新编语言学教程chapter 9课件
新编英语教程英语专业课件09
新编英语教程英语专业课件09Unit 8Students’ book:VocabularyA. Guessing the meanings of words and phrases1. f2. i3. b4. j5. e6. a7. c8. d9. h 10. gB. Looking up words in a dictionary1.move, possibly climb, quickly and often with some difficulty2.move forward suddenly and quickly3.breathing quickly4.forming white mass of small air bubbles (here, like a wave breaking on a beach)5.perform the Christian religious ceremony of baptism, i.e., of acceptance into the ChristianChurch6.with good judgment7.hammock: bed of canvas which is hung from 2 posts of poles. Here, the phrase "fathammocks" describes the doctor's thick eyelids./doc/5a433170.html,ugh or talk loudly and unpleasantly9.appearance, seeming likeness10.look with almost closed eyes11.thoughts of possible profits12.product of distillation (i.e., after heating liquid or steam) . Here, "the black distillate"refers back to "something infinitely black and evil" on line 43.Workbook:TEXT IComprehensionB. Reference version.1.The mothers had already learned the news before their sons could stammer it out.2.The news spread from one brush house to another and continued to travel fast into the town.3.When the doctor realized that Kino was the man who had asked for his help, he became bothserious (about the treatment) and wise/clever (about how he could gain).4.For a moment the doctor's eyes were focused on nothing as his thoughts turned to Paris.5.The news caused a profound "negative force" to be at work in the town. This could becompared to a scorpion, which causes pain, or the hunger created by the smell of food, or feeling of loneliness which comes when love is refused.6.What acted as the "venom-producing bag" of the town, i.e., the increasing self-interest in thetownspeople, began to create poison which afflicted the whole town with a negative force.TEXT IIComprehension1. F (This was not the reason. The reason is that gold had religious significance to them. KingTutankhamen, like other ancient Egyptians, worshipped gold and was buried in a gold coffin. )2. F (Copper and silver, for example, can do the same. )3. F (There must have been fierce competition, since "the only rule [at that time] was exercisedby the mob with a rope". )4. F (Wooden floors in some Italian jewellers' workshops may contain tiny flecks of gold. )5. T6. TTEXT IIIComprehension1. B2. A3. B4. C5. A6. CGUIDED WRITINGSentence CombinationReference version:Pearls are made by certain kinds of oysters, clams, and mussels, all of which are called molluscs. The pearl is actually composed of the material with which a mollusc coats an irritating particle that it cannot get rid of. This irritant may be a piece of broken shell, a parasite that has bored through the shell, or even a tiny grain of sand. The material the mollusc keeps layering ontothe particle to keep it from being an irritation is mother-0f-pearl. As many layers of mother-of-pearl are built up, a pearl is made. Natural pearls are found rarely, and large natural pearls even more rarely.However, people have discovered how to produce cultured pearls. To produce a cultured pearl, a smooth, round piece of mother-of-pearl is skillfully set into the living tissue of a pearl oyster. Then the oyster is returned to the water where it will stay for 3 to 5 years. The cultured pearls are less expensive than natural ones, but only an expert can tell the difference between them.Most of the oysters that are chosen for making cultured pearls are gathered on specially roughened netting lowered from rafts and the young oysters settle onto the netting.IV. Translation1.I really doubt if the treated drinking water will truly provide sufficient minerals that areessential to human health.2.As to how the splendid Maya Culture disappeared all of a sudden from the earth, it remains amystery hard to solve.3.When it was made plain that it was a big rat that had caused the breakdown of thetransmission system, we all felt relieved. Soon the system was brought to its normal operation.4.He was almost driven to despair when he learned that he was considered too old to take part inthe space voyage. He had spent three years preparing for this long-dreamed-of trip.5.The trip turned out to be a disaster, for the only means oftransport available in that area weredonkeys. We spend most of our time joggling on the backs of these animals, almost stifled by the heat and swirling dust.6.He was not a very popular professor among the students because he would invariably wanderoff his topic during the course of his lecture and drag the class into the time for break.7.The prominent collector declared that his collection included some invaluable paintings that11o one could afford to buy.8.To save the life of the little boy stung by a scorpion, the villagers used all the means and waysavailable to reduce the effect of poisoning.9.The annual Ice Sculpture Festival in this town attracted all manner of people from all over thecountry.10.Some countries were reduced to extreme poverty brought forth by war and natural disasters.For that matter, a U. N. official insisted that developed countries should take their responsibility to make new contributions to the economic development of the developing countries.B. Reference version:"Toot, toot, toot ..." The car swept on past the villages, and the inhabitants were puzzled. The mountain villages seldom had visitors. When it ,,as finally made plain who had come, the villagers, old and young, were all excited -- small boys scrambled and darted, shouting; old men followed, panting; young girls ran, giggling, all coming to see the car.Sensing the excitement, old Mack, the driver, now the ownerof a gold mine, felt proud. His eyes rolled up a little at the thought of his success.Twenty years ago he was a poor farmer. As a father of three children, he could hardly make both ends meet. When he heard of the gold in the north, his eyes had brightened and his fingertips burned a little. He decided to go and start a new life. Since he left the village, there had been different stories about him. Some said that he had died in a mine explosion. Now that he had come back as a gold mine owner, the villagers longed to know about his adventures.V. Blank FillingA. 1. on 2. in 3. off 4. out 5. up, up with 6. through 7. down 8. by9. away 10. in 11. on 12. out 13. up with 14. off 15. on16.acrossB. 1. content/satisfied 2. Thus/Therefore 3. subjects 4. preparation 5. be/talk 6. for7. to 8. California 9. migrants 10. search/hunt 11. possible 12. trips 13. conditions 14. which 15. for 16. articles 17. achieved/gained 18. awarded/given 19. highest 20. field/worldC.1. D2. B3. C4. A5. C6. D7. A8. B9. D 10. A 11. B 12. C 13. A 14. D 15. D(1) town of stone and plaster(2) were alike(3) aged(4) gave alms(5) give a semblance of(6) washed(7) foaming waves(8) take his place(9) related to(10) playing with(11) thoughtful look in his eyes(12) evil wish(13) stirred up(14) infinitely wicked(15) nobody ... as(16) stands in the way(17) rolled up(18) squinted(19) it was made plain(20) In despair(21) darted(22) panting(23) strangle out(24) All manner ofVI.1. A2. D3. A4. B6. B7. D8. D9. A 10.B 11. C 12. A 13. C 14. D 15.A 16.B 17. B 18. B 19. C 20. B 21. B 22. C。
新编大学德语第一册第九课PPT
疑问词引导的宾语从句 Kö nnen Sie mir es sagen? Wo ist Herr Mü ller jetzt? Kö nnen Sie mir sagen, wo Herr Mü ller jetzt ist. Ich mö chte es wissen. Wann beginnt die Vorlesung von Professor Mü ller? Ich mö chte wissen, wann die Vorlesung von Professor Mü ller beginnt.
