On the usage of concrete syntax in model transformation rules
SQL Server 权限管理手册说明书
Top Level Server PermissionsDatabase Level PermissionsALTER ANY APPLICATION ROLE ALTER ANY ASSEMBLY ALTER ANY ASYMMETRIC KEY ALTER ANY CERTIFICATE ALTER ANY CONTRACTALTER ANY DATABASE AUDIT ALTER ANY DATABASE DDL TRIGGERALTER ANY DATABASE EVENT NOTIFICATION ALTER ANY DATASPACEALTER ANY FULLTEXT CATALOGALTER ANY MESSAGE TYPEALTER ANY REMOTE SERVICE BINDING ALTER ANY ROLE ALTER ANY ROUTE ALTER ANY SCHEMA ALTER ANY SERVICE ALTER ANY SYMMETRIC KEYALTER ANY USER –See Connect and Authentication –Database Permissions ChartCREATE AGGREGATE CREATE DEFAULT CREATE FUNCTION CREATE PROCEDURE CREATE QUEUE CREATE RULE CREATE SYNONYM CREATE TABLE CREATE TYPE CREATE VIEWCREATE XML SCHEMA COLLECTIONTop Level Database PermissionsCONTROL ON DATABASE::<name>CREATE ASSEMBLY CREATE ASYMMETRIC KEY CREATE CERTIFICATE CREATE CONTRACTCREATE DATABASE DDL EVENT NOTIFICATIONCREATE FULLTEXT CATALOG CREATE MESSAGE TYPECREATE REMOTE SERVICE BINDING CREATE ROLE CREATE ROUTE CREATE SCHEMA CREATE SERVICE CREATE SYMMETRIC KEYAUTHENTICATE BACKUP DATABASE BACKUP LOG CHECKPOINTCONNECT REPLICATION DELETE EXECUTE INSERT REFERENCES SELECT UPDATEVIEW DEFINITION TAKE OWNERSHIP SHOWPLANSUBSCRIBE QUERY NOTIFICATIONS VIEW DATABASE STATECONTROL SERVERCONNECT DATABASESTATEMENTS:CREATE DATABASE AUDIT SPECIFICATION CREATE/ALTER/DROP database triggersPARTITION & PLAN GUIDE statementsSTATEMENTS:Combined with TRUSTWORTHY allows delegation of authentication BACKUP DATABASE BACKUP LOG CHECKPOINTCREATE ANY DATABASE ALTER ANY DATABASEALTER ANY SERVER AUDIT ALTER ANY EVENT NOTIFICATIONAUTHENTICATE SERVERVIEW ANY DEFINITIONALTER TRACEVIEW SERVER STATE STATEMENTS:Applies to subordinate objects in the database. See Database Permissions –Schema Objects chart.TAKE OWNERSHIP ON OBJECT|TYPE|XML SCHEMA COLLECTION::<name>RECEIVE ON OBJECT::<queue name>SELECT ON OBJECT::<queue name>VIEW CHANGE TRACKING ON OBJECT::<name> SELECT ON OBJECT::<table |view name>INSERT ON OBJECT::< table |view name> UPDATE ON OBJECT::< table |view name> DELETE ON OBJECT::< table |view name>EXECUTE ON OBJECT|TYPE|XML SCHEMA COLLECTION::<name> REFERENCES ON OBJECT|TYPE|XML SCHEMA COLLECTION:<name> VIEW DEFINITION ON OBJECT|TYPE|XML SCHEMA COLLECTION::<name>ALTER ON OBJECT|TYPE|XML SCHEMA COLLECTION::<name>TAKE OWNERSHIP ON SCHEMA::<name>VIEW CHANGE TRACKING ON SCHEMA::<name>SELECT ON SCHEMA::<name>INSERT ON SCHEMA::<name>UPDATE ON SCHEMA::<name>DELETE ON SCHEMA::<name>EXECUTE ON SCHEMA::<name>REFERENCES ON SCHEMA::<name>VIEW DEFINITION ON SCHEMA::<name>ALTER ON SCHEMA::<name>CREATE SEQUENCESELECT ON DATABASE::<name>INSERT ON DATABASE::<name>UPDATE ON DATABASE::<name>DELETE ON DATABASE::<name>EXECUTE ON DATABASE::<name>REFERENCES ON DATABASE::<name>VIEW DEFINITION ON DATABASE::<name>TAKE OWNERSHIP ON DATABASE::<name>ALTER ON DATABASE::<name>ALTER ANY SCHEMACREATE SCHEMACREATE AGGREGATE CREATE DEFAULT CREATE FUNCTION CREATE PROCEDURE CREATE QUEUE CREATE RULE CREATE SYNONYM CREATE TABLE CREATE TYPE CREATE VIEWCREATE XML SCHEMA COLLECTIONVIEW ANY DEFINITIONVIEW ANY DATABASEALTER ANY DATABASEServer PermissionsDatabase PermissionsSchema PermissionsObject Permissions Type PermissionsXML Schema Collection PermissionsDatabase Permissions –Schema ObjectsNotes:•To create a schema object (such as a table) you must have CREATE permission for that object type plus ALTER ON SCHEMA::<name> for the schema of the object. Might require REFERENCES ON OBJECT::<name> for any referenced CLR type or XML schema collection.•To alter an object (such as a table) you must have ALTER permission on the object (or schema ),or CONTROL permission on the object.CONTROL ON SERVERCONTROL ON DATABASE::<name>CONTROL ON SCHEMA ::<name>CONTROL ON OBJECT|TYPE|XML SCHEMA COLLECTION ::<name>OBJECT permissions apply to the following database objects:AGGREGATE DEFAULT FUNCTION PROCEDURE QUEUE RULE SYNONYM TABLE VIEW(All permissions do not apply to all objects. For example UPDATE only applies to tables and views.)•To drop an object (such as a table) you must have ALTER permission on the schema or CONTROL permission on the object.•To create an index requires ALTER OBJECT::<name> permission on the table or view.•To create or alter a trigger on a table or view requires ALTER OBJECT::<name> on the table or view.•To create statistics requires ALTER OBJECT::<name> on the table or view.CONTROL SERVERVIEW ANY DEFINITIONALTER ANY DATABASECONTROL ON DATABASE::<name>VIEW DEFINITION ON DATABASE::<name>REFERENCES ON DATABASE::<name>ALTER ON DATABASE::<name>ALTER ANY FULLTEXT CATALOGCREATE FULLTEXT CATALOG Certificate PermissionsFull-text PermissionsAssembly PermissionsQuestions and comments to ************************Server Role PermissionsCONTROL SERVERVIEW ANY DEFINITIONALTER ANY SERVER ROLEVIEW DEFINITION ON SERVER ROLE::<name>TAKE OWNERSHIP ON SERVER ROLE::<name>ALTER ON SERVER ROLE::<name>CONTROL ON SERVER ROLE::<name>Most permission statements have the format :AUTHORIZATION PERMISSION ON SECURABLE::NAME TO PRINCIPAL•AUTHORIZATION must be GRANT, REVOKE or DENY.•PERMISSION is listed in the charts below.•ON SECURABLE::NAME is the server, server object, database, or database object and its name. Some permissions do not require ON SECURABLE::NAME.•PRINCIPAL is the login, user, or role which receives or loses the permission. Grant permissions to roles whenever possible.Sample grant statement: GRANT UPDATE ON OBJECT::Production.Parts TO PartsTeam Denying a permission at any level, overrides a related grant.To remove a previously granted permission, use REVOKE, not DENY.NOTES:•The CONTROL SERVER permission has all permissions on the instance of SQL Server.•The CONTROL DATABASE permission has all permissions on the database.•Permissions do not imply role memberships and role memberships do not grant permissions. (E.g. CONTROL SERVER does not imply membership in the sysadmin fixed server role. Membership in the db_owner role does not grant the CONTROL DATABASE permission.) However, it is sometimes possible to impersonate between roles and equivalent permissions.•Granting any permission on a securable allows VIEW DEFINITION on that securable. It is an implied permissions and it cannot be revoked, but it can be explicitly denied by using the DENY VIEW DEFINITION statement.Server Level PermissionsNotes:•Creating a full-text index requires ALTER permission on the table and REFERENCES permission on the full-text catalog.•Dropping a full-text index requires ALTER permission on the table.STATEMENTS:DROP DATABASEMarch 28, 2014How to Read this Chart•Most of the more granular permissions are included in more than one higher level scope permission. So permissions can be inherited from more than one type of higher scope.•Black, green, and blue arrows and boxes point to subordinate permissions that are included in the scope of higher a level permission.•Brown arrows and boxes indicate some of the statements that can use the permission.CREATE SERVER ROLEAvailability Group PermissionsCONTROL SERVERVIEW ANY DEFINITIONALTER ANY AVAILABILITY GROUPVIEW DEFINITION ON AVAILABILITY GROUP::<name>TAKE OWNERSHIP ON AVAILABILITY GROUP::<name>ALTER ON AVAILABILITY GROUP::<name>CONTROL ON AVAILABILITY GROUP::<name>CREATE AVAILABILITY GROUPADMINISTER BULK OPERATIONSALTER ANY AVAILABILITY GROUP –See Availability Group PermissionsCREATE AVAILABILTY GROUPALTER ANY CONNECTION ALTER ANY CREDENTIALALTER ANY DATABASE –See Database Permission ChartsCREATE ANY DATABASE –See Top Level Database PermissionsALTER ANY ENDPOINT –See Connect and AuthenticationCREATE ENDPOINT –See Connect and AuthenticationALTER ANY EVENT NOTIFICATIONCREATE DDL EVENT NOTIFICATION CREATE TRACE EVENT NOTIFICATIONALTER ANY EVENT SESSION ALTER ANY LINKED SERVERALTER ANY LOGIN –See Connect and Authentication ALTER ANY SERVER AUDITALTER ANY SERVER ROLE –See Server Role PermissionsCREATE SERVER ROLE –See Server Role PermissionsALTER RESOURCES (Not used. Use diskadmin fixed server role instead.)ALTER SERVER STATEVIEW SERVER STATEALTER SETTINGS ALTER TRACEAUTHENTICATE SERVERCONNECT SQL –See Connect and Authentication CONNECT ANY DATABASE IMPERSONATE ANY LOGIN SELECT ALL USER SECURABLES SHUTDOWN UNSAFE ASSEMBLYEXTERNAL ACCESS ASSEMBLYVIEW ANY DEFINITIONVIEW ANY DATABASE –See Database Permissions –Schema* NOTE:The SHUTDOWN statement requires the SQL Server SHUTDOWN permission. Starting, stopping, and pausing the Database Engine from SSCM, SSMS, or Windows requires Windows permissions, not SQL Server permissions.STATEMENTS:CREATE/ALTER/DROP server triggers OPENROWSET(BULK….KILL CREATE/ALTER/DROP CREDENTIAL DBCC FREE…CACHE and SQLPERF SELECT on server-level DMV’s sp_configure, RECONFIGURE sp_create_traceAllows server-level delegationCONTROL SERVERSTATEMENTS:CREATE/ALTER/DROP server triggers OPENROWSET(BULK …KILLServer scoped event notifications Server scoped DDL event notifications Event notifications on trace events Extended event sessions sp_addlinkedserverDBCC FREE…CACHE and SQLPERF SELECT on server-level DMV’s sp_configure, RECONFIGURE sp_trace_create Allows server-level delegation SHUTDOWN*CREATE/ALTER/DROP SERVER AUDIT and SERVER AUDIT SPECIFICATION CONTROL SERVERVIEW ANY DEFINITION ALTER ANY LOGINCONNECT SQLCONTROL ON LOGIN::<name>Connect and Authentication –Server PermissionsVIEW ANY DEFINITIONALTER ANY ENDPOINTCREATE ENDPOINTCONNECT ON ENDPOINT::<name>TAKE OWNERSHIP ON ENDPOINT::<name>VIEW DEFINITION ON ENDPOINT::<name>ALTER ON ENDPOINT::<name>CONTROL ON ENDPOINT::<name>Notes:•The CREATE LOGIN statement creates a login and grants CONNECT SQL to that login.•Enabling a login (ALTER LOGIN <name> ENABLE) is not the same as granting CONNECT SQL permission.•To map a login to a credential, see ALTER ANY CREDENTIAL.•When contained databases are enabled, users can access SQL Server without a login. See database user permissions.•To connect using a login you must have :o An enabled login o CONNECT SQLoCONNECT for the database (if specified)VIEW DEFINITION ON LOGIN::<name>IMPERSONATE ON LOGIN::<name>ALTER ON LOGIN::<name>STATEMENTS:ALTER LOGIN, sp_addlinkedsrvlogin DROP LOGIN CREATE LOGINSTATEMENTS:ALTER ENDPOINT DROP ENDPOINTCREATE ENDPOINTSTATEMENTS:ALTER SERVER ROLE <name> ADD MEMBER DROP SERVER ROLECREATE SERVER ROLESTATEMENTS:ALTER AVAILABILITY GROUP DROP AVAILABILITY GROUPCREATE AVAILABILITY GROUPCONTROL ON FULLTEXT CATALOG::<name>VIEW DEFINITION ON FULLTEXT CATALOG::<name>REFERENCES ON FULLTEXT CATALOG::<name>TAKE OWNERSHIP ON FULLTEXT CATALOG::<name>ALTER ON FULLTEXT CATALOG::<name>STATEMENTS:ALTER FULLTEXT CATALOG CREATE FULLTEXT CATALOGDatabase Role PermissionsCONTROL SERVERVIEW ANY DEFINITIONALTER ANY DATABASEVIEW DEFINITION ON DATABASE::<name>ALTER ON DATABASE::<name>ALTER ANY ROLE CREATE ROLE CONTROL ON DATABASE::<name>VIEW DEFINITION ON ROLE::<name>TAKE OWNERSHIP ON ROLE::<name>ALTER ON ROLE::<name>CONTROL ON ROLE::<name>STATEMENTS:ALTER ROLE <name> ADD MEMBER DROP ROLECREATE ROLESymmetric Key PermissionsCONTROL SERVERVIEW ANY DEFINITIONALTER ANY DATABASEVIEW DEFINITION ON DATABASE::<name>REFERENCES ON DATABASE::<name>ALTER ON DATABASE::<name>ALTER ANY SYMMETRIC KEYCREATE SYMMETRIC KEY CONTROL ON DATABASE::<name>VIEW DEFINITION ON SYMMETRIC KEY::<name>REFERENCES ON SYMMETRIC KEY::<name>TAKE OWNERSHIP ON SYMMETRIC KEY::<name>ALTER ON SYMMETRIC KEY::<name>CONTROL ON SYMMETRIC KEY::<name>STATEMENTS:ALTER SYMMETRIC KEY DROP SYMMETRIC KEY CREATE SYMMETRIC KEYNote: OPEN SYMMETRIC KEY requires VIEW DEFINITION permission on the key (implied by any permission on the key), and requires permission on the key encryption hierarchy.Asymmetric Key PermissionsCONTROL SERVERVIEW ANY DEFINITIONALTER ANY DATABASEVIEW DEFINITION ON DATABASE::<name>REFERENCES ON DATABASE::<name>ALTER ON DATABASE::<name>ALTER ANY ASYMMETRIC KEYCREATE ASYMMETRIC KEYCONTROL ON DATABASE::<name>VIEW DEFINITION ON ASYMMETRIC KEY::<name>REFERENCES ON ASYMMETRIC KEY::<name>TAKE OWNERSHIP ON ASYMMETRIC KEY::<name>ALTER ON ASYMMETRIC KEY::<name>CONTROL ON ASYMMETRIC KEY::<name>STATEMENTS:ALTER ASYMMETRIC KEY DROP ASYMMETRIC KEYCREATE ASYMMETRIC KEYNote: ADD SIGNATURE requires CONTROL permission on the key, andrequires ALTER permission on the object.CONTROL SERVERVIEW ANY DEFINITIONALTER ANY DATABASEVIEW DEFINITION ON DATABASE::<name>REFERENCES ON DATABASE::<name>ALTER ON DATABASE::<name>ALTER ANY CERTIFICATE CREATE CERTIFICATE CONTROL ON DATABASE::<name>VIEW DEFINITION ON CERTIFICATE::<name>REFERENCES ON CERTIFICATE::<name>TAKE OWNERSHIP ON CERTIFICATE::<name>ALTER ON CERTIFICATE::<name>CONTROL ON CERTIFICATE::<name>STATEMENTS:ALTER CERTIFICATE DROP CERTIFICATECREATE CERTIFICATENote: ADD SIGNATURE requiresCONTROL permission on the certificate, and requires ALTER permission on the object.CONTROL SERVERVIEW ANY DEFINITIONALTER ANY DATABASEVIEW DEFINITION ON DATABASE::<name>REFERENCES ON DATABASE::<name>ALTER ON DATABASE::<name>ALTER ANY ASSEMBLY CREATE ASSEMBLYCONTROL ON DATABASE::<name>VIEW DEFINITION ON ASSEMBLY::<name>REFERENCES ON ASSEMBLY::<name>TAKE OWNERSHIP ON ASSEMBLY::<name>ALTER ON ASSEMBLY::<name>CONTROL ON ASSEMBLY::<name>STATEMENTS:ALTER ASSEMBLYDROP ASSEMBLYCREATE ASSEMBLYEvent Notification PermissionsCONTROL SERVERALTER ANY EVENT NOTIFICATIONCREATE DDL EVENT NOTIFICATIONCREATE TRACE EVENT NOTIFICATIONALTER ON DATABASE::<name>ALTER ANY DATABASE EVENT NOTIFICATION CREATE DATABASE DDL EVENT NOTIFICATIONCONTROL ON DATABASE::<name>Database scoped event notificationsDatabase scoped DDL event notificationsEvent notifications on trace eventsNote: EVENT NOTIFICATION permissions also affect service broker. See the service broker chart for more into.Connect and Authentication –Database PermissionsCONTROL SERVERVIEW ANY DEFINITIONALTER ANY DATABASEVIEW DEFINITION ON DATABASE::<name>ALTER ON DATABASE::<name>ALTER ANY USER CONNECT ON DATABASE::<name>CONTROL ON DATABASE::<name>VIEW DEFINITION ON USER::<name>IMPERSONATE ON USER::<name>ALTER ON USER::<name>CONTROL ON USER::<name>STATEMENTS:ALTER USER DROP USER CREATE USERNOTES:•When contained databases are enabled, creating a database user that authenticates at the database, grants CONNECT DATABASE to that user,and it can access SQL Server without a login.•Granting ALTER ANY USER allows a principal to create a user based on a login, but does not grant the server level permission to view information about logins.Replication PermissionsCONTROL SERVERCONTROL ON DATABASE::<name>CONNECT REPLICATION ON DATABASE::<name>CONNECT ON DATABASE::<name>Application Role PermissionsCONTROL SERVERVIEW ANY DEFINITION ALTER ANY DATABASE CONTROL ON DATABASE::<name>VIEW DEFINITION ON DATABASE::<name>ALTER ON DATABASE::<name>ALTER ANY APPLICATION ROLECONTROL ON APPLICATION ROLE::<name>VIEW DEFINITION ON APPLICATION ROLE::<name>ALTER ON APPLICATION ROLE::<name>STATEMENTS:ALTER APPLICATION ROLE DROP APPLICATION ROLE CREATE APPLICATION ROLESTATEMENTS:DROP FULLTEXT CATALOG DROP FULLTEXT STOPLISTDROP FULLTEXT SEARCH PROPERTYLISTCONTROL ON FULLTEXT STOPLIST::<name>VIEW DEFINITION ON FULLTEXT STOPLIST::<name>REFERENCES ON FULLTEXT STOPLIST::<name>TAKE OWNERSHIP ON FULLTEXT STOPLIST::<name>ALTER ON FULLTEXT STOPLIST::<name>STATEMENTS:ALTER FULLTEXT STOPLIST CREATE FULLTEXT STOPLISTCONTROL ON SEARCH PROPERTY LIST::<name>VIEW DEFINITION ON SEARCH PROPERTY LIST::<name>REFERENCES ON SEARCH PROPERTY LIST::<name>TAKE OWNERSHIP ON SEARCH PROPERTY LIST::<name>ALTER ON SEARCH PROPERTY LIST::<name>STATEMENTS:ALTER SEARCH PROPERTY LIST CREATE SEARCH PROPERTY LISTService Broker PermissionsNotes:•The user executing the CREATE CONTRACT statement must have REFERENCES permission on all message typesspecified.•The user executing the CREATE SERVICE statement must have REFERENCES permission on the queue and allcontracts specified.•To execute the CREATE or ALTER REMOTE SERVICE BINDING the user must have impersonate permission forthe principal specified in the statement.•When the CREATE or ALTER MESSAGE TYPE statement specifies a schema collection, the user executing thestatement must have REFERENCES permission on the schema collection specified.•See the ALTER ANY EVENT NOTIFICATION chart for more permissions related to Service Broker.•See the SCHEMA OBJECTS chart for QUEUE permissions.•The ALTER CONTRACT permission exists but at this time there is no ALTER CONTRACT statement.CONTROL ON REMOTE SERVICE BINDING::<name>VIEW DEFINITION ON REMOTE SERVICE BINDING::<name>TAKE OWNERSHIP ON REMOTE SERVICE BINDING::<name>ALTER ON REMOTE SERVICE BINDING::<name>STATEMENTS:ALTER REMOTE SERVICE BINDINGDROP REMOTE SERVICE BINDINGCREATE REMOTE SERVICE BINDINGCONTROL SERVERVIEW ANY DEFINITIONALTER ANY DATABASECONTROL ON DATABASE::<name>VIEW DEFINITION ON DATABASE::<name>ALTER ON DATABASE::<name>ALTER ANY REMOTE SERVICE BINDINGCREATE REMOTE SERVICE BINDINGCONTROL ON CONTRACT::<name>VIEW DEFINITION ON CONTRACT::<name>REFERENCES ON CONTRACT::<name>TAKE OWNERSHIP ON CONTRACT::<name>ALTER ON CONTRACT::<name>STATEMENTS:DROP CONTRACTCREATE CONTRACTCONTROL SERVER VIEW ANY DEFINITIONALTER ANY DATABASECONTROL ON DATABASE::<name>VIEW DEFINITION ON DATABASE::<name>REFERENCES ON DATABASE::<name>ALTER ON DATABASE::<name>ALTER ANY CONTRACTCREATE CONTRACTCONTROL ON SERVICE::<name>VIEW DEFINITION ON SERVICE::<name>SEND ON SERVICE::<name>TAKE OWNERSHIP ON SERVICE::<name>ALTER ON SERVICE::<name>STATEMENTS:ALTER SERVICE DROP SERVICECREATE SERVICECONTROL SERVERVIEW ANY DEFINITION ALTER ANY DATABASE CONTROL ON DATABASE::<name>VIEW DEFINITION ON DATABASE::<name>ALTER ON DATABASE::<name>ALTER ANY SERVICECREATE SERVICESTATEMENTS:ALTER ROUTE DROP ROUTE CREATE ROUTECONTROL SERVERVIEW ANY DEFINITIONALTER ANY DATABASECONTROL ON DATABASE::<name>VIEW DEFINITION ON DATABASE::<name>ALTER ON DATABASE::<name>ALTER ANY ROUTECREATE ROUTE CONTROL ON ROUTE::<name>VIEW DEFINITION ON ROUTE::<name>TAKE OWNERSHIP ON ROUTE::<name>ALTER ON ROUTE::<name>STATEMENTS:ALTER MESSAGE TYPEDROP MESSAGE TYPE CREATE MESSAGE TYPECONTROL SERVER VIEW ANY DEFINITIONALTER ANY DATABASECONTROL ON DATABASE::<name>VIEW DEFINITION ON DATABASE::<name>REFERENCES ON DATABASE::<name>ALTER ON DATABASE::<name>ALTER ANY MESSAGE TYPECREATE MESSAGE TYPECREATE QUEUECONTROL ON MESSAGE TYPE::<name>VIEW DEFINITION ON MESSAGE TYPE::<name>REFERENCES ON MESSAGE TYPE::<name>TAKE OWNERSHIP ON MESSAGE TYPE::<name>ALTER ON MESSAGE TYPE::<name>Permission SyntaxCREATE DATABASE **ALTER ON DATABASE::<name>STATEMENTS: CREATE DATABASE, RESTORE DATABASE** NOTE:CREATE DATABASE is a database level permissionthat can only be granted in the master database.STATEMENTS:EXECUTE ASSTATEMENTS:EXECUTE ASSTATEMENTS:ALTER AUTHORIZATIONNotes:•ALTER AUTHORIZATION for any object might also require IMPERSONATE or membership in a role or ALTER permission on a role.•ALTER AUTHORIZATION exists at many levels in the permission model but is never inherited from ALTER AUTHORIZATION at a higher level.Note: CREATE and ALTER ASSEMBLY statements sometimes require server level EXTERNAL ACCESS ASSEMBLY and UNSAFE ASSEMBLY permissions, and can require membership in the sysadmin fixed server role.NOTES:Only members of the db_owner fixed database role can add or remove members from fixed database roles.NOTES:To add a member to a fixed server role, you must be a member of that fixed server role, or be a member of the sysadmin fixed server role.© 2014 Microsoft Corporation. All rights reserved.Database Engine PermissionsMicrosoft SQL Server 2014。
完整版)英语语法术语中英文对照表
完整版)英语语法术语中英文对照表English-XXXGrammar:语法Syntax:句法Morphology:词法Structure:结构Rank:层次Sentence:句子Clause:从句Phrase:词组Part of Speech:词类Word:单词XXX:实词Structural Word:虚词Simple Word:单纯词XXX:派生词Compound:复合词Noun:名词Proper Noun:专有名词Common Noun:普通名词Countable Noun:可数名词Uncountable Noun:不可数名词Abstract Noun:抽象名词Concrete Noun:具体名词Material Noun:物质名词Collective Noun:集体名词Individual Noun:个体名词n:介词n:连词XXX:动词Main XXX:主动词XXX:及物动词Intransitive XXX:不及物动词Link XXX:系动词Auxiliary XXX:助动词Modal XXX:情态动词Regular Verb:规则动词Irregular Verb:不规则动词Phrasal XXX:短语动词XXX:限定动词Infinite XXX:非限定动词Causative Verb:使役动词Verb of Senses:感官动词Event Verb:动态动词XXX:静态动词XXX:感叹词Adjective:形容词Adverb:副词Adverb of Manner:方式副词Adverb of Degree:程度副词Adverb of Time:时间副词Adverb of Place:地点副词Adjunct:修饰性副词Conjunct:连接性副词Interrogative Adverb:疑问副词Relative Adverb:关系副词Pronoun:代词Personal Pronoun:人称代词Possessive Pronoun:物主代词Reflexive Pronoun:反身代词Reciprocal Pronoun:相互代词Demonstrative Pronoun:指示代词Pronouns are words used in place of nouns。
语言学名词解释
1.Acoustic phonetics: It studies the speech sounds by looking at the sound waves. It studies the physical means by which speech sounds are transmitted through the air from one person to another.2.Affix: Affixes are of two types: inflectional and derivational. Inflectional affixes manifest various grammatical relations or grammatical categories, while derivational affixes are added to an existing form to create a word.3.Allophone: The different phones which can represent a phoneme in different phonetic environments are called the allophones of that phoneme.4.Antonymy : Antonymy refers to the relation of oppositeness of meaning.5.Applied linguistics: In a narrow sense, applied linguistics refers to the application of linguistic principles and theories to language teaching and learning, especially the teaching of foreign and second languages. In a broad sense, it refers to the application of linguistic findings to the solution of practical problems such as the recovery of speech ability.6.Assimilation rule: assimilates one sound to another by “copying” a feature of a sequential phoneme, thus making the two phones similar7.Arbitrariness: It is one of the design features of language. It means that there is no logical connection between meanings and sounds8.Argument : An argument is a logical participant in a predication. It is generally identical with the nominal element (s) in a sentence.9.Auditory phonetics: It studies the speech sounds from the hearer's point of view. It studies how the sounds are perceived by the hearer.10.Behaviorism:the meaning of a language form as the “situation in which the speaker utters it and the response it calls forth in the hearer”11.Bound morpheme: Bound morphemes are the morphemes which cannot be used independently but have to be combined with other morphemes, either free or bound, to form a word.petence: Chomsky defines competence as the ideal user's knowledge of the rules of his language,plete homonyms.:When two words are identical in both sound and spelling, they are called completeponential analysis : Componential analysis is a way to analyze word meaning. It was proposed by structural semanticists. The approach is based on the belief that the meaning of a -word can be divided into meaning components, which are called semantic features.pounding: Compounding can be viewed as the combination of two or sometimes more than two words to create new words.16.Conceptualism view: there is no direct link between a linguistic form and what it refers to rather in the interpretation of meaning they are linked through the mediation of concepts in the mind17.Contextualism :meaning should be studier in terms of situation, use, context---elements closely linked with language behaviour18.Constative: Constatives were statements that either state or describe, and were verifiable ;19.Context: Generally speaking, it consists of the knowledge that is shared by the speaker and the hearer. The shared knowledge is of two types: the knowledge of the language they use, and the knowledge about the world, including the general knowledge about the world and the specific knowledge about the situation in which linguistic communication is taking place.20.Cooperative Principle: It is principle advanced by Paul Grice. It is a principle that guides our conversational behaviours. The content is : Make your conversational contributionsuch as is required at the stage at which it occurs by the accepted purpose or the talk exchange in which you are engaged.21.Coordinate sentence: A coordinate sentence contains two clauses joined by a linking word called coordinating conjunction, such as "and", "but", "or".22.D-structure: D- structure is the level of syntactic representation that exists before movement takes place. Phrase structure rules, with the insertion of the lexicon, generate sentences at the level of D-structure.23.Descriptive&Prescriptive: D :describe and analyze the language people usually use P: lay down rules for correct and standard behavior in using language24.Design features: Design features refer to the defining properties of human language that distinguish it from any animal system of communication25.Derivation: Derivation is a process of word formation by which derivative affixes are added to an existing form to create a word.26.Derivational morphology: Derivational morphology is the study of word- formation.27.Diachronic: the description of a language at some point of time in history28.Displacement: Displacement means that language can be used to refer to things which are present or not present, real or imagined matters in the past, present, or future, or in far-away places. In other words, language can be used to refer to contexts removed from the immediate situations of the speaker29.Duality: The duality nature of language means that language is a system, which consists of two sets of structure, or two levels, one of sounds and the other of meanings..30.Free morpheme: Free morphemes are the morphemes which are independent units of meaning and can be used freely all by themselves