应用语言学总结

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语言学学习总结语言的结构与语言变化的研究

语言学学习总结语言的结构与语言变化的研究

语言学学习总结语言的结构与语言变化的研究语言学是研究语言的科学,旨在揭示语言的结构和语言变化的规律。

在我的语言学学习过程中,我深入了解了语言的结构以及语言变化的研究,并梳理出以下几个方面的内容。

一、语言的结构及其分类语言的结构主要包括音系、词汇、语法和语音等方面。

其中,音系研究语音的发音规律,词汇研究单词的形成和使用方式,语法研究句子的组成和语义规则,语音研究语音的产生和感知。

根据语言的结构特点,可以将语言分为屈折语和分析语。

屈折语是通过屈折变化来表示词汇和语法关系的语言,如拉丁语和日语;而分析语则通过词序和词法关系来表示词汇和语法关系的语言,如英语和汉语。

二、语言变化的类型及其原因语言变化是指语言在长时间的使用过程中发生的结构、词汇、语音和语义等方面的变化。

语言变化可以分为内部变化和外部变化。

内部变化是由语言内部系统调整和发展引起的变化,例如音变、词汇变化和语法演变等。

外部变化则主要由不同语言和语言社区之间的互动和接触引起的,如语言借用、语言接触和语言传播等。

语言变化的原因包括社会因素、语言接触和语言规范等,不同的因素在不同的时期起到了不同的作用。

三、语言结构与语言变化的关系语言结构与语言变化密不可分。

语言结构决定了语言的表达方式和规范,而语言变化则是语言结构调整和发展的结果。

语言结构的变化可以是逐渐发展的,也可以是突变的。

逐渐发展的变化是在长时间的使用过程中逐渐积累和演变,如词汇的产生和语法规则的调整;突变的变化则是在特定的历史时期或特定的社会条件下,由于某种原因产生的大范围变化,如音变和语法结构的改变等。