同济大学德语系大学德语教研室
dass引导的宾语从句 Monika sagt es. Monika will Medizin studieren. Monika sagt, dass Monika Medizin studiren will.
Ich habe es gehö rt. Hans hat die Prü fung bestanden. Ich habe gehö rt, dass Hans die Prü fung bestanden hat.
同济大学德语系大学德语教研室
以dass，ob和疑问词引导的宾语从句
从句语序： Das ist ein gutes Buch. Er sagt, dass das ein gutes Buch ist. Dass das ein gutes Buch ist, sagt er.
同济大学德语系大学德语教研室
同济大学德语系大学德语教研室
Reflexivpronomen（反身代词）
反身代词只有三格与四格之分，与人称代词类似，稍有变化
A. Ich du
人称 代词 mich dich
英语语言学课件Chapter 9 Phrases and Sentences
Traditional Grammar Categories
Number Agreement Person Tense Voice Gender: natural gender vs grammatical
gender
Traditional Analysis
PHale Waihona Puke ge 90 Page 94 We can also label each constituents
with grammatical terms Hierarchical organization:
sentence > noun phrase > noun
Linguistic Grammar
Involves the study and analysis of the structures ofound in a L, usu. With the aim of establishing a description of the grammar of ENG, for example
Phrases and Sentences: Grammar
Linguistic expressions as sequences of sounds represented phonetically
Linguistic expressions as sequence of morphemes
With these descriptions, we could characterize all the words of a language in terms of their phonetic and morphological make-up
新编语言学教程课件
不同语言之间的接触会导 致语言借用、语言替代等 现象，如汉语中的外来词 。
STEP 03
语言消亡与保护
一些弱势语言可能会逐渐 消亡，因此语言的保护和 传承变得尤为重要。
不同语言的混合使用可能 导致新的语言或方言的形 成，如普通话的形成。
Part
04
语言与社会文化
语言与文化的关系
语言是文化的重要组成部分， 是文化传承和发展的载体。
语法的演变
语法的发展变化与语言的发展变 化密切相关，随着社会的变化和 语言的演变，语法也在不断地演 变。
语义
语义的分类
语义可以分为词汇意义、语法意义和语境意义等，词汇意义是词汇的基本意义，语法意 义是句子结构所表Байду номын сангаас的意义，语境意义则是特定语境中产生的附加意义。
语义的演变
语义的发展变化与语言的发展变化密切相关，随着社会的变化和语言的演变，语义也在 不断地演变。
机器翻译
探讨机器翻译的原理、算法和应用，以及如何提高翻 译的准确性和效率。
人机交互
分析人机交互中语言的作用，如语音助手、智能客服 等，以及如何设计更自然的人机对话界面。
THANKS
感谢您的观看
Part
05
语言学应用
语言教学
语言教学方法
探讨不同语言教学方法的优缺点，如语法翻译法 、直接法、听说法等。
语言教材编写
介绍如何根据教学目标和学生的需求，编写有针 对性的语言教材。
语言技能培养
讨论如何培养学生的听、说、读、写、译等语言 技能，以及如何评估学生的学习成果。
语言规划与政策
语言政策制定
词汇的意义
词汇的意义包括概念意义和语境意义，概念意义是 词汇的基本意义，而语境意义则是在特定语境中产 生的附加意义。
新编简明英语语言学 Chapter 9 Language and culture
1. *Definition: culture; cultural diffusion2. The relationship between language and culture3. # Sapir-Whorf Hypothesis4. *Linguistic evidence of cultural differences5. Cultural overlap and diffusionDefinition: culture; cultural diffusionCultural overlap and diffusion; Sapir-Whorf Hypothesis; Linguisticevidence of cultural differencesThe relationship between language and culture一、定义including the patterns of belief, customs, objects, institutions,techniques, and language that characterizes the life of the human community. 由信仰，风俗，目标，机构，技术和语言构成，具有人类社区生活的特征。
through communication, some elements ofcultureA enter cultureB andbecomepartof cultureB. 通过交际， A 文化中的某些成分进入了 B 文化，并成为了 B 文化的一部分。
二、知识点techniques, and language that characterizes the life of the human community. 由信仰，风俗，目标，机构，技术和语言构成，具有人类社区生活的特征。
Twotypes of culture:1. material culture 物质文化： is concrete, substantial and observable. 具体的，实质的，可观察到的( e.g.意识文化、信念、价值观，时空概念)2. spiritual culture 精神文化： is abstract, implicit, and hidden. 抽象的，多义的，不可见的。
新编英语词汇学教程 第二版 Chapter 9 English Idioms
9.1 The definition of idioms
(2) a. It will be like carry coal to Newcastle if another post office open in the neighborhood; there are already three now.
Characteristics of English idioms
Structural invariability Semantic integratedness and figurativeness
9.2 Characteristics of English idioms
English idioms have two main characteristics:
(to take goods to a place where there are already plenty of them)
b. She turned her nose up at my small donation. (to treat sb. or sth. with contempt)
c. He’s become very high and mighty since he got that new job. (arrogant)
Chapter 9
English Idioms
CONTENT
1
The definition of idioms
2 Characteristics of English idioms
《新编简明英语语言学教程》PPT课件
Chomsky’s definition (1957)
“From now on I will consider language to be a
set of (finite or infinite) sentenБайду номын сангаасes, each finite in length and constructed out of a finite set of elements.”
