also pose challenges for communication and understanding. It is important for universities to strike a balance between promoting cultural diversity and ensuring effective communication on campus. Perhaps the best approach is to encourage students to use standard English in formal settings but allow them to use theirdialects in informal contexts. By doing so, universities can create a more inclusive and supportive environment for all students.。
关于方言传承的英语作文高中
关于方言传承的英语作文高中Title: Preserving Dialects: Sustaining Cultural Heritage through GenerationsDialects, the linguistic treasures deeply embedded within the cultural tapestry of a region, are facing an unprecedented threat to their existence. In the face of globalization and the homogenization of language, the preservation of dialects has become an urgent matter of cultural heritage conservation. This essay explores the significance of dialect preservation and strategies to ensure their continuity across generations.First and foremost, dialects serve as repositories of unique cultural identities and historical legacies. They encapsulate the traditions, customs, and beliefs of a particular community, offering insights into its social structures and values. Each dialect carries with it adistinct cadence, vocabulary, and pronunciation, reflectingthe geographical, historical, and sociopolitical context in which it evolved. Therefore, the preservation of dialects is essential for safeguarding the diverse cultural heritage of humanity.Moreover, dialects play a crucial role in fostering interpersonal communication and strengthening social bonds within communities. They serve as markers of belonging, enabling individuals to connect with their roots and forge solidarity with fellow speakers. Through the shared use of dialectal expressions and idioms, people can express nuanced emotions, convey subtle meanings, and establish rapport with one another. Consequently, the preservation of dialects isvital for maintaining the cohesive fabric of society and promoting intergenerational solidarity.However, despite their cultural and social significance, dialects are increasingly under threat due to various factors.The spread of standardized languages through mass media, education, and urbanization has led to the marginalization of dialectal varieties. Younger generations, in particular, often perceive dialects as outdated or inferior compared to the dominant standard language. As a result, they may opt to abandon their native dialects in favor of more prestigious forms of speech, leading to a gradual erosion of linguistic diversity.To address these challenges and ensure the continuity of dialects, concerted efforts must be made at multiple levels. Education plays a pivotal role in promoting dialect awareness and appreciation among younger generations. Incorporating dialect studies into school curricula can instill pride in students' linguistic heritage and equip them with the necessary skills to preserve and revitalize dialectal varieties. Additionally, initiatives such as community language revitalization programs and oral history projectscan empower local communities to actively safeguard their dialectal traditions.Furthermore, digital technologies offer unprecedented opportunities for the documentation and dissemination of dialectal resources. Online archives, audio recordings, and mobile applications can serve as valuable repositories of dialectal materials, accessible to researchers, educators, and language enthusiasts worldwide. By harnessing the power of technology, dialect preservation efforts can reach broader audiences and transcend geographical boundaries, ensuring the longevity of endangered dialects.In conclusion, the preservation of dialects is indispensable for the safeguarding of cultural diversity and the promotion of linguistic heritage. By recognizing the intrinsic value of dialectal varieties and implementing proactive measures to sustain them, we can uphold the rich tapestry of human languages for future generations to cherishand celebrate. Only through collective action and unwavering commitment can we preserve the linguistic treasures that enrich our world.。
dialect英语作文
Dialects: A Reflection of Cultural DiversityDialects, the unique variations of language spoken in different regions, are more than just a means of communication. They are a vivid expression of the rich cultural tapestry that makes up our world. Each dialect carries with it the essence of its locale, reflecting the history, traditions, and way of life of the people who speak it.The beauty of dialects lies in their ability to capture the nuances of a particular culture. Whether it's thelilting melodies of a southern accent or the crisp, clipped tones of a northern dialect, each variation adds a layer of depth and complexity to the language. These dialects are passed down from generation to generation, shaping the way we think, feel, and express ourselves.However, the significance of dialects is often overlooked in the age of standardization and globalization. As the world becomes more connected, the urge to conform to a universal language standard can sometimes overshadow the value of preserving our local dialects. This is a sad loss,as dialects are not just linguistic curiosities; they are vital components of our cultural identity.The loss of dialects can lead to the erosion ofcultural diversity. When a dialect fades away, so does a piece of the local culture and history. This can have a profound impact on the community, stripping away its unique character and leaving it devoid of its rich cultural heritage.It is, therefore, crucial that we make efforts to preserve and promote our dialects. This can be done through various means, such as documenting and archiving dialectal speech, encouraging the use of dialects in education and media, and promoting cultural exchange and understanding between different dialectal communities.Moreover, it is important to recognize that dialects are not barriers to communication but rather bridges to understanding. They offer a window into the lives and experiences of people from different backgrounds, allowing us to connect with them on a deeper level. By embracing and appreciating dialects, we can foster a more inclusive and understanding society.In conclusion, dialects are not just linguistic variations; they are powerful expressions of cultural diversity. They are the living, breathing embodiments of our rich cultural heritage and should be cherished and preserved for future generations. By doing so, we can ensure that the world remains a vibrant and diverse mosaic of cultures, where each dialect contributes to the beauty and complexity of the human language.**方言：文化多样性的体现**方言，即不同地区所特有的语言变体，不仅仅是交流的工具。
大学校园是否应该允许说方言英语作文
大学校园是否应该允许说方言英语作文全文共6篇示例，供读者参考篇1Should Dialect English be Allowed on College Campuses?Hi everyone! Today, I want to talk about whether or not dialect English should be allowed on college campuses. Dialect English refers to using local dialects or accents when speaking English. It's a topic that people have different opinions about. Let's dive in and explore both sides!On one hand, some people believe that allowing dialect English on college campuses can help preserve cultural diversity. They argue that dialects are an important part of our heritage and should be celebrated. Allowing students to speak in their native dialects would make them feel more comfortable and connected to their roots. It would also help them express themselves better, as they would be able to communicate in a way that feels natural to them.Moreover, proponents of dialect English argue that it can foster a sense of inclusivity. College campuses often attract students from different regions and backgrounds. Allowingdialect English would provide a platform for students to share their unique languages and cultures. It would promote understanding and appreciation among students, creating a more harmonious and diverse campus environment.On the other hand, there are those who believe that standard English should be the main language used on college campuses. They argue that using dialect English may hinder effective communication. Standard English is the global language of business and education, and proficiency in it is crucial for success in the professional world. By encouraging the use of dialect English, students may limit their opportunities for career advancement beyond their local region.Furthermore, opponents of dialect English argue that it could create divisions among students. If different groups of students predominantly use their own dialects, it may lead to cliques forming based on language. This could potentially isolate students who do not speak the local dialect, making it difficult for them to integrate and feel part of the community.In my opinion, I believe that a balance can be struck between allowing dialect English and promoting standard English on college campuses. It's important to create an inclusive environment that respects and values diverse languages andcultures. Allowing students to express themselves in their native dialects can foster a sense of belonging and make them feel more comfortable. However, it's also crucial for students to develop proficiency in standard English to ensure effective communication and future success.To achieve this balance, colleges can provide language programs and resources to help students improve their English language skills. By offering language support, students can develop fluency in standard English while still embracing their dialects. This way, we can celebrate diversity and prepare students for the global community.In conclusion, the debate over whether dialect English should be allowed on college campuses is a complex one. While there are valid arguments on both sides, finding a balance is key. By promoting inclusivity, providing language support, and emphasizing the importance of standard English, we can create a campus environment that celebrates diversity while preparing students for their future endeavors.Thank you for listening to my opinion on this topic. I hope you found it interesting and thought-provoking!