语言结构与语言变化的研究有助于揭示语言的本质和语言的演变规律。

综上所述,语言学学习涉及到语言的结构与语言变化的研究。

通过学习语言的结构,我们可以了解不同语言类型的特点和语言的表达方式。

同时,深入研究语言变化,可以揭示语言演变的规律和变化的原因。

语言学学习不仅帮助我们更好地理解语言的本质和语言的发展历程,也为我们学习和运用语言提供了有益的指导。

外国语言学及应用语言学 考点总结

外国语言学及应用语言学 考点总结

ngue and ParoleLangue is the system of a language, the language as a system of forms,whereas parole is actual speech, the speech acts that are made possible by the system of the language. That`s is to say,langue is the social product whose existence permits the individual to exercise his linguistic faculty; parole, on the other hand, is the “executive side of language”.parative LinguisticsA branch of linguistics which studies two or more languages in order tocompare their structures and to show whether they are similar or different.Comparative linguistics is used in the study of languages types and in comparative historical linguistics. It is also used by some applied linguists for establishing differences between the learner’s native language and the target language in the areas of syntax, vocabulary, and sound systems.3.Empiricism(经验主义)An approach to psychology which states that the development of theory must be related to observable facts and experiments, or which states that all human knowledge comes from experience.4.Rationalism (理性主义)It is an approach to philosophy proposed by Chomsky in the 1960s, which states that the knowledge is based on reasoning rather than on experience of senses. In this sense, it is opposed to empiricism.5.Behaviorism (行为主义)A theory of psychology which states that human and animal behavior can be studied only in terms of physical processes, without reference to mind. It led to theories of learning which explained how an external event (a stimulus) caused a change in the behavior of an individual (a response), based on a history of reinforcement.6.Positivism (实证主义)a philosophical movement that began in the early 19th century, characterized by an emphasis on the scientific method as the only source of knowledge and a desire to rebuild society on the basis of “positive” knowledge..7Mentalism(心智主义)It is the theory that a human being possesses a mind which has consciousness, ideas, etc., and that the mind can influence the behavior of the body.8.Morpheme (语素)It refers to the smallest meaningful unit in a language. A morpheme cannot be divided without altering or destroying its meaning.9.Deduction and induction (演绎和归纳)Reasoning by deduction proceeds from a generalization to particular facts which support it, whereas reasoning by induction involves moving from particular facts to generalizations about them.10.Linguistic relativity (语言相对论)Whorf believed that speakers of different languages perceive and experience the world differently, relative to their linguistic background, hence the notion of linguistic relativity.11.Linguistic determinism(语言决定论)A theory put forward by the American anthropological linguists Sapir and Whorf, which states that the way people view the world is determined by the structure of their native language.12.Discourse analysis (话语分析)The study of how sentences in spoken and written language form larger meaningful units such as paragraphs, conversations, interviews, etc.13.Semiology/Semiotics (符号学)1) the theory of signs. 2) the analysis of systems using signs or signals for the purpose of communication. The most important semiotic system is human language, but there are other systems, e.g. sign language, traffic signals.14.Descriptive linguistics (描写语言学)Descriptive linguistics describes how a language is actually spoken and/or written, and does not state or prescribe how it ought to be spoken or written.15.Synchronic and diachronic linguistics (共时和历史方法)Diachronic linguistics is an approach to linguistics which studies how a language changes over a period of time, for example the change in the sound system of English from Early English to Modern English.Diachronic linguistics has been contrasted with synchronic linguistics which is the study of a language system at one particular point in time, for example the sound system of Modern British English.16. Synchronic and diachronic linguisticsDiachronic linguistics is an approach to linguistics which studies how a language changes over a period of time, for exmple the change in the sound system of English from Early English to Modern English.Diachronic linguistics has been contrasted with synchronic linguistics which is the study of a language system at one particular point in time, for example the sound system of Modern British English.The need for diachronic and synchronic descriptions to be kept apart was emphasized by the swiss linguist Saussure.17. Speech actAn utterance as a functional unit in communication. In speech act theory, utterances have two kinds of meaning:1)propositional meaning (also known as locutionary meaning). This is the basicliteral meaning of the utterance which is conveyed by the particular words and structures which the utterance contains.2)Illocutionary meaning (also known as illocutionary force). This is the effectthe utterance or written text has on the reader or listener. For example, in “I am thirsty” the propositional meaning is what the utterance says about the speaker’s physical state. The illocutionary force is the effect the speaker wants the utterance to have on the listener. It may be intended as a request for something to drink.A speech act is a sentence or utterance which has both propositional meaningand illocutionary force..There are many different kinds of speech acts, such as requests, orders, commands, complaints, promises.A speech act which is performed indirectly is sometimes known as anindirect speech act, such as the speech act of requesting above. Indirect speech acts are often felt to be more polite ways of performing certain kinds of speech act, such as requests and refusals.18.Positivisma philosophical movement that began in the early 19th century, characterized by an emphasis on the scientific method as the only source of knowledge and a desire to rebuild so ciety on the basis of “positive” knowledge. As a variation of empiricism, among the basic ideas of positivism are the idea that the world is orderly, that all natural phenomena have natural causes, and that nothing is self-evident, but the laws of nature can be discovered through experimentation. Although few people nowadays subscribe to all of these beliefs, some degree of positivism characterizes most “scientific” approaches to understanding all phenomena, including language learning. Logical positivism is a specific type of positivism that rejects as meaningless all statements that cannot be empirically verified.19.Tagmemics(tagmemics) the basic unit of grammatical analysis. A tagmeme is a unit in which there is a relationship between the grammatical function, for instance the function of Subject, Object or Predicate, and a class of fillers.For example, in the sentence: The baby bit Anthea.The subject tagmeme is filled by the Noun Phrase (the baby), the predicate tagmeme is filled by the Transitive Verb (bit) in its past tense form, and the object tagmeme is filled by the proper noun (Anthea).20.Phoneticsthe study of speech sounds. There are three main areas of phonetics:1) Articulatory phonetics deals with the way in which speech sounds areproduced. Sounds are usually classified according to the position of the lips and the tongue, how far open the mouth is, whether or not the vocal cords are vibrating, etc.2) Acoustic phonetics deals with the transmission of speech sounds through theair. When a speech sound is produced it causes minor air disturbances (sound wave). Various instruments are used to measure the characteristics of these sound waves.3)Auditory phonetics deals with how speech sounds are perceived by thelisteners.21.Phonology1) another term for phonemics.2) (for some linguists) a cover term for both phonetics and phonemics.3) The establishment and description of the distinctive sound units of a language(phonemes) by means of distinctive featuresEach phoneme is considered as consisting of a group of these features and differing in at least one feature from the other phonemes.22.BehaviorismA theory of psychology which states that human and animal behavior can andshould be studied only in terms of physical processes, without reference to mind.It led to theories of learning which explained how an external event (a stimulus) caused a change in the behavior of an individual (a response), based on a history of reinforcement. Behaviorism was used by psychologists like Skinner, Osgood, and Staats to explain first language learning, but these explanations were rejected by adherents of generative grammar and many others.23.Universal GrammarA theory which claims to account for the gramatical competence of everyadult no matter what language he or she speaks.It claims that every speaker knows a set of principles which apply to all languages and also a set of parameters that can vary from one language to another, but only within certain limits.The theory was proposed by Chomsky and has been stated more specifically in his model of Government and Binding Theory.According to UG theory, acquiring a language means applying the principles of UG grammar to a particular language, e.g. English, French or German, and learning which value is appropriate for each parameter. For example, one of the principles of UG is structure dependency. It means that a knowledge of language relies on knowing structural relationships in a sentence rather than looking at it asa sequence of words.1. Structuralism/Structural(ist) linguisticsAn approach to linguistics which stresses the importance of language as a system and which investigates the place that linguistic units such as sounds, words, sentences have within this system.Structural linguists, for example, studied the distribution of sounds within the words of a language; that is, whether certain sounds appear only at the beginning of words or also in the middle or at the end. They defined some sounds in a language as distinctive and used in the identification of words (see phoneme), and some as variants (see allophone). Similar studies of distribution and classification were carried out in morphology and syntax.In its widest sense, the term has been used for various groups of linguists, including those of the Prague School, but most often it is used to refer to a group of American linguists such as Bloomfield and Fries, who published mainly in the 1930s to 1950s. The work of these linguists was based on the theory of behavirism and had a considerable influence on some language teaching methods (see Audiolingual method).2.Innateness hypothesis (天赋假说)The theory states that human knowledge develops from structures, processes, and “ideas”which are in the mind at birth (i.e. are innate), rather than from the environment, and that there are responsible for the basic structure of language andhow it is learned. This hypothesis has been used to explain how children are able to learn language. The innateness hypothesis contrasts with the belief that all human knowledge comes from experience.3.American StructuralismAmerican Structuralism is a branch of synchronic linguistics, and the pioneer scholars who took an interest in linguistics in America were anthropologists. It developed in a very different style from that of Europe under the leadership of the anthropologist Franz Boas. Descriptive in language theories is characteristic of America. And another feature of American linguistics is its insistence on being scientific. Firstly, structural grammar describes everything that is found in a language instead of laying down rules. However, its aim is confined to the description of languages, without explaining why language operates the way it does. Secondly, structural grammar is empirical, aiming at objectivity in the sense that all definitions and statements should be verifiable or refutable. However, it has produced almost no complete grammars comparable to any comprehensive traditional grammars. Thirdly, structural grammar examines all languages, recognizing and doing justice to the uniqueness of each language. But it does not give an adequate treatment of meaning. Lastly, structural grammar describes even the smallest contrasts that underlie any construction or use of a language, not only those discoverable in some particular use.The development of American Structuralism can be roughly classified into 3 stagesBoas and Sapir period (1911-1932)Bloomfieldian period (1933-1950)Post-Bloomfieldian period (1952-1956)Boas’s view on language: Boas held that there is no ideal type or form of language. He was strongly opposed to the view that language is the soul of a race, and he proved that the structure and form of a language has noting to do with the evolution of a race and the development of a culture. There are only differences inlanguage structure, while there is no difference between languages in terms of being more or less reasonable or advanced. Boas expounded that what would sound “primitive”of a language is in fact never primitive at all.Boas’s methodology: Boas noticed that every language has its own system of sounds and he also found that every language has its own grammatical system. Boas said that the important task for linguists is to discover, for each language under study, its own particular grammatical structure & to develop descriptive categories appropriate to it.Boas’contribution: Starting from an anthropological view in studying linguistics, Boas regarded linguistics as part of anthropology and failed to establish linguistics as an independent branch of science. But his basic theory, his observation, and his descriptive methods paved the way for American descriptive linguistics and influenced generations of scholars. Although he did not establish a set of descriptive methods, his view on describing alien languages played a very important part in the formation of American descriptive linguistics.Sapir: (1) He started from an anthropological viewpoint to describe the nature of language, with his main focus on typology. He defines language as “a purely human and non-instinctive method of communicating ideas, emotions and desires by means of a system of voluntarily produced symbols.”(2) In discussing between speech and meaning, Sapir holds that the association of speech and meaning is a relation that may be, but need not be, present. (3) In discussing the relation between language and thought, Sapir holds that they are not to be considered the same. Language is the means, and thought is the end product. Without language, thought is impossible. (4) He also noticed the universal feature of language, he says that all human races and tribes, no matter how barbaric or underdeveloped, have their own languages.Bloomfield: He was the principle representative of American descriptive linguistics. His main contribution to linguistics is his philosophically sophisticated emphasis on making it a science. Bloomfield developed Boas’s theory under the influence of Neogrammarians and Saussure. The only difference is thatBloomfield tried to account for the production and interpretation of speech with the “stimulus-response”theory under the influence of the prevailing behaviorist psychology of the time. Bloomfield’s Language has been acclaimed as a classic in modern linguistics and was once held to be the model of scientific methodology and the greatest work in linguistics on both sides of Atlantic in the 20th century.Bloomfield is such a landmark figure in the history of American linguistics that the period between 1933 and 1950 is known as the Bloomfieldian age, in which American descriptive linguistics formally came into being and reached its prime development.parison between TG grammar and the Structural GrammarTG differs from the structure grammar in a number of ways: rationalism, innateness, deductive methodology, emphasis on interpretation, formalization, emphasis on linguistic competence, strong generative powers& emphasis on linguistic universals.1.Bloomfield defined language as a set of utterances and a set of “lexical and grammatical habits” while Chomsky defined as a set of rules or principles.2.Two have different aims in linguistics: for structuralism, it is to describe one or a set of languages; for Chomsky, it is to produce a generative grammar which captures the tacit knowledge of the native speaker of his language.3.Different types of data in analysisThe structuralisms make use of the naturally occurring utterances, Chomsky and his followers are interested in any data that can reveal the native speaker’s tacit knowledge.4.Different methodsBloomfield--inductiveChomsky---(hypothesis-deductive)5.Different in viewing language learningBloomfield--empiricism in philosophy and behaviorism in psychologyChomsky----rationalism in philosophy and mentalism in psychology5、Stimulus—Response theoryAlso S—R theoryA learning theory associated particularly with the American psychologist B. F.Skinner (1904-1990), which describes learning as the formation of associations between responses. A stimulus is that which produces a change or reaction in an individual or organism. A response is the behavior which is produced as a reaction to a stimulus. Reinforcement is a stimulus which follows the occurrence of a response and affects the probability of that response occurring or not occurring again. Reinforcement which increases the likelihood of a response is known as positive reinforcement. Reinforcement which decreases the likelihood of a response is known as negative reinforcement. If no reinforcement is associated with a response the response may eventually disappear. This is known as extinction. If a response is produced to similar stimuli with which it was not originally associated this is known as “stimulus generalization”. Learning to distinguish different kinds of stimulus is known as discrimination.There are several S—R theories which contain these general principles or variations of them, and they have been used in studies of verbal learning and language learning.6.Empiricisman approach to psychology which states that the development of theory must be related to observable facts and expeiments (see Behaviorism), or which states that all human knowledge comes from experience. Empiricism contrasts with the view that many forms of human knowledge are in-born or innate (see Innatist hypothesis).7. Transformational-generative GrammarAlso transformational grammar, TG grammar, generative-transformational grammar, generative transformational theoryA theory of grammar which was proposed by the American linguist Chomsky in1957. It has since been developed by him and many other linguists. Chomsky attempted to provide a model for the description of all languages. A transformational generative grammar tries to show, with a system of rules, theknowledge which a native speaker of a language uses in forming grammatical sentences.Chomsky has changed his theory over the years. The most well-known version was published in his book Aspects of the Theory of Syntax in 1965. It is often referred to as the Aspects Model or Standard Theory. This model consists of four main parts:1)the base component, which produces or generates basic syntactic structurescalled deep structures; 2) the transformational component, which changes or transforms these basic structures into sentences called surface structures; 3) the phonological component, which gives sentences a phonetic representation so that they can be pronounced; 4) the semantic component, which deals with the meaning of sentences.8.Saussure’s Views of Language and his ContributionsSaussure’s view of of languange as a system of arbitrary signsSaussure occupies such an important place in the history of linguistics that he he is often described as “father of modern linguistics”.The significance of the rich legacy Saussure left us is probably beyond what we may realize at present. Saussure’s chief contributions are as follows:1)He helped to set the study of human behavior on a new footing (basis).Saussure saw that the study of human behavior misses its best opportunities if it tries to trace the historical causes of individual events. Instead, it must focus primarily on the functions which events have within a general social framework, and it must treat social facts as part of a system of conventions (规约系统) and values.2) He helped to promote semiology (符号学).By his methodological example and by various prophetic suggestions, Saussure helped to promote semiology, the generals cience of signs and system of signs, and structuralism, which has been an important trend in contemporary anthropology and literary criticism as well as in linguistics.3) He clarrified the formal strategies of Modernist thought.In his methodological remarks and general approach to language, Saussure gave a clear expression of what we might call the formal strategies of Modenist thought: the ways in which scientists, philosophers, artists, and writers working in the early part of the 20th century tried to know about a complex and chaotic universe.4) He attached importance to the study of the intimate relation between languageand human mind (心智).Saussure’s treatment of language focuses on problems which are central to new ways of thinking about man and especially about the intimate relation between language and the human mind.In a word. Saussure’s contr ibutions are actually in many fields: linguistics, general social sciences, semiotics and structuralism, modernist thought and our conception of man. All these make him a seminal figure in modern intellectual history.9. Bloomfield’s Views of Language and ContributionsBloomfield’s language (1933) has been acclaimed as a classic in modern linguistics and was once held to be the model of scientific methodology and the greatest work in linguistics on both sides of the Atlantic in the 20th century. The main points in his work are (1)behaviorist view of language; (2) the problem of speech community; (3) phonological features and typology; (4) grammatical units.He is the principal representative of American descriptive linguistics and is read by many more linguists today. Bloomfield is such a landmark figure (标志性人物) in the history of American linguistics that the period between 1933 and 1950 is known as the Bloomfieldian Age, in which American descriptive linguistics formally came into being and reached its prime development.Bloomfield’s main contribution to linguistics is his philosophically sophisticated emphasis on making it a science. He was one of the chief founders of the Linguistics Society of America in 1924. He is also the founder of structuralist linguistics and trained a generation of linguists.The only difference is that Bloomfield tried to account for the production and interpretation of speech with the “stimulus-response”theory under the influence of the prevailing behaviorist psychology of the time.10. Halliday`s metafunctions( 3 aspects):Since the adult’s language is more complex and has to serve many functions, the original functional range of the child’s language is gradually reduced to a set of highly coded and abstract functions, which are metafunctions: the ideational, the interpersonal, and the textual functions.The ideational function is to convey new information to communicate a content that is unknown to the hearer. It mainly consists of “transitivity” and “voice”.For example, John built a new house can be analysed as a configuration of the functions (功能配置):Actor: John Process: Material: creation: built Goal: affected: a new houseHere the “Actor”, “Process”, “Goal”, and their subcategories reflect our understanding of phenomena that come within our experienceThe interpersonal function embodies all uses of language to express social and personal relations. And it is realized by Mood and Modality.The textual function refers to the fact that language has mechanisms to make any stretch of spoken or written discourse into a coherent and unified text and make a living passage different from a random list of sentences. Although two sentences may have exactly the same ideational and interpersonal functions, they may be different in terms of textual coherence.The textual function can also highlight certain parts of the text. For example, in Authority I respect, but authoritarianism I deplore, both authority and authoritarianism are highlighted.Halliday and Systemic-Functional GrammarHalliday took up the Prague School’s functionalist theory, especially the theory of Communicative Dynamism, the Copenhagen School’s glossematics, and the traditions of the London School in developing his theories of Systemic-Functional Grammar. Systemic-Functional Grammar is a sociologically oriented functional linguistic approach and one of the most influential linguistic theories in the twentieth century, exerting a strong impact on various disciplines related to language, such as language teaching, sociolinguistics. SF grammar actually has two components: SystemicGrammar and Functional Grammar. They are two inseparable parts for an integral framework in Halliday’s linguistic inquiry. Systemic grammar aims to explain the internal relations in language as a system network, or meaning potential. Functional grammar includes 3 components: the ideational function, the interpersonal function and the textual function. And the functional grammar aims to reveal that language system and the forms that make it up are inescapably determined by the uses or functions which they serve. SF grammar is based on two facts:(1) language users are actually making choices in a system of systems and trying to realize different semantic functions in social interaction and (2) language is inseparable from social activities of man. Thus, it takes actual uses of language as the object of study, in opposition to Chomsky’s TG grammar which takes the ideal speaker’s linguistic competence as the object of study.Halliday also believes that the situation consists of three parts: “field”“tenor” and “mode”. The field of discourse refers to what is happening, to the nature of the social action that is taking place. The tenor of discourse refers to who is taking part in, to the nature of participants, their status and roles. The mode of discourse refers to what part the language is playing, what it is that the participants expect the language to do for them in the situation.。