• • • • •
Arbitrariness Productivity/Creativity Duality Displacement Cultural transmission
Arbitrariness
----No logical (motivated or intrinsic) connection between sounds and meanings. Onomatopoeic words (which imitate natural sounds) are somewhat motivated ( English: rumble, crackle, bang, …. Chinese: putong, shasha, dingdang… ) Some compound words are not entirely arbitrary, e.g. type-writer, shoe-maker, air-conditioner, photocopy…
Language is arbitrary
Arbitrary---- no intrinsic connection between the word and the thing it denotes, e.g. “pen” by any other name is the thing we use to write with.
新编英语教程 Unit 9 Who killed Benny Paret
不断移动身体以迷惑对方 或避开来拳
Debate Topic: Should Boxing Be Banned?
Arguments for reference:
PROS: 1. Boxing is a very dangerous sport. Every year both
amateur and professional boxers die in matches or afterwards as a result of injuries. Banning boxing would mean an end to needless deaths, injuries and brain-damage.
fight
一场拳击比赛
fight manager 拳击运动员的经理
(boxing) gloves 拳击手套
jab knockout
猛击（对手） 由于一方被击倒而比赛结束
mauler mouthpiece
击伤对手的拳击运动员
（橡皮或塑料制的）护齿，或称作 （拳击员用的）橡皮咬口
parry
格挡，以手臂挡开来拳
4. Those in charge of boxing work have to make sure that it’s as safe as possible. Both professional and amateur fights are run under very strict rules to make the risks as small as possible.
Unit 9 Who killed Benny Paret?
Warm-up Questions 1. Who was Benny Paret?
新编英语教程3-Unit-9PPT课件
.
8
the depths ( line 2 )
In the depths of the country.
In the very remote part of the country.The depths of the country are the parts of the countryside which are far from cities and towns 在穷 乡僻壤。
leafless oaks and shout down the hillside,
and it can murmur in the white pines rooted
among the granite ledges where lichen
makes strange hieroglyphics. it can whistle
adv. relentlessly
E.g.He went on relentlessly with his questions.
译：他不断追问，毫不放松。
.
5
spotless ( line 6 ) Adj. perfect cleaning 极清洁的；非常洁净的 E.g. She keeps the house spotless. 译：她把家里收拾的一尘不染。 Adv. spotlessly Spotlessly clean 洁净得一尘不染
e.g. It gives me a big thrill to meet my favourite author in person.
译：能见到我最喜欢的作者本人使我感到兴奋不已。
v. To excite or please sb. very much 使非常兴奋；使非常激动
Chapter 9 Language
Chapter 9 Language
3岁时基本掌握本民族语言的基本方面。在英语国家中，在语法使 用上会出现过度使用规则动词的时态变化的错误。 4岁基本掌握语法规则及简单实用规则(pragmatics)。 9岁掌握微妙的实用规则。 语言的精确化主要是后天习得的，不同的语种有不同的精确化规范。 2、言语获得的理论 1）强调后天学习因素的学说：语言的获得基本上是后天学习的结 果，通过后天模仿、学习强化和纠正获得词汇和规则。 2）强调先天性因素的学说：乔姆斯基(Noam Chomsky)认为人一 生下来就有内在的言语获得装置(language acquisition device)，它 包含着一组语法规则，这对所有语言都是共同的。在后天言语学习 过程中，人们不是学习语法规则，而是判断自己周围在说什么语言， 然后调整内在的规则。 3）脑功能的观点：Elman, Bates等认为语言来自于一般的认知能 力，部分认知能力是遗传的。人脑的结构确保获得、使用语言。
Chapter 9 Language （3）词：语言中可以独立运用的最小单位。词是图形、 语音、语义、构词法与句法五种信息的复合体，音、形 是词的物质载体，义是词所参照的事物或状态，词是句 子的组成部分。汉语中语素与词的关系不同于英语。 （4）短语和句子：可以独立表达比较完整语义的语言结 构单位。短语和句子的词序排列有严格的组合规则。 短语在言语活动中的职能：人们经常以短语作为感知和 理解的单位。 任何一个语句都包含两个层次结构——表层结构、深 层结构。表层结构是句子说出或书写的外部语法形式。 深层结构是句子的意义结构。 一种语言，音素只有几十个，语素约为5万个，字词 约为20万左右，而句子是无数的。因此人所学会的不是 一个个的句子，而是掌握组织句子的一般规则。
Chapter 9 Language 3）句子类型、语境等影响句子的理解 不同句子类型理解的难度不同：肯定句比否定句理解得 快，被动否定句理解得最慢；符合事实的肯定句快于不 符合事实的肯定句。 语境：语境提供了各种背景知识，能帮助人们迅速、准 确地理解语言。许多对话言语在脱离背景时很难理解。 在背景中可以克服歧义句的产生。 4、课文理解(discourse comprehension)：理解较长的 话语。以下因素影响课文理解： 1）推理：根据课文信息进行推理 2）语境：课文的背景信息 3）图式：已有知识经验的组织形式 课文理解是一个运用已有知识进行、基于对句子的理解 进行思维加工的过程。
Chapter 9-11-S语言学
Chapter Nine Language and LiteratureSection One Features of Literary LanguageThere is a very close relationship between language and literature. The part of linguistics that studies the language of literature is termed LITERARY STYLISTICS. It focuses on the study of linguistic features related to literary style.9.1 Theoretical backgroundOur pursuit of style, the most elusive and fascinating phenomenon, has been enhanced by the constant studies of generations of scholars. “Style”, the phenomenon, has been recognized since the days of ancient rhetoric; “stylistic”, the adjective, has been with us since 1860; “stylistics”, the field, is perhaps the creation of bibliographers. (Dolores Burton, 1990)Earlier stage: Helmut Hatzfeld was the first biographer of stylistics and his work in A Critical Bibliography of the New Stylistics (1953) was continued by Louis Milic”s andStylistics (1967), Richard Bailey and Dolores Burton’s English Stylistics (1968)and James Bennett’s A Bibliography of Stylistics and related Criticism (1986).Until Helmut Hatzfeld brought out his bibliography the word “stylistics” had notappeared in the title of any English book about style although “stylistique”hadappeared in French titles, beginning in 1905with Charles Bally’s Traite destylistique francaise. The distinction between the French “sylistique”(withimplications of a system of thought) and the English “stylistics”(with theconnotation of science) reflects the trends manifested in the grouping ofbibliographies from the more narrowly focused view of stylistics in the 1960s,when computer science and generative grammar led many to hope for more preciseways of describing their impressions of describing their impressions of style, toBennett’s bibliography which covers books published from 1967 to 1983. Establishment:1960s witnessed the firm establishment of modern stylistics and ever since then the discipline has been developing at an enormous speed. As Carter and Simpson(1989) observed, at “the risk of overgeneralization and oversimplification, wemight say that ifthe 1960s was a decade of formalism in stylistics,the 1970s a decade of functionalism andthe 1980s a decade of discourse stylistics, thenthe 1990s could well become the decade in which socio-historical and socio-cultural stylistic studies are a main preoccupation.”Present trends:the socio-historical and socio-culture studies are gaining momentum“plural-heads development”/ different schools of stylistics compete for development and new schools emerge every now and then (Shen 2000)9.2 Some general features of the literary languageWhat seems to distinguish literary from non-literary usage may be the extent to which the phonological, grammatical and semantic features of the language are salient, or foregrounded in some way. The phonological aspect will be outlined in the next section. In this section, we shall briefly discuss the grammatical and semantic aspects.9.2.1 Foregrounding and grammatical formIn literary texts, the grammatical system of the language is often made to “deviate from other, more everyday, forms of language, and as a result creates interesting new patterns in form and in meaning” (Mularovsky) by means of the use of non-conventional structures that seem to break the rules of grammar.Ex. 9—1 The 1960 dream of high rise living soon turned into a nightmare.In this sentence, there is nothing grammatically unusual or “deviant” in the way the words of the sentence are put together. However, in the following verse from a poem, the grammatical structure seems to be much more challenging, and makes more demands on our interpretative processing of these lines:Ex. 9—2 Four storeys have no windows left to smashBut in the fifth a chipped sill buttressesMother and daughter the last mistressesOf that black block condemned