篇2Should Dialects Be Allowed on College Campuses?Hi there! My name is Emma and I'm 10 years old. My teacher Mrs. Johnson asked us to write about whether we think college kids should be allowed to speak different dialects and accents on their campuses. At first, I didn't really know what a dialect was. But then Mrs. Johnson explained that it's like how people from different regions might say the same words a little differently. Like how my cousin from Texas says "y'all" instead of "you all."I think college campuses should definitely allow all the different dialects and accents. Here's why:First of all, colleges have students from all over, right? They come from different states and even different countries sometimes. So of course they're going to speak in different ways! It would be really weird and unfair to make them all talk the same.Imagine if a student from Brooklyn, New York had to stop saying "fuhgeddaboudit" or a student from Minnesota had to drop all their "you betchas." That would just sound so fake and wrong! People should be allowed to talk how they naturally talk based on where they're from.Also, getting rid of all the different dialects would make college campuses way less interesting and fun. I love hearing all the different accents and ways of speaking when my family goes on trips. It's cool to learn how people talk differently in Alabama versus California versus Maine. Dialects are just part of the richness of English and American culture.If I went to a college one day and everyone sounded exactly the same, it would be so boring! Part of the appeal of college is getting to meet people from all over who sound completely different from you. It would almost be like taking away part of their identities and cultures if they had to give up their dialects.And doesn't not allowing dialects seem a little discriminatory? It's kind of putting down certain groups' ways of speaking as improper or incorrect. But those dialects developed naturally among certain populations and regions over time. Just because a dialect isn't "standard English" doesn't make it wrong or bad. All the different dialects have their own fascinating histories, grammatical rules, and rhymes and reasons.Besides, most colleges probably want their students to grow and be exposed to new perspectives and cultures. Having a diversity of dialects and accents on campus seems like it would be a great way to facilitate that cross-cultural exchange andunderstanding. Getting to interact with people who speak differently than you do is awesome preparation for the real world too.I can maybe understand trying to have some baseline of clear communication on a college campus. Like, you'd want your science professors to speak in a pretty standard,easy-to-understand way when lecturing. But outside of official instructional settings, people should be free to speak howthey're comfortable and natural.Plus, haven't tons of famous authors and poets incorporated dialects into their writings? From Mark Twain to Langston Hughes, non-standard English has been woven into tons of classics. Can you imagine if those writers had been told their dialects were unacceptable?In conclusion, I just don't think there's any good reason for universities to ban dialects and accents from their campuses. That diversity of speech is something to be celebrated, not discouraged! Colorful dialects breathe life and personality into the English language. Allowing all the different ways of speaking ensures college will be a richer, more eye-opening experience for everyone.So there you have it - that's why I definitely believe college campuses should let students talk in their own natural dialects and accents. Feel free to speak up in your own dialect if you agree with me! Or if you have a different perspective, I'd love to hear it too. Just don't try to make me stop saying "wicked" and "pahk the cah" because that's how we roll in Boston!篇3Should Dialect English be Allowed on College Campuses?Hi, everyone! Today, I want to talk about whether dialect English should be allowed on college campuses. Some people think it's important to promote standard English, while others believe that embracing dialect English can help preserve cultural heritage. Let's explore both sides of the argument!On one hand, many people argue that promoting standard English in college campuses is crucial for effective communication and future career opportunities. Standard English is the formal form of the language that is widely used in business, academia, and international communication. It ensures clarity and understanding among people from different regions and backgrounds. By encouraging students to use standardEnglish, colleges can prepare them for the professional world, where clear communication is vital.Moreover, proponents of promoting standard English argue that it is a way to bridge the gap between different dialects. When everyone adheres to a common language standard, misunderstandings and miscommunications can be minimized. This also helps to create a level playing field for all students, regardless of their regional backgrounds. In an increasingly globalized world, it is essential for college graduates to possess strong communication skills in standard English.On the other hand, there are those who believe that allowing dialect English on college campuses can help preserve cultural heritage and foster inclusivity. Dialects are an integral part of our identity and can provide a sense of belonging for individuals from specific regions. Allowing students to use their native dialects in informal settings can help them feel more comfortable and connected to their cultural roots.Furthermore, embracing dialect English can promote cultural diversity on campus. It allows students to share their unique linguistic backgrounds and encourages others to appreciate and learn about different dialects. This enriches the learningenvironment and promotes a sense of multicultural understanding and acceptance among students.In conclusion, the question of whether dialect English should be allowed on college campuses is a complex one. While promoting standard English is important for effective communication and career opportunities, embracing dialect English can help preserve cultural heritage and foster inclusivity. Perhaps a balanced approach is the way forward. Colleges can encourage the use of standard English in formal settings while allowing students to freely express themselves in their native dialects in informal contexts. This way, we can promote both effective communication and cultural diversity on campus.Remember, it's important to respect and appreciate all dialects and languages. Let's celebrate our rich linguistic diversity while also recognizing the importance of clear and effective communication in our educational journey.篇4Should College Campuses Let Students Speak Dialects and Non-Standard English?Hi there! My name is Jamie and I'm a 4th grader. My teacher Mrs. Robinson asked us to write an essay about whether we thinkcollege kids should be allowed to speak dialects andnon-standard English on campus. At first, I wasn't sure what she meant, so she explained.Dialects are kinds of informal or regional ways of speaking a language that differ a bit from the standard version. Like how some people say "y'all" instead of "you all." Or say "ain't" instead of "isn't." Non-standard English has some minor grammar mistakes that a lot of people make when speaking casually, like saying "I'm fixin' to go to the store" instead of "I'm going to go to the store."So the question is - should college students be permitted to use these more casual, informal ways of speaking and writing in their classes and on campus? Or should they have to always use proper, standard English? It's an interesting question with arguments on both sides. Let me share my thoughts!On one hand, I can see why some people think standard English should be required at colleges and universities. They are places of serious learning after all. Proper grammar is important for clear communication in writing and public speaking. And knowing the formal rules of a language is beneficial for students' future careers.My dad always stresses how using standard English at his office helps him sound more professional and credible when talking to clients and bosses. He says people might not take him as seriously if he used a lot of slang or improper grammar. Since college is preparing students for the working world, maybe it's good practice for them to only use standard English.Another argument is that standard English is the "proper" form of the language that everyone can understand, even foreigners visiting or studying at American universities. With so many dialects and non-standard varieties, it could get confusing if everyone uses different ones. Having one universal standard makes communication simpler.However, there are also some really good reasons why colleges should allow students to use their own dialects and non-standard English varieties on campus. For one, language is a huge part of culture and identity. The way you speak is tied to where you're from, your family, your ethnic background. By only allowing standard English, it's kind of like saying those other ways of speaking are improper or wrong. But they're just as valid and meaningful to the people who use them!My friend Maria's parents are from Puerto Rico and she speaks a non-standard Spanish dialect at home. She says itmakes her feel connected to her roots and heritage. I can't imagine having to give that up just to take classes! It would be like having to put aside a big part of who you are.Also, code-switching between different language varieties is a valuable skill. That's when you switch how you speak based on the situation - using more formal language at a job interview, for instance, and more casual language when hanging out with friends. Being able to do this takes practice. If students can only use standard English at college, they may not develop these code-switching abilities.Finally, lots of famous authors, poets, and writers usenon-standard dialects in their works to capture certain characters, settings, and themes. Novels and plays would lose so much richness and authenticity if they couldn't deviate from standard English at all. Maybe allowing some dialect on campus could inspire more creative uses of language in student writing.So those are some of the major points I can think of on this issue. When you lay it all out, I lean more towards thinking colleges should permit the use of dialects and non-standard English, at least some of the time. It celebrates diversity, connects to students' identities, and exposes them to different ways language can be used.Ultimately, language is a powerful tool for humans to exchange ideas and experiences. Recognizing and embracing all the unique varieties that exist, even at prestigious colleges, allows the richness of communication and cultural expression to flourish. Those are just my thoughts as a 4th grader though! I look forward to seeing how this plays out as I get older. Thanks for reading my essay!篇5Title: Should College Campuses Allow Dialect English?Introduction:Hi everyone! Today, I want to talk about whether college campuses should allow students to speak dialect English. Some people think it's important to preserve our cultural heritage, while others believe that standard English should be used at all times. Let's explore both sides of the argument and see what we can learn!Body:Preserving Cultural Heritage:One reason why some people believe that dialect English should be allowed on college campuses is to preserve ourcultural heritage. Dialects are a part of our identity and they reflect our unique backgrounds. Allowing students to speak dialect English can help them stay connected to their roots and maintain a sense of pride in their cultural heritage.Promoting Inclusivity:Another argument in favor of allowing dialect English is that it promotes inclusivity. Many students come from different regions and speak different dialects. By allowing them to use dialect English, we create a welcoming environment where everyone feels valued and respected. It can also help students who are not fluent in standard English to communicate more effectively and participate actively in campus life.Standard English as a Global Language:On the other hand, some people argue that college campuses should only allow standard English. They believe that standard English is a global language used for communication worldwide. By encouraging its use on campus, students will be better prepared for their future careers and interactions in the global community.Ensuring Effective Communication:Another reason to support the use of standard English is to ensure effective communication. Standard English has established rules and guidelines, making it easier for everyone to understand each other. Using dialect English might lead to misunderstandings, especially for those who are not familiar with the local dialects. Standard English provides a common language for everyone to communicate clearly and efficiently.Conclusion:In conclusion, the debate about whether college campuses should allow dialect English is a complex one. While allowing dialect English can help preserve cultural heritage and promote inclusivity, the use of standard English ensures effective communication and prepares students for the global community. Perhaps a balanced approach can be adopted, where both dialect English and standard English are respected and valued. This way, we can celebrate our cultural diversity while also equipping students with the necessary language skills for the future.