英专语言学论文
语言学论文 Language and Thought
XXXXX大学课程论文英文题目: Language and Thought中文题目: 语言和思维学院: 外国语学院专业:英语班级: 学生姓名:学号:ContentsContents (i)Chapter 1 Introduction (1)Chapter 2 Language and Thought (4)2.1 Language Strongly Influences Thought (4)2.2 Language Does Not Influence Thought (5)2.3 Language Partially Influences Thought (6)Chapter 3 Conclusion (10)Bibliography (11)Chapter 1 IntroductionThe relationship between language, thought and reality has occupied philosophers, linguists, anthropologists and psychologists for centuries. Dating back to Plato and his theory of forms, in which Plato described the idea of thought and language having meaning as stemming from abstract definitions or concepts called “forms”and which all the “entities and qualities designated thereby can be subsumed” (Gill, 1997:132). Along with the standard western thought Plato ultimately describes language as being based on reality. Similarly John Locke of a more recent time describes the relationship between reality and language:Our senses, conversant about particular sensible object, do convey into the mind several distinct perceptions of things according to those various ways wherein those objects affect them. And thus we come by those ideas we have of yellow, white, heat, cold, soft, hard, bitter, sweet and all those which we call sensible qualities; which when I say the senses convey into the mind, I mean, they from external objects convey into the mind what produces those perceptions (Essay Concerning Human Understanding, book 2, chapter 1).Locke exemplifies in this statement what many philosophers and psychologists felt about how we think and how we perceive reality and how that is then reflected in our language.Contrary to these common beliefs among philosophers concerning language, a well-known German scholar and diplomat from the 18th century, Wilhelm von Humboldt equated language and thought as inseparable, as language completely determining thought, in a hypothesis known as the Weltanschauung (world view) hypothesis (Brown, 1968). Humboldt also emphasized“profound semantic” differences between languages which lead to varying “cognitive perspectives,” an idea commonly known as cultural relativity (Wierzbika, 3). Although little attention was given to this extreme view at the time, this same idea drew much interest and criti cism in the 1930’s in the emergence of a hypothesis known as the Sapir-Whorf Hypothesis (Linguistic Relativity). This hypothesis was rooted in Sapir’s study of Native American Languages, which later drew the particular attention of Sapir’s student Benjamin Lee Whorf. What caught the attention of many scholars and non-scholars alike and has stimulated comparative research among many different languages was a paragraph that Sapir read to a group of anthropologists and linguists in 1928:Human beings do not live in the objective world alone, nor alone in the world of social activity as ordinarily understood, but are very much at the mercy of the particular language which has become the medium of expression for their society… The fact of the matter is that the ‘real world’ is to a large extent unconsciously built upon the language habits of the group. No two languages are ever sufficiently similar to be considered as representing the same social reality. The worlds in which different societies live are distinct worlds, not merely the same world with different labels attached (Salzmann, 1993:153).This statement and similar ones by Whorf, attempting to illustrate that language is the medium by which one views the world, culture, reality and thought have aroused an intense desire in not only scholars but also for non-scholars to validate of disprove this hypothesis. Most researchers today currently argue one of the following three positions in relation to the Sapir-Whorf Hypothesis or Linguistic Relativity: language heavily influences thought (strong interpretation), language does not influence thought or language partially influences thought (weakinterpretation).Chapter 2 Language and Thought2.1 Language Strongly Influences ThoughtBenjamin Whorf, like Sapir studied Native American languages. Whorf sites several examples form the Native American language, Hopi, to support his hypothesis that thought is strongly based on language. According to Whorf the Hopi language does not contain any words, grammatical constructions or expressions that refer to the English concept of ‘time.’ Whorf goes on to explain that it is possible in the Hopi language to express the world or reality in ways other than what many languages refer to as ‘time.’ The Hop i view of reality is specific to the language and can only be best expressed if one is familiar with the language (Carroll, 1956:57). In this example where Whorf feels language strongly influences thought, he is often criticized with circularity because he “infers cognitive differences between two speakers from an examination of their respective l anguages,” (Hopi and English). His proof of cognitive differences is only “based on reiteration of the linguistic differences” (Harre, 1990:5).The Sapir-Whorf Hypothesis has remained a divisive topic for many years because many researchers feel that Whorf’s examples failed to show a real relationship between language and thought while others agree with Whorf that thought is truly dependent on language. Similarly researchers find it difficult to find a set of variables that fit a valid research and do not come under the same criticism a s Whorf’s alleged circularity. Although these constraints continue to make it difficult for researchers, many continue to look for ways to prove or disprove the Sapir-Whorf Hypothesis.A common argument for the Sapir-Whorf Hypothesis is the perception of color across languages. According to the hypothesis, if one language categorizes color differently than another language, then the different groups should perceive it differently also. In a study done in the 1970’s a group of researchers studied the difference in perception of color in English compared with a small tribe from Papua New Guinea called Berinmo. The Berinmo were given a sample of 160 different colors and asked to categorize them. The Berinmo not only had less categories, they did not differentiate between the English colors blue and green, however, they did draw a category between colors in their language nol and wor which in English would both be perceived in the category of yellow. The researchers found that the Berinmo speakers were better at matching colors across their nol, wor categories than across the English blue and green categories and English speakers were better at matching colors across blue and green than across the Berinmo nol and wor (Sawyer, 1999). According to the researchers by showing that the color perception of the two language groups is dependent on the categorization in the language the results support the Sapir-Whorf Hypothesis.2.2 Language Does Not Influence ThoughtThere are three main points that researchers use to dispute the Sapir-Whorf Hypothesis: translatability, differences between linguistic and non-linguistic events and universals. Translatability is a common argument scholars use against the hypothesis, for although language may differ considerably in the way they express certain details, it is still quite possible to translate those details from one language to another (Fishman, 1976:273).The argument made by Eric Lenneberg against the Sapir-Whorf Hypothesis is that “linguistic and non-linguistic events must be separately observed and described before they can be c orrelated” (Carroll, 1956:28). He argues that there is no way to define language as influencing thought when there is no distinction between these two events and that the evidence which supports language as influencing thought is based purely on linguistic differences.The third argument that gives evidence against language influencing thought is the concept of universals. The idea of universals can be traced back to the Port Royale:There are in the grammar observations that apply to all languages; these observations constitute what one calls general grammar. Grammar, which has for its object the expression of thought by the help of speed, spoken or written, thus admits of two sorts of rules. One kind are immutably true and universally followed, they apply to the form of thought itself, they follow from the analysis of it and ar e only the consequence of it…(Cowie, 1999:227).The theory of Universals commonly attributed to Chomsky and generative grammar is the claim that there are deep structures that are common to all languages (Fishmann, 1976:13). In examining this thought in relation to linguistic relativity all cultures would be related and have similar realities which is in deep contrast with Whorf’s ideas that all cultures see the world differently because of their language.2.3 Language Partially Influences ThoughtThe writings of Sapir and Whorf brought about a huge change in the way scholars view language and thought. Researchers scurried to find evidence that would give the hypothesis validity. Although the research is easy to formulate, the problem lies in finding a set of variables that accurately test the hypothesis. Most researchers up to this time have found it hard to conclude that language determines thought, however through examples from Whorf’s studies in Hopi and other observations from researchers it is valid to suggest that language does partially determine thought. In determining linguistic relativity the question is not whether a language affects ones thoughts but to what degree (Wierzbicka, 1992:7).Many examples are given to support a weak interpretation of linguistic relativity. One experiment done by Linda Rogers gives evidence to support a weak interpretation. Rogers read a story to a group of bilingual children while recording their brain-wave patterns. She first read the story in English while observin g that the children’s brains were active in the left hemisphere and then read the story in Navaho and observed their brain activity in the right hemisphere. This according to Rogers gave evidence to the fact that English as a noun-centered language was processed in the left side of the brain and the Navaho as a verb-centered language was processed in the right side of the brain. This gave evidence to the fact that although the same story was told to the same children they processed the story differently according to which language it was told in (Gill, 1997:140）.Another example is a study contrasting Japanese and English passive constructions done by Agnes Niyekawa-Howard in 1968. The study explains that Japanese has two types of passiveconstructions in which when one is combined with the other the meaning changes so that the subject of the sentence was “caused” to take the act ion that is found in the verb. In translating stories from Japanese to English this construction was not seen, however, in the translation from English to Japanese the Japanese translators included this construction. Similarly when asked to interpret cartoons that dealt with interpersonal conflict, the Japanese “were found to attribute responsibility for the negative outcome to othe rs” more t hat did the English. The study’s purpose was to show that although not consciously seen by native Japanese, this construction of grammar contributes to a “perceptual habit or cultural outlook” in the Japanese culture (Salzmann, 1993:163).Support for the idea that language partially influences thought can also be seen in the concept of codability. Codability can be seen as the ability to translate a word, phrase or idea from one language to another. Anyone that speaks two languages would agree that some ideas are easier said in one language over the other. Many times in language there are words that explain a thought, location, emotion etc. that in other languages could take up to a paragraph long to describe. An Eskimo tribe in Alaska called the Dena’ina Athabaskans has an entire lexicon that describes different kinds of streams and trails. In one word the Dena’ina are able to describe the following phrases: “a place of fast or slow current, covered with slush ice or overflow ice, a packed snow trail or a trail with snow drifted over, an animal trail, or a trail used for getting wood” (Lord, 1996). The concept of codability, the ability to code in one language a word or phrase in another, exemplifies the idea of language partially influencing thought because in one language a speaker may be able to perceive a lexical category better than another but that in noway limits another language from being able to perceive the same category.Linguists and Anthropologists have been concerned with the Sapir-Whorf Hypothesis and the implications that surround the claims made by Sapir in 1928 and continue to look for ways to prove or disprove the idea that language directly influences the way reality is perceived. Because the perfect research situation to completely prove or disprove this hypothesis does not exist researchers are left to examine small examples of specific registers in which language can be seen to affect thought and reality and through research in these registers most researchers agree with the weak interpretation of the Sapir-Whorf Hypothesis.Chapter 3 Conclusion“Language and society are so intertwined that it is impossible to un derstand one without the other. There is no human society that does not depend on, is not shaped by, and does not itself sha pe language” (Chaika, 1989:2). This statement best defines the relationship between language, thought and reality for language not only shapes the way reality is perceived but reality can also shape language. The Sapir-Whorf Hypothesis has changed the way many people look at language. It has influenced many scholars and opened up large areas of study. While many like Sapir and Whorf support the notion that language strongly influences thought and others argue that language does not influence thought, the evidence from research indicates that language does influence thought and perception of reality but language does not govern thought or reality. .Bibliography[1] Brown Roger. The Psychology of Language and Communication. Guilford Press，1968.