to stand, not crash.Ex. 9-3The red-haired woman, smiling, waving to the disappearing shore. She left the maharajah; she left innumerable other lights o’passing love in towns and cities andtheatres and railway stations all over the world. But Melchior she did not leave.9.2.2 Literal language and figurative languageLITERAL meaning: The first meaning for a word that a dictionary definition gives.E.g. tree: “a large plant”, an organism which has bark, branches and leaves.FIGURATIVE meaning: the metaphorical meaning rather than the ordinary one.E.g. a family tree, (ancestry)Different forms of tropes (figurative use of language):SIMILE is a way of comparing one thing with another, of explaining what one thing is like by showing how it is similar to another thing, and it explicitly signals itself in a text,with the words as or like.METAPHOR, like a simile, also makes a comparison between two unlike elements; but unlike a simile, this comparison is implied rather than stated. Compare the followingtwo examples.Ex. 9—6 The world is like a stage. (simile). Ex. 9—7 All the world’s astage,Metonymy: like metaphor(the transport of ideas), means a change of name.Synecdoche: refers to using the name of part of an object to talk about the whole thing, and vice versa.9.2.3 The analysis of literary languageVarious ways can be used to literary texts, depending on:the kind of text we are dealing withthe aim of analysis (cf. P288-289 for detailed procedures)Section Two The Language in Poetry9.3 The language in poetry9.3.1 Sound patterningMost people are familiar with the idea of RHYME in poetry, in deed for some, this is what defines poetry. END RHYME(i.e. rhyme at the end of lines, cVC) is very common in some poetic styles, and particularly in children’s poetry:9.3.2 Different forms of sound patterningRhyme me-be love-prove/mi:/-/bi:/ /l v/-/pruv/Alliteration: the initial consonants are identical (Cvc)me-my pleasures-prove/mi:/-/mai/ /’ple z/ / pruv/Assonance(准押韵) describes syllables with a common vowel (cVc)live-with-will come-love/liv/-/wi /-/wil/ /k m/-l v/Consonance(辅音韵): Syllables ending with the same consonants (cvC)will-all/wil/- :l/Reverse rhyme（反韵）describes syllables sharing the vowel and initial consonant, CVc, rather than the vowel and the final consonant as is the case in rhyme.with-will/wi /-wil/Pararhyme（侧押韵）two syllables have the same initial and final consonants, but different vowels (CvC)live-love/l v/-l v/Repetition CVC, for example “the sea, the sea”. This is called REPETITION.9.3.3 Stress and metrical patterningIn English words of two syllables, one is usually uttered slightly louder, higher, held for slightly longer, or otherwise uttered slightly more forcefully than the other syllable in the same word, when the word is said in normal circumstances. This syllable is called the STRESSED syllable. For example, in the word kitten, kit is the stressed syllable, while ten is the UNSTRESSED syllable. In addition to stress within an individual word, when we put words together in utterances we stress some more strongly than others. Where someone puts the stress depends partly on what they think is the most important information in their utterance, and partly on the inherent stresses in the words.Metrical pattern : (韵律模式)1.Iamb(抑扬格): the pattern of unstressed and stressed syllables2.Trochee (扬抑格): the stressed followed by an unstressed syllables3.Anapest : two unstressed syllables followed by a stressed one4.Dactyl: a stressed syllable followed by two unstressed ones.5.Spondee: two stressed ( lines of poetry rarely consist only of spondees)6.Pyrrhic: two unstressed syllable9.3.4 Conventional forms of metre and soundAt different times, different patterns of metre and sound have developed and become accepted as ways of structuring poems. These conventional structures often have names, and if you are analyzing poems, it is advisable to be familiar with the more frequent conventions that poets use. Some conventional forms of metre and sound are as follows. (see P294-295)CoupletsQuatrainsBlank verseOthers: sonnet, free verse, limericks.9.3.5 The poetic functions of sound and metre9.3.6 How to analyse poetry?The following checklist provided by Thornborrow and Wareing (1998) may help to cover the areas of discussion when analyzing poetry.(1)Information about the poemIf this information is available to you, somewhere in your analysis give the title of the poem, the name of the poet, the period in which the poem was written, the genre to which the poem belongs, e.g. lyric, dramatic, epic sonnet, or satire, etc. You might also mention the topic, e.g. whether it is a love poem, a war poem or a nature poem.(2)The way the poem is structuredThese are structural features that you should check for; there may well be others we have omitted. Don’t worry if you don’t find any examples of reverse rhyme, or a regular metrical pattern in your poem. What matters is that you looked, so if they had been there, you wouldn’t have missed them.Section Three Language in Fiction9.4. The language in fiction9.4.1 Fictional prose and point of viewAccording to Mick short (1996), we need at least three levels of discourse to account for the language of fictional process (i.e. a novel or short story), because there is a narrator-narratee level intervening between the character-character level and the author-reader level (see P298): ViewpointsI-narrators:3rd-person narratorsschema-oriented languagegiven vs new informationDeixis9.4.2 Speech and thought presentationSpeech presentation: (see P301-303)1)Direct speech (DS)2)Indirect Speech (IS)3)Narrator’s representation of speech acts (NRSA)4)Narrator’s representation of speech (NRS)The speech contribution of the character is arranged in a decreased orderThough presentation (see P301-304)1)Direct thought2)Free indirect thought3)Stream of consciousness writing9.4.3 Prose style (P306-307)1)authorical style:2)text style.Section Four Language in Drama9.5 The language in dramaA play exists in two ways—on the page, and on the stage. Our interest in this book, nevertheless, is in the language of the play on the page.9.5.1 How should we analyse drama?a)Drama as poetryb)Drama as fictionc)Drama as conversation9.5.2 Analysing dramatic language1)Turn quanjtity and length2)Exchange sequence3)Production errors4)The cooperative principle5)Status marked through language6)Register7)Speech and silence-female characters in plays9.5.3 How to analyse dramatic texts?1)Paraphrase the text—i.e. put it into your own words2)Write a commentary on the text3)Select a theoretical approach, perhaps from those discussed above.Chapter 11 Language and Foreign Language TeachingSection One Linguistic Views in Language1. The relation of linguistics to TEFL语言学和外语教学的关系Language is viewed as a system of forms in linguistics, but it is regarded as a set of skills in the field of language teaching. Linguistic research is concerned with the establishment of theories, which explains the phenomena of language, whereas language teaching aims at th e learner’s mastery