or in combination with other morphemes.31.Grammatical relations: The structural and logical functional relations of constituents are called grammatical relations. The grammatical relations of a sentence concern the way each noun phrase in the sentence relates to the verb. In many cases, grammatical relations in fact refer to who does what to whom .32.Homographs : When two words are identical in spelling, they are homographs.33.Homonymy : Homonymy refers to the phenomenon that words having different meanings have the same form, . , different words are identical in sound or spelling, or in both.34.Homophones : When two words are identical in sound, they are called homophones35.Hyponymy: the sense relation between a more general. More inclusive word and a more specific word36.Illocutionary act: An illocutionary act is the act of expressing the speaker's intention; it is the act performed in saying something.37.Inflectional morphology: The inflectional morphology studies the inflections38.International phonetic alphabet: It is a standardized and internationally accepted system of phonetic transcription.39.Intonation: When pitch, stress and sound length are tied to the sentence rather than the word in isolation, they are collectively known as intonation.nguage: Language is a system of arbitrary vocal symbols used for human communication.ngue : Langue refers to the abstract linguistic system shared by all the members of a speech community; Langue is the set of conventions and rules which language users all have to follow; Langue is relatively stable, it does not change frequently42.Linguistics: Linguistics is generally defined as the scientific study of language.43.Linguistic competence: Universally found in the grammars of all human languages, syntactic rules comprise the system of internalized linguistic knowledge of a language speaker known aslinguistic competence.44.Locutionary act: A locutionary act is the act of uttering words, phrases, clauses. It is the act of conveying literal meaning by means of syntax, lexicon and phonology.45.Minimal pair: When two different forms are identical in every way except for one sound segment which occurs in the same place in the strings, the two words are said to form a minimal pair.46.Morpheme: It is the smallest meaningful unit of language.47.Morphology: refer to the part of the grammar that is concerned with word formation and word structure48.Parole: Parole refers to the realization of langue in actual use; parole is the concrete use of the conventions and the application of the rules; parole varies from person to person, and from situation to situation.49.Performance: performance is the actual realization of the knowledge of the rules in linguistic communication.50.Performative: performatives, on the other hand, were sentences that did not state a fact or describe a state, and were not verifiable. Their function is to perform a particular speech act.51.Perlocutionary act: A perlocutionary act is the act performed by or resulting from saying something; it is the consequence of, or the change brought about by the utterance; it is the act performed by saying something.52.Phone : Phones can be simply defined as the speech sounds we use when speaking a language.A phone is a phonetic unit or segment. It does not necessarily distinguish meaning.53.Phoneme is a phonologic unit that can distinguish word meaning54.Phonemic contrast: Phonemic contrast refers to the relation between two phonemes. If two phonemes can occur in the same environment and distinguish meaning, they are in phonemic contrast.55.Phonetics: is defined as the study of the phonic medium of language56.Phoneme: The basic unit in phonology is called phoneme; it is a unit of distinctive value. But it is an abstract unit. To be exact, a phoneme is not a sound; it is a collection of distinctive phonetic features.57.Phonology: The study of how sounds are put together and used in communication is called phonology.58.Polysemy : Polysemy refers to the fact that the same one word may have more than one meaning.59.Pragmatics: The study of meaning in context of use is called pragmatics .60.Predicate : A predicate is something that is said about an argument or it states the logical relation linking the arguments in a sentence.61.Predication : The predication is the abstraction of the meaning of a sentence.62.Prefix: Prefixes occur at the beginning of a word . Prefixes modify the meaning of the stem, but they usually do not change the part of speech of the original word. 40. Suffix: Suffixes are added to the end of the stems; they modify the meaning of the original word and in many cases change its part of speech.63.Productivity: Language is productive or creative in that it makes possible theconstruction and interpretation of new signals by its users.64.Psycholinguistics: The study of language with reference to the workings of mind is called psycholinguistics.65.Reference: Reference means what a linguistic form refers to in the real, physical world;it deals with the relationship between the linguistic element and the non-linguistic world of experience66.Root: A root is often seen as part of a word; it can never stand by itself althoughit bears clear, definite meaning; it must be combined with another root or an affix to form a word.67.Semantics: Semantics can be simply defined as the study of meaning in language.68.Sense: Sense is concerned with the inherent meaning of the linguistic form. It is the collection of all the features of the linguistic form; it is abstract and de -contextualised.69.Sentence: A sentence is a structurally independent unit that usually comprises a number of words to form a complete statement, question or command. Normally, a sentence consists of at least a subject and a predicate which contains a finite verb or a verb phrase.70.Sentence meaning: The meaning of a sentence is often considered as the abstract, intrinsic property of the sentence itself in terms of a predication.71.Sociolinguistics: The study of language with reference to society is called sociolinguistics,.72.Synchronic: studies the historical development of language over a period of time73.Synonymy : Synonymy refers to the sameness or close similarity of meaning. Words that are close in meaning are called synonymys74.Syntax: is a branch of linguistics that studies the rules that govern the formation of sentences75.The grammatical meaning : The grammatical meaning of a sentence refers to its grammaticality, . , its grammatical well-formedness . The grammaticality of a sentence is governed by the grammatical rules of the language76.Tone: Tones are pitch variations, which are caused by the differing rates of vibration of the vocal cords.77.Syntactic categories: Apart from sentences and clauses, a syntactic category usually refers to a word (called a lexical category) or a phrase ( called a phrasal category) that performs a particular grammatical function.78.Transformational rules: Transformational rules are the rules that transform one sentence type into another type.79.Two-place predication : A two-place predication is one which contains two arguments.80.Pragmatics: Pragmatics can be defined as the study of how speakers of a language use sentences to effect successful communication.81.Utterance meaning: the meaning of an utterance is concrete, and context-dependent. Utterance is based on sentence meaning; it is realization of the abstract meaning of a sentence in a real situation of communication, or simply in a context.。
英语语言学练习题_key
英语语言学练习题Ⅰ. MatchingMatch each of the following terms in Column A with one of the appropriate definitions in Column B.Column A1.displacementngue3.suprasegmental feature4.deep structure5.predication analysis6.idiolect7.pidgin8.mistakes 9.interlanguage10.motivation11.arbitrarinesspetence13.broad transcription14.morphology15.category16.errorsponential analysis18.context19.blending20.culture21.learning strategies22.selectional restrictions23.phrase structure rules24.culture diffusionColumn BA.Learners’ independent system of the second language, which is of neither the native languagenor the second language, but a continuum or approximation from his native language to the target language. 9B.Learner’s attitudes and affective state or learning drive, having a strong impact on his efforts nlearning a second language. 21C.The rules that specify the constituents of syntactic categories. 23D.Through communication, some elements of culture A enter culture B and become part ofculture B. 24E. A personal dialect of an individual speaker that combines elements regarding regional, social,gender, and age variations. 6F. A special language variety that mixes or blends languages and it is used by people who speakdifferent languages for restricted purposes such as trading. 7G.The kind of analysis which involves the breaking down of predications into their constituents----- arguments and predicates. 5H.They refer to constraints on what lexical items can go with what others. 22I.The structure formed by the XP rule in accordance with the head’s subcategorizationproperties. 4J.The phonemic features that occur above the level of the segments. 3K.The study of the internal structure of words, and the rules that govern the rule of word formation. 14L.The abstract linguistic system shared by all the members of a speech community. 2nguage can be used to refer to contexts removed from the immediate situations of the speaker. It is one of the distinctive features of human language. 1N.Learner’s conscious, goal-oriented and problem-solving based efforts to achieve learning efficiency. 10O.The total way of life of a people, including the patterns of belief, customs, objects, institutions, techniques, and language that characterizes the life of the human community. 20P.The common knowledge shared by both the speaker and hearer. 18Q.The way of word formation by which new words may be formed by combining parts of other words. 19R. A group of linguistic items which fulfill the same or similar functions in a particular language, such as a sentence, a noun phrase or a verb. 15S. A way proposed by the structural semanticists to analyze word meaning. This approach believes that the meaning of a word can be dissected into meaning components. 17T.The ideal user’s knowledge of the rules of his language.12U.One of the properties of human language. It means that there is no logical connection between meanings and sounds. 11V. A way to transcribe speech sounds with letter-symbols only. 13W.They reflect gaps in a learner’s knowledge of the target language, not self-corrigible. 16X.They reflect occasional lapses in performance. 8Ⅱ.Blank-filling.Fill in the following blanks with a word, whose initial letter has been given.1.“A rose by any other name would smell as sweet.” This quotation is a good illustration of thea____ nature of language. Arbitrary2.The description of a language at some point of time in history is a synchronic study; thedescription of a language as it changes through time is a d____ study. Diachronic3.Chomsky defines c____ as the ideal user’s knowledge of the rules of his language, andperformance the actual realization of this knowledge in linguistic communication.Competence4.In the production of vowels the air stream coming from the lungs meets with no o____. Thismarks the essential difference between vowels and consonants. Obstruction5.The different phones that can represent a phoneme in different phonetic environments arecalled the a____ of the phoneme. Allophone6.Allophones of the same phoneme cannot occur in the same phonetic environment. They aresaid to be in c____ distribution. Complementary7.When pitch, stress and sound length are tied to the sentence rather than the word in isolation,they are collectively known as i____. Intonation8.The m____ unit of meaning is traditionally called morpheme. Minimum9.I____ morphemes are bound morphemes that are for the most part purely grammaticalmarkers, signifying such concepts as tense, number, case and so on. Inflectional10.Phrases that are formed of more than one word usually contain three elements: head, specifier,and c____. Complement11.Concerning the study of meaning, conceptualist view holds that there is no direct linkbetween a linguistic form and what it refers to; rather, in the interpretation of meaning they are linked through the mediation of c____ in the mind. concept12.The sense relation bet ween “animal” and “dog” is called h____.hyponymy13.P____ refers to the phenomenon that the same word may have a set of different meanings.Polysemy14.What essentially distinguishes semantics and pragmatics is whether in the study of meaningthe c____ of use is taken into consideration. Context15.S____ refers to the linguistic variety characteristic of a particular social class. Sociolect16.WHO is an a____ derived from the initials of “World Health Organization”. Acronym17.According to Halliday, language varies as its function varies; it differs in different situations.The type of language which is selected as appropriate to the type of situation is a r____.Register18.In cross-cultural communication, some elements of culture A enter culture B and become partof culture B, thus bringing about the phenomenon of cultural d____. Diffusion19.While the first language is acquired s____, the second or foreign language is more commonlylearned consciously. Subconsciouslynguage a______ refers to a natural ability for learning a second language. Acquisition21.Vibration of vocal cords results in a quality of speech sounds called “v”, which is afeature of all vowels and some consonants in English. V oice22.The phonemic features that occur above the level of the segment are called s____ features.Suprasegmental23.Morphology refers to the study of the internal structure of words and rules for word f____.Formation24.The minimal unit of meaning is traditionally called m____. Morpheme25.The sense relation between “autumn” and “fall” is called s____. Synonym26.H____ refers to the phenomenon that words having different meanings have the same form,i.e. , different words are identical in sound or spelling, or in both. Homonymy27.In daily communication, people do not always observe the four maxims of the co-operativeprinciple. Conversational i____ would arise when the maxims are flouted. Implicature28.SARS is an a____ derived from the initials of “Severe Acute Respiratory Syndrome”.Acronym29.I____ is a personal dialect of an individual speaker that combines elements regardingregional, social, gender, and age variations. Idiolect30.RP, the short form of “R____ Pronunciation” refers to the particular way of pronouncingstandard English. Received31.B____ refers to the situation that in some speech communities two languages are used sideby side with each having a different role to play. Bilingualism32.A: Where does Gérard live? B: Somewhere in the South of France. B’s answer violates themaxim of q . quantity33.Traditional behaviorists view language as behavior and believe that language learning issimply a matter of i____ and habit formation. Imitation34.I____ refers to learners’ independent system of the second language, which is of neither thenative language nor the second language, but a continuum or approximation from his native language to the target language. Inter-language35.M_____ can be defined as the learner’s attitudes and affective state or learning drive, havinga strong impact on his efforts n learning a second language. Motivation36.By saying language is p__________, we mean that every language contains an infinitenumber of sentences, which however, are generated by a small set of rules and a finite set of words. Productive37.D_______affixes create new words and very often cause a change in grammatical class.Derivation25.S r e s t r i c t i o n s c o n s t r a i n t s o n w h a t l e x i c a l i t e m c a n g o w i t h o t h e r s.Selectionalrestrictions38. E reflect gaps in a learner’s knowledge of the target language, not self-corrigible.Errors39.“Piece” and “peace” belong to h. homophones40.Material culture, as the term itself, is concrete, substantial and o . observable41. C are committing the speaker himself to some future course of action. Commissives42.Meat originally meant “food” but now refers to “edible part of an animal”, this is an exampleof n of meaning. Narrowing43.The word “edit” is formed through b. back formation44. D refers to the property that human language can communicate about things that areabsent as easily as about things that are present. Displacement45.P is a phonetic unit, which does not necessarily distinguish meaning. Phone46.The word “unreliability” consists of morphemes. 547.Child directed speech is also called m . motherese48.C strategies involved in analyzing, synthesis, and internalizing what has been learned.Cognitive49.The [i:] sound is n in words like bean, green, team, and scream. This is because in allthese sound combinations the [i:] sound is followed by a nasal [n] or [m]. nasalized50. A l act is the act of uttering words, phrases, clauses. It is the act of conveying literalmeaning by means of syntax, lexicon and phonology. Locutionary51.There are two versions of CPH. While the strong one suggests that children must acquiretheir first language by p or they will never be able to learn from subsequent exposure.Puberty52.The mode of a lecture on semantics in the English Department could be identified as o .oral53.T of discourse to a great extent determines the level of formality and the level oftechnicality of the language we use. Tenor54.Errors suggest failure in competence, and m suggest failure in performance. Mistakes Ⅲ.Multiple choice.Choose the best answer to the following items.1.____ is considered to be the father of modern linguistics.A. N. ChomskyB. F. de SaussureC. Leonard BloomfieldD. M. A. K. Halliday2.In the scope of linguistics, ____ form the part of language which links together the soundpattern and meaning.A. morphology and syntaxB. phonetics and semanticsC. semantics and syntaxD. morphology and semantics3.____ studies the sounds from the hearer’s point of view, i.e., how the sounds are perceived bythe hearer.A. auditory phoneticsB. acoustic phoneticsC. articulatory phonetics4.Which of the following words begins with a velar voiced stop? ____A. godB. bossC. cockD. dog5.Which of the following words ends with a dental, voiceless fricative? ____A. roseB. waveC. clothD. massage6.Which of the following words contains a back, open and unrounded vowel? ____A. godB. bootC. walkD. task7.Which of the following is Not a velar sound? _____A. [h]B. [k]C. [g]D. [ŋ]8.Which of the following is Not a minimal pair?____A. bat, biteB. kill, pillC. peak, pig,D. meat, seat9.Which of the following is an open class words?____A. emailB. butC. theD. they10.The underlined morphemes in the following belong to the inflectional morphemes except____.A. paintsB. painterC. paintedD. painting11.Which of the following words has more than three morphemes? ____A. psychophysicsB. boyfriendsC. forefatherD. undesirability12.The pair of words “dead and alive” is called ____.A.gradable antonymsB. relational oppositesC. complementary antonyms13.Which pair of the following words can be categorized as stylistic synonyms?____A. torch & flashlightB. die & deceaseC. amaze & astoundD. luggage & baggage14.X: John has given up smoking.Y: John used to smoke.The sense relation between the above sentences is ____A. X entails YB. X presupposes YC. X is synonymous with YD. X is inconsistent with Y15.X: My father has been to London.Y: My father has been to UK.The sense relation between the above sentences is ____A. X entails YB. X presupposes YC. X is synonymous with YD. X is inconsistent with Y16.When we violate any of the maxims of Co-operative Principle, our language might become____.A. impoliteB. incorrectC. indirectD. unclear17.According to Searl’s classification of speech acts, which of the following is an instance ofdirectives? ____A.I fire you!B.Your money or your life!C.I’m sorry for the mess I have made.D.I have never seen the man before.18.Which of the following words is entirely arbitrary?A. treeB. crashC. typewriterD. bang19.The word “Kodak” is a(n) ____.A. blendB. coined wordC. clipped wordD. acronym20.Which of the following words is Not formed by means of clipping?_____A. memoB. motelC. quakeD. gym21.According to Halliday, mode of discourse refers to the _____ of communication.A. subjectB. roleC. situationD. means22.Which of the following theories of language acquisition believes that language learning issimply a matter of imitation and habit formation? ____.A.The behaviorist viewB. The innatist viewC. The interactionist viewD. The cognitive theory23.Which of the following sentences is an example of overgeneralization? ____.A.Jane told me to give up smoking.B.Jane asked me to give up smoking.C.Jane advised me to give up smoking.D.Jane suggested me to give up smoking.24.Which of the following hypotheses is put forth by Dr. Krashen? ____.A.Critical Period HypothesisB. Input HypothesisC. Language Acquisition Device HypothesisD. Sapir-Whorf Hypothesis25.Who among the following linguists put forward Co-operative Principles?A.Paul GriceB. John SearleC. KrashenD. Leech26.Which of the following linguists is the initiator of transformational generative grammar?A. F. de SaussureB. N. ChomskyC. G. LeechD. M. A. K. Halliday27.When a ______ comes to be adopted by a population as its primary language and childrenlearn it as their first language, it becomes .B. A. creole... pidgin B. pidgin... creoleC. C. regional dialect... sociolectD. sociolect ... regional dialect28.____ studies the sounds from the speaker’s point of view, i.e., how a speaker uses his speechorgans to articulate speech sounds.A. Auditory phoneticsB. Acoustic phoneticsC. Articulatory phonetics29.We know the verb “put” requires an NP followed by a PP or Adv. Thus, the process of puttingwords of the same lexical category into smaller classes according to their syntactic characteristic is called .A. categorizationB. subcategorizationC. syntactic categoriesD. coordination30.Which of the following words contains a front, close and unrounded vowel? ____A. badB. bedC. beatD. but31.The underlined morphemes in the following belong to the derivational morphemes except____.A. fasterB. writerC. lovelyD. conversion32.Which of the following is an open class words?____A. emailB. butC. theD. they33.The pair of words “borrow and lend” is called ____.A.gradable antonymsB. relational oppositesC. complementary antonyms34.Which pair of the following words can be categorized as collocational synonyms?____A. torch & flashlightB. pretty & handsomeC. amaze & astoundD. luggage & baggage35.X: My sister will soon be divorced.Y: My sister is a married woman.The sense relation between the above sentences is ____A. X entails YB. X presupposes YC. X is synonymous with YD. X is inconsistent with Y36.X: John married a blond heiress.Y: John married a blond.The sentence relation between X and Y is ____A. X entails YB. X presupposes YC. X is synonymous with YD. X is contradictory with Y37.According to Searl’s classification of speech acts, which of the following is Not an instanceof directives? ____A. Open the window!B. Your money or your life!C. Would you like to go to the picnic with us?D. I have never seen the man before.38.The word “brunch” is a(n) ____.A. blendB. coined wordC. clipped wordD. acronym39.According to Halliday, field of discourse refers to the _____ of communication.A. subjectB. roleC. situationD. means40.There are different types of affixes or morphemes. The affix "ed" in the word "learned" isknown as a( n)A. derivational morphemeB. free morphemeC. inflectional morphemeD. free form41.Which of the following theories of language acquisition holds that human beings arebiologically programmed for language and that the language develops in the child just as other biological functions such as walking? ____.A. The behaviorist viewB.The innatist viewC.The interactionist viewD.The cognitive theory42.The opening between the vocal cords is sometimes referred to as .A. glottisB. vocal cavityC. pharynxD. uvula43.Which of the following hypotheses is put forward by Eric Lenneberg? ____.A. Critical Period HypothesisB.Input Hypothesisnguage Acquisition Device HypothesisD.Sapir-Whorf Hypothesis44.Morphemes that represent tense, number, gender and case are called ____morpheme.A. inflectional B .free C. bound D. derivational45.There are ____ morphemes in the word denationalization?A. threeB. fourC. fiveD. sixnguage isA. instinctiveB. non-instinctiveC. staticD. genetically transmitted47.Pitch variation is known as ____ when its patterns are imposed on sentences.A. intonationB. toneC. pronunciationD. voice48.Which one is different from the others according to manners of articulation?A. [z]B.[w]C.[e]D.