[2] Carroll John. Language, Thought and Reality: Selected writings of Benjamin Lee WhorfMassachusetts Institute of Technology，1956.[3] Chaika Elaine. Language the Social Mirror.Newbury House Publishers ，1989.[4] Cowie Fiona. What’s With in? Nativism Reconsidered.Oxford University Press，1999.[5] Gill Jerry. If a chimpanzee could talk and other reflections on language acquisition .University of Arizona Press，1997.[6] Harre Rom, Muhlhausler Peter. Pronouns and People: The Linguistic Construction ofSocial and Personal Identity. Basil Blackwell Ltd.，1990.[7] Locke John. Essay Concerning Human Understanding.Clarendon Press，1975.[8] Lord Nancy. Native Tongues. Sierra Nov./Dec.，1996：46.[9] Salzmann Zdenek. Language, Culture and Society: An Introduction to LinguisticAnthropology. Westview Press，1993.[10]Sawyer Kathy, Stein Rob. The Language of Color. Science Notebook, Washington Post，1999, March: A09.[11]Wierzbicka Anna. Semantics, Culture, and Cognition: Human concepts inCulture-Specific Configurations. Oxford University Press，1992.。
英语语言学论文(优秀9篇)
英语语言学论文（优秀9篇）《浅析美国英语与英国英语的区别及应用》摘要：标准现代英式英语和美式英语，虽然两者互相理解没有很多实质性的差异，但对两者的各方面进行一个大概的比较，还是有很多细微的差别的。
关键词：美国英语；英国英语；分析对比；区别及应用在全球一体化的背景下，英语已成为世界通用语言，在社会生活、交往或交流中都扮演着重要角色。
近年，美式英语风靡全球，尽管美式英语和英式英语都是英语，但是区别甚多。
相对来说美式英语便捷实用，英式英语较为复杂。
英式英语保守、严谨，美国人说英语则是另一种姿态，崇尚可见即可读。
1.两种语言在历史演变、地域文化、社会地位层面的区别。
英语是全世界几千种语言的其中一种，也是印欧语系一百多种语言之一、英国英语距今已有1500的历史了。
而美国英语是在英国英语的基础上发展而来的。
英国和美国在政治、经济、文化等方面的不断发展，造就了它们各自不同的语言特征。
美式英语起源于18世纪70年代，美国的独立战争爆发时，战乱的特殊原因导致绝大多数美国人来自欧洲移民，尤其以英格兰人为主，大多讲英国英语。
近几十年来，由于美国的贸易、军事、科技、国际地位等方面远远超过英国，再加上美国电影风靡全球，促使美国本土的俚语很多已经渗透到了口语之中。
很多因素导致美式英语成为强势语言。
2.发音方面存在的不同。
英语和美语的发音最具代表性的区别是对er的发音的不同。
英语中，短音的er是的浑元音，但长音的er是个拉长了的浑元音，听起来是一个介于“俄”和“啊”的声音。
而美语中，er听起来怎么都是个“儿”音。
ar：除了轻读短音（如singular）和者后连元音（如clarity），英语的ar全部清一色的长音[a：]，而美语中，是“阿尔”。
英语和美语的辅音基本是一致的，但在使用习惯上也有些差别。
如词组clear animosity，英语会读成clear，animosity，而美语会读成clear—ranimosity。
另一个比较明显的区别是d和t。
英语语言学毕业论文
英语语言学毕业论文英语语言学毕业论文在当今全球化的时代，英语已经成为世界上最重要的语言之一。
因此，对于英语语言学的研究变得越来越重要。
本文将探讨英语语言学的一些重要概念和研究领域，以及其对我们理解语言和文化的影响。
首先，我们需要了解什么是语言学。
语言学是研究语言的科学，它涉及到语言的结构、语音、语法、语义以及语用等方面。
语言学家通过观察和分析语言的不同方面，试图了解语言的本质和运作方式。
在英语语言学中，语音学是一个重要的研究领域。
语音学家研究语音的产生、传播和感知。
他们关注音素、音位和音系等概念，以及不同语音之间的差异。
通过研究语音，我们可以更好地理解英语的发音规则和变体。
另一个重要的研究领域是语法学。
语法学家研究语言的句法结构和语法规则。
他们关注句子的组成和结构，以及不同句型之间的差异。
通过研究语法，我们可以更好地理解英语的句子构造和语法规则。
此外，语义学也是英语语言学的一个关键领域。
语义学家研究词汇和句子的意义。
他们关注词汇的定义、语义关系和概念的表示方式。
通过研究语义，我们可以更好地理解英语的词义和句子的意义。
除了以上几个研究领域，英语语言学还涉及到语用学、社会语言学和心理语言学等方面。
语用学研究语言在特定情境中的使用和交流。
社会语言学研究语言与社会文化因素之间的关系。
心理语言学研究语言的认知和心理过程。
这些研究领域相互交叉，共同帮助我们更全面地理解英语语言的本质和使用方式。
英语语言学的研究对我们的生活和社会有着深远的影响。
首先，它帮助我们更好地学习和教授英语。
通过研究语言的结构和规则，我们可以开发更有效的教学方法，帮助学生更好地掌握英语。
其次，它有助于我们理解不同语言和文化之间的差异。
通过比较不同语言的语音、语法和词汇等方面，我们可以更好地理解不同文化之间的差异和相似之处。
最后，它对翻译和跨文化交流也有着重要的意义。
研究语言学可以帮助我们更好地进行翻译和解释，促进不同文化之间的交流和理解。
英语专业硕士论文范文
英语专业硕士论文范文随着当今社会对大学毕业生英语水平要求的不断提高,学生英语综合性实用能力越来越多地受到人们的关注。
下面是店铺为大家整理的英语专业硕士论文，供大家参考。
英语专业硕士论文范文一：乔姆斯基语言学的深层结构理论在英文翻译中的应用论文摘要：本文通过对英译汉句子中一些典型错误的分析，来探讨有关语法结构的问题，并举例证明传统语法和传统的翻译技法远远不能对此做出满意的结论。
文中所述的乔姆斯基创立的转换生成语法，特别是深层结构和表层结构的区别，同样也适用于翻译领域，对其理论的理解将会给翻译工作者进行有效、正确的翻译带来良好判断的感觉。
关键词：语法结构翻译技法转换生成语法深层和表层结构初学翻译者常常犯同样一个毛病：死译。
即使是有经验的译者也难避免。
所谓死译就是逐词对译。
死译的表现形式很多，但归纳起来有两大类：一、拘泥于原文词汇的表层意思;二、拘泥于原文语法的表层结构。
按此办法进行翻译的译文或是生硬，不中不洋，或是牵强附会，与原文风马牛不相及。
什么是拘泥于原文语法表层结构的死译?它在英译汉中是如何表现的?应该如何解决?本文将用乔姆斯基转换生成语法中的深层结构的理论对这些问题作一些初步的探讨。
以n(a)+n(b)为例。
它是英语中常见的一种语法结构，看似简单，人们一开始学英语就会碰到。
比如：Beijing is the capital of our country;He is the monitor of our class. 句中n(a)+n(b)是一种从属关系，“of”译为“的”。
在由于简单，人们认为，这种语法只表示单一的概念，也只有一种译法，于是不管语言环境发生什么变化，现成的译法到处可套，结果译文既不能表达原文的意思，又不符合汉语的习惯。
下面略举几例，即可见问题之一斑。
(1) When Yash’s mother saw the rush of the visitors. Shebegan to chargean admission price of a kopeck per head.雅什的母亲看到来访者的蜂拥而来，便收起费来，每人收一戈比。
英语语言学毕业论文(精选多篇)
英语语言学毕业论文(精选多篇)第一篇：英语专业毕业论文：社会语言学the definition of sociolinguistics and its characteristic外语系06接本6班尹珊珊24号[abstract]sociolinguistics is a term including the aspects of linguistics applied toward the connections between language and society, and the way we use it in different social situations. it ranges from the study of the wide variety of dialects across a given region down to the analysis between the way men and women speak to one another. sociolinguistics often shows us the humorous realities of human speech and how a dialect of a given language can often describe the age, sex, and social class of the speaker; it codes the social function of a language.[key words] sociolinguisticssociolinguistics variationsocial function [content]sociolinguistics is the study of the effect of any and all aspects of society, including cultural norms, expectations, and context, on the way language is used. it also studies how lects differ between groups separated by certain social variables, e.g., ethnicity, religion, status, gender, level of education, etc., and how creation and adherence to these rules is used to categorize individual socio-economic classes. as the usage of a language varies from place to place, and language usage varies among social classes. it is socialists that sociolinguistics studies.the study of language variation is concerned with social constraints determine language in its contextual environment. code-switching is the term given to the use of different varieties of language in different social situations. sociolinguistic differs from sociology of language in that the focus of sociolinguistics is the effect of the society on the language, while the latter’s focus is on the language’s effect on the society. while the study of sociolinguistics is very broad, there are a few fundamental concepts on which most sociolinguistic inquiries depend. sociolinguistics is different from many of the other branches of linguistics in that it studies external as opposed to internal language. internal language applies to the study of language on the abstract level, or in the head, put simply. external language applies to language in social contexts, or outside the head. this distinction is important, because internal language analyses, such as syntax and semantics, operate1on the assumption that all native speakers of a language are quite homogeneous in how they process and perceive language. external language fields, such as sociolinguistics, attempt to explain why this is in fact not the case. these two approaches, while distinct, complement each other in practice.understanding language in society means that one also has to understand the social networks in which language is embedded. this may apply to the macro level of a country or a city, but also to the inter-personal level ofneighborhoods or a single family.sociolinguistics as a field distinct from dialectology was pioneered through the study of language variation in urban areas. whereas dialectology studies the geographic distribution of language variation, sociolinguistics focuses on other sources of variation, among them class. class and occupation is one of the most important linguistic markers found in society.one of the fundamental findings of sociolinguistics, which has been hard to disprove, is that class and language variety are related. as can be implied from the example below, the working class tends to speak less standard language. the lower, middle, and upper middle class will in turn speak closer to the standard. however, the upper class, even members of the upper middle class, may often speak ‘less’ standard than the middle class. this is because not only class, but class aspirations, are important. men and women, on average, tend to use slightly different language styles. these differences tend to be quantitative rather than qualitative. that is, to say that women make more minimal responses than men is akin to saying that men are taller than women. the initial identification of a women’s register was by robin lakoff in 1975, who argued that the style of language served to maintain women’s role in society. a later refinement of this argument was that gender differences in language reflected a power difference. however, both these perspective have the language style ofmen as normat ive, implying that women’s style is inferior. more recently, deborah tannen has compared gender differences in language as more similar to ‘cultural’ differences. comparing conversational goals, she argued that men have a report style,aiming to communicate factual information, whereas women have a rapport style, more concerned with building and maintaining relationships. such differences are pervasive across mediums, including face-to-face conversation, written essays of primary school children, email, and even toilet graffiti. communication styles are always a product of context, and as such, gender differences tend to be most pronounced in single-gender groups. one explanation for this, is that people accommodate their language towards the style of the person they are interacting with. thus, in a mixed-gender group, gender differences tend to be less pronounced. a similarly important observation is that this accommodation is usually towards the language style, not the gender of the person. that is, a polite and empathic male will tend to be accommodated to on the basis of their being polite and empathic, rather than their being male. sociolinguistics has drawn more and more attention since it became an independent discipline in mid 1960s. but scholars from various disciplines look at sociolinguistics from different perspectives, and carry out sociolinguistic study in different ways. this paper tries to understand sociolinguistics in terms of its definitions and the scope of sociolinguisticstudy to point o ut the lack of comprehensiveness in fishman’’s view on the definition of sociolinguistics.参考文献：《社会语言学概论》戴庆厦主编商务印书馆《社会语言学概论》祝畹瑾编著湖南教育出版社.《语言学概论》杨信彰高等教育出版社第二篇：英语语言学论文题目英语语言学论文题目13论国际商务谈判中的语言交际技巧33成人世界的童话——从文体学角度解析现今童话再度流行的现象49论文化差异与英汉商标互译55浅谈英汉句子结构差异59诗意的美和喜剧性幽默62试论广告英语的语言特点65统觉团对英语初学者词汇学习的影响67外语学习中应该重视中介语的作用69新闻报道中的转述动词研究73英汉禁忌语、委婉语的对比研究74英汉数字习语的对比研究76英译汉中词序的变动78英语广告的语言特征80英语双关语汉译的可译性限度101词义演变的原因与方式137从汉语中英语借词的翻译看文化交流138从价值观转换看斯佳丽的角色特征142从礼貌准则看中英文化的异同146从习语看英汉民族的文化差异149从英语人名中看性别歧视157动词过程类型的选择和话语隐性态度的表达161对母语在英语写作中词汇负迁移现象的思考162对严复译作中“信”的质疑167法律英语用词特征分析168法律语言翻译与法律文体177副词ever的句法环境和语义特征180功能语法视角下的英语报纸新闻标题的功能183广告口号语的语言特点189国际商务文化之对比研究204汉语中双关语的翻译213基于概念隐喻的诗歌解读228论广告英语中的幽默265论广告英语的语言特点268论汉英谚语的语言特征280论清教理念与美国西进运动282论莎士比亚十四行诗中的时间300论英语广告中几种常用修辞格及其汉译310论尤金?奥尼尔的表现主义手法324名词化的语篇功能330诺曼时期法语对英语词汇的影响339浅谈英语虚拟语气的语用功能340浅谈英语虚拟语气及其语用功能345浅析二十世纪计算机英语词汇的构成特点346浅析汉英动物谚语中的文化348浅析英汉语言中的性别歧视现象及其根源349浅析英语禁忌语及其发展352浅析英语无标志被动句356浅议译者能力359认知语言学角度下“within” 的空间隐喻意义365商标英语汉译的原则和方法384体育新闻英语文体研究375社会语言学视野中的网络语言418新闻英语中的语法特点研究423颜色词在英汉互译中的不对应性425移就的审美价值和生成基础426以认知为基础的颜色隐喻研究428隐喻认知功能研究的新视角429隐喻与一词多义的关系438英汉被动句对比研究439英汉宾语类型差异的认知原因440英汉动词非谓语用法之比较研究442英汉否定问句的答句对比研究443英汉汉英双关语及其翻译研究444英汉合成词构词对比研究446英汉名词短语修饰模式比较447英汉拟声词异同探讨448英汉人称代词运用对比研究449英汉人名的比较研究450英汉时间的空间隐喻对比研究451英汉习语的文化共性和个性的研究453英汉颜色词的引申义的文化差别454英汉颜色词跨域对比分析?—以red和红为例458英汉隐喻性词汇对比研究462英汉语中红绿色文化比较468英语道歉方式研究469英语动物词汇的文化内涵与汉译470英语复合词的语义分析及其类型471英语惯用句型的意义及汉译480英语情态助动词的主客观区别485英语委婉语的使用原则与策略487英语语言性别歧视现象研究488英语语言中的性别歧视491英语中的性别歧视508源语中的“异”与译语中的“达”522中美拒绝言语行为研究523中美礼貌用语跨文化对比分析524中美企业文化比较的启示533中西人名文化对比534中西饮食文化差异536中学生英语学习策略研究543中英非语言交际的文化差异及对比544中英恭维语对比研究545中英广告中语言使用对比研究546中英两种语言中的颜色词及其象征意义547中英亲属词的文化内涵分析548中英请求言语行为策略选择之比较552宗教对中美节假日的影响553介词in的语义向度：认知视角554近代英美关系及其文化基础559跨文化交际中非语言交际及其文化基础561快餐食品对中西方传统饮食文化的影响力570语境对词义的制约作用第三篇：06级毕业论文语言学06级毕业论文语言学：1. 浅谈非语言交际中的身势语body language on nonverbal communication2. 浅论英汉语被动句的异同a brief study on the meaning of similarities and differences betweenenglish and chinese passive3. 英式英语与美式英语的对比分析the distinctive analysis between british english and american english4. 隐喻理论在词汇教学中的应用the application of conceptual metaphor theory in vocabulary teaching5. 二语习得中的个人因素personal factors in second language acquisition6. 对比研究下的英汉新闻语篇中的语法隐喻grammatical metaphor in english and chinese news contrastive approach 7. 英语诗歌语言的修辞美the rhetorical beauty in the language of english poetry8. 英语口语交际能力形成的培养the formation of communicative competence in oral english training9. 美国黑人英语特色研究the phonological features of american black english10. 法律新词在英语中的应用the new legal words used in english11. 从词汇方面分析英语中的性别歧视语analysis on the glossaries of gender discrimination from the lexicological aspect12. 英语中的否定句on the english negative sentences13. 非言语交际中的面部表情的特征the signs of facial expression in non-verbal communication14. 