of language.To bride the gap between the theories of linguistics and the practice of foreign language teaching, APPLIED LIGUISTICS serves as a mediating area that interprets the results of linguistic theories and makes them user-friendly to the language teacher and learner.Applied linguistics is conducive to foreign language teaching in two major aspects:1)Firstly, applied linguistics extends theoretical linguistics in the directionof language learning and teaching, so that the teacher is enabled to make better decisions on the goal and content of the teaching.2)Secondly, applied linguistics states the insights and implications thatlinguistic theories have on the language teaching methodology.2. Various linguistic views and their significance in language learning and teaching语言学观点及其在语言教学中的价值2.1 Traditional grammar传统语法A TRADITIONAL GRAMMAR is a pre-20th century language description, which is based on earlier grammars of Greek or Latin. As a product of the pre-linguistic era, it lays emphasis on correctness, literary excellence, the use of Latin models, and the priority of the written language.In language teaching textbooks based on traditional grammars take prominent writers of the previous centuries as language models. They favor the pasty “purest” language form rather than the present “degenerated” from; they prefer the written language to spoken language; they concentrate on detailed points instead of the construction of the whole text. Under traditional language teaching, students learn to know many taboos. For example, in English one cannot use “Split infinitives” or end sentences with prepositions,because these are not allowed in Latin grammar. The traditional approach to language teaching involves the presentation of numerous definitions, rules and explanations, and it adopts a teacher-centered grammar-translation method, i.e. the main teaching and learning activities are grammar and translation study. In the view of many modern linguists, such an approach is damaging to language learning. They argue that one should teach the language, not teach about the language. In communication, one should learn first to “speak” the language, not to “read” the language.2.2 Struicturalist linguistics结构主义语言学Structuralist linguistics describes linguistic features in terms of systems or structures. Dissatisfied with traditional grammars, structuralist grammar sets out to describe the current spoken language which people use in communication. For the first time, structuralist grammar provides description of phonological systems, which aids the systematic teaching of pronunciation. However, like traditional grammars, the focus of structuralist grammar is still on the grammatical structures of a language. Structuralist teaching materials are arranged on a basis of underlying grammatical patterns and structures, and ordered in a way supposed to be suitable for teaching. Structuralist linguists are influenced by the behaviouristic view that one learns a language by building up habits on the basis of stimulus-response chains. In teaching method this implies a pattern drill technique which aims at the learner’s automatism’s for language forms.2.3 Transformational-Generative linguistics转换生成语言学Proposed by Chomsky, Transformation-Generative grammar (or TG grammar) sees language as a system of innate rules. In Chomsky’s view, a native speaker possesses a kind of linguistic competence. The child is born with knowledge of some linguistic universals. While acquiring his mother tongue, he compares his innate language system with that of his native language and modifies his grammar. Therefore, language learning is not a matter of habit formation, but an activity of building and testing hypothesis. As for the construct of a sentence, TG grammar describes it as composed of a deep structure, a surface structure and some transformational rules. Although Chomsky does intend to make his model a representation of performance, that is, the way language is actually used in communication, some applied linguists find that TG grammar offers useful ideas for language teaching. In designing teaching materials, for example, sentence patterns withthe same deep structure can be closely related, such as the active and the passive. Transformational rules may assist the teacher in the teaching of complex sentence construction. In the teaching of literature, TG grammar provides a new instrument for stylistic analysis. For instance, a writer’s style can be identified according to certain kinds of transformation which frequently appear in his writing, say, nonimalization, verbalization, adjectivization, adverbialization, passivization, etc. (Ohmann, 1964). Nevertheless, despite the various attempts to apply TG grammar to language teaching, the influence of such a formal and abstract grammar remains limited in the field of language education as Chomsky himself openly claimed that language teaching and learning is not his concern.2.4 Functional linguistics功能语言学Taking a semantic-sociolinguistic approach, Halliday’s systemic functional linguistics sees language as an instrument used to perform various functions in social interaction. Halliday writes a number of works in which he examines the development of language functions in the child and the function language has in society.For Halliday, learning language is learning to mean. In other to be able to mean, one has to master a set of language functions, which have direct relation to sentence forms. In the child language, there are seven initial forms. In the adult language, however, these discrete functions are replaced by three META-FUNCTIONS: the ideational function, the interpersonal function, the ideational function, and the textual function.Since systemic-functional linguistics sees the formal system of language as a realization of functions of language in use, its scope is broader than that of formal linguistic theories. In the field of language teaching, it leads to the development of notion / function-based syllabuses, which have attracted increasing attention. In the section of “syllabus design,” we will come back to this kind of syllabus in detail.2.5 The theory of communicative competence交际能力理论The concept COMPETENCE originally comes from Chomsky. It refers to the grammatical knowledge of the ideal language user and has nothing to do with the actual use of language in concrete situations. This concept of linguistic competence has been criticized for being too narrow and resenting a “Garden of Eden View”. To expand the concept of competence, D.H. Hymes (1971) proposes COMMUNICATIVE COMPETENCE, which has fourcomponents: POSSIBILITY –the ability to produce grammatical sentences; FEASIBILITY—the ability to produce sentences which can be decoded by the human brain; APPROPRIATENESS—the ability to use correct forms of language in a specific socio-cultural context; PERFORMANCE—the fact that the utterance is completed.In Hymes’ view, the learner acquires knowledge of sentences not only as grammatical but also as appropriate. The