语言学第五章语义学考研真题

Chapter Five: Semantics
I. 名词解释
1.（南开大学2001，中山大学2004年考题）hyponymy
考点分析：考查“上下义关系”的定义
Answer: Hyponymy refers to the sense relations between a more general, more inclusive words and a more specific word. The word that is more general in meaning is called the superordinate, and the more specific words are its hyponyms.
2. (南开大学2000年考题) sense
考点分析：“意义”的定义
Answer: Sense is concerned with the inherent meaning of a linguistic form. It is the collection of all the features of the linguistic form; it is abstract and decontextualized. It is the aspect of meaning dictionary compilers are interested in. for example, the word dog is given the definition ―a domestic canine animal, occurring in many breeds that show a great variety in size and form‖. This does not refer to any particular dog that exists in the real world, but applies to any animal that meets the features described in the definition. So this is the sense of the word dog.
3. (华南理工大学2004年考题) reference
考点分析“所指/参照”的定义
Answer: Reference means what a linguistic form refers to in the real, physical world; it deals with the relationship between the linguistic element and the nonlinguistic world of experience. If we say ―The dog is barking‖, we must be talking about a certain dog existent in the situation; the word dog refers to a dog known to both speaker and the hearer. This is the reference of the word dog in this particular situation.
4.(华南理工大学204年考题) interlanguage
考点分析“中介语”的定义
Answer: The type of language constructed by second or foreign language learners who are still in the process of learning a language is often referred to as interlanguage. As the name suggests, interlanguage is a language system between the target language and the learner’s native language. It is imperfect compared with the target language, but it is not mere translation from the learner’s native language.
5.(中山大学2003年考题)error analysis
考点分析：“错误分析”的定义
Answer: Error analysis is the study and analysis of error and is confined to the language learner. Here, ―error‖ refers generally to the learner’s grammatical or pragmatic misuse or misunderstanding of the target language.
II. 判断正误
1.（大连外国语学院2001年考题）―Kids‖and ―children‖are synonyms despite their stylistic difference
考点分析：同义关系的辨别
Answer: T
2. (大连外国语学院2002年考题) In the following pair of sentences, Sentence (a) presupposes Sentence (b)
（a）John managed to finish in time
（b）John tried to finish in time.
考点分析：判断句子之间有何种意义关系
Answer: T
3. (东南大学2003年考题)If a word has sense, it must have reference.
考点分析：考查sense 和reference之间的对应关系.(Note: Every word has a sense, but not every word has a reference.)
Answer: F
4. (上海外国语大学2000年考题) Regardless of their ethnic and cultural backgrounds, children of all colors and societies follow roughly the same route/order of language development, though they may differ in the rate of learning.
考点分析：语言习得过程的普遍特点
Answer: T
5. (吉林大学2000年考题)Overgeneralization is a common error made by an early foreign language learner.
考点分析：考查“语法规则过度概括”在什么情况下产生。

Overgeneralization 也可能出现在母语学习者中
Answer: F
III．填空题
1.（北京第二外国语学院2003年考题）Antonyms like “husband”and “wife”are _____ antonyms
考点分析：辨别反义词的种类
Answer: converse
2. (北京第二外国语学院2003年考题)Terms like ―desk‖and ―stool‖are _____ of the term ―furniture‖.
考点分析：辨别词与词之间的上下义关系
Answer: (co-) hyponyms
3. (大连外国语学院2002年考题)Classify the following pairs of words according to the sense
relation. Put the number of the pair in the space provided in your answer sheet.
1. always/never
2. borrow/lend
3. tale/tail
4. satellite/moon
5. relinquish/retain
6. book/trunk
7. over/under
8. mercury/quick silver
9.fabric/rayon 10. sole (of a shoe)/sole (the fish)
A. complementary antonyms
B. synonyms
C. relational opposites
D. gradable antonyms
E. homonyms
F. polysemous words
G. hyponymy
考点分析：辨别每组两个词之间的意义关系
Answer: A—1, 5; B—6, 8; C—2, 7; D – None; E – 3, 10; F – None; G – 4, 9
IV 选择题
1. （北京第二外国语学院2001年考题）The sense relationship between “John plays the violin”
and “John plays a musical instrument”is _____.
a. hyponymy
b. antonymy
c. entailment
考点分析：考查句子之间的意义关系
Answer: c
V. 问答题
1. (北京师范大学2003年考题)Put the following words in a hierarchical order (you can use a tree
diagram if need be) and try to define at least two of them. Crocodile, mammal, reptile, rabbit, primate, animal
考点分析：考查词义关系
Answer:
animal
∣
--------------------------------
∣∣
mammal reptile
∣∣
---------- ∣
∣∣∣
primate ∣ crocodile
∣
rabbit
(Definition is omitted)
2.（东南大学2000年考题）Explain the difference between sense and reference from the following four aspects: 1) A word having reference must have sense; 2) A word having sense might not have reference; 3) A certain sense can be realized by more than one reference; 4) A certain reference can be expressed by more than one sense.