词义演变的原因和方式on the causes and ways of evolution on word meaning15. 言语行为理论对语言教学的影响the influence of speech act theory on language teaching16. 从交际功能看英汉委婉语a comparative analysis of english and chinese euphemisms from the perspective of communication function17. 论文摘要的语类结构分析the analysis of generic structure in english thesis abstract18. 语言环境对二语习得的影响influence of language environment on second language acquisition19. 公共演讲的文体特征stylistic features of public speech20. 关于英语幽默的文化特点的研究a study of cultural features in english humor21. 浅谈科技文中动词名词化现象及其翻译the analysis on nominalization in est and its translation22. 语境在话语理解中的作用on the role of context in utterance interpretation23. 运用词块法记忆英语单词的实效研究on the effectiveness of chunks in the memorization of english words 24. 试论动词-ing形式在中学教学中的应用the study of v-ing form and its application to teaching in middle school 25. 英语写作目的与写作风格之间的联系the relation between english writing purpose and its style26. 青年流行语及其社会文化心理探微research on vogue words and the related social cultural psychology of the young27. 关于肢体语言的研究study on body language28. 从美国总统奥巴马就职演说辞看其演说的文体风格stylistic analysis of the inauguration speech of american president barack obama29. 论广告英语中的句法特征on syntactic characteristics of english for advertising30. 母语习得与二语习得的对比the comparison between native language acquisition and the second language learning31. 浅析英语句子的歧义性an analysis on ambiguity in english sentences32. 语用失误及其策略研究33. 会话含义初探analysis of conversational implicatures34. 交际中性别差异的研究study of gender differences in verbal communication35. 浅析母语对二语习得的影响on the influence of mother tongue on the second language acquisition 36. 论语境在话语理解中的作用the function of context in language interpretation37. 浅谈模糊语的语用功能及其应analysis of pragmatic functions of vague language and its application 38. 英语歧义现象初探the analysis of ambiguity in english39. 论英语中的性别歧视现象on sexism in english40. 动物词的中英文化内涵对比different connotation of animal words between english and chinese culture41. 沉默在英语会话中的运用及影响因素the use of silence in conversation and its implication42. 英语新闻的批判性分析a critical analysis of english news reports43. 英语词汇中的外来语词汇的演变the developments of english loan words44. 英语新闻标题的特点分析the characteristics of english newspaper45. 关于英语习语文化内涵的探讨a study of english idioms from the perspective of culture46. 浅析英语中的歧义现象a brief discussion on ambiguity in english47. 语境对词义的影响the effect of context on the meaning of the words48. 交际中的说谎探究a study of lying in the communication49. 形态学探究及在翻译中的应用exploration on morphology and its using in translation50. 浅析英语双关语在广告中的语用功能analysis on the pragmatic function of english puns in advertisement51. 试论反语的幽默属性和语用功能on the humor features and pragmatic function of verbal irony52. 浅谈外交语言a study on diplomatic language53. 母语和第二语言阅读的认知体系差异differences in cognitive system between mother tongue reading and the second language reading54. 论法国文化对英语词汇的影响the french influence on english vocabulary55. 浅析英语中存在的性别歧视现象a brief analysis of the sexism in english56. 政治委婉语及其修辞应用political euphemism and its application of rhetoric 57. 原版电影与英语学习original film and english learning58. 浅析系统功能语言学对语言学习的影响59. 东北方言对英汉语音习得产生的影响60. 现代英语词汇衍变动因探究61. 浅谈英语语调62. 关于美国俚语功能的研究63. 提高外语学习中词汇习得能力的研究64. 现代仿拟创新研究65. 文化因素对语言交际的影响66. 认知视角下的英语隐喻分类研究67. 英语委婉语的交际功能68. 肯尼迪总统就职演讲的文体分析69. 浅谈英语歧义现象70. 对情景喜剧《老友记》的文体学分析71. 流行语对社会的影响72. 认知语境对话与的解释和制约73. 英语中的汉语借词74. 语篇中的衔接75. 从社会语言学的角度分析网络语言76. 英语中语言的性别差异小议gender differences in the use of english77. 语言的社会变体及其社会意义78. 英语模糊限制语的人际功能探究79. 英语习语的修辞分析80. 英语中外来语的形成及运用81. 浅析英语演变的整体性及其演变原因82. 解析礼貌原则及其文化特征83. 浅析言语行为理论84. 浅析英语中主要介词的功能85. 论广告英语的语言特点86. 论合作原则在翻译中的应用87. 基于合作原则的英语言语幽默分析第四篇：语言学毕业论文参考题目语言学毕业论文参考题目一、现代汉语1．略论“了1”与“了2”的语法功能差异2．“还”、“又”、“也”的功能比较3.汉语副词“一直”、“一向”比较研究4．“从来”、“历来”、“向来”比较研究5.程度副词“十分”、“非常”句法语用研究6．简析“差点儿”和“差点没”的关系7．说“一点儿”与“有点儿”8．“名+名”语法小类试析9．试论汉语概数表示法的多样性10．现代汉语语气副词的功能分析11．汉语词类研究述评12.“相当”语法化过程及个人在语言约定论中作用辨析13．谈谈状语的非常规位置及其作用14．语法知识在作文批改中的运用（体会）15．语文教学中的语言分析（提示：中学语文教学存在重文学轻语言的倾向，语言分析往往孤立进行，如何综合内容及篇章进行语言分析，分析要领及原则是什么？试以具体的课文分析为例，展开具体论述。
英语语言学论文六篇
英语语言学论文六篇英语语言学论文范文2［关键词］英美文学语言教学高校英语教学模式随着我国改革开放的深化和现代化进程的飞速进展，英语作为一门国际性语言，在社会的政治、文化、经济等各个领域对于人才的需求量与日俱增，高校的高校英语教育也正面临新的机遇和挑战。
众多高校英语老师都在不断地摸索，总结新的有效的教学策略和方法。
目前，许多老师在高校英语教学中，尝试使用多媒体教学，用丰富的视听材料给同学创设富有意义的课堂教学环境。
作为一种补充，在课堂教学中融入经典英美文学作品也不失为一种提高同学爱好，促进英语学习的有效途径。
英美文学教育，作为高校英语教育的一种重要手段，可以培育同学的思维力量、想象力以及制造力。
其功能和应用价值的体现不仅仅适用于英语专业高班级的同学，同时也适用于高校外语教学，而文学语言也可以作为英语语言学习的重要范本，在提高高校生人文素养情操及文学鉴赏力量的同时，提高同学的文学语言感悟力。
一、文学语言与英语语言技能的进展众所周知，语言是思想的直接实现，人靠语言来表达思想。
与其他艺术形式相比较，语言艺术有着极为丰富的思想容量。
作家可以直接将自己对生活的感受、体验、理解、评价及心情、情感渗透在作品中，从而以情达理，以理融情，情、理相生。
真正的文学大师笔下的语言是具有生命灵性的，它有声，有色，有味，有情感，有厚度、力度与质感，是应当细心去体会，沉吟，把玩，并从中感受到一种语言的趣味性。
因此语言的背后是人的心灵世界。
对文学语言美的敏感与驾驭力量，是提高人的精神境界，使人变得更加美妙的不行或缺的方面。
文学阅读的魅力与意义也就在于此。
目前的高校英语教学，仍旧停留在传统的单纯课文教学，语言点讲解等层面上，课本内容相对陈旧，老师的教学手段也并无创新之处。
其弊端是忽视英语的基本功能即表达功能，也忽视了同学在教学活动中的主体作用，另外还忽视了对同学英语学习爱好的培育，将生硬的课本内容强行“灌输”;至同学脑海中，使整个课堂教学环节缺乏生气，长此以往，高校英语教学将陷入僵局。
英语专业毕业论文选题方向
英语专业毕业论文选题方向英语专业毕业论文选题方向在英语专业的学习过程中，毕业论文是一个重要的环节。
选择一个合适的论文选题方向对于学生的学术研究和未来的职业发展都至关重要。
本文将探讨一些可能的英语专业毕业论文选题方向，并提供一些思路和建议。
一、语言学研究语言学是英语专业的重要学科之一，它涉及到语言的结构、发展、变化以及语言与社会的关系等方面。
在语言学研究方向上，可以选择探讨某一具体语言的语音、语法、词汇等方面的特点，或者比较不同语言之间的差异和相似之处。
此外，还可以研究语言习得、语言教学和语言变异等话题。
二、文学研究文学研究是英语专业的另一个重要领域，它涉及到文学作品的分析、解读和评价等方面。
在文学研究方向上，可以选择探讨某一位作家或某一文学流派的作品，分析其风格、主题和意义。
此外，还可以比较不同文学作品之间的联系和影响，或者研究文学作品与社会、历史背景之间的关系。
三、翻译研究翻译是英语专业的核心技能之一，它涉及到将一种语言转化为另一种语言的能力。
在翻译研究方向上，可以选择探讨翻译的理论和实践问题，如翻译的策略、技巧和难点等。
此外，还可以研究跨文化交际中的翻译问题，或者比较不同翻译版本之间的差异和影响。
四、应用语言学研究应用语言学是英语专业的一个重要分支，它涉及到语言在实际使用中的应用和影响。
在应用语言学研究方向上，可以选择探讨语言教育和语言测试等方面的问题，如教学法、评估方法和教材设计等。
此外，还可以研究语言技能的培养和语言交际的策略等话题。
五、跨文化交际研究跨文化交际是英语专业的一个重要领域，它涉及到不同文化背景下的语言和交际问题。
在跨文化交际研究方向上，可以选择探讨跨文化交际的理论和实践问题，如文化差异、交际策略和误解等。
此外，还可以研究跨文化交际中的语言教育和跨文化沟通的技巧等话题。
总之，英语专业毕业论文选题方向有很多，学生可以根据自己的兴趣和专业背景选择适合自己的方向。
在选择论文选题时，可以先进行文献综述，了解当前研究的热点和问题，然后确定自己的研究目标和方法。
语言学论文
Linguistics英师123 胡聪12号Abstract: Linguistics studies not only particular language about English and Chinese, Arabic, Latin, but also it studies languages in general. It is a scientific study because it is based on the systematics investigation of linguistic data, conducted with reference to some general theory of language structure. Linguistics content of so many parts , and have an important influence to English study. Linguistics is the scientific study of language , language is system of arbitrary vocal symbols used for human communication.Key words: Linguistics, language, contents, influence.1.Introduction.Linguistics is generally defined as the scientific study of language. It tries to answer the basic questions. And it probes into various problems related to language. Linguistics also can have some important distinctions: prescriptive vs descriptive, synchronic vs diachronic, speech and writing, langue and parole, competence and performance, traditional grammar and modern linguistics. When we study linguistics ,we can explore the nature of human languages, and we can get close to the human nature. It is harmless to study linguistics.Linguistics takes an analytical approach to the study of language, and focus on developing skills in data analysis, problem solving, and logical thinking that can be .applied to many fields.2.The scope of linguisticsThe study of language as a whole is often called general linguistics. This deals with the basic concepts, theories, descriptions, models and methods applicable in any linguistic study, in contrast to those branches of study which relate linguistic to research of other areas. Language is a complicated entity with multiple layers and facets, so it is hardly possible for the linguists to deal with it all at once. Theyhave to concentrate on one aspect of it at a time. This has given rise to a number relatively independent branches within the area of linguistics. Linguistics content of phonetics, phonology, morphology, syntax, semantics, pragmatics, sociolinguistics, psycholinguistics and applied linguistics.Phonetics is the scientific study of speech sounds.It studies how speech sounds are articulated, transmitted, and received. It is a pure science and examines speech sounds in general.Phonology is the study of how speech sounds function in a language. It studies the ways speech sounds are organized. And it can be seen functional phonetics of particular language.Morphology is the study of the formation of words. It is a branch of linguistics which breaks words into morphemesSyntax deals with the combination of words into phrases, clauses and sentences. It is the grammar of sentence construction.Semantics is a branch of linguistics which is concerned with the study of meani ng in abstraction.Pragmatics can be defined as the study of language in use. It deals with how spe akers use language in ways which cannot be predicted from linguistic knowledge alone,and how hearers arrive at the intended meaning of speakers.In a broad sense pragmatics studies the principles observed by human beings when they communi cate with one another.Sociolinguistics is the studies of all these social aspects of language and its relation with society from the core of the branch.Psycholinguistics relates the study of language to psychology .It aims to answer such questions as how human mind works when we use language, how we as infants acquire our mother tongue, how we memorize ,and how we process the information we receive in the course of communication.Applied linguistics is the study of such applications. But in a narrow sense applied linguistics refer to the application of linguistic theories and principles to language teaching, especially the teaching of foreign and second languages.3.The change of linguisticsWith time goes by, the linguistics can change a lot. Phonological changes can contents of two major types: sequential change and segmental change.Morphological and syntactic can also have change. It can have the addition of affixes, loss of affixes, the change of word order and the change in negation rule.Lexical and semantic change can be seen in the addition of new words like coinage, clipped words, blending acronyms ,back-formation, functional shift and borrowing, then loss of words semantic changes. All the change can have influence of moving towards greater informality ,and American English, then science and technology. The cause of those change are “the theory of least effort”and “economy of memory”.4.ConclusionLinguistics is the scientific study of language. Language is not only express facts, ideas, or events which represent similar world knowledge by its people, but also reflects the people’s attitude, beliefs, points of views and ways of life. In a word ,language express cultural reality. Linguistic can have close relationship with English study and society. It can bring the way to study a language. It is also related with lexicology. So it is important to learn linguistics well. We should pay more attention to the study of linguistics.。
关于英语语言学论文免费参考例文
关于英语语言学论文免费参考例文随着信息全球化的快速发展，英语已经成为了国际通用语言，英语语言学是高校英语专业学生的一门必修课程。
下文是店铺为大家整理的英语语言学论文的内容，欢迎大家阅读参考!英语语言学论文篇1浅析英语语言学的课程教学摘要：短短二三十年时间，语言学教学研究分类越来越细、分工越来越明确，正如王宗炎(1988：15)形象地比喻：过去的语言学只是一家小商店，如今已发展成为一家百货公司。
对于林林总总的学科分类和研究流派，结合教学大纲和英专学生本科阶段知识体系的形成，对该课程定位是必要的。
白郁(2007)认为语言学目标是宽泛的而非具体的，即培养学生的理论修养和对语言的热爱。
而本文则认为既应有宽泛目标，也应有具体目标。
学习理论知识时，学习和应用研究方法也是很重要的。
语言学基础理论，尤其是微观方面的理论成果，对英专学生语言技能的提高有检验作用;在跨学科或横向方面，将语言学相关理论用到英美文学和英汉翻译中，提高文学作品鉴赏能力，提升英汉对译技巧，形成论文即为具体目标。
诚然，理论与实践结合非一朝一夕之事，但撰写论文乃一种尝试。
故在介绍理论时，必要补充对理论的应用与研究，适当抛砖引玉，可有效激发学生探索兴趣。
故，具体目标使学生看到学习成效，宽泛目标锻炼了学生理性思维，既调动心灵又提高素质，教学效果也就不同了。
关键词：语言学语用学语篇分析1、教学内容传统课本基本上以微观语言学为主，按结构语言学思路编排内容，从语音学、音系学、形式学、句法、语义学，一直到语用学和语篇分析。
教学内容的改革是大多数学者的主张，如白郁(2007)认为应以语言哲学意义、语言与大脑及认知关系、语言学发展简史、宏观把握语言学真正意义等四方面为重。
还有学者认为增加课外阅读材料以改进教学内容，如王扬(2004)和吴格奇(2005)主张选用有助于学生理解基本理论、概念的材料、辅之以拓宽视野的补充材料。
还有以宏观还是微观语言学内容作为教学重点的争论：“微观”派认为语言内部分支是语言学的基础内容，课时分配比重要大;“宏观”派认为基础部分简单，学生可自学，重点应是宏观介绍;“中间”派是既注重基础又考虑涉猎面。
英语专业社会语言学论文 socialinguistics