aim of language learning is the ability to perform a repertoire of speech acts so as to take part in speech events. This is another way of saying that learning language is learning to perform certain functions. Like Halliday’s functional grammar, Hymes’ theory also leads to notion / function-based syllabuses, and a step further, communicative syllabuses.The theory of communicative competence stresses the context in which an utterance occurs. In its application, the teacher may teach how in different situations the same sentence can perform the function of statement, command, or request. On the other hand, while introducing different linguistic forms with the same semantic structure, for example the two forms of “you” in Chinese, he may draw special attention to different contexts in which they are used. The conceptual approach also leads to a concentration on discourse, in Hymes’ term linguistic routines—the sequential organization beyond sentences. Thus in the teaching of literature, the teacher can focus on features of different generes. In the teaching of conversation, he can introduce such strategies as opening, continuing, turn taking and closing. To present teaching contents of this kind, a learner-centered teaching methodology is necessary.Section Two Syllabus Design3. Syllabus Design教学大纲的设计3.1 What is syllabus?什么是教学大纲SYLLABUS is the planning of a course of instruction. It is a description of the course content, teaching procedures and learning experiences. The concept “syllabus” is often used interchangeably with “curriculum”, but CURRICULUM is also used in a broader sense, referring to all the learning goals, objectives, contents, processes, resources and means of evaluation planned for students both in and out of the school.3.2 Major factors in syllabus design大纲设计的主要因素1)Selecting participants选择参与者2)Process过程3)Evaluation评估3. Types of Syllabus教学大纲的类型Structural syllabus结构教学大纲Influenced by structuralist linguistics, the STRUCTURAL SYLLABUS is a grammar oriented syllabus based on a selection of language items and structures. The vocabulary and grammatical rules included in the teaching materials are carefully ordered according to factors such as frequency, complexity and usefulness. The linguistic units in a sentence may appear in slots:Situational syllabus情景教学大纲The SITUATONAL SYLLABUS does not have a strong linguistic basis, yet it can be assumed that the situationnalists accept the view that language is used for communication. The aim of the situational syllabus is specifying the situations in which the target language is used. The selection and organization of language items are based on situations. Grammatical forms and sentence partner are introduced and practiced, but they are knitted in dialogues entitled “At the Air-port”, “At the Supermarket”, “At the Bank”, and so on. In class an AURAL-ORAL TEACHING METHOD is adopted, i.e., new materials are heard and spoken before they are read and written by the learners. This method may still be teacher-centred, but compared with the grammar-translation method there is more particip ation on the learner’s part. The teacher can make use of picture, real objects, and the postures of the participants to involve students in dialogues and role-playing.Notional-functional syllabus意念-功能教学大纲First proposed by D. Wilkins and J.A. van Ek, the NOTIONAL-FUNCTIONAL SYLLABUS has received considerable attention since the 70s. Compared to the situational syllabus, the notional-functional syllabus has a much stronger theoretical basis—it is directly influenced by Halliday’s functional grammar and Hymes’ theory of communicative competence. The concept of NOTION refers to the meaning one wants to convey, while that of FUNCTION refers to what one can do with the language. For example, while sayi ng “Would you please tell me how to get to the library?” the speaker expresses the notion of inquiry and performs the function of asking the way. The notional-functional syllabus is initiallyconcerned with what the learner communicates through the language—not with what the grammatical structure is, or when or where he uses the language. It is proposed that one should analyze the needs of the learner to express meanings before deciding the lexico-grammatical options required. What the notional-functional syllabus wants the learner to acquire is, first, the knowledge of language structures, and second, the ability of using them in different situations to express ideas. The notional-functional approach to language teaching views all course components as a systematic whole, and classroom activities should be learner-centred.Communicative syllabus交际教学大纲A COMMUNICATIVE SYLLABUS aims at the learner’s communicative competence. Based on as notional-functional syllabus, it teaches the language needed to express and understand different kinds of functions, and emphasizes the process of communication.Summarizing the previous theories on communicative approach to syllabus design, Janice Yalden (1983) lists ten components of a communicative syllabus:1. as detailed a consideration as possible of the purposes for which the learners wish to acquire the target language;2. some idea of the setting in which t hey will want to use the target language (physical aspects need to be considered, as well as social setting);3. the socially defined role the learners will assume in the target language, as well as the roles of their interlocutors;4. The communicative events in which the learners will participate: everyday situations, vocational or professional situations, academic situations, and so on;5. the language functions involved in these events, or what the learner will need to be able to do with or through the language;6. the notions involved, or that the learner will need to be able to talk about;7. the skills involved in the “knitting together” of discourse: discourse and rhetorical skills;8. the variety or varieties of the target language that will be needed, and the levels in the spoken and written language which the learners will need to reach;9. the grammatical content that will be needed;10. the lexical content that will be needed.Fully Communicative Syllabus完全交际教学大纲The FULLY COMMUNICATIVE SYLLABUS stresses that linguistic competence is only a part of communicative competence. If we focus on communicative skills, most areas of linguistic competence will be developed naturally. Therefore, what we should teach is communication through language rather than language for communication. It is suggested that fully communicative teaching should do away with well planned syllabuses. What should be decided is the problem of communication to be solved, and the teacher should involve his students into activities in which they imitate his use of language consciously or unconsciously. If the teacher can well direct this process, language learning will take care of itself.Section Three Language Learning and Error Analysis4. Language learning语言学习The previous sections summarized various linguistic views and their significance