[v]49.21. Which one is different from the others according to places of articulation?A. [n]B. [m]C. [b]D. [p]50.Which vowel is different from the others according to the characteristics of vowels?A. [i:]B. [u]C. [e]D. [i]51.What kind of sounds can we make when the vocal cords are vibrating?A. VoicelessB. VoicedC. Glottal stopD. Consonant52.When a child uses “mummy” to refer to any woman, most probably his “mummy”means .A. + HumanB. + Human + AdultC. + Human + Adult – MaleD. + Human + Adult - Male + Parent53.The utterance "We're already working 25 hours a day, eight days a week." obviously violatesthe maxim of ______.A. qualityB. quantityC. relationD. manner54.The pair of words “north” and “south” is ___.A. gradable oppositesB. relational oppositesC. co-hyponymsD. synonyms55.Which of the following sentences is NOT an example of cross-association?A. other / anotherB. much / manyC. stalagmite / stalagtiteD. bow / bow56.describes whether a proposition is true or false.A. TruthB. Truth valueC. Truth conditionD. Falsehood57."John sent Mary a post card." is a case ofA. one-place predicationB. two-place predicationC. three-place predicationD. no-place predication58."John killed Bill but Bill didn't die" is a( n)A. entailmentB. presuppositionC. anomalyD. contradiction59.refers to the process whereby a word is shortened without a change in the meaningand in the part of speech.A. BlendingB. Back-formationC. ClippingD. Conversion60.Which of the following aspects is NOT the core of the study of general linguistics?A. soundB. structureC. meaningD. application61.Many Chinese learners of English use although and but in the same sentence. This is aninstance of .A. transferB. interferenceC. overgeneralizationD. cross-association62.If the sounds appear in the same environment, and the substitution of one another result inchange of meaning. The sounds belong to .A. free variationsB. allophonesC. phonemesD. speech sounds63.The following pairs all belongs to “reversal antonyms” except.A. push / pullB. buy / sellC. employer / employeeD. pass / fail64.Please tell which of the following semantic relations is held within sentence.A. presuppositionB. entailmentC. inconsistencyD. contradiction65.Which kind of morphological process does the following words: desks, easier, worked,John’s illustrate?A. derivationB. inflectionC. compoundingD. affixation66.Which of the followings is NOT an analysis of learners’ language?A. contrastive analysisB. error analysisC. predication analysisD. interlanguage67.Bull: [+BOVINE], [+MALE], [+ADULT] is an example of .A. componential analysisB. predication analysisC. compositionalityD. selection restriction68.The semantic triangle holds that the meaning of a wordA. is interpreted through the mediation of concept.B. is related to the thing it refers to.C. is the idea associated with that word in the minds of speakers.D. is the image it is represented in the mind.Ⅳ.True of false judgment.Judge whether the following statements are true or false. Write T in the corresponding bracket for a true statement and F for a false one.1.Linguistics studies languages in general, but not any particular language, e.g. English,Chinese, Arabic, and Latin, etc. T2.Modern linguistics regards the written language as the natural or primary medium of humanlanguage. F3.In narrow transcription, we transcribe the speech sounds with letter-symbols only while inbroad transcription we transcribe the speech sounds with letter-symbols together with the diacritics. T4.By diachronic study we mean to study the changes and development of language. Tplete homonyms are often brought into being by coincidence. T6.Of the three phonetics branches, the longest established one, and until recently the mosthighly developed, is acoustic phonetics. F7.The meaning of t he word “seal” in the sentence “the seal could not be found” cannot bedetermined unless the context in which the sentence occurs is restored. T8.An Innatist view of language acquisition holds that human beings are biologicallyprogrammed for language. T9.According to co-operative principle, the conversational participants have to strictly observethe four maxims, so that the conversation can go on successfully. F10.The same word may stir up different association in people under different cultural background.T11.A child who enters a foreign language speech community by the age of three or four can learnthe new language without the trace of an accent. T12.In communication it will never be the case that what is grammatical is not acceptable, andwhat is ungrammatical may not be inappropriate. F13.Modern linguistics is mostly descriptive. T14.Since there is no logical connection between meanings and sounds, language is absolutelyarbitrary. F15.V owels may be distinguished as front, central and back according to the manner of articulation.F16.Applied linguistics is the application of linguistic principles and theories to language teachingand learning. F17.A phonological feature of the English compounds is that the stress of the word always falls onthe first element, and the second element receives secondary stress. F18.All the affixes belong to bound morphemes. T19.A polysemic word is the result of the evolution of the primary meaning of the word. T20.According to the innatist view of language acquisition, only when the language is modifiedand adjusted to the level of children’s comprehension, do they process and internalize the language items. F21.When a child acquires his mother tongue, he also acquires a language-specific culture andbecomes socialized in certain ways. T22.According to Austin, the performative utterance is used to perform an action, it also has truthvalue. F23.Children can learn their native language well whenever they start and whatever kinds oflanguage samples they receive. F24.Duality is one of the characteristics of human language. It refers to the fact that language hastwo levels of structures: the system of sounds and the system of meanings. T25.Linguistic forms having the same sense may have different references in different situationswhile linguistic forms with the same reference always have the same sense. F26.Fore as in foretell is both a prefix and a bound morpheme. T27.We can always tell by the words a compound contains what it means because the meaning of acompound is always the sum of the meanings of its parts. F28.The meaning of an utterance is, in a sense, richer than the meaning of the sentence fromwhich it is derived. T29.People in the west tend to verbalize their gratitude and compliments more than Chinesespeakers and they tend to accept thanks and compliments more than we Chinese do. TⅤ.Give a short answer to each of the following questions.1.Sense and reference are two terms often encountered in the study of word meaning. What arethey and how are they related to each other? P662.According to Halliday, what is register? What are the social variables that determine theregister? P117-118语言学练习题3.What are the main features of human language that essentially make it different from otheranimal communication systems? P8-94.Give a brief illustration to the “semantic triangle” suggested by Ogden and Richards.P63-645.According to Austin, what are the three acts a person is performing while making an utterance?Give an example to illustrate this. P80-826.Explain with examples the three notions: phone, phoneme, allophone.P23-24Ⅵ. Essay question.1.According to Austin, what are the three acts a person is possibly performing while making anutterance? Give an example to illustrate this? P80-822.What are the four maxims of the CP? Illustrate with examples how flouting these maximsgives rise to conversational implicature? P85-883.Please observe the following sentences; all of them are not well formed. What rules doeseach of the following sentences violate? And what are the two aspects in terms of sentence meaning? Please illustrate briefly.1) He ated the cake yesterday.2) We will gone to Beijing tomorrow.3) The table intended to marry the chair.4) My favorite fruit is red pears.Please take a look at the section 5.5.2 (page 73) to the first paragraph on page 74.1. The meaning of sentence is not the sum total of the meanings of all its components. And itincludes both grammatical meaning and semantic meaning.2. The grammatical meaning of a sentence refers to its grammaticality, which is governed bythe grammatical rules of the language. Any violation can result in mistakes, making a sentence unacceptable. Such as sentence 1) has a wrong word “ated” and 2) has “will gone”;3. But grammatically well-formed sentences can still be unacceptable because whether asentence is semantically meaningful is decided by rules called selectional restrictions, in other words, constraints on what lexical items can go with what others. Some sentences may be grammatically well-formed, yet they may not be semantically meaningful because they contain words which are not supposed to go together. For example, as we can find in sentence3) and 4), no table would intend to marry the chair unless in a children’s story and there isno red pears usually in the world. Therefore, some selectional restrictions have been violated.11共11页。
英语语言学单选
9.1. Displcement means that human languages enable their users to _____ .A. symbolize objects, events and concepts that are presentB. communicate in an arbitrary mannerB. SociolinguisticsD. Pragmatics3. A language user’s underlying knowledge about the system of rules is called his _____ . And _____ refers to the actual use of language in concrete situation.A. intercultural communicative comp etence ….. performance4. All monomophemic words are ______ . And polymorphemic words are called _____.pounds …… free compoundsC. stems and prefixesD. words formation and backformation6. The idea that the meaning of a sentence depends on the meaning of the constituent words andB. propositionD. configuration7. Which of the following pairs is NOT an example of converse antonymy?A. buy, sellC. uncle, nephew-formation”.B. edit →editorD. possible →impossible9. /p/ and /b/ can occur in the same environments and they distinguish meaning. Therefore they are ___ .B. in complementary distributionD. allophonesB. IntonationC. StressD. ToneA. become, run, feelC. clever, green, beautiful12. The word “politician” differs from the word “statesman” in its _______ .A. conceptual meaningC. referential meaningB. The Philosophy of GrammarD. Language----- this is the main idea of _____ .C. the Politeness PrincipleD. semantics15. In order to red uce the ambiguity of the term “word”, the term _____ is postulated as the ____ unit underlying the smallest unit in the lexical system of a language.。
英语语言学判断题
判断题:正确写A,错误写BChapter 1:1。
Linguistics is the systematic study of language.True。
2. Linguistics deals with a particular language.False。
3. Linguistics is scientific because it is helpful to language use。
False。
4. The task of a linguist is to discover the nature and rules of the underlying language system.True。
5. Linguistics is generally divided into general and specific linguistics.False.6。
General linguistics deals with the general aspects of language application。
False。
7。
General linguistics does not study theories of language。
False。
8。
Phonetics studies human sound patterning and the meaning of sounds in communication.False.9。
Phonology studies how a sound is produced.False.10。
Morphology is the study of sentences.False。
11。
Syntax is the study of the rules of words。
False。
12。
Semantics is the study of word meaning.False。
论文摘要的翻译
计算机信息系统在预防药物性不良反应中的作用 Preventing Adverse Drug Events (ADEs): The Role of Computer Information System
中国学生贷款补贴的资助功能与绩效评价 An Evaluation of the Performance of Government-Subsidized Student Loan in China
汉语标题中常用的"试论……","浅谈……", "…… 的管窥","……的研究","……的探 讨","……刍议",如何翻译?
汉语标题中常用的"试论……","浅谈……", "…… 的管窥","……的研究","……的探 讨","……刍议",如何翻译?
在中国的常见期刊中,一般翻译成 "A Study of/on…" (of和on可互换,意义相同), "A Report of/on…", "The Survey of/on…", "The Observation on/of…", "The Research on…"
Questions and answers
A good abstract will not leave an impression of being vague or general, but it must also not be overly detailed. You may decide to devote one or two sentences at the beginning to background: just enough so that the reader will find the questions around which the work centers to be both intelligible and worth asking. The primary objective, however, is to sketch out what you personally have done to clarify the problem of interest, what new things you discovered along the way, and what answers you are now in a position to supply to the original questions.
语言学期末复习
语⾔学期末复习第⼀章(判)Language is only a means of communication、(F)Language has a form-meaning correspondence、(F)The function of language is to exchange information、(F)English is more difficult to learn than Chinese、(F)Black English is not standard and should be reformed、(F)The following are some fundamental views about language、判)Children learn their native language swiftly, efficiently and without instruction、(T)Language operates by rules、(T)All languages have three major components: a sound system语⾳系统, a system of lexicogrammar词汇语法 and a system of semantics语意学、(T)Everyone speaks a dialect、(T)Language slowly changes、(T)Speakers of all languages employ a range of styles and a set of jargons⾏话、(T) Languages are intimately related to the societies and individuals who use them、(T) Writing is derivative 来源得of speech、(T)Language is a means of verbal communication、分析)P3)it is instrumental in that communication by speaking or writing is a purposeful act、 It is social and conventional in that language is a social semiotic and communication can only take place effectively if all the users share a broad understanding of human interaction including such associated factors as nonverbal cues, motivation, and socio-cultural roles、Design features of languageThe features that define our human languages can be called design features、(1)Arbitrariness任意性分析,以下三点瑞⼠Saussure(现代语⾔学之⽗): the forms of linguistic signs bear no natural relationship to their meaning 、(定义) (1)Arbitrary relationship between the sound of a morpheme词素and its meaning, even with onomatopoeic拟声得 words: The dog barks bow wow in English but “汪汪汪” in Chinese、2)Arbitrariness at the syntactic句法得level: language is not arbitrary at the syntactic level、(判)By syntax that sentences are constructed to the grammar of arrangement3)Arbitrariness and convention、 Conventionality 规约性T he link between a linguistic sign and its meaning is a matter of convention、Conventionality , as learners of English we are often told “this is an idiom”—meaning it is conventional to say things this way and you cannot change the expression any other way even if you think it does not look or sound logical、(2)Duality 双重性定义/单By duality is meant the property of having two levels of structures, such that units of the primary level are composed of elements of the secondary level(3)Creativity 创造性定义/填Language is resourceful because of its duality and its recursiveness递归性、(4)Displacement 移位性定义Human languages enable their users to symbolize objects, events and concepts which are not present (in time and space) at the moment of communication、And one thing we can say for certain is that language evolves within specific historical, social and cultural contexts、单Functions of languageFor Jakobson, language is above all for communication、In his famous article, Linguistics and Poetics, he defined six primary factors of any speech event, namely:speaker, addressee, context, message, code元语⾔解码, contact、Six key elements of communication,namely:referential (to convey message and information),Poetic诗学 (to indulge in language for its own sake),emotive (to express attitudes, feelings and emotions),conative意动(to persuade and influence others through commands and requests), phatic寒暄(to establish communion with others)Metalingual funcation (to clear up intentions and meanings)、Halliday proposes a theory of metafunctions of language, that is, language has ideational概念功能, interpersonal ⼈际功能and textual 语篇功能functions、填(1)Informative function最重要For most people the informative function is predominantly the major role of language、判The informative function is indeed a crucial function of language、(2)Interpersonal functionBy far the most important sociological use of language, by which people establish and maintain their status in a society、(3)Performative function施为功能The performative function of language is primarily to change the social status of persons, as in marriage ceremonies, the sentencing of criminals, the blessing ofchildren, the naming of a ship at a launching ceremony, and the cursing of enemies、 For example, sui sui ping an(4)Emotive functionExpressive function(5)Phatic communion 寒暄功能书上得例句选择(6)Recreational function 娱乐功能the use of language for the sheer joy of using it, s uch as a baby's babbling or a chanter's chanting、(7)Metalingual function 源语⾔填空Our language can be used to talk about itself、What is Linguistics?The scientific study of human languageMain branches of linguistics 定义/填空/⼤题Phonetics 语⾳学Phonology ⾳系学Morphology 形态学Syntax 句法学Semantics 语义学Pragmatics 语⽤学Phonetics studies speech sounds, including the production of speech, that is how speech sounds are actually made, transmitted and received, the description and classification of speech sounds, words and connected speech, etc、We can approach it on various levels、At one level, speech is a matter of anatomy 解剖学and physiology⽣理学、 We can study organs such as tongue and larynx and their functions in the production of speech、At another level, we can focus on the speech sounds produced by these organs by identifying and classifying the individual sounds、 This is the domain of articulatory phonetics发⾳语⾔学、We can also investigate the properties of the sound waves —acoustic phonetics声学语⾔学、As speech is intended to be heard or perceived, it is therefore possible to focus on the way in which a listener analyses or processes a sound wave —auditory phonetics听觉语⾔学、Phonology studies the rules governing the structure, distribution, and sequencing of speech sounds and the shape of syllables、 It deals with the sound system of a language by treating phoneme as the point of departure、A phoneme is the smallest linguistic unit of sound that can signal a difference in meaning、Morphology is concerned with the internal organization of words、 It studies the minimal units of meaning — morphemes and word-formation processes、Morphemes serve different purposes、Syntax is about principles of forming and understanding correct sentences、Semantics examines how meaning is encoded in a language、Pragmatics is the study of meaning in context、 It deals with particular utterances in particular situations and is especially concerned with the various ways in which the many social contexts of language performance can influence interpretation、Psycholinguistics ⼼理语⾔学单Psycholinguistics investigates the interrelation of language and mind, for example, in processing and producing utterances and in language acquisition、SociolinguisticsSociolinguistics is the study of the characteristics of language varieties, the characteristics of their functions, and the characteristics of their speakers as these three constantly interact and change within a speech community、Descriptive vs、 prescriptive 描述Synchronic vs、 diachronicA synchronic description takes a fixed instant (usually, but not necessarily, the present) as its point of observation、 Most grammars are of this kind、Diachronic linguistics is the study of a language through the course of its history、The structure of Shakespeare English Langue & parole 区别Saussure distinguished the linguistic competence of the speaker and the actual phenomena or data of linguistics (utterances) as langue and parole、Competence and performanceThis fundamental distinction is discussed by Chomsky in his Aspects of the Theory of Syntax (1965)、A language user's underlying knowledge about the system of rules is called his linguistic competence、Performance refers to the actual use of language in concrete situations第⼆章Phonetics studies how speech sounds are produced, transmitted, and perceived、定义Three main areas:Articulatory phonetics: studies the production of speech sounds;Acoustic phonetics: studies the physical properties of speech sounds;Auditory phonetics: studies the perception of speech sounds、Phonology is the study of the sound patterns and sound systems of language、单Speech Organs 发⾳器官定义/填空=Vocal organs: parts of human body involved in the production of speechVocal tract, oral cavity⼝腔, nasal cavity⿐腔Vocal folds 声带apart: voiceless sounds [p, s, t]Close together: voiced sounds [b, z, d]Totally closed:glottal stop 声门塞⾳The IPAInternational Phonetic Alphabet国际⾳标表格The idea was first proposed by the Danish grammarian Jespersen in 1886、The first version of IPA was published in August 1888、The latest version was revised in 2005、Consonants and VowelsConsonants: produced by a closure接近 in the vocal tract, or by a narrowing which is so marked that air cannot escape without producing audible friction、Vowels: produced without such stricture so that air escapes in a relatively unimpeded way through mouth or nose、Distinction between C and V: Obstruction of airstream⽓流就是否受阻单/填空The Sounds of EnglishRP vs GATeaching of English as a foreign language, it is referred to as received pronunciation(RP)In the USA, the widely accepted accent used by most educated speakers is often referred to as general American(GA)Consonants:[p] voiceless bilabial stop[b] voiced bilabial stop[s] voiceless alveolar fricative[z] voiced alveolar fricativeP36 The description of vowels:The height of tongue raising (high, mid, low)The position of the highest part of tongue (front, central, back)The length or tenseness of the vowel(tense, lax)Lip-rounding (rounded & unrounded)Vowels[i?] high front tense unrounded vowel[?] high back lax rounded vowel[?] mid central lax unrounded vowel[?] low back lax rounded vowel[e] mid front lax unrounded vowelCoarticulation 协同发⾳定义P37When such simultaneous or overlapping articulations are involved, we call the process Coarticulation Broad transcriptionNarrow transcriptionAllophones ⾳位变体P40Peak /speakA process by which one sound takes on some or all the characteristics of a neighboring sound、P45Elsewhere condition 剩余条件规则定义The more specific rule applies first、较为特殊得规则应⽤在先Distinctive featuresThe idea of Distinctive features was first developed by Roman JacobsonSuprasegmentals 超⾳段Suprasegmental features are those aspects of speech that involve more than single sound segments、The principal suprasegmentals are stress, tone and intonation、The syllable structure ⾳节理解P47A syllable must have a nucleus核⼼节 or peak节峰, which is often the task of a vowel第三章Morpheme and morphology定义Morpheme is the smallest unit of language in regard to the relationship between sounding and meaning, a unit that cannot be divided into further smaller units without destroying or drastically altering the meaning、The systematic study of morpheme is a breach of linguistics called morphology, which investigates the internal structures and rules of morphemes by which words are formed、Types of morphemesRoot affix stem(P53)Inflectional affix and derivational affix简答P54less productive grammatical function e、g、toys, walks, John’smore productive form new wordse、g、 receive, reception, receptionistdo not change the word class of the wordmight change the word classdepend on other factors within a phrase or a sentencedepend on the meaning we want to expressin most cases suffixesprefixes/suffixesWord1)Stability2)Relative uninterruptibility相对联系3)A minimun free formClassification of words1)variable and invariable words可变化与⾮变化词2)Grammatical words and lexical words语法词与词汇词Grammatical/Function words:功能词conjunctions, prepositions, articles, pronouns、Lexical/Content words:nouns, verbs, adjectives, adverbs、3) Closed-class words and open-class words封闭类词与开放类词Closed-class words: New members cannot normally be addede、g、 pronouns, prepositions, conjunctions, articles, auxiliaries、Open-class words: New members can be added; membership is infinite or unlimitede、g、 nouns, verbs, adjectives, and adverbs、4)Word classWord formation(1) 瞧PPTWord formation(2): lexical changeInvention 发明法Blending 混成法举例/定义Blending is a process in which two words are blended by joining together the initial part of the first word and the final part of the second word, or by only joining the initial parts of the two words、smog烟雾(smoke+fog); boatel⽔上旅馆(boat+hotel); brunch早午餐(breakfast+lunch); telecastAbbreviation 缩写词(clipping 截断法)A new word is created by the following methodsCutting the final part: fanatic(fan), advertisement(ad)Cutting the initial part: aeroplane(plane), omnibus(bus)Cutting both the initial part and final parts accordingly: influenza(flu), refrigerator(fridge)Acronym ⾸字母缩略词Acronym is made up from the first letters of the name of an organization, which has a heavily modified headword、Eg: CIA, EEC, WTO, UNESCOThis process is also widely used in shortening extremely long words of word groups in science, technology, and other special fields、Eg: AIDS, SARS, Radar, VATBackformation 逆构词法定义An abnormal type of word-formation where a shorter word is derived by deleting an imagined affix from a longer form already in the language、Analogical creation 类推构词Class shift 词类转换Borrowing 借词PPTGreek: electricity, atomFrench: entail, mortgageSpanish: macho, grandeeLatin: adjacent, inferiorGerman: quartz, plunderSyntax 句法学 P17Syntax is about principles of forming and understanding correct English sentences、或者Syntax is the study of the rules governing the ways different constituents are combined to form sentences in a language, or the study of the interrelationships between elements in sentence structures、Syntactic relations 句法关系单P73单Syntactic relations can be analysed into three kinds: positional relations 位置关系 relations of substitutability 替代关系relations of co-occurrence 同现关系Positional relation 位置关系Positional relation, or WORD ORDER, refers