考点分析：考查意义和所指之间的区别.
Answer: The distinction between ―sense‖ and ―reference‖ is comparable to that between ―connotation‖ and ―denotation‖. The former refers to some abstract properties, while the latter refers to some concrete entities. Firstly, to some extent, we can say that every word has a sense, i.e. some conceptual content, otherwise we would not be able to use it or understand it. Secondly, but not every word has a reference. There are linguistic expressions which can never be used to refer to anything, for example, the words so, very, maybe, if, not,and all. These words do of course contribute meaning to the sentences in which they occur and thus help sentences denote, but they themselves do not identify entities in the world. They are intrinsically non-referring terms. And words like ghost and dragon refer to imaginary things, which do not exist in reality. Thirdly, some expressions will have the same reference across a range of utterances, e.g. the Eiffel Tower or the Pacific Ocean. Such expressions are sometimes described as having constant reference. Others have their references totally dependent on context. Expressions like I, you, she, etc. are said to have variable references. Lastly, sometimes a reference may be expressed by more than one sense. For in stance, both ―evening star‖ and ―morning star‖, though they differ in sense, refer to V enus.
3. (广东外语外贸大学2004年考题) The following sentences make certain presuppositions. What are they?
a. The police ordered the minors to stop drinking.
b. Please take me out to the ball game again.
c. V alerie regretted not receiving a new T-bird for Labor Day.
d. That her pet turtle ran away made Emily very sad.
e. The administration forgot that the professors support the students. (Compare: The
administration believes that the professors support the students, in which there is no such presupposition.)
f. It is strange that the United States invaded Cambodia in 1970.
g. Isn’t it strange that the United States invaded Cambodia in 1970?
h. Disa wants more popcorn.
i. Why don’t pi gs have wings?
j. Who discovered America in 1492?
考点分析：分析句子的预设.
Answer:
a. The minors were drinking.
b. Y ou took me out to the ball game before.
c. V alerie could receive a new T-bird for Labor Day.
d. Emily had a pet turtl
e.
e. The administration knew beforehand that the professors support the students.
f. The United States invaded Cambodia in 1970
g. It is strange that the United States invaded Cambodia in 1970.
h. Disa has already had some popcorn.
i. Some other animals have wings.
l. Someone discovered America in 1492.
4. (北京外国语大学2001年考题)In the use of gradable antonyms there is generally one member of the pair that is called the ―unmarked‖ member. This unmarked member is used more often than the other in certain constructions. For example, we usually ask How old is he? If we want to know someone’s age, and not How young is he? In addition, we say John is 5 years old, never John is 5 years young. This is taken as evidence that old is the unmarked member of the old-young pair.
1) Now determine the ―unmarked‖member in each of the following pairs and justify your
answer.
small-big, long-short, far-near, few-many
2) Think of one special situation for two pairs of the above five where the ―marked‖ member is
more typically used. Explain briefly what kind of meaning is conveyed by such uses.
考点分析：考查如何识别分级反义词对中的“覆盖/无标记”词.
Answer:
1) In each pair of the gradable antonyms, the term for the higher degree usually serves as the
cover term. Accordingly, the ―unmarked‖ member in each of the pairs given are respectively big, long, far and many.This can be justified by numerous examples in daily life. We normally say, for instance,
How big is your dormitory? Instead of How small is your dormitory?
This carpet is ten feet long instead of This carpet is ten feet short.
When asking the way to some place, say the railway station, we may say How far is it from here? Instead of How near is it from here?
Much the same way, we tend to say How many people attended the lecture yesterday? Instead
of How few people attended the lecture yesterday?
2) If the covered term is used, then it suggests that there is something odd, unusual here, the speaker may already know that somebody/something is young, small, near etc. and he wants to know the extent in greater detail.
(Examples omitted)。