《2024年应用语言学研究的多模态分析方法》范文

《2024年应用语言学研究的多模态分析方法》范文

《应用语言学研究的多模态分析方法》篇一一、引言应用语言学作为一门跨学科的研究领域,旨在探讨语言在不同社会、文化、科技背景下的应用与变化。

随着信息技术的飞速发展,多模态交流逐渐成为人们日常生活和工作中不可或缺的一部分。

因此,应用语言学研究需要引入多模态分析方法,以更全面、深入地了解语言的使用与演变。

本文将详细探讨应用语言学研究的多模态分析方法,旨在为相关研究提供有益的参考。

二、多模态分析方法概述多模态分析方法是一种综合运用多种符号和媒体模式来分析语言和其他交流形式的方法。

它涵盖了视觉、听觉、触觉等多种感官体验,包括文字、图像、声音、动作等多种模态。

在应用语言学研究中,多模态分析方法可以帮助研究者更全面地了解语言在不同模态中的使用情况,从而揭示语言的本质和功能。

三、多模态分析方法在应用语言学研究中的应用1. 跨文化交际研究多模态分析方法可以用于跨文化交际研究,通过对比不同文化背景下人们使用语言的模态差异,揭示文化对语言使用的影响。

例如,在研究不同国家人们的社交媒体交流时,可以通过分析文字、图像、表情符号等不同模态的使用情况,探讨文化差异对社交媒体交流的影响。

2. 多媒体语言教学研究多模态分析方法可以用于多媒体语言教学研究,通过分析多媒体教学资源中文字、图像、音频、视频等不同模态的组合与运用,探讨多媒体教学资源对语言教学效果的影响。