社会语言学论文A Brief Analysis of Gender Differences in Language******学号：************院系：外国语学院班级：英语1101指导教师：***二〇一四年五月二十三日A Brief Analysis of Gender Differences in LanguageAbstractSociolinguistics is the descriptive study that concentrates on the study of how language is used, and the effects of language use on society. It also studies how language varieties differ between groups separated by certain social variables, for instance, ethnicity, religion, status, gender, level of education, etc. With regard to this paper, the emphasis will be put onto the differences in the actual speech of different gender. We can classify the gender differences in language into two categories. The first category is mainly about sexism in language, as for this category, we mainly focus on how speakers demonstrate their different cultural attitudes toward different genders. The second category is about the differences in the actual speech of men and women.In the first part, I will make a brief introduction about sociolinguistics and gender differences in language. In the second part, it will concern the categories of gender differences in language and previous study of gender differences in language. The third part concentrates on the approach of the analysis. The fourth is about the data collection and research methodology. The fifth part analyzes the differences of the speech between men and women from three perspectives— the purpose of the speech, the topic of the conversation and the mode of the speech. The final part comes to the conclusion about the gender differences in language.Key words: Gender differences, sociolinguistics, analysisMain Body1、IntroductionThe knowledge of gender differences in language is very helpful for language learners, and gender differences may exist not only one but all languages. Men and women, on average, tend to use slightly different language styles. These differences tend to be quantitative rather than qualitative. That is, to say that women make more minimal responses than men is akin to saying that men are taller than women. The initial identification of a women's register was by Robin Lakoff in 1975, who argued that the style of language served to maintain women's role in society. A later refinement of this argument was that gender differences in language reflected a power difference. However, both these perspective have the language style of men as normative, implying that women's style is inferior. More recently, Deborah Tannen has compared gender differences in language as more similar to 'cultural' differences. Comparing conversational goals, she argued that men have a report style, aiming to communicate factual information, whereas women have a rapport style, more concerned with building and maintaining relationships. Such differences are pervasive across mediums, including face-to-face conversation, written essays of primary school children, email, and even toilet graffiti. Communication styles are always a product of context, and as such, gender differences tend to be most pronounced in single-gender groups. One explanation for this, is that people accommodate their language towards the style of the person they are interacting with. Thus, in a mixed-gender group, gender differences tend to be less pronounced. A similarly important observation is that this accommodation is usually towards the language style, not the gender of the person. That is, a polite and empathic male will tend to be accommodated to on the basis of their being polite and empathic, rather than their being male.All in all, gender differences can be reflected in many aspects in our daily life, we should pay more attention to it, thus we can avoid many misunderstandings between men and women.2. Literature ReviewCategories of Gender Differences in LanguageAccording to Wolfson, the research about language and sex can be divided into two categories. The first category is about sexism in language and the ways in which speakers demonstrate their different cultural attitudes toward men and women. Two areas of sexism in English have been well-studied. One is that females are excluded from mention in English because the generic he/man problem. Men are regarded as the representatives of all human beings and their speech is the standard, while women are seen as inferior and secondary in society. The second is that females are give negative treatment in society. Bad words in our daily is always related to female words. Female words are often used to insult a male, whereas male words are usually used to compliment female.The second category is about the differences in the actual speech of men and women. The formation of these differences in language may have historical, physiological, social and psychological factors. Lakoff (1973) was one of the early articles to deal with the issue of differences in men’s and women’s speech. She has concluded six major characteristics of women’s speech: lexical choice, question intonation in statements, hedges which includes tag questions and statement modifiers which remove assertive force, emphatic modifiers and intonational emphasis, hypercorrect grammar and pronunciation and superpolite forms.3. Theoretical FrameworkThe contrast analysis of male and female language in daily conversation concerns many aspects, such as the topic of the conversation, the mode of the conversation and so on. The differences of the speech between men and women may result from their conception of value, their hobby and their interest etc. They hold different opinions according to the same matter. So we can refer to the ethnography of speaking in describing the gender differences in language. Ethnography refers to theinvestigation of cultures using a particular methodology, that of participant observation. The ethnography of speaking proposed by Dell Hymes in 1962.…The ethnography of speaking is concerned with the situations and uses, the patterns and functions, of speaking as an activity in its own right. (Hymes 1962:101) This ethnographic framework takes into account the various factors that are involved in speaking. An ethnography of a communicative event is a description of all the factors that are relevant in understanding how that particular communicative event achieves its objectives. (Wardhaugh1998)Conversation means to exchange ideas through interaction, so we can also employ the approach of interactional sociolinguistics—rapport talk proposed by Deborah Tannen (1984,1982) to analyze the gender differences in language. Tannen (1990a) has described the characteristics of men and women’s speech from nine dimensions: intimacy-independence, connection-status, inclusive-exclusive, relationship-information, rapport-report, community-contest, problems-solutions, novice-expert and listening-lecturing. From the description, we can conclude that women’s speech tends to be solidarity, yet men’s speech tends to be independent.4. Research MethodologyThere is a binary distinction between qualitative and quantitative research. Qualitative research is inductive, subjective, ungeneralisable, soft, process and verification oriented, hypothesis-driven, and hypothesis generating research, while quantitative research is deductive, objective, generalisable, hard, outcome and discovery oriented, data-driven and hypothesis testing research.In this paper, I employ the quantitative and descriptive methodology to discuss the differences of the speech between men and women. Firstly, the characteristics of women and men’s speech are collected. Secondly, the differences are described through the collection.5. Contrast Analysis of Speech of Men and Women in Daily ConversationThe speech of women differs from the speech of men in daily conversation. Men and women differ in the kinds of language they use because men and women often fill distinctly different roles in society. We can analyze the differences of the speech of men and women from many aspects, such as the purpose of the speech, the topics of the speech and the mode of the speech. Many of the differences may result from different socialization practices.5.1 The purpose of the conversationThe purpose of the women’s speech is to establish the rapport relationship among the members in the community. They try their best to become a member of the community. They want to keep intimate relationship through interaction. So in their speech, the main purpose is to express their feelings and listen to others. The style of their speech appears more obedient and negative.However, the purpose of men’s speech is task-oriented, they have a more analytical approach, so they try to solve problems and troubles through interaction. They seldom express their intimate feelings to others. They also want show their independence in the communication. So it is absolutely different from the purpose of the women’s conversation.5.2 The topic of the conversationThe topic of women’s conversation is different from that of men’s. The topic of the women’s conversation mainly concerns social life, emotion, this can not be separated from their position, profession, social status, and personality. Women’s speech is regarded as trivial and gossip-laden because in the speech community of women, they mainly discuss clothing, love, family, trifles in daily life, experience, emotion, food and drink, life’s troubles. The purpose of the speech is to show the intimate relationship with the addressees, and through the speech they want to reinforce their membership in the community.On the contrast, men show great interest in topics concerning business, politics, legal matters, sports, geography, economy and military etc., these aspects can reflect their solid position in society.6. ConclusionIt can never be denied that gender differences do exist in all languages. Since women and women play different role in social life, they will definitely employ the different skills or methods in their communication or conversation.Women’s speech is different from men’s speech in lexical choice, syntax and pragmatics in daily life. Like O’Barr and Atkins said, “women’s language ” would be more appropriately termed “powerless language”. It demonstrated to us that means this kind of language is less convincing, less intelligent, less competent, and less trustworthy, because women are more concerned about the emotion, intimacy, food, dress, relationship in conversation, they are always ready to share their happiness and sadness with people close to them or even strangers. However, men’s language is regarded as power because the controlling status in society, and what they are interested in is business, military, politics, sport and geography, they communicate with others in order to exchange ideas with them.After learned the sociolinguistics as well as this brief analysis of the gender differences in language, I came to realize that, as a language learner, we should not only learn the basic knowledge about language, but also know the culture of the language. What’s more, I realize that the gender differences in language can never be neglected in language learning for the essential role it plays.Reference1.Nessa Wolfson. Perspectiv e: Sociolinguistics and TESOL, Heinle & Heinle Publishers2.赵蓉晖.《语言与性别：口语的社会语言学研究》.上海外语教育出版社3.陈琳. 《英语中女性特点及其发展趋势探究》.《语文学刊》. 2010年第10期4.杨永林. 《社会语言学研究》.上海外语教育出版社20045.胡文仲.《超越文化的屏障》.外语教学与研究出版社。
英语专业研究生论文心理语言学（全英文）
The Analysis of Reading Model Based on PsycholingisticsAbstractThis essay aims at discussing the reader‟s reading models. Two important theories about reading models from aspect of psycholinguistics are reviewed. Goodman‟s model and Schema Theory. And the important role of these two theories in reading teaching and learning.Key words: reading model; top-down, and bottom-up; Goodman‟s model ; schema theory ; Schemata1. IntroductionReading is one of the important elements in skills of listening, speaking, reading and writing, no matter whether you are a English major or not, reading is very difficult for some students to do. Where is the problem? For the sake, it is that we are not know the nature of reading throughly. We often have a feeling that we don't know the main idea after reading whole passage and no one knows how reading works. This essay will solve the problem.How is knowledge represented and organized in the mind? What role does it play in discourse comprehension and interpretation? What are the exact mechanisms whereby knowledge-based processes are utilised in comprehension? These are questions that have puzzled psycholinguists and cognitive psychologists for years. Despite major developments in the field of second language (L2) reading over the last two decades, many attempts at explaining the role of knowledge in L2 comprehension have been made almost exclusively in the context of schema theory, a perspective that provides an expectation-driven conception of the role of knowledge and considers that preexisting knowledge provides the main guiding context through which information is processed and interpreted. In this article, I first review and critically analyze the major assumptions underlying schema theory and the processes that it postulates underlie knowledge representation and comprehension. Then I consider an alternative perspective, a construction-integration model of discourse comprehension, and discuss how this perspective, when applied to L2 reading comprehension, offers a fundamentally different and more detailed account of the role of knowledge and knowledge-based processes that L2 researchers had previously tried to explain within schema-theoretic principles.Reading basically involves transforming a text, which is a graphic representation, into thought, or meaning. It used to be thought that this was simply a matter of combining letters into words, words into sentences and sentences into meanings.However, over the last thirty years, psychologists and linguists, using a variety of experimental techniques, have discovered that things are much more complex.Several models of the reading process have been put forward to account for the experimental findings.A key element in explaining reading is the amount to which what the brain already knows affects perception of what is being read (top-down processing). This idea was initially thought to be in contrast to earlier ideas that reading was a linear progression from page to understanding (bottom-up processing), but newer research seems to indicate that both elements play important parts in reading.2. Literature rew ReviewFrom 1970s, a lot of scholars have researched about the reading process, and put forward their own reading model, here I emphasis two more influential model : Goodman‟s model and Schema Theory.2.1 Goodman's modelAccording to Kenneth Goodman (1967), reading is a psycholinguistic process in which the