专升本函授现代语言学复习试题 参考答案

复习试题参考答案一、单选题（本大题共10小题，每小题2分，共20分）1.A2.D3.B4.C5.B6.A7.D8.A9.A10.C11.C12.D13.B14.B15.D16.A17.B18.A19.B20.D21.C22.A23.C24.A25.A26.B27.B28.B29.C30.B31.A32.A33.D34.D35.A36.D二、判断题1.正确2.正确3.错误4.正确5.正确6.正确7.正确8.错误9. 错误10. 正确11. 错误12. 错误13. 错误14. 正确15. 错误16. 正确17. 错误18. 错误19. 正确20. 错误21. 错误22. 正确23. 正确24. 错误25. 正确26. 正确27. 错误28. 错误29. 正确30. 正确31. 正确32. 正确33. 错误34. 错误35. 错误36. 正确三、名词解释1. Suprasegmental:Suprasegmental also called Prosodic Feature,in phonetics, a speech feature such as stress, tone, or word juncture that accompanies or is added over consonants and vowels; these features are not limited to single sounds but often extend over syllables, words, or phrases.2. According to Krashen, we acquire language only when we receive comprehensible input. This hypothesis claims that we move from i to i+1 by understanding input that contains i+1. In this equation, i represents previously acquired linguistic competence and extra-linguistic knowledge. Extra-linguistic knowledge includes our knowledge of the world and of the situation- that is, the context. The +1 represents new knowledge or language structures that we should be ready to acquire.3. Aphasia is an acquired language disorder in which there is an impairment of any language modality. This may include difficulty in producing or comprehending spoken or written language..4. Indirect speech act is a notion introduced by Searles. According to him, in indirect speech acts the speaker communicates to the hearer more than he actually says by way of relying on their mutually shared background information, both linguistic and nonlinguistic, together with the general powers of rationality and inference on the part of the hearer.5. Lingua franca: A lingua franca (or working language, bridge language, vehicular language) is a language systematically used to make communication possible between people not sharing a mother tongue, in particular when it is a third language, distinct from both mother tongues..6. An obstruent is a consonant sound formed by obstructing airflow, causing increased air pressure in the vocal tract, such as k], [d͡ʒ], and [f]. In phonetics, articulation may be divided into two large classes: obstruents and sonorants. Obstruents are those articulations in which there is closure of the vocal tract, stopping or interfering with airflow. They are subdivided into stops, fricatives, affricates.7. Componential analysis is analyzing lexical items into a set of semantic features or semantic components which may be universal. CA is a way proposed by the structural semanticists to analyze word meaning. It believes that the meaning of a word can be dissected into meaning components called semantic features.8.Creole: A creole language, or simply creole, is a stable natural language that has developed from a pidgin (i.e. a simplified language or simplified mixture of languages used by non-native speakers) becoming nativized by children as their first language, with the accompanying effect of a fully developed vocabulary and system of grammar.9.Aphasia: Aphasia is an impairment of language, affecting the production or comprehension of speech and the ability to read or write.10.Locutionary act: In linguistics and the philosophy of mind, a locutionary act is the performance of an utterance, and hence of a speech act. The term equally refers to the surface meaning of an utterance.11.Minimal pair：It refers to two words in a language which differ from each other by only one distinctive sound and which also differ in meaning, e.g. /pit/ and /bit/.12.Content word: Content words are words which refer to a thing, quality, state, or action and which have meaning when the words are used alone. Content words are mainly nouns, verbs, adjectives, and adverbs.13.Denotation: That part of the meaning of a word or phrase that relates it to phenomena in the real world or in a fictional or possible word.14. Register: A speech variety used by a particular group of people, usually sharing the same occupation or the same interests. A particular register often distinguishes itself from other registers by having a number of distinctive words, by using words or phrases in a particular way, and sometimes by special grammatical constructions.15.Linguistic competence: The ideal user’s knowledge of his or her language, that is, of its sound structure, its words, and its grammatical rules. The knowledge involved in linguistic competence is generally unconscious.16.Psycholinguistics: the study of language in relation to the mind, with focus on the process of language production, comprehension and acquisition.17.Polysemy: Polysemy refers to the linguistic phenomenon that a word may be used in a number of different senses or is said to have a range of different meanings.18.Pragmatics: the study of the use of language in communication, particularly the relationship between sentences and the contexts and situations in which they are used.