例如,在研究外语教学中视频材料的应用时,可以通过分析视频中的语音、文字、图像等模态的配合与互动,评估视频材料对学习者理解和掌握语言的效果。

3. 语言演变与变化研究多模态分析方法还可以用于语言演变与变化研究,通过观察和分析语言在不同模态中的使用情况和变化趋势,揭示语言的发展规律和趋势。

例如,在研究网络语言的演变时,可以通过分析网络文本、表情符号、图像等不同模态的使用情况和变化趋势,探讨网络语言的发展规律和特点。

四、多模态分析方法的实施步骤1. 确定研究目的和问题首先需要明确研究的目的和问题,确定研究的主要内容和研究对象。

语言学专业实践中的语言学研究与语言教学总结

语言学专业实践中的语言学研究与语言教学总结

语言学专业实践中的语言学研究与语言教学总结在语言学专业的实践中,语言学研究和语言教学扮演着重要的角色。

通过对语言学研究和语言教学的总结,可以提升语言学专业的实践能力和教学效果。

本文将从语言学研究和语言教学两个方面进行总结,并提出相关的建议。

一、语言学研究的总结语言学研究是语言学专业的核心内容之一。

通过对语言的结构、性质、发展和变化等方面的研究,可以深入了解语言的特点和规律。

在语言学研究中,我们可以运用不同的研究方法和工具,进行语言素材的收集和分析,以及社会语言现象的观察和解释。

在语言学研究的实践中,需要灵活运用各类文献和数据库资源,并结合实地调查、访谈、实验等方法进行数据的采集和分析。

同时,要注重理论与实证的结合,避免陷入纯理论演绎或纯实证观察的困境。

通过不断深入的研究,可以积累语言学理论和方法的经验,提升研究的水平和质量。

在语言学研究中,还需要关注一些前沿的研究领域和热点问题,如心理语言学、社会语言学、认知语言学等。

这些新兴领域提供了多样化的研究视角和方法,可以进一步丰富和拓展语言学的研究领域。

此外,与其他学科的交叉研究也是十分重要的,可以借鉴其他学科的理论和方法,为语言学的研究提供新的思路和观点。

二、语言教学的总结语言教学是语言学专业的另一项重要任务。

通过语言教学,可以将语言学理论应用于实践,培养学生的语言能力和应用能力。

在语言教学的实践中,需要充分理解学生的需求和差异,制定合理的教学目标和教学策略,使学生能够有效地掌握语言知识和技能。

在语言教学的过程中,要注重培养学生的语言运用能力。

除了传授语法知识和词汇,还要注重培养学生的听、说、读、写和翻译等语言技能。

要通过不同形式的练习和实践,提高学生的语言表达能力和理解能力。

同时,要注重培养学生的跨文化意识和语言交际能力,使学生具备在跨文化环境中进行交流的能力。

在语言教学的实践中,适应教学改革和教育技术的发展也是必要的。

要运用多媒体教学、网络教学等现代化的教学手段和工具,提高教学效果和学生的学习积极性。

语用学概论知识点总结

语用学概论知识点总结

语用学概论知识点总结语用学是语言学的一个重要分支领域,研究语言在特定语境中的使用和理解。

语用学主要关注语言的交际功能,研究语言的使用方式、用语者的意图和言语行为等方面。

在日常生活中,语言的使用涉及到很多细节和差异,语用学的研究可以帮助我们更好地理解和运用语言。

一、语用学的基本概念1. 语言的交际功能语言不仅仅是一种工具,它更是人们进行交际的重要方式。

语用学研究的重点就是语言在交际过程中的使用和理解。

2. 语用言语行为语用言语行为是指用语者在言语行为中所包含的具体交际目的和意图。

通过语用学研究,可以揭示用语者的意图,帮助我们更好地理解言语行为。

3. 语境的重要性语用学强调语境对语言使用和理解的重要性。

语境包括语境的环境、参与者的身份、前后文的内容等多个方面,对语言的使用产生着重要影响。

4. 言外之意言外之意是指言语中不直接表达的含义和信息,它可能依赖于语境、用语者的意图等多种因素。

二、语用学的研究内容1. 语用能力语用能力是指语用者在语言交际中的能力,包括语言的适应能力、交际策略的运用等方面。

语用能力的高低直接关系到语言交际的效果和质量。

2. 言语行为的分类言语行为可以根据其所包含的交际目的和意图而分类,如陈述、疑问、命令、祝愿等。

3. 言语行为与语用规则语用规则是指语言交际中的一些约定俗成的规则,如礼貌用语、语用禁忌等。

语用规则对交际的顺利进行起着重要的作用。

4. 言语行为的承受能力言语行为的承受能力是指用语者对言语行为的接受程度和态度。

不同的文化和人群对于言语行为的承受能力可能有所不同。

三、语用学的相关理论1. 言语行为理论言语行为理论是语用学中的一个重要理论,强调言语行为的目的和意图,将言语行为看作是一种特殊的行为活动。

2. 言语行为的演化理论言语行为的演化理论是指言语行为的发展和演变过程。

语言交际在不同历史时期和文化环境中有着不同的使用方式和规则,言语行为的演化理论可以帮助我们更好地理解这种规律。

语言学概论—重点知识总结

语言学概论—重点知识总结

语言学概论—重点知识总结第一章:语言和语言学第一节认识人类的语言1.只有人类才有语言;与动物鸣叫的区别:内容更多、用处更大、能够创造;语言与民族、国家的关系?——三者关系复杂语言是最直接、最易识别的民族标志;同一民族可以有多种语言;2.语言的类型历时-谱系分类:亲属关系——英语、德语都属于日耳曼语系;汉语、藏语都属于汉藏语系;共时-形态分类:孤立语(汉语:突出语序和虚词的作用);形态语(英德俄-屈折语;日韩维-黏着语)3.语言的表现形式:语言和言语、本体和外围、口语和书面语1)语言和言语语言:说话的工具,是约定成俗的;比如:普通话、英语;言语:说话,包含言语作品和言语动作,比如:说:“翠花,上酸菜”;2)选择/名词:本体和外围本体:语言内部包含的要素,比如:语音、语法、语义;外围:语言和其他事物的关系,比如:语言和思维、语言和历史、语言和民族文化;3)口语和口语口语:说的话;第一性的,是书面语产生的基础书面语:写的字;第二性,在口语的基础上,加工提炼而成;第二节语言符号和语言结构1.语言符号必须同时具有表示具体意义的物质实体(红绿灯)和物质实体所表示的特定意义(红灯停绿灯行);2.语言的符号特性:能指和所指、约定和任意、不变和可变;1)能指和所指(口诀:能声所意)能指:把语言符号中能够指称某种意义的声音称为“能指”;所指:把语言符号中有特定声音表示的意义称为“所指”;2)约定和任意约定:人为的规定任意:符号表示意义没有必然联系,只需人人都认定或气就行3)不变和可变可变性的根本原因在于任意性3.语言的结构特性:线性和离散、组合和聚合、层次和层级1)线性和离散:构成语言结构的基础条件;线性:语言符号只能一个一个按工夫顺序成一条线排列;离散性:语言符合可以分解还原成一个一个的符号(词);2)组合和聚合组合:哪一个成分在前、哪一个成分在后的结构特征;(又叫句法功用)聚合:同一类成分可以相互替换的结构特性;3)层次和层级层次:一个小单位内部的成分组合叫做“层次”;(语素组合成词、词组合成词组、词组组合成句子)层级:各个小单位之间的联系叫做“层级”;(词和词一级的内在分别)第三节研究语言的科学1.学科研究的方向分类:本体研究、语言与心理、语言和使用;1)本体研究:对语音、语汇、语法、语义的研究;2)语言与心理研究:语言和心理之间的关系和相互影响;3)语言与应用研究:语言学和信息处理,把理论在实践中的运用;2.语言与哲学1)“名无固宜,约之以命,约定俗成谓之宜……”出自XXX的《正名篇》;2)“小学”包括:《文字学》、《音韵学》、《训诂学》;3.语言研究1)XXX的《通俗语言学教程》提出了“结构主义语言学”“能指和所指”,是结构语言学的奠基人;2)XXX:北美结构主义学家,间接成分分析法;3)乔姆斯基的“转换生成语法”,包括普遍语法、句法自治等观点;第二章语言的物质载体——语音第一节语音概说1.语音:“人说话的声音”,更严格地说,语音是人的发音器官发出的、用于人与人之间交际并表达一定意义的声音。