to the sequential arrangement of words in a language、Relation of substitutability可替换性关系Grammatical construction语法结构P75Immediate constituents直接成分Constituent is a part of a larger linguistic unit、IC analysis 直接成分分析法Tree diagram要求会画树形图P77Endocentric and Exocentric Constructions向⼼结构与离⼼结构单Usually noun phrases, verb phrases and adjective phrases belong to endocentric typesExocentric :the basic sentence, the prepositional phrase, the predicate (verb + object) construction, the connective (be + complement) construction、Predicate 谓语除主语之外得其她所有成分,谓语通常表达主语得动作,过程与状态Predicate refers to a major constituent of sentence structure in a binary analysis in which all obligatory constituents other than the subject were considered together、Category 范畴单Number 数Gender 性Case 格Agreement ⼀致关系单This syntactic relationship may be anaphoric, as when a pronoun agrees with its antecedent,Recursiveness 递归性Recursiveness mainly means that a phrasal constituent can be embedded within another constituent having the same category、Recursiveness also includes several phenomena such as coordination and subordination, conjoining 连接and embedding嵌⼊, hypotactic and paratactic、判第五章Semantics 语义学The subject concerning the study of meaning 研究意义得学科Semantics is the study of the meaning of linguistic units, words and sentences in particular、Meanings of “meaning”Geoffrey Leech (1974, 1981)、 Semantics: The Study of MeaningSeven types of meaning:Conceptual meaning概念意义Associative meaning 联想意义Connotative meaning内含意义Social meaning社会意义Affective meaning情感意义Reflected meaning反射意义Collocative meaning搭配意义Thematic meaning主位意义The referential theory 指称论The theory of meaning which relates the meaning of a word to the thing it refers to, or stands for, is known as the referential theory、Words → Meaning: Words ‘name’ or ‘refer to’ things -- PlatonicAnd that something is abstract, which has no existence in the material world and can only be sensed in our minds、This abstract thing is usually called concept(概念)、Sense relations PPT单Synonymy同义词buy/purchaseworld/ universebrotherly/ fraternalAntonymy 反义词1、Gradable antonyms 等级反义词hot Vs、 cold2、 Complementary antonyms 互补反义词male Vs、 female3、Converse antonymy 反向反义词teacher Vs、 pupilHyponymy 上下意义关系PPT后得选择题1、 Which of the following statements about language is NOT true?CA、 Language is a system、B、 Language is symbolic、C、 Animals also have languages、D、 Language is arbitrary、2、 Arbitrariness of language was first discussed by ___D___、A、 ChomskyB、 HallidayC、 FirthD、 Saussure3、 Which function is the major role of language?AA、 InformativeB、 InterpersonalC、 PerformativeD、 Emotive4、 Which branch of study cannot be included in the scope of linguistics?DA、 SyntaxB、 PragmaticsC、 PhoneticsD、 Anthropology5、 What are the dual structures of language?BA、 Sounds and lettersB、 Sounds and meaningC、 Letters and meaningD、 Sounds and symbols6、 Productivity is one of the _____ features of languages、BA、 distinctiveB、 designC、 SuprasegmentalD、 pragmatic7、The function of the sentence “Lovely weather, isn’t it?” is _B____、A、 informativeB、 phaticC、 performativeD、 recreational8、 Once the notion of __B__ was taken into consideration, semantics spilled into pragmatics、A、 meaningB、 contextC、 formD、 content9、 Which of the following is NOT the function of language?DA、 Metalingual functionB、 Interpersonal functionC、 Emotive functionD、 Cultural transmission10、 _A___ investigates the interrelation of language and mind、A、 PsycholinguisticsB、 SociolinguisticsC、 Anthropological linguisticsD、 Computational linguistics11、 The following about language are wrong EXCEPT _A____、 (⼤外,11年)A、 Language evolves within specific historical, social and cultural context、B、 Language has a form-sound correspondence、C、 Language is a means of communication、D、 Language is not related to any of the individuals who use it、12、 Verbal dueling, the use of language for the sheer joy of using it, is mainly to do with the _B___ function of language、(武汉⼤学11)A、 performativeB、 interpersonalC、 informativeD、 recreational13、“I can refer to Confucius even though he was dead 2000 years ago、” This shows that language has the design feature of _B__、 (天外11)A、 arbitrarinessB、 creativityC、 dualityD、 displacement14、 _A___ refers to the abstract linguistic system shared by all the members ofa speech community、 (天外11)A、 LangueB、 CompetenceC、 Communicative competenceD、 Linguistic potential15、 _B___ has been widely accepted as the father of modern linguistics、 (天外12)A、 ChomskyC、 BloomfieldD、 Halliday1、 Which of the following is the most important function of languge?CA、 Interpersonal functionB、 Performative functionC、 Informative functionD、 Recreational function2、_C__ function refers to expressions that help define and maintain interpersonal relations、A、 PerformativeB、 InterpersonalC、 PhaticD、 Metalingual3、 _C__ refers to the actual use of language in concrete situations、A、 CompetenceB、 PerformanceC、 EloquenceD、 Action4、_B___ is the study of the characteristics of language varieties, the characteristics of their functions and the characteristics of their speakers as these three constantly interact and change within a speech community、A、 PsycholinguisticsB、 SociolinguisticsC、 Anthropological linguisticsD、 Computational linguistics5、The sentence “Close your textbook and listen to me carefully!” performs a(n) _D___ function、A、 InterrogativeB、 informativeC、 PerformativeD、 directive6、C___ is defined as the study of the relationship between language and mind、A、 SemanticsB、 PragmaticsC、 Cognitive linguisticsD、 Sociolinguistics7、A___ refers to the learning and development of a language、C、 Language productionD、 Language instruction8、 Language is a tool of communication、The symbol “ Highway closed” on a highway serves __B__、A、 An expressive functionB、 an informative functionC、 A performative functionD、 a persuasive function9、 Which of the following is NOT a design feature of human language?DA、 ArbitrarinessB、 DisplacementC、 DualityD、 Diachronicity10、 The distinction between parole and langue was made by___D__、A、 HallidayB、 ChomskyC、 BloomfieldD、 Saussure1、All syllables contain a __A___、(北⼆外)2、A sound which is capable of distinguishing one word from another in a given language is ___C__、(北⼆外)A、 allophoneB、 phoneC、 phoneme3、__D___ is one of the suprasegmental features、A、 stopB、 voicingC、 deletionD、 tone(东南)4、Which of the following consonants does not exist in English? (东南)AA、 dental stopB、 bilabial stopC、 alveolar stopD、 velar stop5、Of the following sound combinations, only _A___ is permissible、A、 kiblC、 ilkbD、 ilbk6、Which pair of words is NOT a minimal pair?BA、 cat/batB、 put/butC、 jig/pigD、 sit/bit7、If two sounds are in complementary distribution, they are __B__ of the same phoneme、A、 symbolsB、 allophonesC、 phonesD、 signs8、Where are the vocal cords?DA、 in the mouthB、 in the nasal cavityC、 above the tongueD、 inside the larynx9、_B___ studies the sound systems in a certain language、A、 PhoneticsB、 PhonologyC、 SemanticsD、 Syntax10、Distinctive features are used to describe _D___、A、 phonesB、 phonologyC、 allophonesD、 phonemes11、In the production of consonants at least __B__ articulator(s) are involved、12、Voiceless sounds are produced when the vocal folds are B____、A、 closedB、 apartC、 totally closedD、 completely open13、__C__ involve more than one manners of articulation、C、 AffricatesD、 Laterals14、The distinction between vowels and consonants lies in _B___、A、 the place of articulationB、 the obstruction of airstreamsC、 the position of the tongueD、 the shape of the lips1、__C__ are bound morphemes because they can not be used as separate words、A、 RootsB、 StemsC、 AffixesD、 Compounds2、__C__ is the smallest unit of language in terms of relationship between expression and content、A、 RootB、 AllomorphC、 MorphemeD、 Word3、The English word “untouchable” is composed of _B___ morphemes、A、 fourB、 threeC、 twoD、 five4、 Which of the following is NOT a compound word?BA、 pencil boxB、 unreasonableC、 deadlineD、 upstairs5、When the suffix _A__ is added to a verb, it changes this verb into an adjective、A、 lessB、 nessC、 fullyD、 er6、The “s” in drums is _D__、。
universal grammar .
other creature apart from human beings possesses a language organ.
3 The framework of Principle and Parameter Theory
* It is not necessary to show that a universal occurs in dozens of
languages.
“I have not hesitated to propose a general principle of linguistic structure on the basis of observations of a single language”(Chomsky, 1980)
行业PPT模板:/hangye/ PPT素材下载:/sucai/ PPT图表下载:/tubiao/ PPT教程: /powerpoint/ Excel教程:/excel/ PPT课件下载:/kejian/ 试卷下载:/shiti/ PPT论坛:
Two levels: level one
Competence & performance Competence: the ideal user’s knowledge of the rules of his language (语言能力) Performance: the actual use of language in concrete situations(语 言运用)
In the 1970s:
Extended standard Theory
英文期刊《经济学人》汉译英时政词语点评
英文期刊《经济学人》汉译英时政词语点评As one of the most influential English-language periodicals, The Economist not only provides insightful analysis and commentary on economics, business, and finance, but also offers comprehensive coverage of global politics and current affairs. With its unique perspective and distinctive style, The Economist has been a valuable source ofinformation and inspiration for people around the world, especially for those who are interested in understanding the latest developments and trends in the ever-changing world.In recent years, the translation of political terms and phrases from Chinese to English has become a hot topic in the academic and professional circles. Many scholars, translators, and language experts have devoted considerable efforts to studying and analyzing the challenges and opportunities of translating political discourse from Chinese to English, as well as exploring the cultural and linguistic factors thatmay influence the translation process and the reception ofthe translated texts.Against this backdrop, this paper aims to provide acritical review and analysis of the translation of political terms and phrases from English to Chinese in The Economist, with a focus on the linguistic and cultural difficulties and the strategies and techniques adopted by the translators to overcome them. Specifically, the paper will examine five selected articles from The Economist that cover various aspects of global politics and current affairs, and analyzethe translation of the key terms and phrases in thesearticles from English to Chinese.The five articles selected for this study are: "The Rise of Populist Nationalism in Europe", "The North Korean Nuclear Crisis", "The Future of the Trans-Pacific Partnership", "The Rohingya Refugee Crisis", and "The Catalan Independence Referendum". These articles touch upon some of the most pressing and complex issues facing the world today, such as the rise of populism and nationalism in Western Europe, the nuclear threat posed by North Korea, the challenges and opportunities of the Trans-Pacific Partnership, the humanitarian crisis in Myanmar, and the political turbulence in Catalonia. By examining the translation of these articles, we can gain a deeper understanding of the linguistic and cultural difficulties involved in translating political discourse, as well as the strategies and techniques that can be used to produce effective and accurate translations.One of the most important challenges of translating political discourse from English to Chinese is the linguistic and cultural gap between the two languages and cultures. English is a highly idiomatic and metaphorical language that often uses complex and abstract terms and phrases to convey its meanings. Chinese, on the other hand, is a relatively more literal and concrete language that relies more on context and syntax to convey its meanings. As a result, translating political discourse from English to Chinese requires a deep understanding of both languages and cultures, as well as a great deal of creativity and flexibility.In the article "The Rise of Populist Nationalism in Europe", the translator faces the challenge of translating the key phrase "populist nationalism" into Chinese. Thetranslator decides to use the term "民粹主义"(min4cui4zhu3yi4), which combines the Chinese words for "people" (民) and "pure" (粹), and the English word "ism". This translation effectively conveys the meaning of the term and captures its connotations in English. However, the use of the term "minzhu" (民主), which means "democracy" in Chinese, may cause confusion among Chinese readers who are notfamiliar with the concept of "populist nationalism" in the Western context.In the article "The North Korean Nuclear Crisis", the translator faces the challenge of translating the key term "denuclearization" into Chinese. The translator decides to use the term "无核化" (wu2he2hua4), which literally means "removal of nuclear weapons". This translation effectively conveys the meaning of the term and captures its connotations in English. However, the use of the term "he" (核), which means "nuclear" in Chinese, may cause confusion among Chinese readers who are not familiar with the context of the North Korean nuclear crisis.In the article "The Future of the Trans-Pacific Partnership", the translator faces the challenge of translating the key term "free trade" into Chinese. The translator decides to use the term "自由贸易"(zi4you2mao4yi4), which combines the Chinese words for "freedom" (自由) and "trade" (贸易). This translation effectively conveys the meaning of the term and captures its connotations in English. However, the use of the term "maoyi" (贸易), which means "trade" in Chinese, may not fully capture the complexity and depth of the term "free trade" in the Western context.In the article "The Rohingya Refugee Crisis", thetranslator faces the challenge of translating the key term "ethnic cleansing" into Chinese. The translator decides to use the term "种族清洗" (zhong3zu2qing1xi3), which combines the Chinese words for "ethnic group" (种族) and "cleaning" (清洗). This translation effectively conveys the meaning of the term and captures its connotations in English. However, the use of the term "qingxi" (清洗), which means "cleaning" in Chinese, may not fully capture the brutality and violence of the term "ethnic cleansing" in the Western context.In the article "The Catalan Independence Referendum", the translator faces the challenge of translating the key phrase "illegal referendum" into Chinese. The translator decides to use the term "非法公投" (fei1fa3gong1tou2), which combines the Chinese words for "illegal" (非法) and "referendum" (公投). This translation effectively conveys the meaning of the term and captures its connotations in English. However, the use of the term "gongtou" (公投), which means "referendum" in Chinese, may not fully capture the political significance and implications of the term "referendum" in the Western context.In conclusion, the translation of political terms and phrases from English to Chinese is a complex and challenging task that requires a deep understanding of both languages and cultures, as well as a great deal of creativity and flexibility. The five articles selected for this study provide a comprehensive and diverse sample of the political discourse in English and Chinese, and offer valuable insights and lessons for translators, scholars, and language learners who are interested in bridging the linguistic and cultural gap between the two languages and cultures.。
语言学大题及名词解释整理
Chapter 11.How do you interpret the following definition of linguistics: linguistics is thescientific study of language?Linguistics studies not any particular language,but it studies languages in general.It is a scientific study because it is based on the systematic investigation of linguistic data,conducted with reference to some general theory of language structure.In order to discover the nature and rules of the underlying language system, what the linguist has to do first is to collect and observe language facts,which are found to display some similarities ,and generalizations are made about them,then he formulates some hypotheses about the language structure .But the hypotheses thus formed have to be checked repeatedly against the observed facts to fully prove their validity.6. How is Saussure’s distinction between langue and parole similar to Chomsky’sdistinction between competence and performance?Both Saussure and Chomsky make the distinction between the abstract language system and the actual use of language. their purpose is to single out the language system for serious studyThey are similar in two aspects: the definition and the content of study.On one hand, Saussure defines langue as the abstract linguistic system shared by all the members of a speech community, and parole as the realization of langue in actual use. Chomsky defines competence as the ideal user’s knowledge of the rules of his language, and performance the actual realization of this knowledge in linguistic communication. We can see that langue and competence both refer to the abstract issue, conventions and knowledge, and parole and performance both are their actual realization, the concrete use.On the other hand, in Saussure’s opinion, what linguists should do is to abstract langue from parole as parole is too varied and confusing. And this is the same as Chomsky. He thinks linguists should study the ideal speaker’s competence, not his performance, which is too haphazard to be studied.Two linguists idea differ in that Saussure took a sociological view of language, Chomsky looks at language from a psychological point of view, competence is a property of the mind of each individual.8.What are the main features of human language that have been specified byC.Hockett to show that it is essentially different from animal communicationsystem?1)Arbitrariness:this means that there is no logical connection betweenmeanings and sounds. A good example is the fact that different sounds are used to refer to the same object in different language.2)Productivity:Language is productive in that it makes possible theconstruction and interpretation of new signals of its users.3)Duality:language is a system, which consists of two sets of structures, ortwo levels. At the lower or the basic level there is a structure of sounds, which are meaningless. But the sounds of language can be grouped and regroupedinto a large number of units of meaning, which are found at the higher level of the system.4) Displacement: Language can be use to refer to things which are present or notpresent, real or imagined matters in the past ,present or future, or in far-away places. In other words, language can be used to refer to contexts removed from the immediate situations of the speaker.5)Cultural transmission:Language is passed on from one generation to nextthrough teaching and learning rather than by instinct.Chapter 51.What are the major views concerning the study of meaning?1)The naming theory命名论was proposed by the ancient Greek scholarPlato. The linguistic forms or symbols, in other words, the words used in alanguage are taken to be labels of the objects they stand for; words are justnames or labels for things. The semantic relationship holding between wordsand things is the relationship of naming.2)The conceptualist view概念论: This view holds that there is no direct linkbetween a linguistic form and what it refers to; rather, in the interpretation ofmeaning they are linked through the mediation of concepts in the mind. Thisis best illustrated by the semantic triangle suggested by Ogden and Richards:3)Contextualism语境论: Representatively proposed by the British linguist J.R. Firth who had been influenced by the Polish anthropologist Malinowskiand the German philosopher Wittgenstein.It holds that meaning should bestudied in terms of situation, use, context –elements closely linked withlanguage behavior. …the meaning of a word is its use in the language.4)Behaviourism行为主义论: Based on contextualist view by Bloomfieldwho drew on behaviorist psychology in defining “meaning”.Behavioristsattempted to define the meaning of a language from as the “situation inwhich the speaker utters it and the response it calls forth in the hearer.” Thistheory, somewhat close to contextualism, is linked with psychologicalinterest.6.In what way is componential analysis similar to the analysis of phonemes intodistinctive features?成分分析和把音位分析区别性特征有何相似之处?Componential analysis is a way proposed by the structural semanticists to analyze word meaning. The approach is based on the belief that the meaning of a word can be dissected into meaning components, called semantic features. And that is similar to the analysis of phonemes into distinctive features.Chapter 65. According to Austin, what are the three acts a person is possiblyperforming while making an utterance. Give an example.答:According to Austin's new model, a speaker might be performing three acts simultaneously when speaking: locutionary act, illocutionary act, and perlocutionary act.A locutionary act is the act of uttering words, phrases, clauses. It is the act ofconveying literal meaning by means of syntax, lexicon and phonology. An illocutionary act is the act of expressing the speaker’s intention; it is the act performed in saying something. A perlocutionary act is the act performed by or resulting from saying something; it is the consequence of, or the change brought about by the utterance; it is the act performed by saying something.Let's look at an example:You have left the door wide open.The locutionary act performed by the speaker is his utterance of the words “you”, “have”, “door”, “open”, etc. thus expressing what the words literally mean.The illocutionary act performed by the speaker is that by making such an utterance he has expressed his intention of speaking, i.e. asking someone to close the door, or making a complaint, depending on the context.The perlocutionary act refers to the effect of the utterance. If the hearer gets the speaker's message and sees that the speaker means to tell him to close the door, the speaker has successfully brought about the change in the real world he has intended to; then the perlocutionary act is successfully performed.8. What are the four maxims of the CP? Try to give your own examples toshow how flouting these maxims gives rise to conversational implicature?答:Cooperative Principle, abbreviated as CP. It goes as follows:Make your conversational contribution such as required at the stage at which it occurs by the accepted purpose or direction of the talk exchange in which you are engaged.To be more specific, there are four maxims under this general principle:(1) The maxim of quantity①Make your contribution as informative as required (for thecurrent purpose of the exchange).②Do not make your contribution more informative than is required.(2) The maxim of quality①Do not say what you believe to be false.②Do not say that for which you lack adequate evidence.(3) The maxim of relationBe relevant.(4) The maxim of manner①Avoid obscurity of expression.②Avoid ambiguity.③Be brief (avoid unnecessary prolixity).④Be orderly.Chapter111、To what extent is second language learning similar to first language learning? Can you list some proof from your own learning experience?(please list your own experience.)The studies on the first language acquisition have influenced enormously those on the second language acquisition at both theoretical and pratical levels. Theoretically the new findings and advances in first language acquisition in learning theories and learning process are illuminating in understanding second language acquisition. The techniques used to collect and analyze data in first language acquisition also provide insights and perspectives in the study of second language acquisition. Just as Littlewood summarizes, the first language study has served as a backcloth for perceiving and undrerstanding new facts about second language learning.名词解释1、applied linguistics: the application of linguistic theories and principles to language teaching, especially the teaching of foreign and second languages.2、prescriptive: If linguistic study aims to lay down rules for “correct and standard” behavior in using language, ,it is said to be prescriptive.( i.e. to tell people what they should and should not say).3、parole :Parole refers to the realization of langue in actual use.4、performance :The actual realization of this knowledge in linguistic communication.5、duality(double articulation):Language consists of two sets of structure, with lower lever of sound, which is meaningless, and higher lever of meaning.6、reference :Reference means what a linguistic form refers to in the real, physical world. It deals with the relationship between the linguistic element and the non-linguistic world of experiencesentence meaning.The act of expressing the speaker’s intention and performed in saying something.9、regional dialect: A variety of language used by people living in the same geographical region.10、intercultural communication:It is communication between people whose cultural perceptions and symbols are distinct enough to alter the communication event.hypothetical innate mechanism every normal human child is believed to be born with, which allow them to acquire language.works successfully only when it’s stimulated at the right time-a specific and limited time period for language acquisiton.It compares comparable features of the native language and target language to spot mismatches or differences to predict learners’s difficulty.14、cross-association: some words are similar in meaning as well as spelling and pronunciation. This internal interference is called cross-association.15、neurolinguistics: It is the study of relationship between brain and language. It includes research into how the structure of the brain influences language learning, how and in which parts of the brain language is stored, and how damage to the brain affects the ability to use language.。