reader, guided by (he knowledge of the language being read, reconstructs an encoded message by selecting synactic and semantic cues as he proceeds. To read in a foreign language, we use basically the same method, even though native language interference and unfamiliarity with thecode make the process much more complex. Foreign students consider vocabulary their most serious handicap in reading English; because of the nature of the reading process, words are the smallest physical meaningful units of the message and they play a more important role and constitute more of a problem than we are sometimes willing to concede. Current pedagogical approaches to dealing with this problem could be modified with a more accurate understanding of the reading process. Several specific suggestions are made.In the early 1960s Kenneth S. Goodman began studying the reading of authentic texts by urban and rural young people. His earliest miscue research, published in 1965, is probably the most widely replicated study in reading research history. But it was his article, "Reading: a Psycholinguistic Guessing Game" (1967), that began a revolution moving away from a view of reading as rapid accurate sequential word recognition to an understanding of reading as a process of constructing meaning - making sense - of print. That research is part of the basis for the whole language movement and disagreements over his conclusions about the nature of reading fuel the current "reading wars." (Stenhouse Publishers, 2003)Goodman defined reading as: “a recepti ve psycholinguistic process wherein the actor uses strategies to create meaning from text” (Goodman, 1988). Basically, the study of reading looks at translating a linguistic surface representation (text) into thought. Goodman based much of his theory on analysing miscues (mistakes) in texts being read-aloud. He believed that efficient readers minimize dependence on visual detail, but focused his theories on the interactions of reader and text. Basic physical sensory information (the physiological process) is cycled into deeper levels of cognitive processes.Cycles–readers move from text to understanding through cycles of deeper processing, moving from optical, to perceptual, to syntactic, to meaningCognitive Processes of the brain used in reading are:1).Recognition / initiation – the brain must recognise text and initiate reading2).Prediction – anticipates and predicts as it seeks order and significance of input3).Confirmation – verification of predictions or disconfirmation4)Correction – reprocessing when it finds inconsistencies or disconfirmations5).Termination – formal ending of reading actGoodman treats these processes as sequential, whereas later models may notThis limited view, however, was still an improvement upon Noam Chomsky‟s…generative grammar‟, which lacked explanation of top-down processing. Goodman also promoted the use of …natural texts‟, believing that language must be studied in context. This f ollows from his postulated three sources of linguistic information: symbols (characters), language structure (syntax), and semantic (meaning).2.2 Schema TheoryRumelhart helped dev elop the field of cognitive science in the 1970‟s with his work on long term memory and semantic mapping in the mind. He improved upon Goodman‟s model by creating a non-sequential model that relies heavily on the use of schemata and top-down processing for explaining understanding.Schemata:“[can delineate] in a general manner, without limitation to any single determinate figure as experience, or any possible image that I can represent in concreto” (Kant, 1781).“abstract structure of information” (Anders on, 1984)“meanings [encoded] in memory in terms of the typical or normal situations or events that instantiate the concept” (Rumelhart, 1980)Instantiations:A schema filled in with default values is called a prototype.Whereas a schema is an organized abstract framework of objects and relations, a prototype consists of a specified set of expectations. A prototype is a highly typical instantiation or instance of a schema (Langacker, 1987). If the instantiation (example) matches our schema (idea), we comprehend. If understanding does not occur, we can infer that the text does not have enough clues, or that the reader does not have the appropriate schema. Learning involves creating or changing schemata through:accretion – filling in variables in general and specific schematatuning – changing the constraints on one variablerestructuring –building new schemata based off old modelsThere is room for flux in a perceived schema, as variables can compensate for missing or altered factors. However, pre-reading to activate a schema may not really help because schemata are still relatively fixed and solid, especially in common or familiar areas. Quick introductions may not undo years of solidifying schemata.We can therefore think of schemata in terms of our:Play schemata: with a script (schema) that is interpreted (instantiations)Theory schemata: a predictable and useful reality is represented and continually recreated by the sum of our schemata Procedure schemata: with (limitless?) subsets of meanings and processesParse schemata: they determine how “legal” a situation is (whether it fits with meaning)Though schema theory would seem to explain only top-down and internal processing, it also operates at lower levels, using …feature-detectors‟ that confirm attributes to interpret sensory data. These sensory schemata then activate higher and higher level schemata, eliminating erroneous possibilities, and narrowing understanding to the appropriate meaning.3. Question and MethodAfter above discussion, we may have the questions that how to teach reading and how to balance these reading modelsThe balance between top-down, and bottom-up processing, though identified as complimentary, is still somewhat nebulous. Therefore, much of the recommended teaching practice based on these theories still centre around exercises that isolate and improve top-down and bottom-up skills. Patricia Carrell (1987) has categorised some such exercises: Bottom-Up Exercises:Grammatical Skills - basic grammar awareness will, of course, help in reading comprehension, but decoding skills should also include learning cohesive devices (substitution, elipsis, conjunction, and lexical cohesion)V ocabulary Development - with the introduction of schema theory, vocabulary acquisition is now seen to involve deeper understanding of words and their contexts, and should thus be taught with an eye to quality, not quantity of learned words.T op-Down Exercises:Schema Activation - by building background knowledge, we can increase students' understanding of texts. Cultural and experiential knowledge gaps can create the impression of a language barrier, when it is simply that the student lacks the appropriate schema. Pre-reading exercises, realia in the classroom, bit-by-bit exposure to text, visual representations, semantic mapping, sub/superordinating, and comparisons with previous knowledge are all ways to create understanding of the concept before the language. For specific approaches, see also: The Language Experience Approach (Hall, 1981; Stauffer, 1980)Extending Concepts Through Language Activities (Smith-Burke, 1980)Directed Reading-Thinking Activity (Stauffer, 1980)The Experience-Text-Relationship Method (Au, 1979)The Pre-Reading Plan (Langer, 1980)The Survey-Question-Read-Recite-Review Method (Robinson, 1941)See also Barnitz (1985), and Teaching Reading for a summary of each methodReferemces/strategies/strat_4PReP.pdf - Literacy Strategy/reading/ - Teaching Reading/~eric_rec/ieo/bibs/whole.html - Whole Language Reading Instruction /NCLE/DIGESTS/LANG_EXPER.HTML - ERIC Digest/inmandw/review/ml/index.html - Reference Reviews on Machine Learning, Stenhouse Publishers “About the Authors” (1997-2003)Rayner, K., & Pollatsek, A. (1989) The Psychology of Reading. Hillsdale, NJ: Lawrence Erlbaum Associates.Goodman, Kenneth S. (1988) in Carrell et al. Interactive Approaches to L2 Reading Cambridge, CUPGoodman, Kenneth S. Reading a psycholiguistic guessing game [J]. Journal of the Reading Specialist. 1967.Goodman, Kenneth S . The reading Proces[M]. Shanghai: Foreign Language Educatioln Press , 2000.Rumelhart D. E. 1977. Toward an interacti ve modelof reading. IN AttenRumelhart D. E. Understanding and Summarizing brief Stories [M]. Hillsdal. N. J. Eribaum.1977. Rumelhart D. E. Schemata: the Building Blocks of Congniition[M]. Hillsdal. N. J. Eribaum.1980.。
英语专业语言学毕业论文
毕业论文Pragmatic Functions of English Abbreviations and Their Infiltration onChinese孟祥熙吉林建筑大学外国语学院2014年06月23日毕业论文Pragmatic Functions of English Abbreviations and Their Infiltration on Chinese学生：孟祥熙学号：********指导教师：***专业：英语所在单位：外国语学院答辩日期：2014年06月23日CONTENTSABSTRACT (I)摘要 (II)I. INTRODUCTION (1)II. LITERATURE REVIEW (3)2.1 The Origin of the English Abbreviations (3)2.1.1 The Objective World Factor (3)2.1.2 The Subjective World Factor (4)2.1.3 Language World Factor (4)2.2 The Constitution of the English Abbreviations (4)2.2.1 Acronym (5)2.2.2 Clipping Words (5)2.2.3 Blending Words (6)III. PRAGMATIC FUNCTIONS OF ENGLISH ABBREVIATIONS (8)3.1 Succinctness (8)3.2 Eye-catching (8)3.3 Highly Descriptive (9)3.4 Rhetorical Function (9)IV. INFILTRATION OF ENGLISH ABBREVIATIONS IN CHINESE (12)4.1 The Characteristics of English Abbreviations in Chinese (12)4.1.1 Large Quantity; Wide Extent (12)4.1.2 Productivity; Serialization (13)4.2 The Constitution of English Abbreviation in Chinese (13)4.2.1 Pure English Abbreviation Type (13)4.2.2 Transliteration in English Abbreviation Type (13)4.2.3 Chinese and English Mixed Abbreviation Type (14)4.2.4 Pure Pinyin Abbreviation Type (14)V. CONCLUSION (15)NOTES (16)REFERENCES (17)ACKNOWLEDGEMENTS (18)ABSTRACTEnglish abbreviations play a very important role in our daily life. The paper based on the former’s search findings to introduce the four main pragmatic functions of English abbreviations, the infiltration of English abbreviations on the Chinese language and their misuse. The purpose is to awaken readers to the problem of dealing with the relationship between the infiltration of English abbreviations and the purification of the Chinese language.Key words: English abbreviation; pragmatic function; Chinese; infiltration摘要英语缩略词在我们的日常生活中扮演着十分重要的角色。
英语语言学毕业论文2篇
英语语言学毕业论文标题：英语语言学研究——语音学与语法学的关系第一篇：语音学在英语语法学中的应用引言英语语法学作为语言学的一个重要分支，研究语言的结构和形式，其中语音学是重要的一部分。
本篇论文将探讨语音学与英语语法学的关系，从语音学在英语语法学中的应用角度进行分析与讨论。
一、语音学在英语语法学中的基础作用1. 音素的定义与分类2. 音节的组成与结构3. 重音与音调二、语音学在英语语法学中的具体应用1. 语音规律对语法结构的影响(1) 语音变化与语法形式(2) 语音对语法意义的影响2. 语音与句法的关系(1) 语音形式与句法结构的对应关系(2) 语音连读对句法关系的影响结论语音学在英语语法学中扮演着重要的角色。
通过对语音学在英语语法学中的基础作用和具体应用的分析，可以看出语音学是研究英语语法学不可或缺的一部分，对于准确理解和使用英语语法具有重要意义。
第二篇：语法学在英语语音学中的应用引言英语语音学作为语言学的一个重要分支，研究语音的产生、传播和接收，其中语法学是重要的一部分。
本篇论文将探讨语法学与英语语音学的关系，从语法学在英语语音学中的应用角度进行分析与讨论。
一、语法学在英语语音学中的基础作用1. 语音规则与语法关系2. 重读与语法意义关联3. 语法结构对语音形式的影响二、语法学在英语语音学中的具体应用1. 语法规则对语音的影响(1) 语法变化与语音形式(2) 语法对语音意义的影响2. 语法与韵律的关系(1) 语法结构对韵律的影响(2) 语法形式与语音调的关联结论语法学在英语语音学中发挥着重要的作用。
通过对语法学在英语语音学中的基础作用和具体应用的分析，可以看出语法学是研究英语语音学不可或缺的一部分，对于深入理解和研究英语语音规律具有重要意义。
参考文献：1. Yule, G. (2010). The Study of Language (4th ed.). Cambridge University Press.2. Fromkin, V., Rodman, R., & Hyams, N. (2017). An Introduction to Language (11th ed.). Nelson Education.3. Ladefoged, P., & Johnson, K. (2010). A Course in Phonetics (6th ed.). Wadsworth Publishing.。
英语语言学论文