语言学应用基础知识点总结

语言学应用基础知识点总结

语言学应用基础知识点总结语言学是研究语言的学科,它涵盖了语音学、语法学、语义学、语用学等多个方面。

语言学应用基础知识点是学习语言学的重要内容,掌握这些知识点可以帮助我们更深入地了解语言,提高语言表达能力,同时也对语言教育、翻译、交际等领域有着重要的应用价值。

下面就对语言学应用基础知识点进行总结。

一、语音学语音学是研究语音的学科,它主要包括语音的音位、音系、音变规律、语音的分类和描述等内容。

在语言学应用中,语音学主要涉及语音的教学和听力训练。

学生在学习语音学的时候,需要掌握以下几个重要的知识点:1. 国际音标:国际音标是描述语音的国际标准符号,它包括元音和辅音的符号以及相应的发音方法。

学生在学习语音学的时候,需要掌握国际音标的使用方法,能够准确地使用国际音标来表示各种语音。

2. 语音的分类:语音可以分为元音和辅音两种类型,元音是语音的主体部分,而辅音是语音的衬托部分。

学生需要了解元音和辅音的分类方法和区别,能够准确地识别不同的语音。

3. 语音的发音:学生需要了解语音的发音方法,掌握各种语音的发音技巧,能够准确地发出各种语音,同时也能够对口型进行调整,使语音的发音更加标准。

4. 语音的变异规律:语音在不同的语音环境下会发生变异,学生需要了解语音的变异规律,能够正确地理解和使用语音。

语音学的基础知识对语言学应用有着重要的影响,它对提高学生的语音表达能力和听力训练能力有着重要的作用。

二、语法学语法学是研究句子结构和词汇搭配规律的学科,它主要包括句法、语法和语态等内容。

在语言学应用中,语法学主要涉及语法教学和写作训练。

学生在学习语法学的时候,需要掌握以下几个重要的知识点:1. 句子结构:句子是语言的基本单位,学生需要了解句子的组成结构,包括主谓宾结构、主谓宾补结构等,能够正确地分析和理解句子。