英语专业语言学期末复习资料
Phonetics (sound)语音学;phonology(sounds) 音系学;morphology(word) 形态学;syntax(words, sentence)句法学;semantics(meaning)语义学;pragmatics(meaning ina context)语用学1. If a linguistic study aims to describe and analyze the language people actually use, it is said to be descriptive (modern). If the linguistic study aims to lay down rules for correct and standard behavior in using language, i.e. to tell people what they should say and what they should not say, it is said to be prescriptive.2. Synchronic static state grammer; diachronic dynamic historical developmentngue (language): the abstract linguistic system shared by all the members of a speech community, stable.; Parole (speaking): the realization of langue in actual use, concrete, specific, changeable. What a linguist ought to do, according to Saussure, is to abstract langue from instances of parole.sociological or sociolinguistic point of view4. American linguist N. Chomsky Competence: the ideal user’s knowledge of the rules of his language,stable,prerequisite; Performance: the actual use of language in concrete situations,changeable.psychologically or psycholinguistically.5.Traditional grammar ---- prescriptive, written, Latin-based frameworkModern linguistics ----- descriptive, spoken, not necessarily Latin-based framework nguage is a system of arbitrary vocal symbols used for human communication. Design Features of Language.1:Arbitrariness2:duality:The structural organization of language into two abstract levels: meaningful units (e. g. words in written language) and meaningless segments (e. g. sounds, letters in spoken language).1. Combine meaningless sounds into meaningful linguistic unitsbine small units into big units3.productivity/creativity:Language is resourceful because of its duality and its recursiveness. We can use it to create new meanings.4.Displacement: which are not present (in time and space) at the moment of communication.5.cultural transmission7.Six Functions of language:Addresser---Emotive the addresser expressed his attitude to the topic or situation of communication; Addressee---Conative使动xx aims to influence the addressee’s course of action or ways of thinking;Context---referentia所指, xx conveys a message or informationl;Message---Poetic xx uses language for the sole purpose of displaying the beauty of language itself;Contact--Phatic communication寒暄, xx tries to establish or maintain good interpersonalrelationships with the addressee;Code--Metalingual xx uses language to make clear the meaning of language itself.8.M. A. K. Halliday.Metafunctions of Language:Ideational function:About the natural world in the broadest sense, including our own consciousness; Relates to the context of culture. Interpersonal function:About the social world, especially the relationship between speaker and hearer ; Relates to the context of situation. Contextual function:About the verbal world, especially the flow of information in a text; Relates to the verbal context.9.A phone is a phonetic unit or segment. The speech sounds we hear and produce during linguistic communication are all phones. But a phone doesn’t necessarily distinguish meaning; some do, some don’t. A phoneme is a phonological unit;It is aunit that is of distinctive value;It is an abstract unit;It is not any particular sound, but rather it is represented or realized by a certain phone in a certain phonetic context.10. phones are placed within square brackets: [ ], and phonemes in slashes: / /.11./p/ in [pi:k] (peak) : an aspirated [ph]12./p/ in [spi:k] (speak): an unaspirated [p]13.Both [ph] and [p] are called as allophones of /p/14. The different phones which can represent a phoneme in different phonetic environments are called allophones. [p, ph] are two different phones and are variants of the phoneme /p/. Such variants of a phoneme are called allophones of the same phoneme.15. Minimal pairs: Pairs of words which differ from each other only by one sound; More precisely: two words which are identical in every way except for one sound segment that occurs in the same place in the string.16.Sequential rules The patterning of sounds in a particular language is governed by rules;The phonological system determines which phonemes can begin a word, end a word, and follow each other.Refer to the rules that govern the combination of sounds in a particular language.17.Assimilation rule—assimilates one sound to another by “copying”a feature of a sequential phoneme, thus making the two phones similar, e.g. the prefix in-18. When pitch, stress, and sound length are tried to the sentence rather than the word in isolation, they are collectively known as intonation: the falling tone, the rising tone, the fall-rise tone, the rise-fall tone.19.单元音monophthongs 双元音diphthongs20.Morpheme: the minimal unit of meaning. It is the smallest unit that carries grammatical and /or semantic meaning.Morphs:The smallest meaningful phonetic segments of an utterance on the level of parole.The phonological or orthographic forms which realize morphemes. Allomorphs:A member of a set of morphs which represent the same morpheme. Allomorphs are phonological or orthographic variants of the same morpheme.21.Free morpheme is one that may constitute a word (free form) by itself, such as bed, tree, sing, dance, etc.Bound morpheme is one that may appear with at least one other morpheme, such as “-s”in “dogs”, “-al”in “national”, “dis-”in “disclose”, “-ed”in “recorded”, etc.22.Derivational morphemes—the morphemes which change the category, or grammatical class,or meaning of words. e.g. modern —modernizeInflectional morphemes:purely grammatical markers;signifying tense, number, and case;not changing the syntactic category; never adding any lexical meaningpounding (合成词) blackboard; Derivation(派生词) --ful ---able;Back-formation逆构词法television televise; Borrowing—loan words (外来词); Clipping(缩略词)labtory lab; Blending(混成法)motel; Acronym(词首字母)APEC;Coinage/Invention (Neologism) 创新词nylon24.Open: n. V. Adj. Adv. Bound morphemes :roots and affixes25.①traditional categories: n., v., adj., adv., prep., conj., aux., pronoun….②non-traditional categories: determiner (Det限定词), degree words (Deg程度词), qualifier (Qual修饰语).26.Three criteria are used to determine a word’s category: meaning, inflection, distribution.27.the structure or elements of phrases:XP rule specifier+head+complement28.NP (Det) + N + (PP)…29.VP (Qual) + V + (NP)…30.AP (Deg) + A + (PP)…31.PP (Deg) + P + (NP)…32.S →NP VP33.Deep structure: formed by the XP rule in accordance with the head’s subcategorization properties, is called ds. Surface structure: corresponding to the final syntactic form of the sentence which results from appropriate transformations, is called ss. Do insertion, WH movement.34.Syntactic movement is dictated by rules traditionally called transformation. A special type of rule that can move an element from one position to another.35.Head: A V N P36. Semantics is generally considered to be the study of meaning in language.37. The conceptualist view holds that there is no direct link between a linguistic form And what it refers to (i.e.between language and real world ); rather, in the interpretation of meaning, they are linked through the mediation of concepts in the mind. Semantic triangle by ogden and richards: symblo/form, thought/ reference/, refrent.38.Contextualism: Meaning should be studied in terms of situation, use, context ---- elements closely linked with language behavior. JR forth39.Sense---- is concerned with the inherent meaning of the linguistic form. It is the collection of all the features of the linguistic form; it is abstract and de-contextualized. It is the aspect of meaning dictionary compilers are interested in. Reference----what a linguistic form refers to in the real, physical world; it deals with the relationship between the linguistic element and the non-linguistic world of experience. The relationship between sense and reference:And, if等只有sense, 而无reference.一个sense可以有许多reference同一referenece可有不同的sense,Mrs Thatcher, & the Iron Lady. Morning Star & Evening Star.40.Major sense relations: Synonymy (同义关系)Antonymy (反义关系)Polysemy (多义关系)Homonymy (同音/形异义) Hyponymy (上下义关系)41.Antonymy: Complementary antonyms (互补反义词)非A即B; Gradable antonyms (程度反义词) :AB有中间, very .. How..; Relational opposites (关系对立词)丈夫妻子42.Sense relations between sentences: Synonymy (同义关系) inconsistency (自相矛盾)Entailment (蕴涵)Presupposition (预设)X is a contradiction (自相矛盾)X is semantically anomalous (反常的43.man [+HUMAN +ADULT +MALE] women [+HUMAN +ADULT -MALE]girl [+HUMAN -ADULT -MALE] child [+HUMAN -ADULT OMALE]father: PARENT (x, y) & MALE (x)x is a parent of y, and x is male.take: CAUSE (x, (HA VE (x, y)))x causes x to have y.give: CAUSE (x, (~HA VE (x, y)))x causes x not to have y.44.predication analysis: G.leech: argument 名词predicate 动词45. Pragmatics --- the study of the intended meaning of a speaker (taking context into consideration). Pragmaticists regard meaning as something that is realized in the course of communication.Semantics --- the study of the literal meaning of a sentence (without taking context into consideration).Semanticists take meaning to be an inherent property of language. Essential difference is that whether in the study of meaning the context of use is considered. 不senmantics.46.Sentence meaning: It is abstract and context-independent; it’s the literal meaning of a sentence. Utterance meaning: It is concrete and context-dependent; It’s the intended meaning of a speaker.It is the product of sentence meaning and context. Therefore, it is richer than the meaning of the sentence.47.John Austin’s speech act theory.Performatives (行事话语): I promise Constatives (述事话语)48.A locutionary act (言内行为) is the act of saying words, phrases, clause; it is an act of conveying literal meaning by means of syntax, lexicon and phonology.An illocutionary act (言外行为) is the act of expressing the speaker’s intention; it is the act performed in saying something. 关注A perlocutionary act (言后行为) is the act performed by or resulting from saying something; it is the consequence of, or the change brought about by the utterance.act performed by saying sth.49.Searle’s classification of speech acts:Representatives (陈述) Directives (指令)Commissives (承诺) Expressives (表达) Declarations (宣布)50.CP Grice:The maxim of quality: ck adequate evidence.The maxim of quantity信息充足; The maxim of relation继续下去; The maxim of manner方式表达清楚模糊词绕口1. P_________ is the study of how speakers of a language use sentences to effect successful communication.Pragmatics2. The notion of c_________ is essential to the pragmatic study of language.context3. The meaning of a sentence is a_______, and decontexualized.abstract4. P________ were sentences that did not state a fact or describe a state, and were not verifiable.Performatives1. An i__________ act is the act of expressing the speaker’s intention; it is the actperformed in saying something.illocutionary2. A c_________ is commit the speaker himself to some future course of action.commissive3. An e________ is to express feelings or attitude towards an existing state.expressive4. There are four maxims under the cooperative principle: the maxim of q_______, the maxim of quality, the maxim of relation and the maxim of manner.quantity4. ____C______ is the act performed by or resulting from saying something; it is the consequence of, or the change brought about by the utterance.A. A locutionary actB. An illocutionary actC. A perlocutionary actD. A performative act5. According to Searle, the illocutionary point of the representative is _B_____.A. to get the hearer to do somethingB. to commit the speaker to something’s being the caseC. to commit the speaker to some future course of actionD. to express the feelings or attitude towards an existing state of affairs1. Pragmatics treats the meaning of language as something intrinsic and inherent. F2. What essentially distinguishes semantics and pragmatics is whether in the study of meaning the context of use is considered. T3. The major difference between a sentence and an utterance is that a sentence is not uttered while an utterance is. F4. Speech act theory was originated with the British philosopher John Searle. F5. Speech act theory started in the late 50’s of the 20th century. T6. Austin made the distinction between a constative and a performative. T7. Perlocutionary act is the act of expressing the speaker’s intention. F1. A __bound_____ morpheme is one that cannot constitute a word by itself.2. On, before and together are__close_____words—they are words which do not take inflectional endings.3. Bound morphemes are classified into two types: __affix__ and __root__ root.4. Pronouns, prepositions,conjunctions and articles are all_close__class items.5. handsome consists of 2 morphemes, one is the _free___ morpheme hand, the other is the __bound__ morpheme some.1.There are _C__ morphemes in the word denationalization?A. 3B. 4.C. 5.D. 62. Morphemes that represent tense, number, gender and case are called___A_ morphemes.A. inflectionalB.freeC. boundD. Derivational1. Major lexical categories are___N__, __V__, __adj__and____prep_.2. The deep structure refers to ____.3. when the affirmative sentence "Jack sold his textbooks to jill after the final examination' is transformed into "When did jack sell his textbooks to Jill?", three transformational rules are applied. they are__Do insertion__, subject-aux inversion and __Wh movement__.4. Syntactic movement is dictated by rules traditionally called __transformation______.5. The head is the word __n v a p___.1. Syntax is a subfield of linguistics that studies the sentence structure of language, including the combination of morphemes into words.F2. In English syntactic analysis, four phrasal categories are commonly recognized and discussed, namely, noun phrase, verb phrase, infinitive phrase, and auxiliary phrase. F3. A noun phrase must contain a noun, but other elements are optional.T1. Phonetics studies the phonic medium of a certain language. ( F )2. The long vowels are all tense vowels and the short vowels are all lax vowels. ( T )3. In English, pill and bill are a minimal pair, and so are pill and till, pin and ping. ( T )4. The phoneme /p/ and /b/ can occur in the same environments and they distinguish meaning, therefore they’re in phonetic complementary distribution. ( F )5. The sequential rules in English can apply to all the other languages. For example, the velar nasal /N/ never occurs in the initial position in English nor in Chinese.( F )The pharynx refers to the space of cavity between the larynx and the end of the __C____.A. tongueB. hard palateC. soft palateD. vocal cords2. A sound produced when the vocal cords are drawn wide apart, letting air go through without causing vibration is said to be___B__.A. resonantB. voicelessC. voicedD. vowel3. The obstruction created between the tip of the tongue and the alveolar ridge results in the sound ___A___.A. /t/ and /d/B. /k/ and /g/C. /p/ and /b/D. / N/ and / W/4. The phoneme is an abstract ___B_ unit.A. phonicB. phonologicalC. phoneticD. grammatical5. The sound /k/ and /g/ are separate __B____.A. allophonesB. phonemesC. morphemesD. Allomorphs。
abaqus结构分析单元类型
;this wordfile adds the code folding function which is useful to ignore rows of numbers,enjoy~;updated in 20130116, based on the wordfile "abaqus_67ef(20080603)";Syntax file for abaqus v6.12 keywords ,code folding enabled;add *ANISOTROPIC *ENRICHMENT *LOW -DISPLACEMENT HYPERELASTIC;newly add /C?"ElementType";delete DISPLACEMENT;delete MASS in /C2"Keywords2"/L29"abaqus_612" Nocase File Extensions = inp des dat msg/Delimiters = ~!@$%^&()_-+=|\/{}[]:;"'<> ,.?//Function String = "%[ ^t]++[ps][a-z]+ [a-z0-9]+ ^(*(*)^)*{$"/Function String 1 = "%[ ^t]++[ps][a-z]+ [a-z0-9]+ ^(*(*)^)[ ^t]++$"/Member String = "^([A-Za-z0-9_:.]+^)[ ^t*&]+$S[ ^t]++[(=);,]"/Variable String = "^([A-Za-z0-9_:.]+^)[ ^t*&]+$S[ ^t]++[(=);,]"/Open Fold Strings = "*" "**""***"/Close Fold Strings = "*" "**""***"/C1"Keywords1" STYLE_KEYWORD*ACOUSTIC *ADAPTIVE *AMPLITUDE *ANISOTROPIC *ANNEAL *AQUA *ASSEMBLY *ASYMMETRIC *AXIAL *BASE *BASELINE *BEAM*BIAXIAL *BLOCKAGE *BOND *BOUNDARY *BRITTLE *BUCKLE *BUCKLING *BULK *C *CAP *CAPACITY *CAST *CAVITY *CECHARGE*CECURRENT *CENTROID *CFILM *CFLOW *CFLUX *CHANGE *CLAY *CLEARANCE *CLOAD *CO *COHESIVE *COMBINED *COMPLEX*CONCRETE *CONDUCTIVITY *CONNECTOR *CONSTRAINT *CONTACT *CONTOUR *CONTROLS *CORRELATION *COUPLED *COUPLING*CRADIATE *CREEP *CRUSHABLE *CYCLED *CYCLIC *D *DAMAGE *DAMPING *DASHPOT *DEBOND *DECHARGE *DECURRENT*DEFORMATION *DENSITY *DEPVAR *DESIGN *DETONATION *DFLOW *DFLUX *DIAGNOSTICS *DIELECTRIC *DIFFUSIVITY*DIRECT *DISPLAY *DISTRIBUTING *DISTRIBUTION *DLOAD *DRAG *DRUCKER *DSA *DSECHARGE *DSECURRENT *DSFLOW*DSFLUX *DSLOAD *DYNAMIC *EL *ELASTIC *ELCOPY *ELECTRICAL *ELEMENT *ELGEN *ELSET *EMBEDDED *EMISSIVITY*END *ENERGY *ENRICHMENT *EOS *EPJOINT *EQUATION *EULERIAN *EXPANSION *EXTREME *FABRIC *FAIL *FAILURE*FASTENER *FIELD *FILE *FILM *FILTER *FIXED *FLOW *FLUID *FOUNDATION *FRACTURE *FRAME *FREQUENCY *FRICTION*GAP *GASKET *GEL *GEOSTATIC *GLOBAL *HEADING *HEAT *HEATCAP *HOURGLASS *HYPERELASTIC *HYPERFOAM *HYPOELASTIC*HYSTERESIS *IMPEDANCE *IMPERFECTION *IMPORT *INCIDENT *INCLUDE *INCREMENTATION *INELASTIC *INERTIA*INITIAL *INSTANCE *INTEGRATED *INTERACTION *INTERFACE *ITS *JOINT *JOINTED *JOULE *KAPPA *KINEMATIC*LATENT *LOAD *LOADING *LOW *M1 *M2 *MAP *MASS *MATERIAL *MATRIX*MEMBRANE *MODAL *MODEL *MOHR *MOISTURE*MOLECULAR *MONITOR *MOTION *MPC *MULLINS *NCOPY *NFILL *NGEN *NMAP *NO *NODAL *NODE *NONSTRUCTURAL*NORMAL *NSET *ORIENTATION *ORNL *OUTPUT *PARAMETER *PART *PERIODIC *PERMEABILITY *PHYSICAL *PIEZOELECTRIC*PIPE *PLANAR *PLASTIC *POROUS *POST *POTENTIAL *PRE *PREPRINT *PRESSURE *PRESTRESS *PRINT *PSD *RADIATE*RADIATION *RANDOM *RATE *RATIOS *REBAR *REFLECTION *RELEASE *RESPONSE *RESTART *RETAINED *RIGID *ROTARY*SECTION *SELECT *SFILM *SFLOW *SHEAR *SHELL *SIMPEDANCE *SIMPLE *SLIDE *SLOAD *SOILS *SOLID *SOLUBILITY*SOLUTION *SOLVER *SORPTION *SPECIFIC *SPECTRUM *SPRING *SRADIATE *STATIC *STEADY *STEP *SUBMODEL*SUBSTRUCTURE *SURFACE *SWELLING *SYMMETRIC *SYSTEM *TEMPERATURE *TENSILE *TENSION *THERMAL *TIE *TIME*TORQUE *TRACER *TRANSFORM *TRANSPORT *TRANSVERSE *TRIAXIAL *TRS *UEL *UNDEX *UNIAXIAL *UNLOADING *USER*VARIABLE *VIEWFACTOR *VISCO *VISCOELASTIC *VISCOUS *VOID *VOLUMETRIC *WAVE *WIND-AXISYMMETRIC -DEFINITION -DISPLACEMENT -SIMULATION -SOIL -TENSION /C2"Keywords2"ACTIVATION ADDED AREA ASSEMBLE ASSEMBLY ASSIGNMENT AXIAL BEHAVIOR BODY BULKCASE CAVITY CENTER CHAIN CHANGE CHARGE CLEARANCE COMPACTION COMPONENT COMPRESSION CONDITIONS CONDUCTANCE CONDUCTIVITY CONSTANTS CONSTITUTIVE CONSTRAINT CONTACT CONTROL CONTROLS COPY CORRECTION COULOMB COUPLINGCRACKING CREEP CRITERIA CRITERION CYCLICDAMAGE DAMAGED DAMPING DATA DEFINED DEFINITION DELETE DENSITY DEPENDENCE DEPENDENT DERIVED DETECTIONDIFFUSION DIRECTORY DOFS DYNAMIC DYNAMICSEFFECT EIGENMODES ELASTIC ELASTICITY ELECTRICAL ELEMENT ELSET ENVELOPE EVOLUTION EXCHANGE EXCLUSIONSEXPANSIONFACTORS FAILURE FIELD FILE FLAW FLOW FLUID FLUX FOAM FORMAT FORMULATION FRACTION FREQUENCY FRICTIONGENERAL GENERATE GENERATION GRADIENTHARDENING HEAT HOLD HYPERELASTICINCLUSIONS INERTIA INFLATOR INITIATION INPUT INSTANCE INTEGRAL INTERACTION INTERFERENCE IRONLAYER LEAKOFF LENGTH LINE LINK LOAD LOCKM1 M2 MATERIAL MATRIX MEDIUM MESH METAL MIXTURE MODEL MODES MODULI MODULUS MOTIONNODAL NODE NSET NUCLEATIONORIGIN OUTPUTPAIR PARAMETER PART PARTICLE PATH PENETRATION PLASTIC PLASTICITY POINT POINTS POTENTIAL PRAGER PRINTPROPERTYRADIATION RATE RATIOS REDUCTION REFERENCE REFLECTION REGION RELIEF RESPONSE RESULTS RETENTIONSECTION SCALING SHAPE SHEAR SOLID SOLUTION SPECTRUM STABILIZATION STATE STEP STIFFENING STIFFNESS STOPSTRAIN STRESS SURFACE SWELLING SYMMETRYTABLE TECHNIQUE TEMPERATURE TENSION TEST THERMAL THICKNESS TO TORQUE TRANSFER TRANSPORTVALUE VARIABLES VARIATION VELOCITY VIEWFACTOR VISCOSITYWAVE WEIGHT/C3"ElementType" STYLE_ELEMENTAC1D2 AC1D3 AC2D3 AC2D4 AC2D4R AC2D6 AC2D8 AC3D4 AC3D6 AC3D8 AC3D8R AC3D10 AC3D15 AC3D20 ACAX3 ACAX4ACAX4R ACAX6 ACAX8 ACIN2D2 ACIN2D3 ACIN3D3 ACIN3D4 ACIN3D6 ACIN3D8 ACINAX2 ACINAX3 ASI1 ASI2 ASI2AASI2D2 ASI2D3 ASI3 ASI3A ASI3D3 ASI3D4 ASI3D6 ASI3D8 ASI4 ASI8 ASIAX2 ASIAX3B21 B21H B22 B22H B23 B23H B31 B31H B31OS B31OSH B32 B32H B32OS B32OSH B33 B33HC3D4 C3D4E C3D4H C3D4P C3D4T C3D6 C3D6E C3D6H C3D6P C3D6T C3D8 C3D8E C3D8H C3D8HT C3D8I C3D8IH C3D8PC3D8PH C3D8PHT C3D8PT C3D8R C3D8RH C3D8RHT C3D8RP C3D8RPH C3D8RPHT C3D8RPT C3D8RT C3D8T C3D10 C3D10EC3D10H C3D10I C3D10M C3D10MH C3D10MHT C3D10MP C3D10MPH C3D10MPT C3D10MT C3D15 C3D15E C3D15H C3D15VC3D15VH C3D20 C3D20E C3D20H C3D20HT C3D20P C3D20PH C3D20R C3D20RE C3D20RH C3D20RHT C3D20RP C3D20RPHC3D20RT C3D20T C3D27 C3D27H C3D27R C3D27RH CAX3 CAX3E CAX3H CAX3T CAX4 CAX4E CAX4H CAX4HT CAX4ICAX4IH CAX4P CAX4PH CAX4PT CAX4R CAX4RH CAX4RHT CAX4RP CAX4RPH CAX4RPHT CAX4RPT CAX4RT CAX4T CAX6CAX6E CAX6H CAX6M CAX6MH CAX6MHT CAX6MP CAX6MPH CAX6MT CAX8 CAX8E CAX8H CAX8HT CAX8P CAX8PH CAX8RCAX8RE CAX8RH CAX8RHT CAX8RP CAX8RPH CAX8RT CAX8T CAXA4HN CAXA4N CAXA4RHN CAXA4RN CAXA8HN CAXA8NCAXA8PN CAXA8RHN CAXA8RN CAXA8RPN CCL12 CCL12H CCL18 CCL18H CCL24 CCL24H CCL24R CCL24RH CCL9 CCL9HCGAX3 CGAX3H CGAX3HT CGAX3T CGAX4 CGAX4H CGAX4HT CGAX4R CGAX4RH CGAX4RHT CGAX4RT CGAX4T CGAX6 CGAX6HCGAX6M CGAX6MH CGAX6MHT CGAX6MT CGAX8 CGAX8H CGAX8HT CGAX8R CGAX8RH CGAX8RHT CGAX8RT CGAX8T CIN3D12RCIN3D18R CIN3D8 CINAX4 CINAX5R CINPE4 CINPE5R CINPS4 CINPS5R COH2D4 COH2D4P COH3D6 COH3D6P COH3D8COH3D8P COHAX4 COHAX4P CONN2D2 CONN3D2 CPE3 CPE3E CPE3H CPE3T CPE4 CPE4E CPE4H CPE4HT CPE4I CPE4IHCPE4P CPE4PH CPE4R CPE4RH CPE4RHT CPE4RP CPE4RPH CPE4RT CPE4T CPE6 CPE6E CPE6H CPE6M CPE6MH CPE6MHTCPE6MP CPE6MPH CPE6MT CPE8 CPE8E CPE8H CPE8HT CPE8P CPE8PH CPE8R CPE8RE CPE8RH CPE8RHT CPE8RPCPE8RPH CPE8RT CPE8T CPEG3 CPEG3H CPEG3HT CPEG3T CPEG4 CPEG4H CPEG4HT CPEG4I CPEG4IH CPEG4R CPEG4RHCPEG4RHT CPEG4RT CPEG4T CPEG6 CPEG6H CPEG6M CPEG6MH CPEG6MHT CPEG6MT CPEG8 CPEG8H CPEG8HT CPEG8RCPEG8RH CPEG8RHT CPEG8T CPS3 CPS3E CPS3T CPS4 CPS4E CPS4I CPS4R CPS4RT CPS4T CPS6 CPS6E CPS6M CPS6MTCPS8 CPS8E CPS8R CPS8RE CPS8RT CPS8TDASHPOT1 DASHPOT2 DASHPOTA DC1D2 DC1D2E DC1D3 DC1D3E DC2D3 DC2D3E DC2D4 DC2D4E DC2D6 DC2D6E DC2D8DC2D8E DC3D10 DC3D10E DC3D15 DC3D15E DC3D20 DC3D20E DC3D4 DC3D4E DC3D6 DC3D6E DC3D8 DC3D8E DCAX3DCAX3E DCAX4 DCAX4E DCAX6 DCAX6E DCAX8 DCAX8E DCC1D2 DCC1D2D DCC2D4 DCC2D4D DCC3D8 DCC3D8D DCCAX2DCCAX2D DCCAX4 DCCAX4D DCOUP2D DCOUP3D DGAP DRAG2D DRAG3D DS3 DS4 DS6 DS8 DSAX1 DSAX2EC3D8R EC3D8RT ELBOW31 ELBOW31B ELBOW31C ELBOW32 EMC2D3 EMC2D4 EMC3D4 EMC3D8F2D2 F3D3 F3D4 FAX2 FLINK FRAME2D FRAME3D FC3D4 FC3D6 FC3D8 GAPCYL GAPSPHER GAPUNI GAPUNIT GK2D2 GK2D2N GK3D12M GK3D12MN GK3D18 GK3D18N GK3D2 GK3D2N GK3D4LGK3D4LN GK3D6 GK3D6L GK3D6LN GK3D6N GK3D8 GK3D8N GKAX2 GKAX2N GKAX4 GKAX4N GKAX6 GKAX6N GKPE4 GKPE6GKPS4 GKPS4N GKPS6 GKPS6NHEATCAPIRS21A IRS22A ISL21A ISL22A ITSCYL ITSUNI ITT21 ITT31JOINT2D JOINT3D JOINTCLS3S LS6MASS M3D3 M3D4 M3D4R M3D6 M3D8 M3D8R M3D9 M3D9R MAX1 MAX2 MCL6 MCL9 MGAX1 MGAX2PC3D PIPE21 PIPE21H PIPE22 PIPE22H PIPE31 PIPE31H PIPE32 PIPE32H PSI24 PSI26 PSI34 PSI36Q3D4 Q3D6 Q3D8 Q3D8H Q3D8R Q3D8RH Q3D10M Q3D10MH Q3D20 Q3D20H Q3D20R Q3D20RHR2D2 R3D3 R3D4 RAX2 RB2D2 RB3D2 ROTARYIS3 S3T S3R S3RS S3RT S4 S4T S4R S4RT S4R5 S4RS S4RSW S8R S8R5 S8RT S9R5 SAX1 SAX2 SAX2T SAXA1NSAXA2N SC6R SC6RT SC8R SC8RT SFM3D3 SFM3D4 SFM3D4R SFM3D6 SFM3D8 SFM3D8R SFMAX1 SFMAX2 SFMCL6 SFMCL9SFMGAX1 SFMGAX2 SPRING1 SPRING2 SPRINGA STRI3 STRI65T2D2 T2D2E T2D2H T2D2T T2D3 T2D3E T2D3H T2D3T T3D2 T3D2E T3D2H T3D2T T3D3 T3D3E T3D3H T3D3TWARP2D3 WARP2D4。
大学英语语言学练习题(考试必考题)