英语语言学概论论文论文题目:An Analysis of Euphemism in English From the Politeness Principle of PragmaticsAbstractEuphemism, cosmetic words, is not only a lingual phenomenon, but also a cultural and social phenomenon.It is like a mirror, reflecting the values, aesthetic conceptions and moral concepts in some extent.Euphemism plays an important part in social communication.It is like lube that avoids hurting the other party’s feeling.It oils the human relationship in communication and helps to save face of communicators.If people make full use of euphemism, it can accelerate and facilitate human communication.This paper elaborates on the features and social functions of euphemism.And it focuses on the relationships between its polite functions and Politeness Principle.This thesis is composed of six parts with Chapter Four and Five as its core: The first chapter focuses on the origin and definitions of euphemism.The second chapter discusses the features of euphemism in many ways.The third chapter talks about the social functions of euphemism from the angle of pragmatics.The fourth chapter forms the basis of the whole research by connecting euphemism with politeness and face-saving theory.The fifth chapter centers on euphemism and Politeness Principle.The last chapter concludes the whole thesis.Appropriate use of English euphemism can contribute a lot to successful message exchange.Key Words: euphemism; social functions; Politeness Principle; face1.IntroductionThere is a humor: Once a Paris tourist resided in UK.A landlady told him sadly that, “My husband has just passed to the other side.” The guest looked from the fence of the garden but saw no one, feeling confused.The landlady explained: “I mean he’s kicked the bucket.” The guest comforted her that: “I hope his foot will be better soon.”The landlady felt unintelligibly and said: “No, he wasn’t here, he snuffed it… you know.” The guest wondered and said: “But you’ve got electricity here.”The reasons why the guest didn’t answer properly are that he didn’t realize that the landlady used euphemism, nor did he understand the “conversational implicature” of euphemism.What the landlady wanted to say is that her husband died.The word euphemism comes from the Greek word “euphemos”, meaning "auspicious/good/fortunate speech" which in turn is derived from the Greek root--- words eu, "good/well" + pheme, "speech/speaking".The eupheme was originally a word or phrase used in place of a religious word or phrase that should not be spoken aloud (Such as taboo).The primary examples of taboo words requiring the use of a euphemism are the unspeakable names for a deity, such as Persephone, Hecate, Nemesis or Yahweh.By speaking only words favorable to the gods or spirits, the speaker attempted to produce good fortune by remaining in good favor with them.“Euphemism is defined in the New Edition of the Oxford Concise Dictionary (1976) as‘Substitution of mild or vague or roundabout expression for harsh or direct one; expression thus substituted.’ IN Webster’s New Collegiate Dictionary (1973) the definition reads, ‘Substitution of an agreeable or inoffensiveexpression for one that may offend or suggest something unpleasant.’”Euphemism is an important rhetorical means in English.Itplays an important role in people’s daily communication.Itis not only a culturalphenomenon, but also a social phenomenon.It just likes amirror, which reflects some social and psychological phenomena.2.Features of euphemism 2.1 Indirect and implicitThe most important character of euphemism is indirect and implicit.Euphemism always gives people hints in a roundaboutway.We can infer the deeper meaning and intention from the context.For example, when someone is ill, we always say heis under the weather.If someone is mad, we say he is soft inmind.2.2 UniversalityUniversality is something that is well-known and acceptedby all of the people.Though euphemism is indirect and itdoesn’t come straight to the point, people can easily inferits deeper implication.Some taboos connected with sex, death,or body functions are replaced by euphemisms.And the publichas accepted this kind of use.For example, when we refer to death, we seldom say “die”.We use the expression “pass away”.2.3 The feature of timesThe changes of language depend on the need and changes ofthe society.And euphemism undergoes a process ofmetabolism.It bears a marked brand of times.For example,“‘She is pregnant’ has many different euphemisticexpressions in different eras.(1) She has canceled all her social engagements.(1856)(2) She is in an interesting condition.(1880)(3) She is in a delicate condition.(1895)(4) She is knitting little bootees.(1910)(5) She is in a family way.(1920)(6) She is expecting.(1935)(7) She is pregnant.(1956)”But after 1960s, euphemisms of pregnant develop slowly because in modern times, people are not so implicit.They always mention things directly.And now, the phenomenon of pregnant is a cheerful thing.People will not be shy when mentioning it.3.Pragmatic functions of euphemism3.1 Taboo function“Taboo is the main psychological basis of the emergence of euphemism.Euphemism is the avoidance of the unpleasant, inelegant things.A famous sociolinguist Mr.Chen Yuan once said: ‘Generally speaking, the coming into being of euphemism all begins from taboo.’ From the origin of euphemism, we can see that taboo is the first function of euphemism.Euphemism has been using for a long time, and it is closely related to taboo.In fact, euphemism dates back to the language taboo in the early period of human civilization.When people try to avoid and give up taboo words, they have to find another word to replace this vacancy at the same time.Hence, people created euphemism.”There are some taboo things, such as birth, death, funeral, sex, nakedness, defecation, and urinate.If they are expresseddirectly, they are called taboo words and the feelings they give us are vulgar, crude and harsh, whereas if they are expressed indirectly, they are called euphemism, and the impressions they made on us are elegant, implicit and polite.The evading function of euphemism also works today.Some taboo notions cannot be easily removed from people’s mind.Though science and technology are highly developed today, the word “death” is the taboo words to all nations.Thus there are a lot of euphemisms related with it.“Such as pass away, answer the final call, be asleep in Jesus, be safe in the arms of Jesus, be at rest, be called to God, be home and free, be in Abraham’s bosom, cross the River Jordan, final sleep, go home, go to meet one’s maker, go to one’s own place, join one’s ancestors, join the great majority, return to dust, with God, be no longer with us, pay the debt of nature, tick the bucket, etc.”“Among those, ‘one-way-ticket’ is the synonym of ‘die’.It reflects the speaker’s experience of life.Life is just like travel.People set out to travel, but when they arrive to the termination, they cannot go back.In the past, people often used graveyard to express the place where the dead sleep peacefully.But the associations it gives us are horrified and gloomy.So now, people use funeral home and memorial park to replace them.In such a way, it comforts people.”3.2 Polite functionPolite function of euphemism is to avoid inelegant things and make people feel pleasant.As Joanna Channell put in her book Vague Language “Vagueness is used as one way of adhering to the politeness rules for a particular culture, and of notthreatening face.” It means that in real life, when peoplemeet with some unpleasant things or behaviors, they usually choose some vague expressions to avoid making bold or hurting other’s feeling----to use euphemism.It is harsh to say someone is deaf, so people use“auditory-impaired” to replace it.They sound moregracefully.“When English-speakers refer to the appearance,they don’t use the word ‘ugly’ or ‘awful’, which has strong derogatory sense.Instead, they use the word ‘plain-looking’or ‘not pretty’.” Westerners are sensitive to age.In their opinion, “old” equals to “useless” in some extent.In ordernot to hurt the feeling and self-esteem of the old, “old men”are replaced by “senior citizens” or “seasoned men”.Forthe word “senior” has many meanings.Except “older”, italso means higher in rank or authority.And the word“seasoned” means experienced.3.3 Tactical functionIf a same meaning is expressed in many different ways,their effects are entirely different.This is what we calledthe art of speaking.If we apply this strategy to our dailylife, our life will be more colorful.For example, on the plane,there are some bags that can be used by the passengers to shoothis cookies.People don’t print the words “vomit bag” onthe surface of the bag.Instead, they use the words “for motion discomfort”. And the result proved that the vomit phenomenonhas reduced.Because compared with the former words, the word“for motion discomfort” prevents the passengers fromvomiting when in a state of airsickness.This is the tactical function of euphemism.By contrary, if we use euphemism inappropriately, theresult would be worse.Try to compare the following two statements:I am an old cripple, drawing an old-age pension, working hard to raise vast quantities of vegetables on an allotment and well aware that, one of these days, I shall die. If, however, I listen to the voice of officialdom, it turns out that I am a disadvantaged senior citizen, registered as disabled, drawing a retirement pension, renting a leisure garden and, presumably, immortal because I shall never die--- I shall merely pass away.We can see that in the first statement, the author talks directly about his life status.The second statement is that the government officials make a survey of the hardship of citizens.They try to cover the facts by using euphemisms.4.Euphemism and politeness4.1 Euphemism and interpersonal communicationEuphemism has been widely used in the real human communication.It can be regarded as a kind of polite terms .In primitive and traditional society, taboo and euphemism are the two sides of a coin.They are used for social control and religious control.And in modern English, there are a number of words connected with holy, sex, body organ and body function.So when people’s topic refers to those, they have to find euphemisms to replace them.They often use some vague language to avoid mentioning them directly.4.2 Politeness and face-threatening theoryThe main function of euphemism is polite function.Thus, the main character of euphemism is polite.Politeness plays an important role in human communication.It oils human relationships.So euphemism accords with politeness willaccelerate human communication.5.Euphemism and Politeness PrincipleFrom the above, we know that euphemism has something to do with politeness.We can associate politeness with Politeness Principle.5.1 Leech’s politeness principle“Generally speaking, most of the euphemisms accord with conversational principle, especially politenessprinciple.Leech’s maxims of the Politeness Principle tend to go in pairs as follows:(1)Tact Maxim :a.Minimize cost to other;b.Maximize benefit to other.Some examples : a、If you keep this diet, you’ll be on the heavy side.(c.f.: If you keep on eating too much, you’ll become very fat.)b、Thank you for your kind hospitality.(c.f.: Thank you for your delicious food.)(2)Approbation Maxim:a.Minimize dispraise of other;b.Maximize praise of other.Some examples: a、He is a senior citizen now.(c.f.: He is an old man now.)b、Cao Yu is a Shakespeare of China.(c.f.: Cao Yu is the best playwright of China.)(3)Modesty Maxim :Minimize praise of self;b.Maximize dispraise of self.Some examples: a、This is a token of my regard for you.(c.f.: This is a present for you.)b、Your praise is the highest honor for me.(c.f.: Thank you for your praise.)Leech ties politeness to the relationship between both parties and the language used.He claims that “static” feature, such as social distance, interact with “dynamic” features, such as the kind of illocutionary demand the speaker is making on the maker, to produce an appropriate degree of politeness.The core of his politeness is to minimize the expression of impolite benefits.5.2 Polite function and Politeness PrinciplePolite function is the basic social function of euphemism.And Politeness Principle shows this function.Euphemism always abides by the Politeness Principle.In such a case, euphemism can make people’s relationship more harmonious.But there are also some exceptions.Euphemisms of military do not accord with Politeness principle most of the time.5.3 Politeness Principle and the cooperative PrincipleThe Politeness Principle shows equal and friendly relationships between people in the society.It demands that in communication, the speaker should cooperate with the hearer.The two parties use euphemisms to replace harsh words because it can meet the psychological needs of face-want.And the language used by the two parties should be appropriate.Generally speaking, the appropriateness of the speech is closely related with euphemism.However, “The Maxim of Relevance” of Grice’s “Cooperative Principle” limits the choice of euphemism.He suggests that in communication, the reply of the hearer should be closely related to the speech of the speaker.In the process of communication, the euphemisms used just now should be connected with the primary language symbols.In such case, it will provide a clue to the hearer so that he can understand the connotation of thespeech.This principle provides a lot of standard conversational implicatures. In a word, the two parties can understand the intention of each other from the context.A: How is John doing with his study at schoolB: He’s a machine.Here, from the literal meaning of B's reply, he seems haven’t answer A’s question.But at least, his answer violates Quality Maxim and Relation Maxim.We know that though B’s answer doesn’t cooperate with A’s question, we can still understand B’s meaning by the deeper implication of his speech.First, we should suppose that this conversation tally with Cooperative Principle.Second, we can guess the implication between machine and study.At last, we can infer that John is hard-working.Thus, if the utterance is not relevant with each other, we can reason.“Unlike presuppositions and entailments, implicatures are inferences that cannot be made from isolated utterances.They are dependent on the context of the utterance and the shared knowledge between the speaker and the hearer.”6.ConclusionEuphemism is an appropriate language form created by people to achieve an ideal communicative effect in the social interactions.“Enrighr D.J.stated that ‘If euphemism doesn’t exist, the movement of the world will stop and it will be filled with hatred.” Nearly no one can live without euphemism.Euphemism is not only a social phenomenon, but also a lingual phenomenon.The formation of euphemism is the result of social factors and psychological factors.From the day of its birth, there are countless ties between euphemism and thesocial culture.Euphemism develops while the society develops.Euphemism is a mirror.We can learn the values and moral concepts of the society.Euphemism that accords with Politeness Principle oils human communication because polite function is the main function of Politeness principle.If we make good use of this language form, it will accelerate and facilitate human communication.People’s interpersonal relations will be more harmonious.We can make full use of euphemism and make our life more colorful.References:1.李国南.辞格与词汇 [M].上海: 上海外语教育出版社,2001.2.胡春梅.论委婉语的构成及功能[J].浙江教育学院学报,2005,1.3.刘纯豹.英语委婉语词典[Z].北京: 商务印书馆,2001.4.吴祥云.委婉语的社会功用[J].昭通师范高等专科学校学报,2004,2.5.Joanna Channell.Vague Language [M].上海:上海外语教育出版社,2000,6.6.李鑫华.英语修辞格详论[M].上海:上海外语教育出版社,2000.7.李树德.冯奇.英语修辞简明教程[M].上海:复旦大学出版社,2003,10.8.Jean Stilwell Peccei.Pragmatics [M].北京:外语教学与研究出版社,2000,8.。