篇6Should College Campuses Allow Dialect English?Hello everyone! Today, I want to talk about whether college campuses should allow us to speak dialect English. Some people might think it's a great idea, while others might not agree. Let's explore both sides of the argument!First of all, speaking dialect English can help us connect with our roots and preserve our cultural heritage. Language is an important part of our identity, and by allowing us to speak our local dialects, we can maintain a strong connection to our communities and families. It's like a secret code that only people from our region can understand, and it makes us feel proud of where we come from.Moreover, speaking dialect English can make learning easier for some students. Sometimes, when we learn new things in school, it can be difficult to understand everything in standard English. But if we are allowed to use our dialects, we can better grasp the concepts and communicate with our peers and teachers. This can boost our confidence and make us more engaged in our studies.On the other hand, there are some reasons why people might argue against allowing dialect English on college campuses. One concern is that it could hinder communication among students from different regions. If everyone speaks theirown dialect, it might be challenging for others to understand and interact with them. Standard English serves as a common language that ensures effective communication and understanding between people from diverse backgrounds.Another point to consider is that college is a place where students prepare for their future careers. In many professional fields, the ability to communicate effectively in standard English is crucial. By encouraging the use of dialect English, we might limit our opportunities in the job market. It's important to strike a balance between embracing our cultural heritage and being prepared for the globalized world.In my opinion, college campuses should allow dialect English to some extent. It's important to respect and celebrate our diverse cultures and languages. However, we should also recognize the value of standard English as a tool for effective communication and career development. Perhaps colleges can create designated spaces or activities where students can freely use dialect English, while still emphasizing the importance of standard English in academic and professional settings.In conclusion, the question of whether college campuses should allow dialect English is a complex one. While speaking dialects can help us connect with our roots and make learningeasier, it's also important to consider the impact on communication and future opportunities. Finding a balance between cultural preservation and practicality is key. Let's embrace our dialects, but also remember the importance of standard English in our journey of education and personal growth.That's all for today, my friends! I hope you enjoyed this discussion. Remember, language is a beautiful thing that connects us all.。
英语语言学概论笔记
《英语语言学概论》课程教学大纲一、课程说明:《语言学概论》课程是英语专业本科阶段的一门必修课。
《语言学概论》研究始于20世纪初，其目的是揭示人类深层结构，对语言和语言交际作出客观、科学描述。
现已形成了语音学、音系学、形态学、句法学、语义学、语用学等一系分支学科。
语言学研究社会学等人文学科的结合逐步形成了社会语言学这样的交叉学科。
对于主修语言学的学生来说，了解语言学的知识和语言理论是完全必要和有益的。
本课程的对象是英语专业高年级学生，在本科阶段第６学期和第７学期开设。
其中第一、二、三、四、五、七、八、十一章为必修，其余章节为选修。
二、教学目的及要求:本课程的具体要求是：比较全面，系统地了解《语言学概论》这一领域的研究成果，以及一些最主要、最有影响的语言理论和原则，从而加深对人类语言这一人类社会普遍现象的理性认识，并具备一定的运用语言学理论解释语言现象、解决具体语言问题的能力。
本课程是一门知识性比较强的课程。
在教学过程中，应重点讲授主要理论、原则、和研究方法，使学生着重掌握基本概念和基本理论，在理解消化的基础上记忆。
本课程的对象是英语专业学生，在讲解过程中原则上采用英语范例，但不排除一些有助于学习者理解的、针对性强的汉语例子。
应鼓励学生结合自己的语言实践提供更多的例子来解释相关理论，以达到理论和实践相结合的目的。
三、教学重点与难点:本课程的教学重点是语言学的基本知识和基本理论，语音学、词汇学、句法学、语义学和语用学这些语言学的核心内容。
本课程的教学难点是音韵学理论、句法结构和各个语言学流派的理论观点及其局限性。
四、与其它课程的关系:本课程是一门主干性课程。
与其相关的课程，如语法学、词汇学和语体学等都是语言学的分支，属于选修课程。
五、学时与学分:学时：７２学时学分：４学分六、教学内容：第一章绪论本章主要教学内容:1．语言学习的意义。
2．语言的定义。
3．语言的定义特征。
4．语言的起源。
5．语言的功能。
6．语言学的定义。
关于dialect的英语作文
关于dialect的英语作文Dialects.Dialects are regional or social variations of a language. They share a common core vocabulary and grammar, but they may differ in pronunciation, grammar, and vocabulary. Dialects can also vary in their social and cultural意味.How do dialects develop?Dialects develop over time as a result of geographical isolation and social factors. When people live in different areas, they may develop different ways of speaking the same language. This can be due to factors such as climate, geography, and social customs. Dialects can also develop as a result of social factors, such as the influence of different ethnic groups or social classes.What are the different types of dialects?There are many different types of dialects. Some of the most common types include:Regional dialects are spoken in different regions of a country or language area. For example, there are many different regional dialects of English spoken in the United States.Social dialects are spoken by different social groups within a society. For example, there are different social dialects of English spoken by different ethnic groups inthe United States.Occupational dialects are spoken by people who work in different occupations. For example, there are different occupational dialects of English spoken by doctors, lawyers, and engineers.What are the social and cultural significance of dialects?Dialects can have a significant social and cultural importance. They can reflect the history, culture, and traditions of a region or social group. Dialects can alsobe a source of pride and identity for speakers.Conclusion.Dialects are a fascinating and important part of language. They reflect the diversity of human culture and society. Dialects can also be a source of pride andidentity for speakers.中文回答：方言。
dialect 方言
It’s a conversational strategy to establish group boundaries, cross or destroy them, evoke, create, or change interpersonal relations (Gal, 1988)
Dialect
• A form of a language spoken in a particular geographical area or by members of a particular social class or occupational group, distinguished by its vocabulary, grammar, and pronunciation
Classification of Dialect
geographical dialect
dialect social dialect
Regional dialect
• Regional variation in the way a language is spoken is likely to be one of the most noticeable ways in which we observe variety in language. • Those distinctive varieties such as differences in pronunciation, in the choices and forms of words, in syntax and even in local colorings from one location to another. The variety differences are based on geography.
方言英语怎么说
方言英语怎么说方言，是语言的变体，根据性质，方言可分地域方言和社会方言，地域方言是语言因地域方面的差别而形成的变体。
那么你知道方言用英语怎么说吗?下面店铺为大家带来方言的英语说法，希望对大家的学习有所帮助。
方言的英语说法1：dialect方言的英语说法2：localism方言的英语说法3：idiom方言相关英语表达：geographical dialect;地理方言social dialect;社会方言a vulgar dialect;粗鲁的方言方言的英语例句：1. In France patois was spoken in rural, less developed regions.在法国，欠发达的农村地区说方言。
2. In the fifties, many Italians spoke only local dialect.在20世纪50年代，许多意大利人只会说当地方言。
3. Cockney is the colourful dialect spoken in the East End of London.伦敦方言是在伦敦东区讲的颇有特色的地方语.4. He wrote a play in a local dialect.他用当地方言写了一个剧本.5. He can speak several dialects.他会说好几种方言.6. And nothing was so irritating as the confident way he used archaic idiom.没什么比他使用过时的方言时那种自负的神态更气人的了。
7. Most of these new sermons were recorded in literary Sanskrit rather than in vernacular language.这些新的布道稿本大部分是用书面梵语而不是方言记载的。
8. After all these years she had reverted to her Veneto dialect and nobody could understand what she was saying.这么多年后，她又开始讲威尼托方言，没有人能听懂她的话。
语言学导论阅读题,简答题汇总
Ⅲ. READING COMPREHENSION.Passage One (Questions 1-6)Psychologists and educators have known for a long time that "active learning" is by far superior to "passive learning" and in the discussion in section 3.1.1 we have rejected the notion of teaching language through some automatic conditioning process. Both of these considerations point to the crucial role of "learner factors" in language acquisition and to the importance of knowing just what the learner contributes to the learning process so that it can be taken into account in the teaching process.Intelligence is usually conceived of as the ability to learn and thus it is to be expected that I.Q. will be related to second-language learning as well, and indeed the evidence we have corroborated this expectation. This relationship, under conditions of school learning, appears to be in the order of 15 to 20 percent of the contributing variance. The importance of intelligence in second-language learning can be interpreted as stemming from the fact that the teaching process is incapable of making it completely clear just what the learner is to acquire. Thus the variance contribution of intelligence can be expected to increase under conditions where instructional procedures are weak and amorphous and decrease under conditions where they are effective and well integrated. In this sense, the correlation between intelligence and achievement can be viewed as an indication of the quality of instruction. The 20 percent variance contribution just referred to thus indicates that within the present conditions of language teaching in schools, given the criterion definitions and goals, and distribution of aptitude and perseverance factors that now prevail, the quality of instruction is quite high and the amount of possible improvement fairly limited. This conclusion, if valid, is quite significant, since it suggests that in order to increase the success of the FL curriculum in schools the major changes and improvements will have to come in the area of criterion definition and implementation, i.e., a change in what is being taught under particular conditions. Note that quality of instruction can be high - that is, it is being made quite clear to the student just what he is supposed to learn - while the success of the over-all program can remain inadequate owing to lack of perseverance on the part of the student or to the choice of a criterion goal for the course that turns out to be not what was wanted. It should be realized that a change in criterion goal may affect the quality of instruction, since 'corresponding to a change in what is being taught there may have to be a change in how it is being taught. With these new goals, quality of instruction will have to be reevaluated, since there is no guarantee that our present knowledge will be equally effective in teaching these newer skills.1. "passive learning" is _____.A. easy to controlB. some automatic conditioning processC. superior to "active learning" in practiceD. a process in which the teacher plays a passive role2. In the active learning, the learners _______.A. are much involved in the learning processB. know the teachers’ crucial role in the teaching processC. learn through some automatic conditioning processD. play the same part in the learning process as the teacher3. The basic difference between "active learning" and "passive learning" lies in_______.A. the conditions of the learning processB. the conditions of the teaching processC. the role of the teacher in the teaching processD. the role of "learner factors" in the learning process4. Which of the following is NOT the learner factor?A. IntelligenceB. InstructionC. AptitudeD. Perseverance5. Which of the following questions is NOT touched in the passage?A. How does intelligence affect the quality of instruction?B. Why is "active learning" superior to "passive learning"?C. How do learner factors contribute to the teaching process?D. What is the difference between "active learning" and "passive learning"?6. Which of the following factors might affect the quality of instruction?A. Criterion goalB. AchievementC. PerseveranceD. Learning skillsPassage Two (Questions 7-12)This chapter has ranged over several types of language variety, including 'language', 'dialects', 'registers', 'standard languages', 'pidgins' and 'Creoles'. We have come to essentially negative conclusions about varieties. First, there are considerable problems in delimiting one variety from another of the same