in language teaching and learning. The discussions centred around how the practice of language teaching and learning has been influenced by different schools of linguistic studies, e.g. traditional grammars, structuralist linguistics, transformational generative lingui9stics, functional linguistics, etc. Although “learning” has frequently mentioned, most of the discussions are actually about how “teaching” has been influenced by linguistic theories. It is true that language teachers’ knowledge in linguistics (or their linguistic views) plays an important role when they make decisions about what to teach and how to teach. However, in whatever circumstances, in order for language teaching to be effective, no decision should be made if due attention is not paid to what and how the learners actually learn. In fact, in the past three or four decades, the research focus in language education has shifted from “how teachers teach” to “how learners learn”.4.1 Grammar and language learning语法和语言学习One of the major issues raised by second language acquisition researchers is the controversial question of whether and how to include grammar in second language instruction. The discrete-point grammar instruction conducted by more traditional language teachers has been widely criticized for focusing on forms and ignoring meanings. However, findings from immersion and naturalistic language acquisition studies suggest that when classroom second language learning is entirely experiential and meaning-focused, some linguistic features do not ultimately develop to target like levels (Doughtyand Williams, 1998:2). As a compromise between the “purely form focused” approaches and the “purely meaning focused” approaches, a recent movement of FOCUS ON FORM seems to take a more balanced view on the role of grammar in language learning.4.2 Input and language learning输入和语言学习It is self-evident that language learning can take place when the learner has enough access to input in the target language. This input may come in written or spoken form. In the case of spoken input, it may occur in the context of interaction (i.e. the learner’s attempts to converse with a native speaker, a teacher, or another learner) or in the context of non-reciprocal discourse (for example, listening to the radio or watching a film).4.3 Interlanguage in language learning语言学习中的中介语Besides input, output has also been reported to promote language acquisition (Swain, 1985; Skehan, 1998). Correct production requires learners to construct language for the their messages. When learners construct language for expression, they are not merely reproducing what they have learned. Rather they are processing and constructing things. For example, they process syntax read or heard and construct syntax that can be used to express what they wish to convey.The conception of language output as a way to promote language acquisition is to some extent in line with the so called CONSTRUCTIVISM. A constructivist view of language argues that language (or any knowledge) is socially constructed (Nunan, 1999:304) . Learners learn language by cooperating, negotiating and performing all kinds of tasks. In other words, they construct language in certain social and cultural contexts.5. Error Analysis错误分析5.1 Errors, mistakes, and error analysis语法错误，语用错误和错误分析When a linguistic item is used as the result of faulty or incomplete learning, the learner is considered to have committed an error. A distinction is sometimes made between an error and a mistake. ERROR is the grammatically incorrect form; MISTAKE appears when the language is correct grammatically but improper in a communicational context. While errors always go with language learners, mistakes may also occur to native speakers. There is another type of fault, namely LAPSE, which refers to slips of the tongue or pen made by either foreign language learners or native speakers. ERROR ANALYSIS, as the term suggest, is the study and analysis of。
新编英语教程4_李观仪版Unit 9课件
scramble----climb quickly, often with some difficulty dart----move forward suddenly & quickly panting----breathing quickly foaming----forming white mass of small air bubbles baptize----perform the Christian religious ceremony of baptism, i.e., of acceptance into the Christian Church judicious----with good judgment
Small boys are usually unable to keep quiet about anything they know, and tend to run around talking about it; women are likewise supposedly good at spreading news through gossiping; but the [textbook p.153] news that Kino had a large and valuable the nerves of the town pearl traveled were pulsing and faster than vibrating with the either. news—Kino had found the Pearl of the World.
strangle
--- to kill sb by squeezing their throat tightly so that they cannot breathe e.g. The victim had been strangled with a nylon stocking. ---to limit or prevent the growth or development of sth. e.g. Parents should never strangle children’s creativity.
胡壮麟语言学课件Chapter 9_literature
2.3 Metonymy
There is no armour against fate; Death lays his icy hand on kings; Sceptre and Crown Must tumble down And in the dust be equal made With the poor crooked Scythe and Spade. James Shirley (1596-1666) (1596-
2.4 Synecdoche
They were short of hands at harvest time. (part for whole) Have you any coppers? (material for thing made) He is a poor creature. (genus for species) He is the Newton of this century. (individual for class)
1.1 What is ‘foregrounding’? foregrounding’
Frank Hakemulder & Willie van Peer: In a purely linguistic sense, the term 'foregrounding' is used to refer to new information, in contrast to elements in the sentence which form the background against which the new elements are to be understood by the listener / reader.
新编简明英语语言学教程 第二版 戴炜栋9 Language and Culture课件
PPT学习交流
10
The significance of cultural teaching and learning
• Learning a foreign language is inseparable from learning its culture.
• We need to learn enough about the language’s culture so that we can communicate in the target language
PPT学习交流
5
Two Interpretations about SWH
• Strong version believes that the language patterns determine people’s thinking and behavior;
• Weak version holds that the former influence the latter.
----The study of the linguistic relativity or SWH has shed two important insights (领悟) :
• There is nowadays a recognition that language, as code, reflects cultural preoccupations (偏见，成见) and constrains the way people think.
roadside…(B3 L10 Diogenes and Alexander)
PPT学习交流
9
to die --- to pass away; to depart; to go to sleep; to go to heaven
Chapter9章PPT课件
Chapter 9 Linguistics and Foreign Language Teaching
3 Various linguistic views and their significance in language learning and teaching (P354-57)
You are suggested to read the relevant part in our textbook to get a clear idea that different fields of linguistic study do contribute the language learning and teaching.
Who should be the center in the teaching-learning process? How should the learner’s errors be treated? What techniques should be adopted in the classroom?