关于英语语言学论文范文参考
关于英语语⾔学论⽂范⽂参考 随着对英语⽂化学习的不断深⼊,随着英语重要地位的不断确⽴,英语语⾔学的研究⼯作也越来越深⼊。
下⽂是店铺为⼤家整理的关于英语语⾔学论⽂范⽂参考的内容，欢迎⼤家阅读参考! 关于英语语⾔学论⽂范⽂参考篇1 浅探英语语⾔学中的幽默话语 幽默是指在⼈类交际的过程中，能够引⼈发笑的话语、动作和表情等，其内容丰富多彩，表现形式多种多样，⽐例幽默话语、幽默动作、幽默⾳乐等等。
因为⼈们的交际活动多依赖于语⾔，所以幽默也多来源于话语当中。
⼀、英语语⾔学中的幽默话语 在繁忙的⽣活中，幽默是⼀剂强⼒润滑剂。
幽默话语是借助于语⾔⼿段来表述幽默的。
它是以语⾔为媒介，根据特定的情境下，以轻松诙谐的语调，机智、风趣、戏谑的话语风格，通过讽刺、夸张、映射、双关等⼿法，来表达话语者⾃⼰的思想和观点，并使受话者不知不觉地接受，达到“随风潜⼊夜，润物细⽆声”的效果和境界。
幽默话语往往带有⼀些意味深长的⾊彩，对揭露⽣活中的丑恶或不公平现象，还可以起到发⼈深省的作⽤。
⽽对于受话者来说，要把话语和当时具体的语境线索结合起来，利⽤⾃⼰既有的语⾔知识和社会认知，去发现说话者的⾔外之意和要表达的真实意图，才能真正的理解幽默，并从中获得愉悦。
例如，“Mr Zhou have a sharp tongue，look out，it doesn’t cut your throat.”这句话看起来是像是在说⾆头，但是，我们把这句话放到语境中，就可以想到，这⾥的“a sharp tongue”并不是什么锋利的⾆头，⽽是⽛尖嘴利、毒⾆的意思，是发话者幽默、含蓄、间接的表达⽅式。
⼆、幽默话语与合作原则 (⼀)合作原则 胡范畴认为，所谓幽默话语是语⾔的各要素通过变异和创造⽽出来的。
⽽美国语⾔哲学家Grice则认为，幽默话语的作⽤是为了确保交际活动顺利进⾏。
Grice认为，在⼈们运⽤语⾔进⾏交际时，交际的双⽅(发话者和受话者)还要遵守⼀些先决条件和原则，例如使⽤双⽅都能熟练运⽤的语⾔、交谈内容是双⽅都熟悉的话题，还有最重要的合作原则(cooperative principle，CP)。
英语语言学方面论文
英语语言学方面论文英语作为一种国际化的语言，在信息化、全球化日益发展的今天，其作用越来越重要。
下文是店铺为大家整理的关于英语语言学方面论文的范文，欢迎大家阅读参考!英语语言学方面论文篇1浅探新时代和谐英语语言学课堂的构建【摘要】探索一条有效的语言学教学途径一直是大学英语教育者关注的问题,本文从和谐的角度探讨英语语言学和谐课堂的构建。
分析什么是和谐课堂,进而利用和谐教学、和谐环境等理论方法指导语言学教学的实际,达到构建英语语言学和谐课堂的效果。
【关键词】英语语言学语言学课堂和谐课堂的构建良好的和谐的课堂气氛能激活学生的脑细胞,激发他们的学习兴趣,开发他们的思维潜能,更好地促进他们接受新知识,掌握新技能。
如何创造和谐的课堂气氛,有效地促进教学,是每个英语教学者都必然关注的问题。
美国心理学家罗杰斯认为:“成功的教学依赖于一种真诚的理解和信任的师生关系,依赖于一种和谐安全的课堂气氛。
”由此可见,一个成功的课堂与和谐安全的课堂气氛息息相关。
英语专业的学生在掌握了听说读写这些基本技能的基础上,需要进一步比较全面、比较系统地了解现代语言学这一领域的研究成果,以及一些最主要、最有影响的语言理论和原则,从而加深对人类语言这一人类社会普遍现象的理性认识,并具备一定的运用语言学理论解释语言现象、解决具体语言问题的能力,提高自身的语言修养和学习语言的能力。
一、英语语言学课程的特点课程的教学任务和目的是向学生讲授英语语言的属性、功能、起源和内部层次,掌握英语语言学基本特征和主要分支的基本概念,了解语言在时空中的变异及其与社会、文化、语境、思维等外部因素的关系,同时了解部分主要语言学流派。
英语语言学的教学内容宽泛,不易深细,主要包括英语语言和英语语言学领域中各分支的基础理论,如语音学、音系学、形态学、句法学、语义学、语用学等基本内容,也包括了语言的变异及其与外部因素的关系。
二、英语语言学的授课对象英语语言学教程的授课对象是学习英语的高等院校学生,因此在讲解过程中大部分采用了英语。
语言学导论论文
浅谈《语言学教程》中语音学和音系学的音位及音位变体姓名:韩胜林学号：20114033075 班级：英师三班【摘要】语言学是每个英语专业学生的一门必修课，该课程设置的目的是向学生介绍语言学的基本知识。
语音学和音系学是语言中比较基础和重要的知识点在《语言学导论》中。
语音学研究的对象是人类所有语言的语音，它主要对语音进行描述和分类；而音系学研究的基本单位是音位，一个音在不同的环境中实现具体的音。
但是由于其知识本身的抽象性，学生在学习过程中带来各种疑虑，也不太懂语音的音位变化规则，因此；语音学和音系学的学习不太受学生的欢迎。
本文主要对语音学和音系学的音位变化带来的语言的改变做了解，并且深层次的探讨语音学和音系学在学习过程中的音位变化带来语意的改变性。
【关键词】英语专业生；语音学；音系学；音位变化一、引言语言学是每个英语专业生的一门必修课，该课程开设的目的是向学生介绍语言的基本知识，使其对语言学的各个分支及其研究领域有所了解，为进一步研究打好基础。
语音学和音系学是语言学中重要的一点，因为研究任何一门语言都要从语音，词汇和句法等方面入手。
但是，语音学和音系学本身比较抽象，学生们不好去把握和理解，不太懂发音时音体的变化规则和部位。
在这种学习模式下，专门研究这两个的相似性显得尤为重要。
二、语言学和音系学的重要性及音位语音学和音系学的研究对象是语音。
语音就是对人们所能够发出的语音进行研究，而音系学只是对这其中能够所能组成语音和发音媒介的语音进行研究。
我们所说的语音主要是发音语音学，主要是介绍发音器官，辅音和元音的分类与描述方法。
发音器官使学生孟知道哪些器官参与了发音及这些器官所处的位置。
辅音和元音的描述是去描述一个音，这使学生对这个语音有了具体的了解，这有助于提高学生的语音，而音系学介绍的是一些基本概念，如音位，音位变体，音系规则，区别特征，使学生对音系学的概念有一些了解。
语音学和音系学是围绕音的变化而展开，学号一门语言，我们必须的掌握语言其中的语音，其语音的变化规则，发音部位，并且你发出这个音的时候，要不断去摸索是否发到位，如果你很了解，你就可以很明确的断定自己的音位变化。
英语教育论文：探析英语语言学的形成史
探析英语语言学的形成史随着世界经济一体化的完成，随着世界各国的联系越来越密切，英语作为一种交流工具，被我们广泛地使用着。
然而，这并不是目前才存在的现象。
根据相关的数据与资料记载，英语语言学在发展的进程中，一直占有一个重要的地位。
正是因为英语语言的全球化使用，各国人民的交流才能够越来越密切、货物的流动才能够越来越频繁、经济的发展才能够越来越繁荣；相反地，也正是因为贸易往来越来越顺利，英语语言才能够越来越改善，越来越适合日常的交流。
[1]本文作者希望通过探析英语语言学的形成过程，重点阐释英语语言对于人类交流的重要性。
一、英语语言学的初期发展在1564年，多雨的伦敦诞生了一位伟人，我们尊称他为“莎翁”。
而这位“时代的灵魂”，在之后的五十二年光辉岁月之中，留下了三十七部戏剧与大量诗歌。
[2]这些戏剧深受各阶层人民的喜爱，甚至在17世纪初，莎士比亚的戏剧传入北欧各国，不仅对他国的戏剧创作产生了重要的影响，还推动了英语语言学在他国的传播，促使各国知识分子对英语语言的学习。
而这便是英语语言学的最初世界扩张。
除此之外，在17世纪末，英国凭借着较为完善的航海技术与工业革命，国力水平大幅度提升。
但此时，由于发展过快，资金供应不足，英国采取了殖民扩张政策。
通过侵略其他国家与地区，以达到自身的财富资金补给。
与此同時，英国还对殖民地进行相应的同化政策，迫使被殖民者学习英语，并逐渐废除被殖民地的语言，将英语作为当地的官方语言。
这一行为，更是极大程度上推动了英语语言的传播与使用。
19世纪，英国文学史上出现了两位巨星，他们分别是拜伦与雪莱。
这两位文学家创造了大量的文学作品，从此，英语语言不再是一种分离于体系之外的语言体系，而学者们也不再在只是研究英语语言的语法现象与语言规律，他们更多地是注重英语语言的社会表达与人文联系。
二、现代英语语言学发展进程英语语言学的现代发展是从世界大战开始算起的。
英国凭借着一战的战胜国与二战的反法西斯身份，在国际中获有重要的国际地位，英语语言从此成为国际首席交流语言。
英语专业语言学论文
On the Arbitrariness and Iconicity of Linguistic Signs论语言符号的任意性和象似性Ⅰ. Introduction:The Debate on Arbitrariness and Iconicity in Linguistic SignsFrom ancient Greece to Present time, the debate on whether linguistic signs are arbitrary or not has been a recurring theme in linguistic inquiry into the nature of the linguistic sign.1.1The origin of the disputeThe discussion on arbitrariness and iconicity in language is deeply rooted in the history of language studies. Going far back to ancient Greece, there was a debate between the Naturalists and the Conventionists.1.2 The debate abroad since SaussureThrough the review of the debate before Saussure, we may find that principle of arbitrariness was not Saussure’s original conception. However, the emphasis, which Saussure laid on it in his structural theory of language, drew the attention of linguists. And from then on, his principle of the arbitrariness has been heatedly discussed.II. The Theory of Arbitrariness2.1 ArbitrarinessAs a symbolic unit, a word has both form and meaning. As a rule, the relation between the form and the meaning ,however ,is arbitrary .In other words, there is no inherent connection between the form and the meaning.III. The Theory of IconicityTo explore the relationship between arbitrariness and iconicity, it is necessary for us to find out what the theory of iconicity deals with.Generally speaking, iconicity, according to the explanation of Croft, is a type of external motivation for linguistic structure. The intuition behind iconicity is: the structure of language reflects in some degree the structure of experience, that is to say, the structure of the world, including (in most functionalists’view) the perspective imposed on the world by the speaker (2000:164).IV. Complementarity of Arbitrariness to IconicityIconicity has often been defined in contrast to arbitrariness. However, after analyzing the semiotic theories of the two founders, we find actually these two terms are not contradictory to each other, on the contrary, they are complementary to each other.4.1 Iconicity and MotivationIt is vital for us to recognize the distinction between iconicity and motivation. In fact, the failure to realize this distinction has led to the dispute among linguists on the problem whether linguistic signs are arbitrary or iconic.4.2 Complementarity between Arbitrariness and IconicityIn the process of verbal communication, the rules of the grammar are symbolic, arbitrary and conventional, whereas there are two ways in which iconicity is omnipresent. The first concerns the necessity of iconic signs in creative discourse. The second is to do with iconicity as a prerequisite of mutual understanding in communication in general.V. Summary: Language is both arbitrary and non- arbitraryAlthough the fundamental ideas between structuralists and cognitive linguists are totally different, in terms of this problem, it is possible for us to reconcile them. Now let's revisit the fact existing in the language system and during language communication as a summary.Though iconicity is universal for languages as an important coding mechanism, it is not universal in the extent at the different language levels in the same language. For language is a mufti-level system, the iconicity at one level does not deny the arbitrariness at a different level. Thus, language is both arbitrary and iconic. The discovery of iconicity can complement rather than replace the principle of arbitrariness.。
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The Cause and Tendency of SemanticChange in EnglishBy吴冰姿1015010305A student of English Department of College of InternationalLanguages and CulturesHohai UniversityNovember,2012CONTENTS1. Introduction2. Literature review2.1 Current situation2.2 Research areas3. Methodology·The type and trend of semantic change ·The cause of the change of word meaning ·The effect of semantic change4. Analysis of semantic change in English4.1 The type and trend of semantic change4.2 The cause of the change of word meaning4.3 The effect of semantic change5. Conclusion6. ReferencesAbstract: All kinds of languages are constantly changing. It is mainly concerned about pronunciation, word meaning, semantic and sentence structure. And the change of word meaning is the most obvious and rapid. This paper analyses the cause of the change through linguistic aspect, the trend of semantic changes and the effect of the change.Key words: word meaning, change, cause, effect1.IntroductionNowadays, we can easily find that word meaning changes in english are keeping striking our eyes. Some words have come into appearance in all aspects of our life while some words have disappeared as they lost the favor of people. Facing so many English new words, how can the English learners learn them efficiently? The answer is that we should know how the word meaning changes and analyses the principles. It is very helpful for english learners to learn english words when they know why words change. There are many reasons for the lexical meaning change. The paper will discuss the linguistic factors mainly.2.Literature review2.1 Current situationSince 1987, scholars have started to notice the change of word meaning. During 1987 to 2009, many researches have been written. The overseas scholars like Roy Peter Clark Published Change in the Meaning of Words Demands Care in the Use of Language on Poynter in 2009. He believed that there is some predictability in the way words change over time.And Grzega, Joachim published "Historical Semantics in the Light of Cognitive Linguistics: Aspects of a new reference book reviewed" in 2000. And Traugott, Elizabeth Closs published "From less to more situated in language: the unidirectionality of Semantic change", in Adamson, Silvia, 1990.Domestic scholars like CHEN Lei-jing (Shaoguan Radio & TV University, Shaoguan 512005,Gunangdong, China) wrote an essay Exploration of the Change of English Word Meaning from Socio-Linguistic Perspective. This essay analyses the basic factors such as the social environment, the social psychology and the social culture etc. through socio-linguistic perspective.And Yang Yuan (Leshan teachers college) published The Significance of Context in Understanding the Word Meaning on Time Education. This essay reviews the significance of context in understanding the words. In order to well grasp the correct word meaning from contexts, we should know better about the contexts and have a good command of knowledge of cross culture and background information. Wang Xiaosu published Factors in the Change of English Word Meaning on New Countryside in 2011. The essay emphasized that word meaning is significant in English learning and explored the factors in the change of English word meaning. XU Jing wrote The Change of Word Meaning and the Structural Relations of Linguistic Signs on Journal of Pla University of Foreign Languages in 2000. In his opinion, here are two main reasons——the change of the two types of structural relations of linguistic signs-syntagmatic relation and paradigmatic relation-in practical language use.Mao Shuaimei (2006) delivered On the Cognitive Mechanism of the Semantic Change of English & Chinese Acoustic Verbs on Journal of Hunan Institute of Engineering. This paper explored the origin and understanding of the semantic transfer of the English and Chinese acoustic verbs " to listen/to hear" and " not to listen /not to hear" from the perspective of metaphorization subjectification within the framework of cognitive linguistics. It enhanced our universal knowledge of semantic relevance and sematic variation. The differentiating adaptation of social, cultural and psychological factors should be taken into consideration in the study of metaphorization subjectification.LI Hua published The New Change and New Development of English Words on Journal of Shazhou Polytechnical Institute of Technology. This paper listed some typical examples in such fields as science and technology, politics and economy, culture and education, sports and entertainment with the hope to arouse reader’s awareness of the rapid development of English words during these years and to update their English so as to adjust to the requirement of modern life.Many of them talked about the cause of the change of English word meaning. Semantic change can't happen in a closed state, it is influenced and restrict by society and history. Semantic change is related closely to social development, social environment, social status, national morale, racial morale, gender difference, social value and other social factors. Ren Li-bo and Zhang Dong-hong discussed thefactors that influence semantic change in An Initial Investigation of the Causative Factors for the Semantic Change of English Vocabulary in 2008. From the semantic change and development of English vocabulary, their paper analyzes the causative factors for the connotative and denotative semantic development. That apart, it discusses the positive value that the semantic change of the vocabulary to the social development, and the tendency of change of the English vocabulary.Till the year of 2009, Fu zuoyu considered that besides social and historical factors, semantic change is related to the development of language itself. And Chen Leijing and Wang Huawei studied both social factors and linguistic factors. However, those factors above are all external causes of semantic change. Grzega, Joachim have already published "Historical Semantics in the Light of Cognitive Linguistics: Aspects of a new reference book reviewed" in 2000 which talked about the cognitive factor's importance in semantics. The fundamental motive of semantic change comes from the ceaseless development and change of subject's cognitive thinking. The metaphor and metonymy of cognitive subject and cognitive model prototype category theory reveal the underlying mechanisms of semantic change.2.2 research areasIn recent years, people tend to study the social and historical factors more, which are the external causes. There are few researches study linguistic factors, which are the internal causes.To sum up, semantic change means the word meaning changes when the basic form of the word stays the same. So far, people have summarized five major causes: psychological caus, society factors, history factors, foreign influence and internal factors.3.Methodology(1)The type and trend of semantic change(2)The cause of the change of word meaning(3)The effect of semantic change4. Analysis of semantic change in English4.1 The type and trend of semantic changeThere are four major types of semantic: extension of meaning (generalization),narrowing of meaning (specification), elevation of meaning (amelioration), degradation of meaning (deterioration). And after the referral, I want to analyses the principle behind this, which is the tendency. (曹务堂.