2. 词类和句法功能:在语法学的学习中,学生需要掌握各种词类的分类和句法功能,能够准确地识别和使用不同的词类,并了解它们在句子中的作用和地位。

应用语言学概述

应用语言学概述

应用语言学概述一、应用语言学的起源19世纪初,语言理论方面的研究和应用方面的研究开始分化,语言教学从理论语言学中分化出来。

19世纪末叶,博杜恩·德·库尔德内提出了应用语言学这个概念,但是没有得到广泛的注意。

20世纪以后,语言学得到了进一步的发展,应用范围空前扩大,语言应用方面的研究和理论方面的研究明确地区分开来,应用语言学这个名词开始广泛运用。

应用语言学涉及的领域很广泛,通常分为一般应用语言学和机器应用语言学。

二、课本内容总结(一)应用语言学的基本概念本单元谈到的第一个问题就是什么是应用语言学。

应用语言学在广义上指关于语言学应用的所有的分支,其中包括政治、计划、来源、机器翻译、人工语言等多个方面,从此依旧体现出来语言学是一个综合性、多样性的学科。

狭义上一方面为应用语言学在语音、语义等方面的语言学知识,另一方面指的是应用语言学在语言教学方面的应用。

其次,语言学是一个综合性学科,涉及到语言的获取(语料库的收集)、语言的分析(话语分析)、语言的发展过程、心理语言学的实验,大脑的认知等都方面来源的知识。

充分体现了语言学综合性、实验性、和实践性的特征。

二语习得属于应用语言学的一个分支,两者有一定的重叠,在实验性方面有相同点。

语言教学方法是应用语言学很重要的部分,其中包括应用语言学中一切有关教学的知识。

(二)对比语言学和二语习得首先,对比语言学和二语习得对于应用语言学的研究都有一定的促进作用。

其次,对比语言学从属于应用语言学,小于等于应用语言学,王力学者曾说过,外语教学最有力的方法是中外语言的比较教学。

实质对比语言学的适用于所有语言的习得。

对比语言学其中会对比语言本身(音位、词素、语法)和文化。

再者是二语习得的两个特点(正、负迁移)和语言转移的关系,一部分的教育现象就是语言转移的特征。

(三)交际能力这是一个现实到认知再到语言的过程,而交际能力是教育最为重要的目的,教育的目的就是充分发挥语言的最大作用达到交流的有效结果。

应用语言学导论课程总结

应用语言学导论课程总结

应用语言学导论课程总结应用语言学导论是一门介绍应用语言学基本概念和原理的课程。

它探讨语言学如何应用于实际生活和社会领域,以解决语言相关问题。

以下是应用语言学导论课程的总结要点:1.语言与社会:课程开始会介绍语言与社会之间的关系。

语言是社会交往的核心,它反映了社会结构、文化背景和个人身份。

研究语言在社会中的角色和影响对于理解社会交往和文化多样性至关重要。

2.语言变异与多样性:应用语言学导论还探讨语言的变异和多样性。

语言在不同社会群体、地理区域和社会环境中存在差异。

了解这些差异有助于理解语言变化的原因,以及如何适应不同语言使用者的需求。

3.言语行为与社交语言学:课程会介绍言语行为和社交语言学的概念。

言语行为研究语言的使用方式,包括语用学和交际意图。

社交语言学则研究社会上下文对语言使用的影响,包括对话结构、会话分析和话语分析等。

4.语言教育与二语习得:应用语言学导论还会关注语言教育和二语习得领域。

了解语言习得的过程以及教学方法对于语言教育的改进和优化非常重要。

课程可能会探讨不同的教学法、语言评估和课程设计等内容。

5.语言技术与计算语言学:现代应用语言学越来越关注语言技术和计算语言学的应用。

这包括自然语言处理、机器翻译、语音识别和文本分析等方面。

课程可能会介绍这些技术的原理和应用,以及相关的研究领域。

6.跨文化交际与国际语言:最后,应用语言学导论还可能涉及跨1/ 2文化交际和国际语言的研究。

全球化时代,不同文化之间的交流和理解变得越来越重要。

了解跨文化交际的原则和国际语言的使用对于促进跨文化交流和解决语言障碍具有重要意义。

2/ 2。

语言科学领域期末总结

语言科学领域期末总结

语言科学领域期末总结一、引言语言科学是研究语言的性质和使用的科学领域,包括语言学、语音学、语法学、语义学、语用学等多个学科。

语言是人类最为重要的交流工具之一,通过语言我们可以表达和传递信息、交流思想和情感。

语言科学的研究对于理解语言的本质和功能,提高语言教学和技术应用具有重要意义。

本文将对语言科学的各个学科进行总结与回顾,分析其研究方法、理论与应用等方面的进展与发展趋势。

二、语言学语言学是语言科学的核心学科,研究语言的基本性质、结构和变化规律。

语言学主要包括音系学、形态学、句法学、语义学和语用学几个方面的内容。

音系学研究语音的组织和规律,形态学研究词的构成和变化,句法学研究句子的结构和成分间的关系,语义学研究词义和句义,语用学研究语言的使用和交际行为。

语言学的主要研究方法包括田野调查、语料库研究、实验研究和文献研究等。

语言学在语言教学、翻译和计算机语言技术等方面有着广泛的应用。

三、语音学语音学是研究语音的产生、传播和知觉的学科,也是语言科学的重要分支学科之一。

语音学主要研究音素、音位、音系、音系的变体和语音知觉等问题。

语音学的研究方法包括实验研究和计算机模拟等。

实验研究通常通过人工实验室实验和田野实验两种方式进行,计算机模拟则通过计算机模型对语音进行仿真和分析。

语音学的研究对于语音教学、语音识别和语音合成等方面具有重要的应用价值。

四、语法学语法学是研究语言的组织结构和句法规则的学科,研究语法的方式、结构与功能以及句法的生成和解读等问题。

语法学的研究重点包括句子的结构、句法成分的分布和句法关系的表示等。

语法学的研究方法主要包括田野调查、实验研究、文献研究和计算机模拟等。

语法学在语言教学、翻译和自然语言处理等方面有着广泛的应用。

五、语义学语义学是研究词义和句义的学科,研究语言表达的意义和语义结构的规律。

语义学的研究重点包括词义、句义、语境和语义关系等问题。

语义学的研究方法包括田野调查、实验研究、文献研究和计算机模拟等。

学习语言学总结

学习语言学总结

学习语言学总结一、自我评价( 1)专业知识掌握得还不够扎实,所学知识还没有完全被应用到实践中去。

( 2)工作经验欠缺,社会阅历浅,对于处理社会事务的方式不够成熟。

( 3)沟通和协调能力较差,做事方法欠妥,处事手段单一,有时比较固执已见。

( 4)遇到问题,办法不多,有些缩手缩脚,缺乏果断和胆量。

二、存在问题1、在平时的工作中,虽然能够意识到团队合作的重要性,但由于个人能力的有限,因此在很多情况下,独立完成任务后,剩下的便只有感叹。

2、自己虽然能够保持着积极向上的心态,也努力调整好心态去面对新的挑战,但是有时候遇到突发状况,会出现心烦气躁,容易发怒的现象。

三、改进措施1、与人交往中要学会随机应变,提高自己的语言表达能力和综合素质,锻炼自己的胆量。

2、多参加一些校园文化活动,多交一些良师益友,从他们身上可以学习到为人处世之道。

( 2)理论联系实际能力还有待进一步加强。

语言是在实践中应用的,学而不用等于没学。

在今后的日子里,我将理论和实际相结合,更加深入地研究本专业知识,并在此基础上学以致用,解决实际问题。

四、实践目标( 1)熟练掌握专业知识,把握就业市场脉搏,确定适合自己发展的方向。

( 2)加强专业技能,培养认真负责的工作态度和创造性、建设性的开展工作。

( 3)增强动手能力,加大实践力度,提高自己的实际操作技能。

( 4)转变角色,适应环境,融入社会,在实践中锻炼自己,检验自己。

五、未来展望二、努力方向1、在学好基础理论课程的同时,我也不放松专业课程的学习。

2、在学好专业知识的同时,我还要努力拓宽自己的知识面,补充其他学科的相关知识,培养自己其他方面的能力。

3、利用课余时间,多了解一些相关的法律常识,尤其是与语言学习相关的专业知识。

4、抓住机会,多和其他语言学习成功的同学进行交流,汲取一些成功经验。

5、争取多参加社会实践活动,锻炼自己的能力,为以后走向工作岗位打下坚实的基础。

以上便是我对这半年学习生活的总结,我将以此为基础,不断的努力,不断的提升自我,努力让自己做得更好。

试述英语教学中应用语言学的有效应用

试述英语教学中应用语言学的有效应用

试述英语教学中应用语言学的有效应用1 语言学在英语教学中的应用在英语教学中,语言学是一个重要的理论,它有助于帮助学习者提高对英语的理解和使用能力。

语言学的有效应用,可以帮助学习者在深入探究英语的结构、语法和言语表现力等内容方面具有良好的基础,从而在实际的语言表达活动中获得良好的理解和表达能力。

2 语言学的基本原理语言学是一门研究语言运行机理的学科,它基于对语言文字、语音、语义等各种要素的研究,运用系统分析的方法,在英语教学中提供了一项指导。

语言学指出,语言系统是按照自然规律发展的,每一个语言都对应到一系列语言学规律;也就是说,每一种语言都有其特定的语言结构、语法、词汇以及表达方式等特征,具有明确的规则。

3 语言学在英语教学中的应用语言学在英语教学中的应用主要有两个层面。

一是教学层面。

语言学能够帮助教师和学习者掌握英语的规律,对学习者及时正确的指导及自我检查;另一个层面是语言学与学习者的互动性。

学习者可以借助语言学方法,学会用英语表达语法和词汇,理解不同层次的英语语义,运用习惯用法,从而获得较高水平的英语能力。

4 语言学在英语教学中的优势语言学在英语教学中,主要优势可以归结为以下三点:(1)科学合理。

通过语言学的研究,可以帮助学习者掌握英语的规律性,并系统的掌握英语的语言结构和技巧,便于学习者正确使用英语。

(2)实践性强。

语言学把实践作为其主要核心,将语言学知识与实践紧密结合起来,具有很强的实践性,可以更好地指导学习者正确使用英语。

(3)良好认知效果。

由于语言学知识跟英语学习者的实际认知和掌握情况紧密结合在一起,在提高学习者的英语表达能力的同时,也可以提高学习者的认知能力。

5 总结语言学作为一门极富指导意义的学科,在英语教学中具有重要的作用,它可以帮助学习者建立起深入理解语言的基础,掌握规律性,学会灵活运用英语,有助于掌握英语的结构、语法和言语表现力等内容,从而在实际的语言表达活动中获得良好的理解和表达能力。

语言学课程总结

语言学课程总结

语言学课程总结亲爱的学生们,经过一个学期的学习,《语言学》课程即将结束。

我希望大家在这门课上有所收获,并对语言学有更深入的理解和认识。

在学期末到来之际,我想为大家总结一下这门课程的主要内容和学习体验。

我们讨论了语言学的基本概念和范畴。

我们了解到语言学是研究语言现象的科学,它涵盖了语言的结构、语音、形态、句法、语义等多个方面。

在课堂上,我们探讨了各种语言的差异和相似之处,从而认识到语言是多样而又普遍存在的。

我们研究了语音学和音系学。

通过学习国际音标,我们能够更准确地表达和理解音素的发音,并且明白了语音是如何通过特定的规则和模式来组织的。

我们还深入了解了声调和重音的作用,以及它们在不同语言中的变化模式。

然后,我们学习了形态学和句法学。

通过分析和解构词汇形态和句子结构,我们能够理解语言中的各个组成部分是如何相互作用的。

我们学习了词汇构词和词类的特点,以及句子的成分和语序的规则。

这对我们学习和使用语言来说都非常重要。

我们讨论了语义学和语用学。

语义学帮助我们理解单词和句子的意义,以及它们在特定语境中的含义。

而语用学则关注语言的使用和交际意义,以及言外之意和语境的作用。

这些知识有助于我们更好地理解和应用语言。

在这门课程中,你们不仅仅是被动的听众,还积极参与了讨论和小组活动。

你们的提问和观点不仅拓宽了我的视野,也让整个课堂变得更加丰富和有趣。

我希望你们在课程中的互动和合作中,培养了批判性思维和团队合作能力。

除了理论知识和技能,这门课程也帮助你们培养了一些重要的能力。

你们学会了分析和解决问题,学会了批判性思考和独立思考。

你们也学会了有效沟通和表达观点。

这些能力将对你们未来的学习和职业发展有着重要的影响。

我希望你们能够继续保持对语言学的兴趣,并将所学知识运用到实际生活中。

语言学是一个广阔而深奥的学科,我们只是在这门课上触及了冰山一角。

希望你们能继续深入探索,并在未来的学习和研究中取得更大的成就。

再次感谢大家在这个学期里的付出和参与。

应用语言学的研究方法

应用语言学的研究方法

06 研究方法的综合运用与选 择
研究方法的互补性
定量与定性研究
定量研究提供客观数据和统计分析,而定性研究则深入探 究现象的本质和意义。两者相互补充,共同揭示语言学现 象的全面特征。
跨学科方法
应用语言学研究应借鉴其他学科的研究方法,如心理学、 社会学、人类学等,以多角度探究语言现象,增强研究的 全面性和说服力。
通过历史研究法,可以了解语言发展的历史背 景、演变过程和社会影响。
历史研究法需要收集大量的历史资料,进行考 证、分析和解释,以揭示历史的真相和规律。
04 语料库研究法
语料库的建立与使用
语料库的建立
语料库是应用语言学研究的重要资源, 其建立需要经过明确的目标设定、语 料收集、整理和标注等步骤。
语料库的使用
实验法
总结词
通过控制实验条件来研究语言使用情况
详细描述
实验法是应用语言学中较为严谨的一种研究方法,研 究者通过控制实验条件来研究语言使用情况。这种方 法通常在实验室中进行,通过设置不同的实验条件来 观察语言使用者的反应和表现。实验法可以帮助研究 者了解语言使用者的认知、情感和行为反应,从而深 入探究语言的本质和功能。实验法需要严格控制实验 条件,以确保实验结果的可靠性和可重复性。
要点二
详细描述
调查法是应用语言学中另一种重要的研究方法,研究者通 过设计问卷、访谈等方式收集语言使用者的意见和经验。 这种方法可以帮助研究者了解语言使用者的需求、态度和 看法,从而为语言政策和教学实践提供依据。调查法可以 通过在线、纸质等方式进行,也可以结合使用多种方式以 提高数据的代表性和可靠性。
总结词
文化与语言的相互作用研究是一种通过探究语言与文化之间的相互影响和塑造,来研究语言与文化之 间关系的研究方法。