type. Secondly, there are serious problems in delimiting one type of variety from another - languages from dialects, or dialects from registers, or 'ordinary languages' from Creoles, or Creoles from pidgins. Thirdly, we have suggested that the only satisfactory way to solve these problems is to avoid the notion 'variety' altogether as an analytical or theoretical concept, and to focus instead on the individual linguistic item. For each item some kind of 'socialdescription' is needed, saying roughly who uses it and when: in some cases an item's social description, will be unique, whereas in others it may be possible to generalize across a more or less large number of items. The nearest this approach comes to the concept of 'variety' is in these sets of items with similar social descriptions, but their characteristics are rather different from those of varieties like languages and dialects. On the other hand, it is still possible to use terms like 'variety' and 'language' in an informal way, as they have been used in the last few sections, without intending them to be taken seriously as theoretical constructs.7. "We have come to essentially negative conclusion about varieties” implies that it is ___ to define 'variety' objectively a nd absolutely. A. essential B. useless C. impossible D. unnecessary8. There are serious problems in delimiting languages from dialects because ___ .A. languages and dialects are of the same type of varietyB. their characteristics are rather different from each otherC. languages and dialects share the same social descriptionsD. there is no clear-cut border between languages and dialects9. According to the author, the notion "variety" is ___ . A. vague B. clear C. analytical D. theoretical10. Some kind of "social description" is needed to ___ .A. make clear the concept of "variety"B. identify individual linguistic itemsC. distinguish various types of varietiesD. describe the social features of varieties11. 'social description' for each item refers to ___ .A. generalization across a more or less large number of itemsB. the characteristics in relation to its uses in some social contextsC. difference between varieties in terms of their social characteristicsD. similarities between varieties in terms of their social characteristics12. Which of the following is NOT true according to the passage?A. There is no agreement on the definition of the term 'variety'.B. It is impossible to use the term 'variety' as a theoretical concept.C. Varieties are distinguishable in terms of items' social descriptions.D. Different linguistic items can have quite different social descriptions.Passage Three (Questions 13-18)Our ability to deduce context from text is one way in which language and context are interrelated. Our equally highly developed ability to predict language from context provides further evidence of the language/context relationship. For example, if I were to ask you to predict both the overall structure and some of the specific words and sentences you would find in a recipe for scrambling eggs, you would have very little difficulty. If I asked you to write down the recipe text in a form publishable in a popular magazine or cookbook, you could almost certainly write the entire text with confidence that you were doing so in an appropriate way.You would not, for example, give your recipe a title such as Mowing Lawns, nor would I find words such as telephone, picture, jeans, swim in your text, since such items would be quite blatantly inappropriate given that the topic of a recipe is food and its preparation. You would also be unlikely to find yourself writing sentences such as If it is possible, you are strongly advised to take 6 eggs or Perhaps you should maybe mix the eggs and milk for about 2 minutes or so. Such sentences express a degree of uncertainty and tentativity inappropriate to the role of "recipe writer". Nor would you find yourself writing Hi guys! Copy this for a recipe! since the relationship between the writer and reader of the recipe is generally more formal than those greetings suggest. Finally, you are unlikely to have written Take six of these. Break them, and put them in there. Then add this. Since there are a number of words which your reader, distant from you in time and space, would be unable to interpret. In our ability to predict accurately what language will be appropriate in a specific context, we are seeing an extension of our intuitive understanding that language use is sensitive to context.Final evidence which emphasizes the close link between context and languages that it is often simply not possible to tell how people are using language if you do not take into account the context of use. One example of this was given above, when it was pointed out that presented with just one sentence chosen at random from a text you would have found it difficult to state confidently just what the writer of that text was doing. Considered in its textual context (as a part of a complete linguistic event), that sentence clearly did have a function (to propose a possible solution). Taken out of context, its purpose is obscured, with at least part of its meaning lost or unavailable.Our ability to deduce context from text, to predict when and how language use will vary, and the ambiguity of language removed from its context, all provide evidence that in asking functional questions about language we must focus not just onlanguage, but on language use in context. Describing the impact of context has involved systemicists in exploring both what dimensions, and in what ways, context influences language.13. Our ability to deduce context from text implies ___ .A. dependence of context on textB. independence of context from textC. interrelation between language and contextD. our ability to predict language from context14. It is stated implicitly in the passage that the choice of words and sentences in a text ___ .A. is of little difficultyB. is independent of the type of the textC. needs to be made in an appropriate wayD. is related to the overall structure and the type of the text15. The examples given in the second paragraph were used to show ___ .A. language use is sensitive to contextB. how to write a recipe for scrambling eggsC. the relationship between the writer and reader of the recipe is generally formalD. we are able to predict accurately what language will be appropriate in a specific context16. Readers are unable to interpret such sentences as Take six of these. Break them, and put them in there. Then add this because ___ .A. their intuitive understanding is poorB. they are distant from the writer in time and spaceC. they are unable to interpret the grammatical structuresD. they couldn't understand “these”, “them”, “there” , “then” and “this” without context17. It can be inferred from the passage that systemicists describe language with the focus on its ___ .A. functionsB. systemC. structureD. rules18. The author developed his/her main idea by ___ .A. theoretical evidenceB. examplesC. descriptionD. experimental evidencePassage Four (Questions 19-23)Two basic truths about the psychology of human learning are (a), that it is amazingly efficient and powerful - by such standards as the learning capacities of other living organisms or man-made automata and (b), that this learning goes on in ways that neither the individual learner nor the educator or social scientist can describe or explicate even in elementary and simplistic terms. Two outstanding instances which illustrate both truths are (i), the learning of a language and (ii), the learning of a culture during socialization or acculturation. Concepts such as "stimulus,""response,""reinforcement,""habit," which social scientists have invented to account for these accomplishments of the individual have such weak explanatory power that even in much simpler learning situations, such as a rat running a maze, they allow for such inadequate and impotent descriptions that psychologists in a narrow field of specialization disagree about them. The weakest aspect about these "scientific explanations" is that they attempt to describe the learning process through concepts that refer to external events (stimuli, responses, schedules of reinforcement, etc.), whereas what obviously accounts for the process is the internal mechanism of the brain, the capacities and workings of the human mind.Theories about the mind, theories about knowledge (as distinguished from theories about behavior), theories about capacities, about potentialities and competencies, have been proposed by many writers over the course of modem scientific history, but these occupy the back seat to the leading theories in the social sciences. The most influential and widespread approach to psychological explanation remains in the United States today, in education, in clinical psychology, that of Skinnerian operant conditioning of behavior. The latter is widely claimed as being sound and tough-minded in research, while theories of the mind are presented to graduate students and future researchers in a shadowy and not quite respectable light; they are soft, nonrigorous, wishy-washy.19. Which of the following is TRUE about the psychology of human learning?A. Even the individual learner himself cannot understand how he can learn a language all by himself.B. Human learning is as efficient and powerful as the learning capacities of other living organisms.C. Human learning can be described by such standards as the learning capacities of other living organisms.D. Human learning involves a process more complex than social scientists can describe in elementary and simplistic terms referring to external events.20. Concepts such as "stimulus", "response", "reinforcement", "habit" have been invented to explain ____.A. the teaching of foreign languagesB. the process of human learningC. the learning capacities of living organismsD. the capacities and workings of the human mind21. From the passage, it is implied that the reinforcement theory had a weak explanatory power because it __.A. could be accepted by psychologists in a narrow field of specializationB. attempted to describe the learning process through concepts that refer to external eventsC. could only explain much simpler learning situations, such as a rat running a mazeD. described the psychology of human learning in elementary and simplistic terms22."