I. 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.1. Clear [1]and dark [ł] are allophones of the same one phoneme /1/.They never take the same position in sound combinations, thus they are said to be in c omplementary distribution. (P24)2. M orphology is the smallest meaningful unit of language. (P32)3. Consonant sounds can be either voiceless or voiced, while all v owel sounds are voiced. (P16)4. In making conversation, the general principle that all participants are expected to observe is called the C ooperative principle proposed by J. Grice. (P86-87)5. Language exists in time and changes through time. The description of a language at some point of time is called a s ynchronic study of language. (P4)6. An essential difference between consonants and vowels is whether the air coming up from the lungs meets with any o bstruction when a sound is produced. (P18)7. XP may contain more than just X. For example, the NP “the boy who likes this puppy” consists of Det, N and S, with Det being the s pecifier, N the head and S the complement. (P46)9. While the meaning of a sentence is abstract and decontextualized, that of an u tterance is concrete and context-dependent. (P70)11. P sycholinguistics relates the study of language to psychology. It aims to answer such questions as how the human mind works when people use language. (P70)12. A d iachronic study of language is a historical study, it studies the historical development of language over a period of time. (P70)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 of meaningful units at the higher level. This design feature is called d uality. (P70)14. The articulatory apparatus of a human being is contained in three important areas: the pharyngeal cavity, the o ral cavity and the nasal cavity. (P15)16. S uprasegmental features such as stress, tone and intonation can influence the interpretation of meaning. (P70)18. H omonymy refers to the phenomenon that words having different meanings are identical in sound or spelling, or in both. (P70)19. The three branches of phonetics are labeled as a rticulatory phonetics, auditory phonetics and acoustic phonetics respectively. (P15)21. S yntax_ studies the sentence structure of language. (P70)22. The noun “tear” and the verb “tear” are h omonymy. (P70)23. S peech act theory is an important theory in the pragmatic study of language. (P70)24. The modern linguistics is d escriptive, not prescriptive, and its investigations are based on authentic and mainly spoken language data. (P70)25. Langue refers to the language system shared by a community of speaker while p arole contrasted with langue is the concrete act of speaking in actual situations by an individual speaker. (P70)26. In semantic triangle, the relation between a word and a thing it refers to is not direct, and it is mediated by c oncept. (P70)27. H. Sweet made a distinction between narrow and b road transcription. (P70)28. In the cooperative principle, Grice introduced four categories of maxims. They are maxim of quality, maxim of quantity, maxim of r elation and maxim of manner. (P70)29. P ragmatics is the study of language in use. (P70)30. H istorical linguistics studies language change or historical development of language. (P70)II. Directions:Decide 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.( T )1. Language is arbitrary in the sense that there is no intrinsic connection between words and what these words actually refer to.( T ) 2. 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.( T ) 3. 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.( T ) 4. In modern linguistic studies, the spoken form of language is given more emphasis than the written form for a number of reasons.( F ) 5. The compound word “reading-room”is the place where a person can read books. This indicates that the meaning of a compound is the sum total of the meanings of its components.( T ) 6. Only when a maxim under Cooperative Principle is blatantly violated and the hearer knows that it is being violated do conversational implicatures arise.( T ) 7. In English, long vowels are also tense vowels because when we pronounce a long vowel such as /i:/,the larynx is in a state of tension.( T ) 8. An important difference between traditional grammarians and modern linguists in their study of language is that the former tended to over-emphasize the written form of language and encourage people to imitate the “best authors” for language usage.( T ) 9. The open-class words include prepositions.( T ) 10. According to semantic triangle, there is no direct link between a symbol and referent, i.e. between a word and a thing it refers to.( T ) 11. The relationship of “flower”, “violet”, “rose” and “tulip” is hyponymy.( F ) 12. Only words of the same parts of speech can be combined to form compounds. (sunrise) ( T ) 13. Linguists believe that whatever occurs in the language people use should be described and analyzed in their investigation.( F ) 14. The conclusions we reach about the phonology of one language can be generalized into the study of another language.( F ) 15. The meaning-distinctive function of the tone is especially important in English because English, unlike Chinese, is a typical tone language.( F ) 16. When we think of a concept, we actually try to see the im age of something in our mind’s eye every time we come across a linguistic symbol.( F ) 17. All utterances can be restored to complete sentences. For example, “Good morning!” can be restored to “I wish you a good morning.”( T ) 18. Any child who is capable of acquiring some particular human language is capable of acquiring any human language spontaneously and effortlessly.( F ) 19. According to N. Chomsky, ”competence”is the actual realization of his knowledge in utterance.( F ) 20. The English spelling exactly represents its pronunciation.( F ) 21. All the grammatically well-formed sentences are semantically well-formed.( T ) 22. Pragmatics studies the aspect of meaning that is not accounted for by semantics.( F ) 23. An illocutionary act is the consequence of or the change brought about by the utterance. ( T ) 24. Language is a system of arbitrary vocal symbols used for human communication.( T ) 25. The writing system of a language is always a later invention used to record speech; thus there are s till many languages in today’s world that can only be spoken, but not written.( F ) 26. In classifying the English consonants and vowels, the same criteria can be applied.( F ) 27. Parole refers to the abstract linguistic system shared by all the members of a speechcommunity.( T ) 28. Conversational implicature is a kind of implied meaning, deduced on the basis of the conventional meaning of words together with the context, under the guidance of the CP and its maxims.( F ) 29. Pragmatic failure may occur in cross-cultural communication, i.e. between speakers of different cultural backgrounds, but not occur in intra-cultural communication i.e. between speakers of the same cultural background.( T ) 30. Sense and reference are two terms often encountered in the study of meaning.III. Directions: Explain the following terms, using one or two examples for illustration when necessary.1. diachronic linguisticsLinguistics that studies language over a period of time, also known as historical linguistics, e.g. the study of the Chinese language since the end of the Qing dynasty up to the present.2. synchronic linguisticsLinguistics that studies language at one particular point of time, e.g. the study of the kind of English used during Shakespeare’s time.3. LanguageLanguage is a system of arbitrary vocal symbols used for human communication.4. contextContext is generally considered as constituted by the knowledge shared by the speaker and the hearer.5. blendingA process of forming a new word by combining parts of other words. E.g. smog--- smoke + fog.6. referenceReference is what a linguistic form refers to in the real world; it is a matter of the relationship between the form and the reality.7. broad transcriptionBroad transcription is the transcription with letter symbols only. It is the transcription normally used in dictionaries and teaching textbooks.8. a minimal pairA pair of sound combinations which are identical in every way except one sound segment which occurs in the same position in the strings, e.g. /pit/ and /bit/.9. homonymyHomonymy refers to the phenomenon that words having different meanings are identical in sound or spelling, or in both. eg. night / knight; lead v. / lead n.; fast adj. / fast v.10. hyponymyIt refers to meaning inclusiveness, that is, the sense relation between a more general, more inclusive word and a more specific word. e.g. The relationship of “flower”, “violet”, “rose” and “tulip” is hyponymy.11. cultural transmission (as a defining feature of human language)One of the major defining features of human language. Humans are born with the ability to acquire a language, but different from animals, the actual use of human language is not genetically transmitted, rather it is culturally transmitted, i.e. it has to be taught and learnt.12. allophonesAllophones are the different phones that represent a phoneme in different phonetic environments. 13. morphologyMorphology is a branch of grammar which studies the internal structure of words and the rules by which words are formed.14. dualityLanguage 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 of meaningful units at the higher level. This design feature is called duality.15. pragmaticsIt refers to the study of language in use.16. bound morphemeThe morphemes that do not occur alone.17. arbitrarinessThe forms of linguistic signs bear no natural relationship to their meaning.18. syntaxSyntax studies the sentence structure of language.IV. Answer the following questions.1. What are the four maxims under the cooperative principle? (P86-87)According to Grice, there are four maxims under the cooperative principle:A. The maxim of quantity1) Make your contribution as informative as required(for the current purpose of the exchange) .2) Do not make your contribution more informative than is required.B. The maxim of quality1) Do not say what you believe to be false.2) Do not say that for which you lack adequate evidence.C. The maxim of relationBe relevant.D. The maxim of manner1) Avoid obscurity of expression.2) Avoid ambiguity.3) Be brief ( avoid unnecessary prolixity) .4) Be orderly.2. How are sentence meaning and utterance meaning related, and how do they differ? (P79) The meaning of a sentence is abstract and de-contextualized, while the meaning of an utterance is concrete and context-dependent. Utterance meaning is based on sentence meaning, and it is the realization of the abstract meaning of a sentence in a real situation of communication, or simply in a context.3. How is Saussure’s distinction between langue and parole similar to Chomsky’s distinction between competence and performance? What do they differ? ( P4-5)1) Langue refers to the abstract linguistic system shared by all the members of a speech community, and parole refers to the realization of langue in actual use. Chomsky defines competence as the ideal user’s knowledge of the rules of his language, and performance the actual realization of this knowledge in linguistic communication.2) Both Saussure and Chomsky make the distinction between the abstract language system and theactual use of language. Their purpose is to single out the language system for serious study. Similar to Saussure, Chomsky thinks what linguist should study is the ideal speaker’s competence, and the task of linguists is to discover and specify the rules of language.3) Two linguists differ in that Saussure took a sociological view of language, while Chomsky looks at language from a psychological point of view.4. What are the differences between modern linguistics and traditional grammar? (P5-6)A. Linguistics is descriptive, not prescriptiveB. Linguistics regards the spoken language as primary, not the written.C. Linguistics differs from traditional grammar in that it does not force languages into a Latin-based framework.5. What is the speech act theory advanced by John Austin? (P80-81)Speech act theory is the first major theory in the pragmatic study of language, which was originated with John Austin and aims to answer the question “Wh at do we do when using language”. First, he made a distinction between “constatives”(述事话语)and “performatives”(行事话语). Later on, he set up another model to explain the way acts were performed by means of language. According to his new model, a speaker might be performing three acts simultaneously when speaking: that is, The locutionary act(言内行为)----an act of saying something, i.e. an act of conveying literal meaning by means of syntax, lexicon and phonology.The illocutionary ac t(言外行为)----an act of expressing the speaker’s intention; it is the act performed in saying something.The perlocutionary act(言后行为)----an act performed by or resulting from saying something.6. Analyze the illocutionary acts of the following seemingly incoherent conversation between a couple:---- (the telephone rings)---- H: That’ the phone. (1)---- W: I’m in the bat hroom. (2)---- H: Okay. (3)This seemingly incoherent conversation goes on successfully because the speakers understand each other’s illocutionary acts:(1) Making a request of his wife to go and answer the phone.(2) A refusal to comply with the request; issuing a request of her husband to answer the phone instead.(3) Accepting the wife’s refusal and accepting her request, meaning “all right, I’ll answer it.”7. What are the design features of language? What does each refer to? (P8-10)The most important five are: Arbitrariness; Productivity; Duality; Displacement; Cultural transmission.Each refers to the following respectively: ……………………… (答案略,参见课本P8-10)8. What is a phone? How is it different from a phoneme? How are allophones related to a phoneme? (P23-24)A phone is a phonetic unit or segment. The speech sounds we hear and produce during linguistic communication are all phones. A phoneme is a phonological unit; it is a unit that is of distinctive value. It is not any particular sound, but rather it is represented or realized by a certain phone in a certain phonetic context. The different phones which can represent a phoneme in different phonetic environments are called the allophones of that phoneme. For example, the phoneme /l/ in English can be realized as dark [ɫ], clear [l], etc. which are allophones of the phoneme /l/.。
语言学名词解释及知识点(1)
语言学名词解释及知识点1.Linguistics is the scientific study of language.ngugage is a system of arbitrary vocal symbols used for human communication.3.Design features refer to the defining properties of human language that distinguish it from any animal system of communication.(1)Arbitrariness任意性refers that there is no logic or intrinsic固有的relationship between form(sound) and meaning.(2)Duality双重性means the property of having two levels of structures, such that units of the primary level arecomposed of elements of the secondary level and each of the two levels has its own principles of organization.(3)Productivity多产性means language is resourceful because of its duality and recursiveness.(4)Displacement means language can be used to refer to contexts removed from the immediate situations of the speaker.(5)Cultural transmission: language is not biologically transmitted from generation to generation. The details of thelinguistic system must be learned by each speaker.(6)Interchangeability互换性means that any human being can be both a producer and a receiver of messages.nguage is human unique.5.Six prmary factors of any speech event and language functions(Closing Statement: Linguistics and Poetics 1960 Jakobson):(1)context语境——referential(to convey message and information)(2)message——poetic(to indulge in language for its own sake)(3)addresser陈述人——emotive(to express attitudes,feelings and emotions)(4)addressee受话人——conative(to persuade and influence others through commands and requests)(5)contact接触方法——phatic(to establish communion with others)(6)code编码(手语等)——metalingual元语言的(to clear up表达intentions and meanings)nguage Functions: Informational信息功能;Interpersonal人际功能;Performative施为功能;Emotive;Directive;Phatic communion寒暄功能;Metalingual(the analysis of language itself);Recreational7.Scope of Linguistics(1)Microlinguistics微观语言学: sound: phonetic语音学, phonology音系学; form:morphology形态学, syntax句法学;meaning: semantics语义学; pragmatics语用学(2)Macrolinguistics宏观语言学: interdisciplinary交叉学科, sociolinguistics社会语言学, psycholinguistics心理语言学,applied linguistics应用语言学, anthropological linguistics人类语言学, computational linguistics计算机语言学8.Key Concepts in Linguistics(1)Descriptive描写means the linguistic study aims to describe and analyze the language people actually use.(2)Prescriptive规定means the linguistic study aims to lay down rules for correct and standard behavior in usinglanguage to tell people what they should say and not say.(3)Synchronic共时in which languages are treated as self-contained systems of communication at any particular time 时间点(4)Diachronic历时in which the changes to which languages are subject in the course of time and treated historically.时间段(5)Langue语言is the set of conventions and rules, it is abstract and relatively stable.(6)Parole言语is the concrete use of the conventions and the application of the rules, it is concrete and varies fromperson to person, and from situation to situation.(7)Competence语言能力is the ideal user’s knowledge of the rules of his or her language.(8)Performance语言表现is the actual realization of this knowledge in linguistic communication. (NoamChomsky Aspects of the Theory of Syntax in 1965)9.Phonetics语音学is defined as the scientific study of speech sounds, especially on its production, transmission and perception.10.Consonants辅音are sounds produced by obstructing the flow of air in the oral cavity.11.Vowels元音are produced when the air stream meets with no obstruction.12.Phonology音系学is the study of sound patterns and sound systems of a specific language. It aims to discover the principles that governs the way sounds are organized in languages, and to explain the variations that occur.13.Relationship between phonetics and phonology;(1)Phonetics is the basis for phonological study while phonology is the extension of phonetics.(2)Phonetics is gloal while phonology is local.(3)Phonetic transcription音标is in [ ] (square brackets) while ponemic transcription is in / / (slashes).14.Phoneme音位is a phonological unit which is the smallest unit of sound in a language and which can distinguish two words.(phonology)15.Phone音素is a phonetic unit or segment. The speech sounds we hear and produce during linguistic communication are all phones.But a phone does not distinguish meaning. (phonetics)16.Allophone音素的变位means the different phones which can represent a phoneme in different phonetic environment are called the allophones of that phoneme.17.Tone is useless in English. (X) ; English is tone-language. (X)18.Morphology形态学is the study of word-formation and the study of the internal structure of words, or the rules by which words are formed from smaller components, that is morphemes.19.Morpheme词素is the minimal unit in terms of relationship between expression and content(form and meaning), a unit which can not be devided without destroying or drastically极端地altering the meaning, whether it is lexical or grammatical.20.Word is a minimum free form which is stable and relatively uninterruptible.21.Allomorph语素变体is any of the different shapes or phonetic forms of a morpheme. (cats,dogs,horses中的s,z,iz是复数词尾s的变体)22.Word-formation: compounding复合词(blackboard,wedding-ring,coffee table); derivation派生(happy-unhappy); coinage新造词; blending合成词(brunch,smog); back-formation逆生词(commentate is a back-formation from commentator); clipping缩减; acronymy缩写; analogical creation类比创造; borrowing借词23.Types of Morphemes:(1)Affix词缀is the type of formative that can be used only when added to another morpheme.(2)Root词根is the base form of a word that cannot be further analyzed without total loss of identity.(free:friend;bound:-ceive)(3)Stem词干is a morpheme or combination of morphemes to which an affix may be added, eg.possibility+esparing inflectional屈折(不改变意义和词类,只能是后缀;三单,-ed,-ing,-en,pl,所有格,-er/-est) and derivational派生morphemes:①In terms of productivity②Whether the word class of the stem词干is changed or not③Grammatical need vs semantic need④Order: derivational morpheme + inflectional morpheme⑤Suffix后缀: derivational + inflectional; Prefix前缀: derivational25.Syntax is the study of the internal structure of sentences(clauses and phrases) and the rules that govern the formationof sentences.26.Morphology + Syntax= Grammar27.Autonomy自主性of syntax is the unique feature.28.Endocentric向心structure is one whose distribution is functionaly equivalent to that of one or more of its constituents. There is a head中心语. (NP,VP,PP,AP,TP)29.Exocentric离心structure refers to a group of syntactically related words where none of the words is functionally equivalent to the group as a whole, There is no head.30.Systemic Functional Grammar系统功能语法:related to social settingsGenerative Grammar生成语法(形式语言学,Chomsky):do not care about social settings31.Semantics语义学is the study of the meaning of linguistic units, words and sentences in particular.32.Reference指称意义means the relationship between the linguistic form and what it refers to in the non-linguistic world of experience or physical world.33.Sense is the inherent固有的meaning of the linguistic form; the collection of all the features of the linguistic form. It is abstract and decontextualized.34.Contextualism: one can derive meaning from observable contexts which include situational context and the linguistic context.35.Behaviorism: meaning is the situation in which the speaker utters it and the response it calls for the in the hearer.36.Semantic Componential Analysis语义成分分析法is the approach that analyze word meaning by decomposing is into its atomic features. It shows the semantic feature of a word.37.Pragmatics语用学is the study of meaning in context, the study of speakers’ meaning and the study of utterance meaning.38.Pragmatics = Meaning - Semantics39.Utterance 话语meaing: units of language in useSentence meaning: abstract units of the language system.40.Context is the knowledge shared by the speaker and the hearer.41.Speech act theory 言语行为理论由Austin 提出How to Do Things with Words 196242.Locutionary act以言指事(言内行为)is the act of saying something in the full sense of “say”.43.Illocutionary act以言形事(言外行为)is the act performed in saying something.Illocutionary force: the most interesting part for pragmatic study.44.Perlocutionary acty以言成事(言后行为)is the act preformed by or as a result of saying, the effects on the hearer.45.Cooperative Principle(CP)合作原则——The essential thesis: Make your contribution such as required at the stage at which it occurs by the accepted purposes or direction of the talk exchange in which you are engaged.四个准则:maxim of quantity 数量准则;maxim of quality 质量准则(修辞);relation;manner46.Sociolinguistics社会语言学is the subfield of linguistics that studies language in relation to society. It is interested in how social factors influence the structue and use of language.47.The key issue in sociolinguistics is variation.nguage and Gender(1)Major ideas concerning language and gender:①Men and women speak differently.②Language is discriminatory against women.(2)Features of women’s language①Frequent use of hedges like “I’m afraid that…”, “I’m not sure but…”, “kind of ”, and “sort of “.②Abundant use of tag question as in “The lecture is terribly interesting, isn’t it?”③Greater use of qualifiers and intensifiers than men: “awfully”, “lovely”, “terribly”, and “fascinating”, among others.④Preference for use of the standard form of a language, and more polite than men’s language(3)Language sexism①Job stereotypes: nurse, teacher, clerk, president②In word-formation: author/ authoress, actor/ actress, widow寡妇/ widower鳏夫, hero/ heroine③In meaning: governor/ governess保姆; master/ mistress情妇。
微软软件开发人员级别评定标准(英文)