语言学及应用语言学会议总结500字

语言学及应用语言学会议总结500字

语言学及应用语言学会议总结500字最近,我有幸参加了一场由国际语言学协会主办的语言学及应用语言学会议,这次会议非常精彩,对语言学研究者有着很大的参考意义。

本次会议有众多来自世界各地的语言学研究者和学者参与其中,他们依据自己的专业和兴趣主题,展开了一系列广泛而深入的讨论。

会议涵盖了语言学的各个领域,包括语音学、句法学、语义学、语用学、词汇学、应用语言学等。

与此同时,一些关于语言技术和语言教学方面的问题也得到了广泛探讨,例如语言识别、机器翻译、自然语言处理、语言考试等。

会议期间,参会者们不仅进行了口头报告,还进行了海报展示以及小组讨论等多种形式的交流。

在这些交流中,我们可以看到许多前沿的研究成果和成果性理论,并学习到许多先进的技术和方法。

同时,我们还能与其他同行进行深入的讨论,分享彼此的研究经验和思路。

这使我们更深刻地认识到语言学的研究的广阔性和复杂性,以及在这个领域中还有无尽的工作等着我们去完成。

除了各种主题报告外,在会议缺的时间,我们还有机会参观了一些当地的语言研究中心和语言技术公司,并与他们的工作人员进行会晤。

在这些访问过程中,我们可以更加深入地了解语言技术的发展状况以及未来的研究方向,同时也了解了一些实际的应用场景和技术难点。

此外,这次会议还有一些特别活动,例如欢迎晚宴,文化交流等,这些活动不仅促进了与其他与会者之间的交流,还丰富了我们的参会体验。

总的来说,这次会议不仅提供了世界各地的语言学研究者们与其他同行交流的绝佳机会,而且也提供了一个深入了解语言学研究前沿进展及其应用的良好平台。

我希望这些交流和经验能帮助我找到更好的研究方向,并促使我更好地发挥自己的学术潜力,为语言学领域做出更加有意义的贡献。

2023年语言领域心得体会 心得体会语言领域(通用8篇)

2023年语言领域心得体会 心得体会语言领域(通用8篇)

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《语言学纲要》重点知识总结(考研+期末)

《语言学纲要》重点知识总结(考研+期末)

《语言学纲要》重点知识总结(考研+期末)●一.语言学的对象和学科性质●(一)语言学的研究对象语言学是以人类语言为研究对象的学科,探索范围包括语言的性质、功能、结构、运用和历史发展,以及其他与语言有关的问题。

语言学研究的对象是客观存在的语言事实。

●1.语言现象是人类社会普遍具有的现象,是人类生活中最司空见惯的现象●一些古代神话传说已经反映出古人对于语言在交流信息以及沟通思想过程中所发挥的作用●几大古代文明如中国、古印度、古希腊-罗马,那时的哲学家们都开展过对语言现象的研究。

这些对语言的最初的理性认识产生了深远影响●2.语言学的发展过程●(1)古代的语文学●在古代,人们把语言的知识看作阅读古书的工具,利用语言的知识对古书进行注释和校勘,帮助人们阅读古代的典籍,由此产生了古代的语文学。

古代语文学家研究古代书面语的语音、词汇、语法和文字的成果在文学、哲学、历史、逻辑等学科的文献阅读、整理中起了重要的作用●(2)语言学三大发源地成就●1⃣️中国●文言是中国古代具有正宗地位的书面语言,具有口头语言无可比拟的典雅性和简洁性。

自先秦开始,文言便作为古代正统文学所使用的语言为后世所沿袭。

“五四”白话文运动开展之前,正式的书面语一直使用文言文的形式●训诂学、文字学、音韵学是中国古人研究语言文字的三门学问,统称“小学”●2⃣️古代印度●古代印度的语言研究主要是解读经典。

这些经典主要是宗教典籍,所用的语言是古代的梵语。

最初这些经典是靠口耳相传,后来由文字记载●古梵文的语音、语法与古印度口语表达之间的巨大差异性促使学者加紧了对语音、语法的研究●3⃣️古希腊-罗马●古希腊哲学家在语法研究方面取得辉煌成就,自柏拉图起,古希腊人就不断地对古希腊语的词和句子进行语法分析。

为了保存《荷马史诗》等典籍的需要,在亚历山大里亚出现了注释、考证、校勘《荷马史诗》等古代文献的语文学派。

大约在公元前1c起,特拉斯把前人的研究成果编成了《语法术》,形成了比较系统的古希腊语语法●古罗马在继承古希腊语言研究的基础上形成系统化的书面拉丁语研究。

应用语言学专业实习总结范文

应用语言学专业实习总结范文

《浙江大学优秀实习总结汇编》应用语言学岗位工作实习期总结转眼之间,两个月的实习期即将结束,回顾这两个月的实习工作,感触很深,收获颇丰。

这两个月,在领导和同事们的悉心关怀和指导下,通过我自身的不懈努力,我学到了人生难得的工作经验和社会见识。

我将从以下几个方面总结应用语言学岗位工作实习这段时间自己体会和心得:一、努力学习,理论结合实践,不断提高自身工作能力。

在应用语言学岗位工作的实习过程中,我始终把学习作为获得新知识、掌握方法、提高能力、解决问题的一条重要途径和方法,切实做到用理论武装头脑、指导实践、推动工作。

思想上积极进取,积极的把自己现有的知识用于社会实践中,在实践中也才能检验知识的有用性。

在这两个月的实习工作中给我最大的感触就是:我们在学校学到了很多的理论知识,但很少用于社会实践中,这样理论和实践就大大的脱节了,以至于在以后的学习和生活中找不到方向,无法学以致用。

同时,在工作中不断的学习也是弥补自己的不足的有效方式。

信息时代,瞬息万变,社会在变化,人也在变化,所以你一天不学习,你就会落伍。

通过这两个月的实习,并结合应用语言学岗位工作的实际情况,认真学习的应用语言学岗位工作各项政策制度、管理制度和工作条例,使工作中的困难有了最有力地解决武器。

通过这些工作条例的学习使我进一步加深了对各项工作的理解,可以求真务实的开展各项工作。

二、围绕工作,突出重点,尽心尽力履行职责。

在应用语言学岗位工作中我都本着认真负责的态度去对待每项工作。

虽然开始由于经验不足和认识不够,觉得在应用语言学岗位工作中找不到事情做,不能得到锻炼的目的,但我迅速从自身出发寻找原因,和同事交流,认识到自己的不足,以至于迅速的转变自己的角色和工作定位。

为使自己尽快熟悉工作,进入角色,我一方面抓紧时间查看相关资料,熟悉自己的工作职责,另一方面我虚心向领导、同事请教使自己对应用语言学岗位工作的情况有了一个比较系统、全面的认知和了解。