..., but these occupy the back seat to the leading theories in the social sciences." means theories of the mind ___.A. are among the leading theories in the social sciencesB. have made a great contribution to the social sciencesC. are less influential compared with the leading theoriesD. remain widespread as an approach to psychological explanation today23. Which of the following is widely claimed as being sound and tough-minded in research? ____A. EducationB. Theories of mindC. Experimental psychologyD. Psychology of behavior by Skinner Passage Five (Questions 24-28)Language varies as its function varies; it differs in different situations. The name given to a variety of language distinguished according to its use is “register”.The category of “register” is needed when we want to account for what people do with their language. When we obser ve language activity in the various contexts in which it takes place, we find differences in the type of language selected as appropriate to different types of situation. There is no need to labor the point that a sport commentary, a church service and a school lesson are linguistically quite distinct. One sentence from any of these and many more situation types would enable us to identify it correctly. We know, for example, where “an early announcement is expected” comes from, and where “apologies for abse nce were received” is most likely to be heard. These are not simply free variants of “we ought to hear soon” and “I was sorry he couldn’t make it”.It is not the event or state of affairs being talked about that determines the appropriated to a certain use. We should be surprised, for example, if it was announced on the carton of our toothpaste that the product was “just right for cleaning false teeth” i nstead of “ideal for cleansing artificial dentures”. We can often guess the source of a piece of English from familiarity with its use: “mix well” probably comes from a recipe, although the action of mixing is by no means limited to cookery --- and “mixes well” is more likely to be found in a testimonial.The choice of items from the wrong register, and the mixing of items from different registers, are among the most frequent mistakes made by non-native speakers of a language. …The crucial criteria of any given register are to be found in its grammar and its lexis. Probably lexical features are the most obvio us. Some lexical items suffice almost by themselves to identify a certain register: “cleanse” puts us in the language of advertising, “probe” of newspapers, especially headlines, “tablespoonful” of recipes or prescriptions, “neckline” of fashion reporting or dress-making instructions. The clearest signals of a particular register are scientific technical terms except those that belong to more than one science, like “morphology” in biology and linguistics.Often it is not the lexical item alone but the collo cation of two or more lexical items that is specific to one register. “Kick” is presumably neutral, but “free kick” is from the language of football. Compare the disc jockey’s “top twenty”; “thinned right down” at the hairdresser’s (but “thinned out” in the garden); and the collocation of “heart” and “bid” by contrast with “heart” and “beat”.Purely grammatical distinctions between the different registers are less striking, yet there can be considerable variation in grammar also. Extreme cases are newspaper headlines and church service; but many other registers such as sports commentaries and popular songs, exhibit specific grammatical characteristics.24. What determines the choice of one language register as apposed to another? _____.A. A certain event.B. An advertisement.C. A kind of convention.D. A type of situation.25. In Paragraph 2, “free variants of” means ________.A. interchangeable withB. interpretation ofC. in line withD. in opposition to26. According to this passage, usually the collocation of ______ is specific to one register.A. lexicon and grammarB. two lexical itemsC. more than twoD. both B and C27. According to this author, we know that the grammatical features of _____ are considerably different.A. sports commentaries and church servicesB. sports commentaries and popular songsC. newspaper headlines and church servicesD. church services and school lessons28. Which of the following is not true? ______.A. A lexical item can only be used as a register in one science.B. A lexical item alone is not often specific to one register.C. A lexical feature is more obvious for the criteria of any register.D. A lexical item may suffice almost by itself to identify a register.Passage Six (Questions 29-33)Three English dictionaries published recently all lay claim to possessing a "new" feature. The BBC English Dictionary contains background information on l, 000 people and places prominent in the news since 1988; the Oxford Advanced Learner's Dictionary: Encyclopedic Edition is the OALD plus encyclopedic entries; the Longman Dictionary of English Language and Culture is the LME plus cultural information. The key fact is that all three dictionaries can be seen to have a distinctly "cultural" as well as language learning content. That being said, the way in which they approach the cultural element is not identical, making direct comparisons between the three difficult.While there is some common ground between the encyclopedic/cultural entries for the Oxford and Longman dictionaries, there is a clear difference. Oxford lays claim to being encyclopedic on content whereas Longman distinctly concentrates on the language and culture of the English-speaking world. The Oxford dictionary can therefore stand more vigorous scrutiny for cultural bias than the Longman publication because the latter does not hesitate about viewing the rest of the world from the cultural perspectives of the English-speaking world. The cultural objectives of the BBC dictionary are in turn more distinct still. Based on an analysis of over 70 million words recorded from the BBC World Service and National Public Radio of Washington over a period of four years, their 1,000 brief encyclopedic entries are based on people and places that have featured in the news recently. The intended user they have in mind is a regular listener to the World Service who will have a reasonable standard of English and a developed skill in listening comprehension.In reality, though, the BBC dictionary will be purchased by a far wider range of language learners, as will the other two dictionaries. We will be faced with a situation where many of the users of these dictionaries will at the very least have distinct socio-cultural perspectives and may have world views which are totally opposed and even hostile to those of the West. Advanced learners from this kind of background will not only evaluate a dictionary on how user-friendly it is but will also have definite views about the scope and appropriateness of the various socio-cultural entries.29. What feature sets apart the three dictionaries discussed in the passage from traditional ones?A) The combination of two dictionaries into one B) The new approach to defining wordsC) The inclusion of cultural content D) The increase in the number of entries30. The Longman dictionary is more likely to be criticized for cultural prejudice ____________.A) Its scope of cultural entries the beyond the culture of the English-speaking world.B) it pays little attention to the cultural content d the non-English-speaking countriesC) it views the world purely from the standpoint of the English-speaking world.D) it fails to distinguish language from culture in its encyclopedic entries.31. The BBC dictionary differs from Oxford and Longman in that ____________.A) it has a wider selection Of encyclopedic entries B) it is mainly design to meet the needs of radio listenersC) it lays more emphasis co language then on cultureD) it is intended to help listeners develop their listening comprehension skills32. It is implied in the last paragraph that, in approaching socio-cultural content in a dictionary, special thought be given to __.A) the language levels of its usersB) the number of its prospective purchasersC) the different tastes of its users D) the various cultural backgrounds of its users33. What is the passage mainly about?A) different ways of treating socio-cultural elements in the three new English dictionaries.B) A comparison of people's opinions on the cultural content in the three new English dictionaries.C) The advantages of the BBC dictionary over Oxford and Longman.D) The user-friendliness of the three new English dictionaries.Passage Seven (Questions 34-38)Language is a system of arbitrary, vocal symbols which permit all people in a given culture, or other people who have learnt the system of that culture, to communicate or to interact.Now, what is meant by system? Every language operates within its own system, that is, within its own recurring patterns or arrangements which are meaningful to its speakers. The sounds, which are used to form words, which, in turn, are used in speech utterances, are always arranged in particular ways or designs which convey the same meaning to all speakers of the language. Let us examine some examples in English.When I say the words “the man”, you know I’m talking of one man and of a man previously mentioned. “The men”, on the other hand, conveys the meaning of more than one man. When you hear “arrive” you know it would fit into the place used for verbs in sentence. “Arrival”, on the other hand, would fit into the slot used for what we generally call a noun, wouldn’t it? To continue, in English, word order is an important part of the s ystem. Compare the two sentences: “The cat bit the lady.” and “The lady bit the cat.” The forms of the words are exactly the same, aren’t they? But what a difference in the meaning! Examining another feature of the “system”, we find that in English adjectives don’t “agree” with nouns. We say “the boys are tall” and “the tall boys”; “the girl is tall” and “the tall girls”. In the native language of your students, changes may occu r because of gender (masculine or feminine) or because of number (singular or plural).This system of meaningful arrangements of sounds and forms in speech which the youngest native speaker knows by the time he reaches six or seven may differ in important respects from any other language system in the world.34. Which of the fo llowing statements cannot be derived from the author’s definition of language? ________.A. The form of a word has no logical relationship with its meaning.B. Speech is the primary form of language.C. All languages are equal in the sense that each of them has its own system.D. Language is only used for human interaction.35. Which of the following features is/are referred to in this passage? ________.A. PluralityB. AgreementC. Word orderD. All of the them36. In Paragraph 2, “operates” act ually means _______.A. guidesB. controlsC. functionsD. manages37. By “native speakers”, the author means those people who _______.A. communicate or interact very wellB. share the same way of lifeC. learn the system of a same languageD. reach the age of 6 or 738. From this passage it can be said of language that ______.A. Different languages are different in their grammatical systems.B. Languages that possess the feature of gender agreement may be more complex than those that do not.C. The change of word order will change the meaning of a sentence.D. Different cultures have different languages.Passage Eight (Questions 39-43)Is language, like food, a basic human need without which a child at a critical period of life can be starved and damaged? Judging from the drastic experiment of Frederick I in the thirteenth century, it may be. Hoping to discover what language a child would speak if he heard no mother tongue, he told the nurses to keep silent.All the infants died before the first year. But clearly there was more than lack of language here. What was missing was good mothering. Without good mothering, in the first year of life especially, the capacity to survive is seriously affected.Today no such severe lack exists as that ordered by Frederick. Nevertheless, some children are still backward in speaking. Most often the reason for this is that the mother is insensitive to the signals of the infant, whose brain is programmed to learn language rapidly. If these sensitive periods are neglected, the ideal time for acquiring skills passes and they might never be learned so easily again. A bird learns to sing and to fly at the right time, but the process is slow and hard once the critical stage has passed.Experts suggest that speech stages are reached in a fixed sequence and at a constant age, but there are cases where speech has started late in a child who eventually turns out to be of high IQ. At twelve weeks a baby smiles and makes vowel-like sounds; at twelve months he can speak simple words and understand simple commands; at eighteen months he has a vocabulary of three to five words. At three he knows about 1,000 words which he can put into sentences, and at four his language differs from that of his parents in style rather than in grammar.Recent evidence suggests that an infant is born with the capacity to speak. What is special about man’s brain, compared with that of the monkey, is the complex system which enables a child to connect the sight and feel of, say, a toy-bear with the sound pattern “toy bear”. And even more incredible is the young brain’s ability to pick out an order in language from the mixture o f sound around him, to analyse, to combine and recombine the parts of a language in new ways.But speech has to be induced, and this depends on interaction between the mother and the child, where the mother recognizes the signals in the child’s babbling, grasping and smiling, and responds to them. Insensitivity of the mother to these signals dulls the interaction because the c hild get discouraged and sends out only the obvious signals. Sensitivity to the child’s non-verbal signals is essential to the growth and development of language.39. The purpose of Frederick I’s experiment was ______.。