Chapter 9 Linguistics and Foreign Language Teaching
5.2.1 Grammar and language learning (P368-70)
Whether and how to include grammar in second language instruction is one of the major controversial questions raised by second language acquisition researchers.
4.2 Major factors in syllabus design (P358)
新编语言学教程PPT课件
语言学学习应注意的方面：
1) 术语问题 2）语言学理论问题 3）语言学研究方法问题 4）语言学研究名家 5）学习习惯问题
第2页/共97页
Chapter 1 Introduction
• I Linguistics
• 1. Definition of linguistics • 2. Linguistics and traditional grammar • 3. Use of studying linguistics • 4. Scope of linguistics
第6页/共97页
• Objectivity（客观性）：describe a language as it is.
• A linguist should be as objective as possible in his description and analysis of data and cannot allow prejudice to influence his generalizations.
以双重否定为例。从逻辑学的角度 来看，否定之否定就是肯定。正因 如此，规定语法学家认为：
I didn’t do nothing.
正确的解释为:
It is not true that I did
nothing.
或
I did something.
第20页/共97页
但是，英语使用的现实
却是这两种相互矛盾的
•
秋浦歌
• 白发三千丈， 缘愁似个长。
• 不知明镜里， 何处得秋霜。
• 单看“白发三千丈”一句，真叫人无法理解：白发怎么能有“三千丈”呢？愁生白发，人所共晓，而长达 三千丈，该有多少深重的愁思。十个字的千钧重量落在一个“愁”字上。以此写愁，匪夷所思。奇想出奇 句，不能不使人惊叹诗人的气魄和笔力。
新编英语教程 Unit 9 Who killed Benny Paret
3. Many boxers are exploited. Often those around the boxer do very well at his expense. This gives them a reason to make the fighter take more fights, even if that would be dangerous.
fight
一场拳击比赛
fight manager 拳击运动员的经理
(boxing) gloves 拳击手套
jab knockout
猛击（对手） 由于一方被击倒而比赛结束
mauler mouthpiece
击伤对手的拳击运动员
（橡皮或塑料制的）护齿，或称作 （拳击员用的）橡皮咬口
parry
格挡，以手臂挡开来拳
5. Making boxing illegal would just drive it “underground”. It would still go on, because men would still want to fight and others would still be prepared to pay to see them. Once boxing is underground, it cannot be regulated and fights will become much more dangerous. Boxing is much safer when it is legal but regulated.
4. Boxing makes violence look cool. The money and fame a few champion boxers get for hitting people sends the wrong message to young people.
英语语言学课件Chapter 9 Phrases and Sentences
Rules: You must not split an infinitive. You must not end a sentence with a preposition.
Phrases and Sentences: Grammar
Linguistic expressions as sequences of sounds represented phonetically
Linguistic expressions as sequence of morphemes
With these descriptions, we could characterize all the words of a language in terms of their phonetic and morphological make-up
The Descriptive Approach
Well-established grammatical description of Latin does not apply to all Ls
Analysts collect samples of the L they are interested in and attempt to describe the regular structures of the L as it is used, not according to some view of how it should be used
Never begin a sentence with and.
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Examples of overgeneralization
Overgeneralization is a frequent phenomenon in language development. It can be found not only in syntactic usage but also in word meanings. moons: all round objects cars: all vehicles dogs: all four-legged animals
processing mechanisms. Psycholinguistics deals with the mental processes a person uses in producing and understanding language. It is concerned with the relationship between language and the human mind, for example, how word, sentence, and discourse meaning are represented and computed in the mind.
• Language acquisition refers to the learning and development of a person’s language. The learning of a native or first language is called first language acquisition, and the learning of a second or foreign language is called second language acquisition.
Two basic notions in first language acquisition
• Overgeneralization/Overextension(the extension of a rule beyond its proper limits) • Undergeneralization/Underextension(a child uses a word in a more limited way than adults do )
9.2 Language Acquisition
• Psycholinguistics is interested in the acquisition of language: how children acquire their mother tongue. • The study of the acquisition of language by children is often called developmental psycholinguistics.
Two possible directions of study in psycholinguistics
• Language as a way of explaining psycholinguistic theories and processes: language influences memory, perception, attention and learning. • The effects of psychological constraints on the use of language: how memory limitations affect language production and comprehension.
The scope of psycholinguistics
• At its heart, psycholinguistic work consists of two questions. – What knowledge of language is needed for us to use language? – What processes are involved in the use of language?
The “knowledge” question • Four broad areas of language knowledge:
Semantics deals with the meanings of sentences and words. Syntax involves the grammatical arrangement of words within the sentence. Phonology concerns the system of sounds in a language. Pragmatics entails the social rules involved in language use.
• The scope of psycholinguistics • The common aim of psycholinguists is to find out the structures and processes which underline a human’s ability to speak and understand language. • Psycholinguists are not necessarily interested in language interaction between people. They are trying above all to probe into what is happening within the individual.
The “process” question
•What cognitive processes are involved in the ordinary use of language?
– “ordinary use of language”: e.g. understanding a lecture, reading a book, writing a letter, and holding a conversation, etc. – “cognitive processes”: processes like perception, memory and thinking. • Although we do few things as often or as easily as speaking and listening, we will find that considerable cognitive processing is going on during those activities.
9.1 Introduction
* As the name suggests, it is a subject which links psychology and linguistics. • Psycholinguistics is interdisciplinary in nature and is studied by people in a variety of fields, such as psychology, cognitive science, and linguistics. It is an area of study which draws insights from linguistics and psychology and focuses upon the comprehension and production of language.
Questions
• What is psycholinguistics? • What are the main topics of psycholinguistics?
QБайду номын сангаасestion 1
• What is psycholinguistics?
9.1 Introduction
• * Psycholinguistics is the study of the language
Question 2
• What are the main topics of psycholinguistics?
Topics to be covered include…
• General issues of psycholinguistics: • language acquisition (how human beings learn language) • language production (how we create and express meaning through language) • language comprehension (how we perceive and understand speech and written language) • The relationship between language and thought
• The psycholinguist Steven Pinker makes a strong case for considering the elements of linguistic knowledge to be innate. This is consistent with the Chomskyan concept of universal grammar: the idea that there is a common underlying structure to every language, the knowledge of which we are born with.
Chapter 9 Psycholinguistics
What do these activities have in common?