微软软件开发人员级别评定标准(英文)微软软件开发人员级别评定标准(英文)SDE Level Summaries In counseling developers on career progression, I’ve found that the CSP descriptions,though rich in detail, are sometimes too complex for developers to internalize the oneor two things they should focus on. Here, I try to summarize my take on developercareer progression at Microsoft.-Philip SuMain ReferencesThe following are key references which are the definitive sources describing devprogression. My opinions do not supplant these documents.Career Stage Profiles (CSPs) for developers. This describes all the SDEcareer stages.A summary of career stage progression for developers. This is the officialdoc that attempts to summarize progression.Engineering Competencies. People often forget that career progressionis about demonstrating the skills of a career stage and also about havingthe necessary competencies. The competencies are just as important.OverviewsCareer stages are meant to describe someone who is consistently performing at acertain scope. It takes time for a person to consistentlydemonstrate a skill, sopromotions happen after a person has shown repeated success in the required areas.Overviews of the stages are given below, followed by concrete examples of each stage.“He” is used throughout as a gender-neutral designation.SDEAn SDE is learning to consistently contribute as an experienced Microsoft developer. Heshows ownership of individual features. Though he needs closer direction earlier in thisstage, he functions independently later in the stage.SDE IIThis is the first stage at which a developer consistently and independently demonstratesstrong competencies across the key developer responsibilities: designing, scheduling,implementing, debugging, and shipping. An SDE II owns complex components orfeature areas end-to-end.Senior SDEA Senior SDE is a leader within his feature team, regardless of whether he managesothers. He independently introduces and drives initiatives that improve the featureteam. He exemplifies the best of core developer skills when designing, scheduling,implementing, debugging, and shipping. His scope spans the entire feature team.Principal SDEA Principal SDE is a leader across a product team, regardless of whether he managesothers. He independently introduces and drives initiatives that improve both theproduct team and other functions (PM/Test). His decisions reflect an understanding ofthe division’s strategy and a vision that spans multiple versions of the product. Heparticipates in defining the team’s strategy versus competition.Concrete ExamplesBelow are given some concrete examples of what each level should be doing at anAchieved rating. Skills should be demonstrated consistently and repeatedly, and sorecognition via a promotion usually trails the initial development of the necessary skillsby a good bit. Promotions require not only that the skills be present, but that therehave been enough opportunities for those skills to be consistently demonstrated. Inthat sense, p romotions aren’t meant to reflect talent or potential; instead, they reflectwhat’s been demonstrated repeatedly.Averages for time in level are listed below. They are taken from SteveSi’s combined org(Windows Live & Search) from 2006.L59-62: 21 months in each levelL63-65: 31 months in each levelNote that promotions are never based on the amount of time that someone has been ina level. Promotions are assessed purely based on repeatedly demonstrated skills andcompetencies. The progression into increasingly more senior levels usually takes longerwith each level.Level designations are only valid for the US. International locations may have a differentmapping from level to CSP.L59Summary: Learning to develop at Microsoft.Scope: Portions of individual featuresIndependence: Requires close guidance, multiple times a weekCore developer skillsoDesign: Learning how to design features well.oScheduling: Plans and delivers ~1-2 weeks’ work on time in high quality.ooCoding: Learning to produce Microsoft-quality code. Code reviews feature feedback about syntax, naming, clarity,structuring, and factoring.oDebugging: Able to debug his own features.oShipping: Fixes assigned bugs.?Common blockers to the next level: Very rare unless SDE is not the rightfit.CSP: At Achieved, is doing a majority of SDE’s “Full” expectationsL60Summary: Feature contributor, gaining depth in core skills.Scope: Individual featuresIndependence: Requires regular guidance, up to multiple times a week?Core deve loper skillsoDesign: Designs isolated features well.oScheduling: Plans and delivers ~2-4 weeks’ work on time in high quality.oCoding: Regularly produces Microsoft-quality code. Code reviews may occasionally feature feedback on clarity, structuring, and factoring.oDebugging: Able to debug most features in his feature area.oShipping: Fixes assigned bugs and gives input to triage.?Common blockers to the next level: Not adapting to feedback on core dev skills, not effectively learning from past mistakes quickly.CSP: At Achieved, is doing almost all of SDE’s “Full” expectationsL61Summary: Consistent, experienced, independent Microsoft contributor?Scope: Owner of a feature areaIndependence: Makes most feature decisions independently, but may need guidance on prioritization.Core developer skillsoDesign: Designs feature areas and components well.oScheduling: Plans and delivers 4+ weeks’ work independentlywith no necessary adjustments to the schedule.oCoding: Consistently produces Microsoft-quality code. Codereviews should rarely feature feedback on structuring andfactoring, and never on naming, syntax, and clarity.oDebugging: Able to debug entire feature area. Appliesadvanceddebugging tools when appropriate.oShipping: Gives significant input to triage, may participate in key ship decisions.Common blockers to the next level: Not advancing one’s expertise through learning new tools, researching established or emergingengineering practices, and continually improv ing one’s productivi ty. Notinvesting deeply enough in understanding a technology area. Not owningresponsibilities end-to-end.CSP: At Achieved, is doing a majority of SDE II’s “Full” expectationsL62Summary: Expert developer, notably higher productivity than morejunior developers.Scope: Owner of a feature area, considered an expert developer andacentral part of the feature team.Independence: Makes component decisions independently. Suggestseffective improvements to the feature team.Core developer skillsoDesign: Expertly designs components using appropriate patterns.oScheduling: Plans and delivers ~8 weeks’ work independentlywith no necessary adjustments to the schedule. Experienced andeffective in checking others’ schedules.oCoding: Consistently produces Microsoft-quality code. Is notably more productive than more junior developers because he knowsand applies the right tools and strategies, anticipates and avoids roadblocks, and keeps quality consistently high throughoutdevelopment.oDebugging: Expertly debugs entire component, able to effectively debug other components. Bug fixing throughput is notably higher than more junior developers. Discovers and evangelizes betterdebugging tools.oShipping: Makes solid triage recommendations that balancecustomer need, business need, and component risk. Participatesin key ship decisions.Common blockers to the next level: Many developers do not get past this level because they don’t transition from “doing” to “leading.”Blockers may include lack of independent initiative, lack of business- andcustomer-grounded perspective, and lack of interpersonal leadership skills.CSP: At Achieved, is doing almost all of SDE II’s “Full” expectationsL63Summary: Feature area leader, exemplary developerScop e: Owner of a complex component or multiple feature areas.Impacts the work of multiple developers regardless of whether he manages them.Independence: Makes component decisions independently and guides others to as well. Initiates and drives improvements to the feature team.Independently establishes effective relationships with other teams.Core developer skillsoDesign: Expertly designs complex components and overseesothers’ designs.oScheduling: Plans and delivers the work of multiple developers on time and in high quality.ooCoding: Produces exemplary code that consistently sets the bar for expert developers. Coaches others to produce high qualitycode.oDebugging: Not significantly different from L62oShipping: Key decision maker in component and feature areatriage.Common blockers to the next level: Not moving from in-disciplineleadership to leading all team members regardless of discipline. Not consistently influencing others beyond the feature team. Notestablishing and driving relationships with other teams/divisionsthatresult in clear business impact.CSP: At Achieved, is doing a majority of Senior SDE’s “Full” expectationsL64Summary: Team-wide leaderScope: Owns complex components or a small product. Impacts the work of multiple developers regardless of whether he manages them, andaccountable for the effective functioning of the entire feature team.Recognized as a strong contributor by other teams in the division.Independence: Makes feature team decisions independe ntly. Coaches and guides the other functions. Initiates and drives improvements to theproduct team. Independently establishes effective relationships with other teams.Core developer skills: Above L63, expectations of the coredeveloperskills don’t change much. Continued growth is dependent primarilyonscope growth and leadership ability.oDesign: Not significantly different from L63. Expected toregularly oversee the design of others.oScheduling: Not significantly different from L63.oCoding: Not significantly different from L63.oDebugging: Not significantly different from L63.oShipping: Key decision maker in product triage. Coaches othersin making ship decisions.Common blockers to the next level: Not becoming a clear leader acrossthe division that consistently delivers significant business valueby drivingand influencing the work of many employees. Lacking a key soft skill orability to work collaboratively with others. Not consistently initiating anddriving improvements to the entire product team. Not contributin g regularly to the product team’s business and technology strategy.CSP: At Achieved, is doing almost all of Senior SDE’s “Full” expectationsL65Summary: T eam-wide leader with regular division-wide impactScope: Owns a large subsystem or a major product. Impacts the work ofthe entire engineering team regardless of whether he manages people, and accountable for the effective functioning of the entire team.Recognized as a leader by other teams in the division.Inde pendence: Makes product team decisions independently. Coaches and guides other functions. Initiates anddrives improvements to the product team. Independently establishes effective relationships with other teams or divisions.Core developer skills: Exp ectations of the core developer skills don’tchange much from L64. Continued growth is dependent primarily on scope growth and leadership ability.CSP: At Achieved, is doing a majority of Principal SDE’s “Full”expectations。
(NEW)胡壮麟《语言学教程》(第5版)配套题库【考研真题精选+章节题库】
7. One of the important distinctions in linguistics is _____ and performance. (人大2006研) 【答案】competence 【解析】语言能力指理想的语言使用者关于语言规则的语言知识,语言 应用指语言交际中关于语言规则知识的实际使用。
因为大多数动物的“语言”需要“即时刺激控制”。
18. The most serious defect concerns the use of semantic markers like (Human) and (Male), which, more usually called semantic components are elements of an artificial _____.(北京邮电大学2014研) 【答案】metalanguage 【解析】本题考查成分分析的弊端。通过语义特征来进行成分分析的一 大弊端是这些意义特征使用的是人工化的元语言,元语言本身的含义也 需进一步解释。
我最喜欢的科目数学英语作文初一
我最喜欢的科目数学英语作文初一My Favorite Subjects: Math and EnglishSchool has always been a big part of my life. Ever since I was a little kid, I looked forward to going to class and learning new things. While I enjoy most of my subjects, there are two that stand out as my absolute favorites: math and English. These two subjects challenge me in different ways and allow me to exercise different parts of my brain. Math is all about logic and problem-solving, while English is more about creativity andself-expression. Together, they create the perfect balance for me.Let's start with math, since that's the subject I've loved for the longest time. I can still remember back in kindergarten when we were just learning to count and add single-digit numbers. I thought it was so cool how you could take these simple symbols and combine them in different ways to represent quantities and solve problems. From those early days of basic arithmetic, math just kept getting more and more fascinating as I learned about bigger numbers, decimals, fractions, algebra, geometry, and so on.What I love most about math is how it makes sense. There are clear rules that numbers follow, and if you understand thoserules, you can make all kinds of calculations and solve the trickiest equations. It's like a big puzzle that you slowly learn how to put together piece by piece until it all clicks. When you finally arrive at the right answer after pages of working through a tough problem, it's such a satisfying feeling of accomplishment.Math problems are a great mental workout as well. Sometimes I'll be stuck on a problem for what feels like forever, trying out different strategies and working through the logic step-by-step. But when I eventually get there, I feel like I've gone through a vigorous brain training session. Being able to think through complex processes and break down hairy problems into smaller parts is a useful skill for all areas of life, not just math class.Another thing I love about math is the real-world applications. You might think that algebra and geometry are just abstract school topics, but they actually describe the working of the universe all around us. The principles of math help engineers design bridges and skyscrapers. They guide rocket scientists in launching spacecraft. They even model the movements and interactions of subatomic particles. Pretty much every important technological advancement of the modern era has relied on mathematical insights and calculations. Knowing math isn't justrequired for taking tests – it's a powerful tool for understanding how our world operates.As much as I love the logic and real-world relevance of mathematics, there's another side of my brain that craves creativity and self-expression. That's where my passion for English comes in. While math relies on rigid rules and proven formulas, English is a beautifully flexible language that lets me explore abstract concepts and share my innermost thoughts through writing and speaking.I can still remember the first time I truly appreciated the power of the written word. We had to write a short story in 3rd grade about what we would do if we had a super power, and I had so much fun dreaming up an elaborate tale about using super strength to protect my city from villains. I loved having total freedom to let my imagination run wild and crafting a narrative that would hopefully captivate my classmates.From that point on, I looked forward to every creative writing assignment. Whenever we had to write stories, poems, or personal essays, I would lose all track of time as I became fully immersed in stringing together carefully chosen words and phrases to express my ideas as vividly as possible. I experimented with different writing styles, spent hours agonizingover the perfect metaphor, and took great pride in crafting a strong opening hook and powerful conclusion.At the same time, I also grew to appreciate reading more and more as my English skills advanced. I loved getting caught up in the magic of fiction novels and picturing the characters and events unfolding in my mind's eye based on the author's descriptions. Analyzing poems for their deeper symbolism and meaning was also very fulfilling. And of course, readingnon-fiction opened up entire new worlds of knowledge in subjects ranging from science to history.Beyond the reading and writing components, I gained a deep respect for the overall structure and mechanics of the English language. Mastering proper grammar, usage, and punctuation was almost like learning a secret code that allows you to communicate clearly and effectively. I remember being endlessly fascinated with the tiny but crucial differences between commonly misused words like they're/their/there, its/it's, and your/you're. Proper spelling and pronunciation was important too. The nuances and whimsical quirks of English made the language feel almost like a puzzle to solve – one where you got the satisfaction of clear communication as the reward.What I love most about English is how it appeals to both the logical and creative sides of my brain. On the technical side, there are a multitude of concrete rules around grammar, syntax, and etymology that need to be mastered, similar to math. But on the creative side, the English language gives you a vibrant palette to paint with words and express yourself in unique ways that math simply can't match. A well-written novel can make me feel emotionally connected to the characters in a way that even the most elegant equations can't quite achieve.So in conclusion, while math and English may seem like completely opposite disciplines on the surface, I've come to appreciate how they harmonize and complement each other for me. Math provides an ideal framework for logical reasoning and understanding how systems work, while English allows me to channel my creative energies and connect with others through stories and self-expression. Every day when I go to school, I look forward to flexing both the analytical and imaginative sides of my brain by studying these two amazing subjects. Who knows, maybe someday I'll even become a novelist who writes science fiction stories that combine out-of-the-box creativity with a respect for real mathematical and scientific principles. The possibilitesare endless when you combine the powers of math and English!。
副词“真”的研究及偏误的分析
ABSTRACTBecause of the particularity about adverb of Chinese, teaching of adverbs became the most important and difficult part in Chinese vocabulary teaching. Adverb Zhen is used very frequently in international students’ daily life; therefore it’s very important for teachers to make the students understand how to use it. In this paper, I have made the junior and senior foreign students in Henan University international college as the respondents, to observe the students on the usage of adverb Zhen, combining previous research results, from the aspects of semantics, syntax and pragmatics to analysis and classified their errors when they learned and used adverb Zhen. Then I will analysis of the causes of the errors and put forward a solution to the errors.The first chapter introduces the significance, the present situation and defects of the research, corpus sources and method.The second chapter introduces adverb Zhen and its superimposed from the semantic, lexical collocation and the role of grammatical components for ontology research by analysis of the BLCU Chinese Corpus and Center for Chinese Linguistics PKU corpus.The third chapter statistics the error that students use adverb Zhen modify adjectives and adjective phrases, verbs and verbal phrases from the positive and negative by observes the HSK dynamic composition corpus and the usage of adverb Zhen that international students in Henan university used.The forth chapter analysis the errors from the aspects of semantics, syntax and pragmatics by observes the international students errors.At last, I will analysis the reasons of errors form learners’ native language, target language and themselves in three aspects; and put forward the concrete solution to errors from the perspective of students, teaching material and teacher.KEY WORDS: adverb Zhen, error analysis, the solutionIII目录摘要 (I)ABSTRACT (III)目录 (V)第一章绪论 (1)一、选题原因 (1)二、副词“真”的研究现状 (1)三、研究方法和语料来源 (2)第二章副词“真”的本体研究 (5)一、副词真的语义 (5)(一)《汉语八百词》中的释义 (5)(二)《现代汉语辞海》中的释义 (5)三、副词“真”与其他词搭配 (5)四、副词“真”与其他词组合而成的结构所充当的句法成分 (7)(一)“真”+形容词组合而成的结构所充当的句法成分 (7)(二)“真”+形容词性短语组合而成的结构所充当的句法成分 (8)(三)“真”+动词组合而成的结构所充当的句法成分 (8)(四)“真”+动词短语组合而成的结构所充当的句法成分 (9)(五)“真”+名词及名词短语组合而成的结构所充当的句法成分 (9)小结 (9)第三章留学生对副词“真”的使用情况 (11)一、副词“真”+形容词及形容词性短语 (11)二、副词“真”+动词及动词性短语 (13)三、副词“真真”+名词 (14)四、副词“真真”+动词及动词性短语 (14)(一)正确使用“真真+动词及动词性短语”的情况 (14)(二)错误使用“真真+动词及动词性短语”的情况 (14)小结 (15)V第四章对副词“真”的偏误分析 (17)一、偏误分析理论 (17)二、从语法层面对留学生使用副词“真”进行偏误分析 (17)(一)遗漏偏误 (17)(二)误加偏误 (18)(三)误代偏误 (18)(四)错序偏误 (19)三、从语义层面对留学生使用副词“真”进行偏误分析 (20)(一)副词“真”的遗漏 (21)(二)副词“真”的误加 (21)(三)副词“真”的误代 (22)四、从语用层面对留学生使用副词“真”进行偏误分析 (22)(一)主、客观语气偏误 (22)(二)对句型选择的偏误分析 (23)五、偏误原因解析 (23)(一)学习者母语的负迁移 (23)(二)副词“真”自身比较复杂 (24)(三)学习者汉语水平不高 (24)小结 (24)第五章副词“真”的教学策略 (25)一、从学生角度 (25)二、从教材角度 (25)三、从教学角度 (26)(一)加强对比教学 (26)(二)预测偏误 (26)(三)加强练习与巩固 (26)结语 (29)参考文献 (31)致谢 (33)V I第一章绪论第一章绪论一、选题原因随着中国综合国力的发展,国际地位的提升,“中国热”、“汉语热”深入到全球各个角落,越来越多人来中国学习汉语,了解中国文化,对外汉语教学事业有了飞速的发展。
优秀的英语作文要求
优秀的英语作文要求全文共3篇示例,供读者参考篇1Title: Requirements for an Excellent English CompositionIntroductionAn excellent English composition is an essential skill that all students should strive to master. It not only demonstrates proficiency in the language but also showcases critical thinking and creativity. In this article, we will explore the key requirements for producing a top-notch English composition.Clear and coherent structureOne of the fundamental requirements for an excellent English composition is a clear and coherent structure. The composition should have an introduction that sets the tone for the rest of the piece, body paragraphs that present the main arguments or ideas, and a conclusion that summarizes the key points and provides a strong ending. Each paragraph should flow logically from one to the next, with smooth transitions that guide the reader through the text.Engaging and original contentAnother crucial requirement for an outstanding English composition is engaging and original content. The composition should be thought-provoking and original, offering unique insights or perspectives on the topic at hand. Avoid cliches and generic statements, and instead, strive to present a fresh take on the subject matter. Use vivid descriptions, concrete examples, and relevant anecdotes to captivate the reader's attention and make your composition memorable.Correct grammar and vocabulary usageA flawless command of grammar and vocabulary is essential for producing an excellent English composition. Grammatical errors and spelling mistakes can detract from the overall quality of the piece and undermine the writer's credibility. Therefore, it is imperative to proofread your composition carefully and ensure that it adheres to the rules of English grammar and syntax. Additionally, strive to use a diverse range of vocabulary and avoid repetitive or overly simplistic language. A well-chosen word can enhance the clarity and impact of your composition, so take the time to expand your vocabulary and experiment with different linguistic styles.Critical thinking and analysisAn exceptional English composition goes beyond mere description and narration; it demonstrates critical thinking and analysis. This means that the writer should be able to evaluate and interpret the information presented, identify patterns or connections, and draw logical conclusions. Engage with the text or topic at a deeper level, questioning assumptions, exploring contradictions, and offering insights that provoke thought and discussion. Support your arguments with evidence and reasoning, and be open to revising your ideas in light of new information or perspectives.Creativity and originalityFinally, creativity and originality are key requirements for an excellent English composition. Don't be afraid to think outside the box and push the boundaries of conventional writing. Experiment with different narrative techniques, literary devices, and rhetorical strategies to create a composition that is uniquely yours. Develop your own voice and style, and let your personality shine through in your writing. Remember that the best compositions are those that leave a lasting impression on the reader and make them see the world in a new light.ConclusionIn conclusion, producing an excellent English composition requires a combination of clear structure, engaging content, correct grammar and vocabulary usage, critical thinking and analysis, as well as creativity and originality. By meeting all these requirements, you can create a composition that captivates, informs, and inspires your readers, leaving a lasting impact long after they have finished reading. So, keep practicing, honing your skills, and pushing yourself to new heights of excellence in English writing.篇2Requirements for an Excellent English CompositionWriting a good English composition is essential for students who want to excel in their language skills and academic studies. In order to achieve this, there are certain requirements that need to be met in order for the composition to be considered excellent. Below are some key requirements that students should keep in mind while writing their English compositions:1. Clear and coherent structure: A well-written English composition should have a clear and coherent structure that is easy for the reader to follow. This means that the compositionshould have a clear introduction, body, and conclusion, with each paragraph logically connected to the next.2. Strong thesis statement: A good English composition should have a strong thesis statement that clearly states the main argument or point of the composition. The thesis statement should be concise and specific, and should guide the reader through the rest of the composition.3. Well-developed ideas: In order for an English composition to be considered excellent, the ideas presented in the composition should be well-developed and supported by evidence or examples. Students should avoid making broad generalizations and should instead provide specific details and examples to support their arguments.4. Varied sentence structure: An excellent English composition should have a variety of sentence structures, including simple, compound, and complex sentences. This helps to make the composition more interesting to read and helps to maintain the reader's attention.5. Correct grammar and punctuation: A good command of grammar and punctuation is essential for writing an excellent English composition. Students should avoid common grammarmistakes and should pay close attention to punctuation, spelling, and sentence structure.6. Attention to detail: In order for an English composition to be considered excellent, students should pay close attention to detail and should revise their work carefully before submitting it. This includes checking for errors in grammar, punctuation, spelling, and word choice.7. Originality and creativity: Finally, an excellent English composition should be original and creative, with fresh ideas and a unique perspective. Students should strive to think outside the box and to present their ideas in a way that is engaging and thought-provoking.In conclusion, writing an excellent English composition requires careful attention to detail, strong critical thinking skills, and a good command of the English language. By following the requirements outlined above, students can improve their writing skills and produce compositions that are of high quality. With practice and dedication, students can achieve success in their English studies and beyond.篇3Title: Requirements for an Outstanding English EssayIntroduction:Writing a successful English essay requires a combination of skills, knowledge, and attention to detail. To stand out from the crowd, it is essential to follow a set of guidelines that will help you craft an outstanding piece of writing.Thesis Statement:In this essay, we will discuss the key requirements for an excellent English essay, including the importance of a strong thesis statement, a clear structure, thorough research, proper grammar and punctuation, and engaging language.Body:1. Strong Thesis Statement:- A strong thesis statement is the foundation of a successful essay. It should be clear, concise, and specific, outlining the main argument or point of the essay.- The thesis statement should be placed at the end of the introduction paragraph, providing readers with a roadmap of what to expect in the essay.2. Clear Structure:- A well-structured essay is crucial for conveying your ideas in a logical and organized manner. This includes an introduction, body paragraphs, and a conclusion.- Each paragraph should focus on a single main idea, with supporting evidence and examples to strengthen your argument.3. Thorough Research:- Conducting thorough research is essential for writing an informative and persuasive essay. This includes gathering credible sources, analyzing information, and synthesizing findings.- Properly citing sources is also important to avoid plagiarism and give credit to the original authors.4. Proper Grammar and Punctuation:- Good grammar and punctuation are vital for effective communication and clarity in writing. Proofreading and editing are essential to correct errors and improve the overall quality of the essay.- Pay attention to sentence structure, verb tense,subject-verb agreement, and punctuation marks to enhance the readability of your essay.5. Engaging Language:- Using engaging language and vivid descriptions can help capture the reader's attention and make your essay more compelling.- Avoid cliches, jargon, and overly complex language that may confuse or alienate readers. Instead, choose words that are clear, concise, and purposeful.Conclusion:In conclusion, writing an outstanding English essay requires a combination of skills, knowledge, and attention to detail. By following the key requirements discussed in this essay, you can improve your writing and produce a high-quality piece of work that will impress your readers.By adhering to a strong thesis statement, clear structure, thorough research, proper grammar and punctuation, and engaging language, you can elevate your writing to the next level and create an essay that stands out from the rest.As you continue to practice and refine your writing skills, remember to seek feedback, seek help when needed, and always strive for excellence in your English essays. With dedication andeffort, you can become a proficient and successful writer in no time. So do your best and write with passion and precision.。