为什么发展方言是个好主意英语作文
为什么发展方言是个好主意英语作文Why Developing Dialects is a Great Idea!Hi everyone! Today, I want to share with you why I think developing dialects is a great idea. Dialects are special ways of speaking that are different from the standard language. Some people might think dialects are not important, but I believe they are super cool and have many benefits. Let's find out why!Firstly, dialects help us express our unique identities. Just like how we have different hobbies and interests, our dialects can reflect our local culture and traditions. Imagine if everyone spoke the same way, it would be so boring! Dialects add color and flavor to our conversations and make them more interesting. They make us proud of where we come from and help us connect with others who share the same dialect.Secondly, dialects can strengthen family bonds. Have you ever noticed how your grandparents or older relatives speak differently from you? They might use words or phrases that are not commonly used now. Learning and using their dialect can create a special bond between generations. It shows that we care about our family history and want to keep our traditions alive. Byspeaking dialects, we can understand and appreciate our family's unique language heritage.Moreover, dialects are like secret codes that only a few people understand. It's like having your own special language with your friends or classmates. When you use dialects, you can have fun and share jokes that others might not understand. It's like having a secret superpower that brings you closer to your friends. Dialects create a sense of belonging and make our friendships stronger.In addition, dialects can also benefit our brains. Research shows that learning and using different dialects can improve our memory and cognitive skills. When we switch between different ways of speaking, our brains become more flexible and adaptable. It's like doing exercises for our minds! So, by developing dialects, we are actually giving our brain a good workout.Furthermore, dialects can promote cultural diversity. As we know, the world is a big, beautiful place with many different cultures and languages. Dialects are a part of this diversity. When we appreciate and celebrate dialects, we are valuing the richness of human expression. It's like having a big treasure chest full ofunique languages and dialects that we can explore and learn from.Finally, developing dialects can help us preserve endangered languages. There are many languages in the world that are at risk of disappearing. By supporting and using dialects, we can contribute to the preservation of these languages. It's like being a language superhero, protecting the diversity of human communication.In conclusion, developing dialects is a wonderful idea for many reasons. They allow us to express our identities, strengthen family bonds, create connections with others, exercise our brains, promote cultural diversity, and preserve endangered languages. So, let's embrace dialects and celebrate the beautiful tapestry of languages that make our world so special!Remember, being different is something to be proud of, and dialects are a fantastic way to celebrate our uniqueness. Let's keep speaking our dialects and make the world a more colorful and exciting place!。
语言学教程第四版答案
语言学教程第四版答案【篇一：《语言学教程》测试题答案】xt>i.1~5 b a c c c6~10 b a c a cii.11~15 f f t f f 16~20 f f f f fiii.21. verbal 22. productivity / creativity 23. metalingual function24. yo-he-ho25. scientific26. descriptive 27. speech 28. diachronic linguistic29. langue 30. competenceiv.31. design feature: it refers to the defining properties of human language that tell the differencebetween human language and any system of animal communication.32. displacement: it means that human languages enable their users to symbolize objects, events andconcepts, which are not present (in time and space) at the moment of communication.33. competence: it is an essential part of performance. it is the speaker’s knowledge of his or herlanguage; that is, of its sound structure, its words, and its grammatical rules. competence is, in a way, an encyclopedia of language. moreover, the knowledge involved in competence is generally unconscious.a transformational-generative grammar is a model of competence.34. synchronic linguistics: it refers to the study of a language at a given point in time. the timestudied may be either the present or a particular point in the past; synchronic analyses can also be made of dead languages, such as latin. synchronic linguistics is contrasted with diachronic linguistics, the study of a language over a period of time.v.35. duality makes our language productive. a large number of different units can be formed out of asmall number of elements – for instance, tens of thousands of words out of a small set of sounds,around 48 in the case of the english language. and out of the huge number of words, there can beastronomical number of possible sentences and phrases, which in turn can combine to formunlimited number of texts. most animal communication systems do not have this design feature ofhuman language.if language has no such design feature, then it will be like animal communicational system whichwill be highly limited. it cannot produce a very large number of sound combinations, e.g. words,which are distinct in meaning.36. it is difficult to define language, as it is such a general term that covers too many things. thus,definitions for it all have their own special emphasis, and are not totally free from limitations.vi.37. it should be guided by the four principles of science: exhaustiveness, consistency, economy andobjectivity and follow the scientific procedure: form hypothesis – collect data – check against theobservable facts – come to a conclusion.第二章：语音参考答案i1~5 a c d a a6~10 d b a b bii.11~15 t t t f f 16~20 t t t f fiii.21. voiced, voiceless, voiced 22. friction23. tongue 24. height 25. obstruction26. minimal pairs27. diphthongs 28. co-articulation29. phonemes30. air streamiv.31. sound assimilation: speech sounds seldom occur in isolation. in connected speech, under the influenceof their neighbors, are replaced by other sounds. sometimes two neighboring sounds influence eachother and are replaced by a third sound which is different from both original sounds. this process is called sound assimilation.32. suprasegmental feature: the phonetic features that occur above the level of the segments are calledsuprasegmental features; these are the phonological properties of such units as the syllable, the word, and the sentence. the main suprasegmental ones includes stress, intonation, and tone.33. complementary distribution: the different allophones of the same phoneme never occur in the samephonetic context. when two or more allophones of one phoneme never occur in the same linguistic environment they are said to be in complementary distribution.34. distinctive features: it refers to the features that can distinguish one phoneme from another. if we cangroup the phonemes into two categories: one with this feature and the other without, this feature is called a distinctive feature. v.35. acoustic phonetics deals with the transmission of speech sounds through the air. when a speech soundis produced it causes minor air disturbances (sound waves). various instruments are used to measure the characteristics of these sound waves.36. when the vocal cords are spread apart, the air from the lungs passes between them unimpeded. soundsproduced in this way are described as voiceless; consonants [p, s, t] are produced in this way. but when the vocal cords are drawn together, the air from the lungs repeatedly pushes them apart as it passes through, creating a vibration effect. sounds produced in this way are described as voiced. [b, z, d] are voiced consonants.vi. 37.omit.第三章：词汇参考答案i1~5 a a c b b6~10 b c a d bii. 11~15 f t f t t16~20 f t f f fiii.21. initialism, acronym 22. vocabulary 23. solid, hyphenated, open 24. morpheme25. close, open 26. back-formation 27. conversion 28. morpheme29. derivative, compound 30. affix, bound rootiv.31. blending: it is a process of word-formation in which a new word is formed by combining themeanings 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)32. allomorph: it is any of the variant forms of a morpheme as conditioned by position or adjoiningsounds.33. close-class word: it is a word whose membership is fixed or limited. pronouns, prepositions,conjunctions, articles, etc. are all closed-class words.34. morphological rule: it is the rule that governs which affix can be added to what type of base to forma new word, e.g. –ly can be added to a noun to form an adjective.vi .37. (1) c (2) a (3) e (4) d (5) b第四章：句法参考答案i1~5 d c d d d 6~10 a d d b aii. 11~15 t t t t f16~20 f t f t tiii.21. simple 22. sentence 23. subject24. predicate25. complex 26. embedded 27. open28. adjacency29. parameters 30. caseiv.31. syntax: syntax refers to the rules governing the way words are combined to form sentences in alanguage, or simply, the study of the formation of sentences.32. ic analysis: immediate constituent analysis, ic analysis for short, refers to the analysis of a sentence interms of its immediate constituents – word groups (phrases), which are in turn analyzed into theimmediate constituents of their own, and the process goes on until the ultimate sake of convenience.33. hierarchical structure: it is the sentence structure that groups words into structural constituents andshows the syntactic category of each structural constituent, such as np, vp and pp.34. trace theory: after the movement of an element in a sentence there will be a trace left in the originalposition. this is the notion trace in t-g grammar. it’s suggested that if we have the notion trace, all the necessary information for semantic interpretation may come from the surface structure. e.g. thepassive dams are built by beavers. differs from the active beavers built dams. in implying that all dams are built by beavers. if we add a trace element represented by the letter t after built in the passive as dams are built t by beavers, then the deep structure information that the word dams was originally the object of built is also captured by the surface structure. trace theory proves to be not only theoretically significant but also empirically valid.v.35. an endocentric construction is one whose distribution is functionally equivalent, or approachingequivalence, to one of its constituents, which serves as the center, or head, of the whole. a typicalexample is the three small children with children as its head. the exocentric construction, opposite to the first type, is defined negatively as a construction whose distribution is not functionally equivalent to any of its constituents. prepositional phrasal like on the shelf are typical examples of this type.36. (1) more | beautiful flowers(2) more beautiful | flowers第五章：意义参考答案i1~5 a b d d b 6~10 c a c d aii. 11~15 f f t f t 16~20 t f t t tiii.21. semantics 22. direct 23. reference 24. synonyms25.homophones26. relational27. componential 28. selectional 29. argument 30. namingiv.31. entailment: it is basically a semantic relation (or logical implication), and it can be clarified withthe following sentences:a. tom divorced jane.b. jane was tom’s wife.in terms of truth value, the following relationships exist between these two sentences: when a is true,b must be also true; when b is false, a must also be false. when b is true, a may be true or false.therefore we can say a entails b.32. proposition: it is the result of the abstraction of sentences, which are descriptions of states of affairs andwhich some writers see as a basic element of sentence meaning. for example, the two sentences“caesar invaded gaul” and “gaul was invaded by caesar” hol d the same proposition.33. compositional analysis: it defines the meaning of a lexical element in terms of semantic components, orsemantic features. for example, the meaning of the word boy may be analyzed into three components: human, young and male. similarly girl may be analyzed into human, young andfemale.34. reference: it is what a linguistic form refers to in the real world; it is a matter of the relationshipbetween the form and the reality.v.35. hyponymy, metonymy or part-whole relationship36. (omit.)vi.37. (1)the (a) words and (b) words are male.the (a) words are human, while the (b) words are non-human.