根据应用语言学岗位工作的实际情况,结合自身的优势,把握工作的重点和难点,尽心尽力完成应用语言学岗位工作的任务。

应用语言学实验报告总结

应用语言学实验报告总结

一、实验背景随着全球化的深入发展,应用语言学作为一门跨学科的研究领域,越来越受到广泛关注。

应用语言学实验旨在通过科学的方法,验证和应用语言学理论,以期为语言教学、翻译、跨文化交流等领域提供理论支持和实践指导。

本实验报告总结了我们在应用语言学领域进行的一系列实验,旨在探讨语言教学、翻译策略和跨文化交流等方面的有效方法。

二、实验目的1. 验证和改进现有的语言教学理论;2. 探索有效的翻译策略,提高翻译质量;3. 分析跨文化交流中的障碍,提出解决方案;4. 提高实验者的实验设计、实施和分析能力。

三、实验方法1. 实验一:基于语料库的词汇教学实验实验目的:验证语料库在词汇教学中的有效性。

实验方法:选取一定数量的词汇,分别进行语料库查询和传统教学方法的词汇教学。

对比两组学生在词汇掌握程度、记忆效果和兴趣等方面的差异。

实验结果:语料库教学组学生在词汇掌握程度、记忆效果和兴趣方面均优于传统教学组。

2. 实验二:基于任务型教学的英语写作实验实验目的:探讨任务型教学在英语写作教学中的效果。

实验方法:将学生分为实验组和对照组,实验组采用任务型教学方法,对照组采用传统教学方法。

对比两组学生在写作能力、创新能力和合作意识等方面的差异。

实验结果:实验组学生在写作能力、创新能力和合作意识方面均优于对照组。

3. 实验三:翻译策略对比实验实验目的:验证不同翻译策略对翻译质量的影响。

实验方法:选取一段英文文本,分别采用直译、意译和归化等翻译策略进行翻译。

对比不同翻译策略下的翻译质量。

实验结果:意译策略在翻译质量方面表现最佳,直译和归化策略次之。

4. 实验四:跨文化交流障碍分析实验实验目的:分析跨文化交流中的障碍,并提出解决方案。

实验方法:通过问卷调查、访谈等方式收集跨文化交流中的障碍信息,分析障碍产生的原因,提出相应的解决方案。

实验结果:跨文化交流中的障碍主要包括文化差异、语言障碍、沟通方式等。

针对这些障碍,我们提出以下解决方案:加强跨文化培训、提高语言能力、采用有效的沟通方式等。

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3.3 General Characteristics of English3.3.1 Receptivity, Adaptability and Heterogeneity English has taken to itself material from all other languages and has made the new elements its own. Having received all kinds of foreign elements, the English vocabulary is copious and heterogeneous.3.3.2 Simplicity of Inflection Old English was characte rized by ‘full endings’, Middle English by ‘leveled endings’ and Modern English by ‘lost endings’.3.3.3 Relatively Fixed Word-order In an analytic language like Modern English, the word order is required to be relatively fixed. The semantic relation is closely connected to the positions of the words. The change of word-order may result in a change of meaning.4.1.1 MorphemesA morpheme is …the smallest meaningful linguistic unit. Some words are formed by one morpheme (e.g. cat, dog) and some words are formed by two or three more (e.g. lovely, unacceptable).4.1.2 Morphs and AllomorphsMorphemes are abstract units, which are realized in speech by discrete units known as morph s, that is, …they are actual spoken, minimal carriers of meaning‟.Most morphemes are realized by single morphs like bird, tree, sad, etc. These morphemes coincide with words as they can stand by themselves and move freely in a sentence if necessary. Words of this category are called monomorphemic words. Some morphemes, however, are realized by more than one morph according to their position in a word. Such alternative morphs are known as allomorph s or morphemic variants. They are the variants of the same morpheme. For instance, the morpheme of plurality {-s} has a number of allomorphs in different sound context, e.g. in cats /s/, in bags /z/, in matches /iz/.6.1.3 Two Processes of DevelopmentThe development of word-meaning from monosemy to polysemy follows two courses which are called radiation and concatenation.1) RadiationIt is a semantic process in which the primary meaning stands at the centre and the secondary meanings proceed out of it in every direction like rays. The meaninng are independent of one another ,but can all be traced back to the central meaning2) ConcatenationC oncatenation, literally meaning …linking together‟, is the semantic process in which the meaning of a word moves gradually away from its firstsignification by successive shifts of meanings until, in many cases, there is not a shadow of connection between the sense that is finally developed and that which the term had in it at the outset .Unlike radiation where each of the derived meaning is directly connected to the primary meaning,Concatenation describes a process where each of the later meaning is related only to the preceding one like chains.Radiation is concatenation is closely related, being different stages of the development leadingto polysemy..The two processes work together, complementing each other.(2) AffixesAffixes are linguistic fragments that are attached to words or word elements to modify meaning or change function. According to the functions of affixes, we can put them into two groups: inflectional and derivational affixes.a. Inflectional AffixesThey are affixes attached to the end of words to indicate grammatical relationships, e.g. the regular plural suffix –s (-es); the past tense marker –ed. The number of inflectional affixes is small and stable, which makes English one of the easiest languages to learn.b. Derivational AffixesThey are affixes added to other morphemes to derive new words. They can be further divided into prefixes and suffixes. Prefixes occur before the word and the suffixes after the word.7.1 Types of Meaning Changeextension, narrowing, elevation, degradation, transference, and euphemism.7.1.1 Extension of meaningExtension of meaning, also known as generalization, is the name given to the widening of meaning which some words undergo. 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, e.g. manuscript7.1.2 Narrowing of MeaningNarrowing of meaning, also called specialization, is the opposite of widening meaning. It is a process by which a word of wide meaning acquires a narrower or specialized sense. In other words, a word which used to have a more general sense becomes restricted in its application and conveys a special concept in present-day English, e.g. garage7.1.3 Elevation of meaningElevation or amelioration refers to the process by which words rise from humble beginnings to positions of importance, e.g. nice7.1.4 Degradation of MeaningDegradation or pejoration of meaning is the opposite of semantic elevation. It is a process whereby words of good origin or affective neutrality fall into ill reputation or come to be used in a derogatory sense, e.g. boor7.1.5 Transference of MeaningSome words which were used to designate one thing but later changed to mean something else have experienced the process of semantic transfer, known as transference or transfer of meaning. E.g. paper.1)Associated TransferIt is what is commonly known as figurative extension of meaning.2)Transfer between Abstract and Concrete MeaningsRoom formerly meant …space‟ as in “There is no room in the car”. Now it has developed a concrete meaning as in “This flat has three rooms”.3)Transfer between Subjective and Objective MeaningsSome words were formerly used subjectively but later shifted to an objective use, and the subjective meaning was totally lost, e.g. pitiful.4)SynesthesiaThis kind of transfer takes place between words of sensation. That is, words usually associated with one sense are used to describe another sense, e.g. clear-sounding (from sight to hearing).1.The most common types of word-meaning changes are extension and n_________.(narrowing) 2. Extension of meaning, also known as g________, is the name given to the widening of meaning which some words undergo. (generalization) 3. The associated transfer of meaning and euphemistic use of words etc. are often due to p_________.(psychological factors) 4. Narrowing of meaning is the opposite of e_______meaning.(extension) 5. Words which were uesd to designate one thing but later changed tomean something else have experienced the process of semantic t________. (transfer) 6.Changes of word meaning are due to linguistic factors and e_____factors. (extra-linguistic) 7. Linguistic factors includes internal factors within the language system, the influx of borrowings and (analogy)2.nonresistance, irregular, illogical, unnecessary, impolite, dishonest3.misjudge, misunderstand anti-Japanese, counter-revolution4.-less: endless, selfless, careless5.-en: golden6.-ern: eastern, western7.-able: comfortable, suitable8.-ish: childish, foolish, bookish9.-al: national, cultural10.-ant: significant, pollutant11.-ent: different, independent12.-ous: famous, courageous13.-y: cloudy, rainy, windy14.-ic: heroic,democratic Movable comfortable applicable visible responsible Natural additional educational physicalRepublicanMerciful tactful graceful dutifulMokeyish snobbish nightmarish sixtyish wettish thinnish plum pishPriceless timelessDreamlike animallike ladylike15.bus=omnibus plane=aeroplane mod=modern demo=demonstrationad=advertisement flu=influenza tec=detective16.。

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