试论英语词义变化的原因及趋势[J].1994,(4):.)4.1.1 Extension of meaning (generalization)It is a process by which a word which originally had a specialized meaning has now become generalized or has extended to cover a broader and often less definite concept. For example，Word Original meaning Present meaning Tendencypicture a painting ordrawing a photographa cinematic picturean x-ray picturea TV picturea radio-telescopepictureany pictureFrom specific togeneralrubbish rubble anything worthless From specific togeneralsalary a sum of moneygiven to Romansoldiers to enablethem to buy salt fixed payment madeby employer at regularintervals to employeesFrom propernouns tocommon nounssandwich It was named afterJohn Montagu, 4thEarl of Sandwich,an 18th-centuryEnglish aristocrat. a popular fast food From propernouns tocommon nounsmatter timber,the hard partof a tree n.1.that which hasmass and occupiesspace2.a vaguelyspecified concern3.some situation orevent that is thoughtabout4.a problem5.havingconsequence6.written worksv.have weight; haveimport, carry weightFrom concreteto abstractthing a public assemblyor a council1. a special situation2. an action3. an artifact4. an event5. a statementregarded as an objectetc.From concreteto abstract4.1.2 Narrowing of meaning (specification)It is a process by which a word used to have a more general sense becomes restricted in its application and conveys a special concept in present-day English. For example,Word Original meaning Present meaning Tendency meat food flesh of animalsGeneral to specificroome.g.There is still room for improvement.space for movemente.g.the living room. an area within a building enclosed by walls and floorand ceiling Abstracttoconcretememory e.g.In my memory, he is a good boy. something that is rememberede.g.A memory and the CPU form the central part of acomputer. anelectronicmemory devicecommon wordtechnical termliquor liquid ardent spirits From borrowing4.1.3 Elevation of meaning (amelioration)Elevation refers to a process by which words rise from humble beginning to the positions of importance. Some words early in their history signified something quite low and humble, but changed as time went by to designate something agreeable and pleasant. For example, Word Original meaning Present meaning Tendencynice ignorant, foolishdelighted, pleasantFrom low and humble to agreeable and pleasant.angel messenger Messenger of god knight servant rank below baronet governor steersmanhead of a stateshrewdkeen-witted, clever, or sharp in practical affairs.evil, bad, wicked, mischievous, etc. In deed, elevation of meaning is also a special kind of narrowing of meaning. 4.1.4Degradation of meaning (deterioration)It is a process whereby words of good origin or affective neutrality fall into illreputation or come to be used in a derogatory sense. For example, Word Original meaning Present meaningTendencysilly blessedandhappy---innocent----simpleorsimple-minded ----foolishCommendatory to derogatorysadfull, satisfied, contented ----- calm ------ serious ----sorrowfulcriticize apprise find fault with lust pleasuresexual desireSometimes a word shows deterioration in some of its uses, but maintains itself in others. This can be seen in the word execute, which has been used to mean to kill someone as a lawful punishment. This meaning has a negative value. The central meaning of this word is to carry out (an order, a plan, or a piece of word, etc.) Many adjectives may be excellent in themselves, but if they are used too often, they will undergo deterioration and become mere symptoms of approval or disapproval without any particular meaning of their own. A good example is the adjective lovely, which initially means attractively or admirably beautiful. But today the average man's lovely has no such limited meaning. It is used in collocation with almost any object, such as a lovely girl/ day/ dinner/weather/ car/ or chair. Even a gun may be described as lovely. It has come to be used so frequently that it s meaning has been weakened.So, from all the sheets, we can summarize that the trend of semantic generalization: from specific to general, from proper nouns to common nouns, from concrete to abstract, from technical terms to general words, from general to specific, from abstract to concrete, from common nouns to proper nouns, from general words to technical terms and from loan words.4.2 The cause of the change of word meaningThere are many reasons for the semantic change, historical reason, psychological reason , social reason and linguistic factors. In linguistics, the change of meaning may be caused by the internal factors within the language system (Allen;Keith Linguistic Meaning 1986). They can be effected by ellipsis, borrowing, analogy and thefigurative use of word. Then I will talk about them one by one.4.2.1 EllipsisIn principle, English is gradually becoming simple, such as 1 May, 1971, means the first day of the month of May in the year of grace nineteen seventy-one. Five O' clock means five hours of the clock. Of course, abbreviate form as a matter of course, above all is above all things.Ellipsis as a cause of semantic change often occurs in habitual collocations, such as adjective +noun, or attributive noun +noun, in which the noun is often deleted and only the first element (the attributive) is left, but retaining the sense of the whole phrase. The two words private and soldier formerly appeared side by side as a set phrase. Naturally, the association became so close that the first element could alone carry the meaning of the whole phrase. More examples: a general--a general officer; an editorial--an editorial article; bugle--bugle horn, gold--gold medal; periodical--periodical paper. Sometimes it is the second or headword of the phrase that remains, for example: (steam) engine, (coal) gas, (gas) stove, (light) bulb. Fall from fall of leaves, abolition from abolition of the slave trade. (Lin Chengzhang, 1997)4.2.2 BorrowingIn English, there are many words borrowed from Latin, French, Greek and some other languages. These words caused the changes of word meaning. A typical example is: in original English, pig, cow, sheep, did not refer to the animals, but their meat. In middle Ages, pork, beef, mutton, these three French words were used in English, and pig, cow, sheep meant animals after that. Other examples like: rear and loan word raise, clean and loan word pure, wrath and loan word anger.4.2.3 AnalogyThe analogical tendency is also constantly at work. New meanings developed in one part of speech are passed on to other parts of speech from the same lexical base. Energetic formerly meant to operate, effect, as in the most energetic chemicals. However, this old sense is no longer in use. Now energetic means of having or showing energy, vigorous, forceful. As if it had been derived from energy. Another interesting example is gate. originally, it meant a movable barrier in a fence or wall. Although it is still using in this sense in contemporary English. But since theWatergate event, its meaning is given as a kind of event which is usually a scandal. For example, zipper-gate, Irangate, football-gate, etc.4.2.4. Figurative use of a word(1)MetaphorA metaphor makes a comparison between two unlike elements, this comparison is implied rather than stated. For instance, the word "head" obtains a symbolic meaning. In literal sense, it means the upper part of the human body or the front part of the body in animals; contains the face and brains. But after we take it metaphorically, it can also mean the top of something. Because head is on the top of our body. So after the extension, the word "head" has many means, including a person who is in charge and a line of text serving to indicate what the passage below it is about.(2) MetonymyMetonymy is another important factor in semantic change or development. It is a figure of speech by which an object or idea is described by the name of something closely related to it. That is to say, a transfer of names occurs between two things associated by actual contiguity, either by physical contact, or contact through various thought associations.One turns to metonymic reasoning so that a container term may be used for what it contains (e.g. "He took to the bottle"), a term for the material can be used for the thing from which it is made (e.g. "Silk suits you"), a term for the part can stand for the whole (e.g. "We need a few more hands"), an expression for a representative entity can stand for what is represented (e.g. "Washington is veto to proposal"), or an expression for a unique or conspicuous feature or an act in a temporary context can be taken to refer to someone who has the feature or does the act (e.g. "The cheeseburger didn't order onions"). The last case may not result a fixed new meaning. (陈新仁. 英语语言学使用教程，苏州大学出版社，2007,3.)4.3 The effect of semantic changeEnglish words become more difficult for English major students to digest as the words keep changing meanings. Some words no longer use the old meaning and some keep using. Apparently, the semantic change has cause a lot effect. It may also has a big effect on vocabulary teaching and dictionary compilation.However, it also has negative influence. In the process of extension, some words changed from proper nouns to common nouns. Take nylon as an example. Nylon was first produced on February 28, 1935, by Wallace Carothers at DuPont's research facility at the DuPont Experimental Station. It is the name of the brand. But because it is wildly known, people use the word nylon to represent all the thermoplastic polyamide. So the company's patent is violated. Through this example we can see that the generalization can bring a lot of judicial dispute at economic sphere.5.ConclusionAll these changes are complex, but also follow some rules. The causes of semantic changes from social, psychological and linguistic. Among them, linguistic cause is the most important one. Restriction, extension, transference, degeneration and elevation are five types of semantic changes. They supplement each other, for example, the meaning of a word could be enlarged, and it could also be elevated at the same time.Language effects life. It brings us convenience and is hard to handle at the same time. So does the changes of the word meaning. However, changes always there, and it is important for us to know these changes as well as to keep us with them. Therefore, demonstrating some rules about the changes of word meaning, all the readers may know more about semantic changes, so that, they could study, remember and use English words more easily and correctly.6.Reference曹务堂.试论英语词义变化的原因及趋势[J].外语教学(西安外国语学院学报),1994,(4):.陈新仁. 英语语言学使用教程，苏州大学出版社，2007,3.戴炜栋，何兆熊. 新编简明英语语言学教程[m]. 上海: 上海外语教育出版社,2002.胡壮麟. 语言学教程[m]. 北京: 北京大学出版社,2001.林承璋. 英汉词汇学引论. 武汉：武汉大学出版社，1997陆国强. 现代英语词汇学.上海: 上海外语教育出版社1999.杨翠萍.社会发展对英语词义变化的影响[J].合肥学院学报(社会科学版),2004,(1):. Allen;Keith Linguistic Meaning 1986Geeraerts Dirk , "Reclassifying Semantic change".1983.James F. Shepherd. College V ocabulary Skills Forth Edition [M] Boston: Houghton Mifflin Company, 1991; 54, 51Jackson;Howard Words and Their Meaning 1945Quirk, Randolph. The Use of English. London: Longman . 1963.Shaoguan Radio & TV University, Shaoguan 512005,Gunangdong, ChinaSchendl Herbert. Historical Linguistics. Shanghai：Shanghai Foreign Language Teaching Press. 2003.。