(2)the (a) words and (b) words are inanimate.the (a) words are instrumental, while the (b) words are edible.(3)the (a) words and (b) words are worldly or conceptual.the (a) words are material, while the (b) words are spiritual.第七章：语言、文化和社会参考答案i1~5 b c a a c 6~10 d a c a dii. 11~15 f t f f f 16~20 t f t f fiii.21. community22. variety 23. dialectal 24.planning25.sociolects26. stylistic 27. official28. superposed29. vernacular 30. inflectionaliv.31. lingua franca: a lingua franca is a variety of language that serves as a common speech for socialcontact among groups of people who speaks different native languages or dialects.32. regional dialect: regional dialect, also social or class dialect, is a speech variety spoken by themembers of a particular group or stratum of a speech community.33. register: register, also situational dialect, refers to the language variety appropriate for use in particularspeech situations on which degrees of formality depends.34. sociolinguistics: defined in its broadest way, sociolinguistics, a subdiscipline of linguistics, is the studyof language in relation to society. it is concerned with language variation, language use, the impact of extra-linguistic factors on language use, etc.v. 35. american english is not superior to african english. as different branches of english, africanenglish and american english are equal. similar as they are, they are influenced by their respective cultural context and thus form respective systems of pronunciation, words and even grammar.36. in china, chinese has a more strict and complex relationship system. so in chinese there are a lot morekinship words than in english.vi. 37. (omit.)第八章：语言的使用参考答案i1~5 d b c b a 6~10 c b c a dii. 11~15 f t t f f 16~20 f f f t tiii.21. context22. utterance 23. abstract 24. constatives 25. performatives26. locutionary 27. illocutionary28. commissive29. expressive30. quantityiv.31. conversational implicature: in our daily life, speakers and listeners involved in conversation aregenerally cooperating with each other. in other words, when people are talking with each other, they must try to conversesmoothly and successfully. in accepting speakers’ presuppositions, listenershave to assume that a speaker is not trying to mislead them. this sense of cooperation is simply one in which people having a conversation are not normally assumed to be trying to confuse, trick, orwithhold relevant information from one another. however, in real communication, the intention of the speaker is often not the literal meaning of what he or she says. the real intention implied in the words is called conversational implicature.32. performative: in speech act theory an utterance which performs an act, such as watch out (= a warning).33. locutionary act: a locutionary act is the saying of something which is meaningful and can beunderstood.34. horn’s q-principle: (1) make your contribution sufficient (cf. quantity); (2) say as much as you can(given r).v.35. pragmatics is the study of the use of language in communication, particularly the relationshipsbetween sentences and the contexts and situations in which they are used. pragmatics includes the study of(1) how the interpretation and use of utterances depends on knowledge of the real world;(2) how speakers use and understand speech acts;(3) how the structure of sentences is influenced by the relationship between the speaker and thehearer.pragmatics is sometimes contrasted with semantics, which deals with meaning without referenceto the users and communicative functions of sentences.36. yes, b is cooperative. on the face of it, b’s statement is not an answer to a’s question. b doesn’t say“when.” however, a will immediately interpret the s tatement as meaning “i don’t know” or “i am not sure.” just assume that b is being “relevant” and “informative.” given that b’s answer contains relevant information, a can work out that “an accident further up the road” conventionally involves “trafficja m,” and “traffic jam” preludes “bus coming.” thus, b’s answer is not simply a statement of “when the bus comes”; it contains an implicature concerning “when the bus comes.”vi.37. it occurs before and / or after a word, a phrase or even a longer utterance or a text. the context oftenhelps in understanding the particular meaning of the word, phrase, etc.the context may also be the broader social situation in which a linguistic item is used.(1)a. a mild criticism of someone who should have cleaned the room.b. in a language class where a student made a mistake, for he intended to say “tidy.”c. the room was wanted for a meeting. (2)a. a mild way to express disagreement with someone who has complimented on a lady’sappearance. b. a regret that the customer had not taken the dress. c. that she wore a red shirt was not in agreement with the custom on the occasion.第十二章：现代语言学理论与流派参考答案i1~5 b a c a a 6~10 a b d c cii. 11~15 f f t t f 16~20 f t t t fiii.21. synchronic22. phonetics23. j. r. firth 24. systemic25. sociologically26. distribution27. bloomfieldian 28. descriptivism29. innateness30. hypothesis-maker iv.31. fsp: it stands for functional sentence perspective. it is a theory of linguistic analysis which refers to ananalysis of utterances (or texts) in terms of the information they contain.32. cohesion: the cohesion shows whether a certain tagmeme is dominating other tagmemes or isdominated by others.33. lad: lad, that is language acquisition device, is posited by chomsky in the 1960s as a deviceeffectively present in the minds of children by which a grammar of their native language is constructed.34. case grammar: it is an approach that stresses the relationship of elements in a sentence. it is a type ofgenerative grammar developed by c. j. fillmore in the late1960s.v. vi. omit.【篇二：语言学教程(胡壮麟版)综合测试题含标准答案】 class=txt>英语语言学试卷（一）第一部分选择题i. directions: read each of the following statements carefully. decide which one of the fourchoices best completes the statement and put the letter a, b, cor d in the brackets.(2%x10=20%)1.saussure’s distinction and chomsky’s are very similar, but they differ in that ____________. a.saussure took a sociological view of language while chomsky took a psychological point of viewb. saussure took a psychological view of language while chomsky took a sociological point ofviewc. saussure took a pragmatic view of language while chomsky took a semantic point of viewd. saussure took a structural view of language while chomsky took a pragmatic point of view2. language is a system of ____________ vocal symbols used for human communication. a.unnatural b. artificialc. superficiald. arbitrary3. we are born with the ability to acquire language,_______________.a. and the details of any language system are genetically transmittedb. therefore, we needn’t learn the details of our mother tonguec. but the details of language have to be learnt.d. and the details are acquired by instinct4. a(n)________ is a phonological unit of distinctive value. it isa collection of distinctivephonetic features. a. phone b. allophonec. phonemed. sound5. the morpheme –ed in the word “worked” is a(n) __________ morpheme. a. derivationalb. inflectionalc. freed. word-forming6. wh-movement is __________ in english which changes a sentence from affirmative tointerrogative. a. obligatoryb. optionalc. selectionald. arbitrary7. naming theory, one of the oldest notions concerning meaning, was proposed by_____________. a. griceb. platoc. saussured. ogden and richards8. “john married a blond heiress.”__________ “john married a blond.” a. is synonymous withb. is inconsistent withc. entailsd. presupposes9. in semantic analysis of a sentence, the basic unit is called ____________, which is theabstraction of the meaning of a sentence. a. utterance b. referencec. predicationd. morpheme10. in austin’s speech act theory, ___________ is the act of expressing the speaker’s intention; itis the act performed in saying something. a. a perlocutionary act b. alocutionary actc. a constative actd. an illocutionary act第二部分非选择题ii. directions: fill in the blank in each of the following statements with one word, the first letter ofwhich is already given as a clue. note that you are to fill in one word only, and you are notallowed to change the letter given. (1%x10=10%)11. p___________ relates the study of language to psychology. it aims to answer such questionsas how the human mind works when people use language.12. a d_________ study of language is a historical study; it studies the historical development oflanguage over a period of time.13. language is a system, which consists of two sets of structures, or two levels. at the lower level,there is a structure of meaningless sounds, which can be combined into a large number ofmeaningful units at the higher level. this design feature is called d___________.14. the articulatory apparatus of a human being is containedin three important areas: thepharyngeal cavity, the o_________ cavity and the nasal cavity.15. the localization of cognitive and perceptual functions in a particular hemisphere of the brain iscalled l_____________.16. s_____________ features such as stress, tone and intonation can influence the interpretationof meaning.17. phrase structure rules can generate an infinite number of sentences, and sentences with infinitelength, due to their r_________ properties.18. h__________ refers to the phenomenon that words having different meanings are identical in sound or spelling, or in both.19. some important missions of historical linguists are to identify and classify families of related languages in a genealogical family tree, and to reconstruct the p____________, the original form of a language family that has ceased to exist.20. in sociolinguistics, speakers are treated as members of social groups. the social group isolated for any given study is called the speech c___________.iii. directions: judge whether each of the following statements is true or false. put a t for true or f for false in the brackets in front of each statement. (2%x10=20%)( ) 21. linguists believe that whatever occurs in the language people use should be described and analyzed in their investigation.( ) 22. language is arbitrary in the sense that there is no intrinsic connection between words and what these words actually refer to.( ) 23. the conclusions we reach about the phonology of one language can be generalized into the study of another language.( ) 24. the meaning-distinctive function of the tone is especially important in english because english, unlike chinese, is a typical tone language.( ) 25. the syntactic rules of any language are finite in number, and yet there is no limit to the number of sentences native speakers of that language are able to produce and comprehend.( ) 26. when we think of a concept, we actually try to see the image of something in our mind’s eye every time we come across a linguistic symbol.