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On the Usage of Concrete Syntax in ModelTransformation RulesThomas Baar1and Jon Whittle21´Ecole Polytechnique F´e d´e rale de Lausanne(EPFL)School of Computer and Communication SciencesCH-1015Lausanne,Switzerland2Department of Information and Software EngineeringGeorge Mason UniversityFairfax VA22030USAthomas.baar@epfl.ch,jwhittle@Abstract.Graph transformations are one of the best known approachesfor defining model-to-model transformations in model-based software de-velopment.They are defined over the abstract syntax of source and tar-get languages,described by metamodels.Since graph transformationsare defined on the abstract syntax level,they can be hard to read andrequire an in-depth knowledge of the involved metamodels.In this pa-per we investigate how graph transformations can be made much morecompact and easier to read by using the concrete syntax of the involvedlanguages.We illustrate our approach by defining model refactorings.Keywords:Metamodeling,Model Transformation,Refactoring,UML1MotivationOne of the key activities of model-based software development[1]is transforma-tion between models.Model transformations are defined in order to bridge two different modeling languages(e.g.,to transform UML sequence to UML commu-nication diagrams)or to map between representations in the same language.A well-known example of the latter case is refactorings,i.e.,transformations that aim at improving the structure of the source model[2,3].Model transformations can be expressed in many formalisms(see[4]for an overview)but graph transformation based approaches[5]are especially popu-lar due to their expressive power.Also the recently adopted OMG standard “Query,Views,Transformations(QVT)”is based on this technique[6].The problem tackled in this paper is that model transformations written in a pure graph transformation notation can easily become complex and hard to read(see examples given in[7]for illustration).A transformation written in QVT consists of a set of transformation rules. Each rule has a left-hand-side(LHS)and right-hand-side(RHS)which define the patterns for the transformation rule’s source and target models.A rule is applied on a given,concrete source model by matching a sub-model of the concrete modelwith the LHS of the rule and replacing the matched sub-model with the RHS, where any matchings are applied to the RHS before replacement.Additionally, all conditions imposed by the optional when-clause of the rule must be satisfied. The patterns defining the LHS and RHS are given in terms of the metamodels for the source and target modeling language(note that nowadays all major modeling languages are defined in the form of a metamodel).For the sake of simplicity in this paper(but our approach is not restricted to that),we will assume that the modeling languages for the source and target model coincide and thus each transformation rule refers only to the metamodel of one language.A disadvantage of the above approach in defining model transformations is that the metamodel captures only the abstract syntax of the modeling language and the more readable concrete syntax is not used in the transformation rule. Transformations written purely using abstract syntax are not very readable and require the reader to be familiar with the metamodel defining the abstract syn-tax.These metamodels can be very complex for real languages,such as UML [8].To overcome this problem,our approach is to write the transformation rules directly in the concrete syntax of the modeling language where possible.Unfor-tunately,this cannot be done directly since a number of subtleties of patterns in transformation rules have to be taken into account.In this paper,we investigate how the concrete syntax of the modeling language can be adapted for the special needs of transformation rules.The rest of the paper is organized as follows.Section2gives an overview of current techniques for defining transformation rules,with an emphasis on graph transformations.We show in Section3how to improve the readability of transformation rules by exploiting a concrete syntax adapted from the source and target modeling language.Section4concludes the paper.1.1Related WorkThe authors know of no other work in using concrete syntax for graph-based model transformations.There is a good deal of research in applying graph trans-formations to software engineering problems—see[9]for an introduction—such as code generation,viewpoint merging and consistency analysis.However,all of these base transformation rule definitions on abstract syntax and do not exploit the concrete syntax of the source and target modeling languages.There are,however,approaches to handle the concrete syntax representation of a model if a transformation rule,which has been defined based on the abstract syntax,is applied on a given model.Guerra and de Lara[10]propose to represent the concrete syntax as part of the metamodel.[10]discusses how abstract and concrete syntax can be synchronized when applying a transformation rule.The rules themselves,however,are given in generic object diagram syntax and do not exploit the concrete syntax.2Defining Model TransformationsIn this section,we present background on defining model transformations.2.1MetamodelingA modeling language has three parts:(1)the abstract syntax that identifies the concepts of the language and their relationships,(2)the concrete syntax that defines how the concepts are represented in a human-friendly format,and(3) the semantics of the concepts.This paper is only concerned with(1)and(2).The abstract syntax of a modeling language is usually given by a metamodel.A metamodel is given as a(simplified form of a)UML class diagram[8]with OCL[11]invariants.The concepts of the language are classes in the metamodel, with attributes,and their relationships are associations.Because these elements occur in a meta model,they are called meta classes,meta attributes,etc.Fig.1.Metamodel of simplified class diagrams,called CDSimp.Figure1shows the metamodel of a drastically simplified version of UML class diagrams,called CDSimp.The language CDSimp will serve as a running example in the remainder of this paper.The metamodel for CDSimp consists of metaclasses that correspond directly to concrete model elements,namely Attribute,Operation,Class and Datatype,as well as abstract metaclasses that do not have a concrete syntax representation but are introduced for structur-ing purposes:ModelElement,Feature,Classifier.For instance,the metaclass ModelElement declares a metaattribute name of type String that is inherited by all other metaclasses.OCL invariants attached to the metamodel impose restrictions that every well-formed model must obey(thus,the invariants are also called well-formedness rules).Relevant for the examples presented later in this paper are two invariants. Thefirst invariant restricts the values for visibility and the second invariant says that the names of all features in a class or datatype are pairwise different: context Feature inv:Set{’p u b l i c’,’p r i v a t e’,’p r o t e c t e d’}−>i n c l u d e s(v i s i b i l i t y) context C l a s s i f i e r inv:s e l f.f e a t u r e−>f o r A l l(f1,f2|= implies f1=f2) Considering only the abstract syntax of a modeling language,one can say that a model written in this modeling language is just an instance of the lan-(a)Instantiation of metamodel (b)Graphical notationusing concrete syntaxFig.2.Two representations of the same class diagramguage’s metamodel and this model can be depicted as an object diagram (cf.Fig.2(a)).Instances of metamodels are not very readable,however,because all concrete model concepts are reified as metaclasses in the metamodel.More read-able for humans is a graphical representation of the same model that takes the concrete syntax of the language into account (cf.Fig.2(b)).The concrete syntax for CDSimp resembles that of UML class diagrams.The only difference is that string literals,such as the name of a class or attribute,are given in quoted form (e.g.’Person’instead of Person).We will need this convention later on.2.2Concrete Syntax DefinitionThe concrete syntax of a language can be defined as a mapping from all possible instances of the language’s metamodel into a representation format (in most cases a visual language [12]).It is still current practice to define the concrete syntax of a modeling language only informally.For the sake of brevity,we also give an informal definition,but,as shown in [13],it is possible without much overhead to turn an informal syntax definition into a formal one.The language CDSimp has the following concrete syntax definition:–Classes and datatypes are represented by rectangles with two compartments.–The first compartment contains the name of the class/datatype.The nameof datatypes is stereotyped with <<datatype>>.–The second compartment contains the representation of all owned features.A feature is represented by a line of the form:visiRepr ’’name [’:’type ]where visiRepr is a representation of the feature’s visibility (’+’for ’public’,’-’for ’private’,’#’for ’protected’),name is the actual name of the feature,and,in case of an attribute,type is the name of the attribute’s type.Concrete syntax definitions are needed only for those concepts that are reified in a concrete model.For example,the abstract metaclass Feature does not have a concrete syntax definition.2.3Model TransformationsThe exact format and semantics of model transformations is precisely described in [6].In this paper,we consider only the format of the patterns LHS and RHS ineach transformation rule,and the relationship of LHS and RHS to the optional when-clause of the rule.Within a pattern,all objects are labeled by a unique variable which is de-clared to be of the same type as the object.The variable is shown in thefirst compartment as var’:’class.Variables are also used in order to represent con-crete values in objects for attributes.Unlike usual object diagrams,objects of abstract classes(e.g.Classifier)can occur in patterns.Fig.3.QVT rule to rename an attribute within classifiers Figure3shows an example for renaming an attribute of a classifier.The pat-tern LHS has two objects labeled with variable c and a of type Classifier and Attribute,respectively.In addition,the variable oldName of type String oc-curs in the slot for metaattribute name.The pattern RHS is identical to LHS with the exception that variable oldName is substituted by rmally,the application of renameAtt on a concrete model wouldfirstfind all classifiers(i.e. since Classifier is an abstract class all classes and datatypes)in the model that have an attribute with name oldName(matching with LHS)but no fea-ture with name newName(checking the when-clause)and then change the name of attribute oldName in all matching classifiers to newName.Note that without the when-clause the transformation rule would transform some syntactically cor-rect source models into incorrect target models where the well-formedness rule imposing unique feature names would be broken.3Patterns In Concrete Syntax(PICS)Graph transformation rules,such as those given by QVT,are a very powerful mechanism to describe model transformations.Readability and scalability,how-ever,can become a serious problem if the patterns LHS and RHS are given in object diagram syntax.The main idea of our approach is to alleviate these prob-lems by exploiting the concrete syntax of the language whose models we want to transform.Unfortunately,we cannot apply the concrete syntax of the mod-eling language directly for the rendering of patterns because some important information of the pattern would be lost.We will,thus,first analyze the dif-ferences between a modeling language and the corresponding pattern languageused in transformation rules.Then,the pattern language is defined by its own metamodel,which is,as shown in Sect.3.2,a straightforward modification of the original metamodel for the modeling language.Based on the modified meta-model,we definefinally a concrete syntax for the pattern language.Since the concrete syntax defines in most cases for a pattern an elegant graphical repre-sentation,we call the pattern language PICS(patterns in concrete syntax).The term PICS metamodel refers to the metamodel of the pattern language,that has been derived from the metamodel of the modeling language.3.1Differences between models and patternsFor defining a concrete syntax for pattern diagrams the following list of differ-ences between models(seen as instances of the modeling language’s metamodel) and patterns used in transformation rules has to be taken into account:1.Objects in patterns must be labeled3with a unique variable(e.g.thelabel for c:Class is c).2.A pattern usually represents an incomplete model whereas objectdiagrams are assumed to be complete(all constraints and multiplicities of the metamodel are satisfied).For example,the patterns LHS,RHS in renameAtt (Fig.3)show neither the attribute visibility of object a:Attribute nor a link to its type(an object diagram could not drop this link due to multiplicity 1of the corresponding association end at Datatype).3.Patterns can have objects whose type is an abstract class whereasthe type of objects in object diagrams is always a non-abstract class.4.Patterns can contain variables to represent attribute values in ob-jects whereas in object diagrams such values are always literals(or ground-terms).This is a minor difference between models and patterns because literals can be easily distinguished from variable names if(i)literals of type String are used only in the quoted form,e.g.’myvar’is different from variable name myvar,and(ii)only such variable names are chosen that can-not be read as literals of any other type(this can be imposed by a naming convention,e.g.variable names always start with a lowercase letter).5.Patterns can contain negative application conditions(NACs)andmultiobjects.NACs can be seen as syntactic sugar since these conditions can be easily expressed by the when-clause of a pattern.Multiobjects can in most cases be expressed alternatively as well.Thus,we assume in the following that patterns contain neither multiobjects nor NACs.3.2Transforming the original metamodel to PICS metamodelThe important differences between models and patterns(points(1)–(3)above) can be formalized by defining a metamodel for pattern diagrams.Fortunately, 3In many graph transformation systems including QVT the label is optional.We assume here the strict version since it will make it easier to rewrite a pattern using the concrete syntax.this metamodel can be automatically derived from the original metamodel by applying the following changes:–Add attribute label:String with standard multiplicity[1..1]to each meta-class.This change captures the mandatory labels of objects in patterns dia-grams(see difference(1)in above list of differences).–Make all attributes in the metamodel optional(by giving them the attribute multiplicity0..1)and change all association multiplicities from x to0..x.Both changes reflect incompleteness of patterns(see difference(2)).–Make all abstract classes non-abstract(see difference(3)).⇒Fig.4.Original language metamodel and derived PICS metamodel Fig.4shows the changes on the metamodel for CDSimp.The root class ModelElement has a new attribute label that is inherited by all other classes. The two other attributes name and visibility became optional by the attribute multiplicity0..1.The abstract classes ModelElement,Feature,Classifier be-came non-abstract andfinally all multiplicities on association ends were changed to the range0..OrigMultiplicity(note that multiplicity*is not affected).3.3Defining concrete syntax for PICS metamodelAfter the pattern language has been formalized as the PICS metamodel,we can represent each pattern as an instance of the PICS metamodel.Fig.5(a)shows the transformation rule renameAtt as an example.Please note that Fig.5(a)is just another representation of the original definition given in Fig.3and conveys exactly the same information.Hence,each representation equivalent to Fig.5(a) is also equivalent to the original definition of the transformation rule.Defining an equivalent representation for the instances of a metamodel is traditionally done by defining a concrete syntax for the metamodel.In the case of the PICS metamodel,however,the definition of a suitable concrete syntax can be challenging because:(1)the concrete syntax should be as close as possible to the concrete syntax of the modeling language whose models are being transformed;(2)the concrete syntax must handle optional occurrences of attributes and links.(a)Instantiation of PICS metamodel(b)After applying PICS concretesyntaxFig.5.Rule renameAtt as instance of PICS metamodel and infinal notation Thefirst requirement is needed so that readers or writers of transformation rules need not learn an additional concrete syntax.For our running example,a concrete syntax for the PICS metamodel shown in Fig.4could be defined by changing the concrete syntax for CDSimp as follows:–Instead of the name,thefirst compartment of classes/datatypes shows a line of the form name’:’label where name denotes the value of the optional attribute name and label the value of the mandatory attribute label.Since name appears only optionally,a delimiter’:’between name and label is needed in order to ensure correct parsing.The delimiter must not occur in name and label.–An attribute/operation having an owning classifier is shown by a text line in the second compartment of the owning classifier.The only difference to the concrete syntax of CDSimp is the usage of delimiter’:’to separate the line items(in order to handle optional occurrences)and that the label of the attribute/operation is added at the end of the line.In other words,the line has the form visiRepr’:’name[’:’type]:labelIf an attribute/operation does not have an owning classifier(note the mul-tiplicity0..1for the association between Feature and Classifier in the PICS metamodel)then the text line is shown outside any other classifier.–Instances of Feature/Classifier are rendered the same way as instances of Operation/Class.–Instances of ModelElement are rendered by a one-compartment rectangle labeled with name’:’label.Thefirst two items explain how to adapt the renderings of classes that are non-abstract both in the original metamodel of the modeling language CDSimp and in the PICS metamodel.The rendering in PICS is very similar to that in CDSimp.Merely the label of the object had to be added and a delimiter was introduced to identify the position of an element in a text line.The last two items explain the rendering of classes that were abstract in the original metamodel but became non-abstract in PICS.Since no rendering of these classes was definedfor CDSimp,the new renderings for the PICS metamodel had to be invented. For some classes,e.g.Feature and Classifier,a suitable rendering can be defined as a straightforward generalization of the renderings of the subclasses. For other classes,e.g.ModelElement,this heuristic does not work just because the renderings of the subclasses are too diverse.An application of the PICS concrete synatx is shown in Figure5(b)for renameAtt.3.4Optimizing the concrete syntax for PICSAlthough it is always possible to define a concrete syntax for the PICS meta-model(note that showing the instance of the metamodel just as an object di-agram–see Fig.5(a)for an example–would be a trivial version of a concrete syntax)it is sometimes not obvious tofind an appropriate concrete syntax for PICS that is sufficiently similar to the concrete syntax of the modeling language whose models are being transformed.Before defining the concrete syntax of PICS it is often worthwhile to check whether the transformation rules do really instantiate all classes of the PICS metamodel and really need all of theflexibility provided by the PICS metamodel. For instance,it is very likely that none of the transformation rules uses an object of class ModelElement since transformation rules are rarely defined on very abstract language concepts.If this is really the case then we could drop the rendering of ModelElement from the concrete syntax definition.In other words,the class ModelElement is in the optimized PICS metamodel an abstract class as it was already an abstract class in the metamodel of CDSimp.Another example is that features probably never occur in a transformation rule without their owner.Then,there is no need to invent a rendering for this case—this keeps the concrete syntax of PICS simple and similar to the concrete syntax of CDSimp.Again,our assumption about the form of’meaningful’transformation rules could be reflected in the optimized PICS metamodel by multiplicity1 instead of0..1for the association between Feature and Classifier.4Conclusion and Future WorkThis paper addressed how to define model transformation rules in a readable and scalable way by using the concrete syntax of source and target modeling languages when defining the LHS and RHS of the rules.The concrete syntax, however,had to be adapted to the peculiarities of patterns,mainly mandatory labeling of objects and optional occurrence of attributes and links.If an intuitive concrete syntax for patterns is found,then transformation rules can be presented the same way as models of the source/target languages what takes the burden from the user to have an in-depth knowledge of the languages’metamodels.In practice,the definition of a suitable concrete syntax for PICS that is close enough to the syntax of the modeling languages is the main bottleneck of our approach.One problem is that the PICS concrete syntax has to invent a new rendering for classes that were abstract in the original metamodel.For all otherclasses the adaptation of the existing rendering can be tricky since the PICS concrete syntax has to handle optional occurrences of attributes and links.We propose to define the PICS concrete syntax just for those metaclasses that actually occur in transformation rules.One disadvantage of this is that rules may eventually use a metaclass for which a rendering into concrete syntax has not been defined.An alternative,for future work,is to show these metaclasses in the abstract syntax notation,that is to allow mixing concrete and abstract syntax presentations within transformation rules.References1.Stuart Kent.Model driven engineering.In Proceedings of Third InternationalConference on Integrated Formal Methods(IFM2002),volume2335of LNCS, pages286–298.Springer,2002.2.Tom Mens and Tom Tourw´e.A survey of software refactoring.IEEE Trans.Software Eng.,30(2):126–139,2004.3.Martin Fowler.Refactoring:Improving the Design of Existing Programs.Addison-Wesley,1999.4.Krzysztof Czarnecki and Simon Helsen.Classification of model transformation ap-proaches.In Proc.OOPSLA03Workshop on Generative Techniques in the Context of 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submission).⇓A.4PushDownAttribute⇓A.5MoveAttribute⇓A.6MoveOperation Similar to MoveAttribute.A.7PushDownOperation Similar to PushDownAttribute.。