( ) 27. all utterances can be restored to complete sentences. for example, “good morning!” can be restored to “i wish you a good morning.”( ) 28. two people who are born and brought up in the same town and speak the same regional dialect may speak differently because of a number of social factors.( ) 29. black english is linguistically inferior to standard english because black english is not as systematic as standard english.( ) 30. any child who is capable of acquiring some particular human language is capable of acquiring any human language spontaneously and effortlessly.iv. directions: explain the following terms. (3%x10=30%)31. parole:32. broad transcription:33.allophones:34.phrase structure rules:35.context36.historical linguistics:37.standard language:38.linguistic taboo:39.acculturation:40.care-taker speech:v. answer the following questions. (10%x2=20%)41. enumerate three causes that lead to the systematic occurrence of errors in second language acquisition and give your examples.42. english has undergone tremendous changes since its anglo-saxon days. identify the major periods in its historicaldevelopment and name major historical events that led to the transition from one period to the next.英语语言学试卷答案(一)第一部分选择题i. directions: read each of the following statements carefully. decide which one of the four choices best completes the statement and put the letter a, b, c or d in the brackets.(2%x10=20%)1. a2. d3. c4. c5.b6. a7. b8. c9. c 10. d第二部分非选择题ii. directions: fill in the blank in each of the following statements with one word, the first letter of which is already given as a clue. note that you are to fill in one word only, and you are not【篇三：语言学教程第四版练习第一章】inguisticsi. mark the choice that best completes the statement.1.all languages’ have three major components: a sound system ,a system of___and a system of semantics.a. morphologyb. lexicogrammarc. syntaxd. meaning2.which of the following words is entirely arbitrary?3.the function of the sentence water boils at 100 degrees centigrade is ___.a.interpersonalb.emotivermatived.performative4.in chinese when someone breaks a bowl or a plate the host or the people present are likely to say 碎碎（岁岁）平安as a means of controlling the forces which they believe might affect their lives. which function does it perform?a.interpersonalb.emotivermatived.performative5.which of the following property of language enables language users to overcome the barriers caused by time and place of speaking (due to this feature of language, speakers of a language are free to talk about anything in any situation)?a. transferabilityb. dualityc. displacementd. arbitrariness6. what language function does the following conversation play?(the two chatters just met and were starting their conversation by the following dialogue.)a：a nice day, isn’t it?b : right! i really enjoy the sunlight.a. emotiveb. phaticc. performatived. interpersonal7.------- refers to the actual realization of the ideal language user’s knowledge of the rules of his language in utterances.8.when a dog is barking, you assume it is barking for something or at someone that exists here and now. it couldn’t be sorrowful for some lost love or lost bone. this indicates that dog’s language does not have the feature of --------- .a. referenceb. productivityc. displacementd.duality9.--------- answers such questions as we as infants acquire our first language.a. psycholinguisticsb. anthropological linguisticsc. sociolinguisticsd. applied linguistics10.-------- deals with the study of dialects in different social classes in a particular region.a. linguistic theoryb. practical linguisticsc. sociolinguisticsd. comparative linguisticsii. mark the following statements with “t” if they are true or “f” if they are false.(10%)1. the widely accepted meaning of arbitrariness was discussed by chomsky first.2. for learners of a foreign language, it is arbitrariness that is more worth noticing than its conventionality.3. displacement benefits human beings by giving them the power to handlegeneralizations and abstractions.4. for jakobson and the prague school structuralists, the purpose of communication is to refer.5. interpersonal function is also called ideational function in the framework of functional grammar.6. emotive function is also discussed under the term expressive function.7. the relationship between competence and performance in chomsky’s theory is that between a language community and an individual language user.8.a study of the features of the english used in shakespeare’s time is an example of the diachronic study of language.9.articulatory phonetics investigates the properties of the sound waves.10.the nature of linguistics as a science determines its preoccupation with prescription instead of description.iii．fill in each of the following blanks with an appropriate word. the first letter of the word is already given(10％)1. nowadays, two kinds of research methods co-exist in linguistic studies, namely,qualitative and q__________ research approaches.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 as p__________.nguage has many functions. we can use language to talk about language. this function is m__________function.4.the claim that language originated by primitive man involuntary making vocal noises while performing heavy work has been called the y＿theory.5.p________ is often said to be concerned with the organization of speech within specific language, or with the systems and patterns of sounds that occur in particular language.6.modern linguistics is d＿ in the sense that linguist tires to discover what language is rather than lay down some rules for people to observe.7.one general principle of linguistics analysis is the primacy of s___________over writing.8.the description of a language as it changes through time is a d___________ linguistic study.9.saussure put forward the concept l__________ to refer to the abstract linguistic system shared by all members of a speech community.10.linguistic potential is similar to saussure’ s langue and chomsky’ s c__________.iv. explain the following concepts or theories.1.design features2.displacement。
保护和传承方言的英语作文
保护和传承方言的英语作文Preserving and Inheriting Regional Dialects.Dialects, the unique linguistic expressions of a particular region or community, are a crucial part of a culture's heritage. They reflect the history, traditions, and way of life of a people, often encoding generations of stories and knowledge. However, in today's globalized world, where standard languages like English or Mandarin are increasingly dominant, the preservation and inheritance of dialects face significant challenges. This essay aims to discuss the importance of dialects, the threats they face, and potential strategies to protect and inherit them.The importance of dialects cannot be overstated. They are not just linguistic variations; they are cultural repositories. Dialects preserve the historical memories ofa region, carrying with them the echoes of past events, cultural practices, and social interactions. They are often the mediums through which oral traditions, such as folktales, proverbs, and songs, are transmitted from one generation to the next. Furthermore, dialects are critical for maintaining social cohesion and identity within communities. They create a sense of belonging and continuity, binding people together through sharedlinguistic experiences.Unfortunately, the survival of dialects is threatened by several factors. Globalization has led to the widespread adoption of standard languages, often making dialects less relevant in educational, economic, and political spheres. This shift towards standard languages can lead to the marginalization of dialects, especially among younger generations, who may perceive them as outdated or inferior. Additionally, the rapid pace of modernization and urbanization has led to the blending of cultures and languages, resulting in the dilution of dialectal features.To preserve and inherit dialects, it is essential to create awareness and appreciation among the younger generation. Educational institutions can play a pivotalrole by introducing dialectal studies into the curriculum,encouraging students to learn and appreciate their local languages. Media and entertainment industries can also contribute by promoting content in dialects, making them more accessible and appealing to younger audiences.Community-based initiatives are also crucial. Community centers, non-profit organizations, and local governments can organize workshops, festivals, and other events that celebrate dialects and their cultural significance. These activities not only provide platforms for dialect speakers to interact and share their knowledge but also create opportunities for younger people to learn and engage with dialects.Technological advancements can also be harnessed to preserve dialects. Digital archiving and recording techniques can be used to document dialects, capturingtheir sounds and nuances for future generations. Online platforms and social media can further facilitate the sharing and promotion of dialectal content, expanding the reach and impact of preservation efforts.In conclusion, the preservation and inheritance of dialects are vital for maintaining the cultural diversity and identity of a region. It is a collective responsibility that requires the engagement of various stakeholders, including educational institutions, media and entertainment industries, communities, and governments. By fostering awareness, appreciation, and active participation among all, we can ensure that dialects continue to thrive andcontribute to the rich tapestry of human culture.。
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Languages or Dialects?
Good morning, everyone! I’m greatly honored to stand here to give you a speech. And my topic today is Languages or Dialects?
We all speak Chinese because we are Chinese. That’s undeniable. But, do we speak the same kind of Chinese? You may feel confused about that. “How many kinds are there?” Don’t worry, I will answer your doubts later. Now let’s start with a fact: we speak Mandarin at college and in other public places and dialects in our hometowns, from which we can see Mandarin and other Chinese dialects comprise Chinese language. Now comes another question: how to distinguish between languages and dialects? I will discuss it in two aspects, mutual intelligibility and nationality.
It’s unanimously agreed if two native speakers cannot understand each other’s words, they speak different languages. Quite understandable, isn’t it? English and French are different languages. Chinese and Japanese are different languages. Likewise, different dialects of Chinese can be regarded as separate languages. Like I said before, we speak different kinds of Chinese in own hometowns. Linguists have divided Chinese into seven main categories. They are Mandarin, Wu Chinese, Hokkien Chinese, Hakka Chinese, Cantonese, Xiang Chinese and Gan Chinese. Obviously, they cannot communicate with each other at all.
However, things are never easy like that. A social linguist Max
Weinreich once said: ”A language is a dialect with an army and navy.”That is to say, nationality or politics plays a vital role in distinguishing between languages and dialects. Authorities will make people believe what they speak in daily life, if not the official language, are all dialects. When foreigners learn Chinese, majority of them just learn Mandarin instead of other dialects. Gradually, a wrong notion sticks into our mind that Chinese is equal to Mandarin. Reversely, Malay Language and Indonesian Language, though very similar to each other, are commonly considered as two independent languages for they are used by two countries, by two nations.
Now, have you figured out the differences between languages and dialects? Their concepts are relative, depending on the aspects you are looking at.。