四、问答题1.In English, the utterance “can you answer the phone?” can be used to ask someone to answer the phone. Why cannot the utterance “can you eat the apple?” be used to ask someone to eat the apple? In English, the construction “can you do something” sometimes could be used as a request for someone to do something. For example, “Can you pass the salt?” could be used as a request for the listener to pass the salt. However, this construction could only be used in the situation when the action is costly to the listener, because using the construction for the inquiry of the ability as a request for action is politer in the situation. Inquiry, giving the listeners the choice to reject to the request, therefore, is less imposing than the direct request. However, when the request action is beneficial to the listeners, using this construction would be impolite because it gives listeners the choice to reject the action. Therefore, “can you do something?” is rarely used as a request for the listener to do something that is beneficial for them.2. Give a brief account of significant events, influences, and language contact in the history of the English language.The history of English could be broadly divided into the three broad periods: the old English period, the middle English period and the modern English period. The old English period began with the Anglo-Saxon invasion around 5th century and ended around 1066. The major events in this period includes Viking invasion and Christianization of Britain. Viking invasion introduced a lot of Scandinavian vocabulary, including pronoun they, into old English and Christianization introduced a lot of vocabulary related to religion and church into English. The middle English period began with the Norman conquest around 1066 and ended around 1500. After Norman conquest, the status of English declined sharply because royal court spoke French and virtually no writings were done in English. However, due to the wars between Britain and France, French was viewed as the language of enemy country and gradually lost its prestige and English with a substantial borrowing from French vocabulary became the dominant language for all classes again. The modern English period began with the introduction of printing into Britain by Caxton around 1500. The major events in this period includes the standardization of English, renaissance movement, industrial revolution and colonization. Because of the introduction of printing, English spelling was standardized and English dictionaries were compiled and published. Renaissance movement introduced a lot of Latin and Greek vocabularies into English. Industrial revolution and colonization witnessed English transforming from a local language spoken in Britain into a global language spoken in every continent.3.Explain with examples the three notions of morph, morpheme and allomorph?A morph is a phonological string (of phonemes) that cannot be broken down into smaller constituents that have a lexicogrammatical function. In some sense it corresponds to a word-form. An allomorph is a morph that has a unique set of grammatical or lexical features. All allomorphs with the same set of features forms a morpheme. A morpheme, then, is a set of allomorphs that have the same set of features.For example, [s], [z] and [iz] are all morphs. When added to noun, they signal the noun is in plural form, or they have the feature of [-plural], which is a morpheme. Because they all share thefeature of [-plural], they are said to be allomorphs. Other than plural, [s] could also represent morpheme of third person singular present and possessive.4.Discuss the individual factors which affect the acquisition of a second language.The individual factors that may affect the acquisition of a second language are as follows:Age: Second language acquisition is influenced by the age of the learner. Children, who already have solid literacy skills in their own language, seem to be in the best position to acquire a new language efficiently. Motivated, older learners can be very successful too, but usually struggle to achieve native-speaker-equivalent pronunciation and intonation.Personality: Introverted or anxious learners usually make slower progress, particularly in the development of oral skills. They are less likely to take advantage of opportunities to speak, or to seek out such opportunities. More outgoing students will not worry about the inevitability of making mistakes. They will take risks, and thus will give themselves much more practice.Motivation (intrinsic): Intrinsic motivation has been found to correlate strongly with educational achievement. Clearly, students who enjoy language learning and take pride in their progress will do better than those who don't.Extrinsic motivation is also a significant factor. ESL students, for example, who need to learn English in order to take a place at an American university or to communicate with a new English boy/girlfriend are likely to make greater efforts and thus greater progress.Experiences: Learners who have acquired general knowledge and experience are in a stronger position to develop a new language than those who haven't. The student, for example, who has already lived in 3 different countries and been exposed to various languages and cultures has a stronger base for learning a further language than the student who hasn't had such experiences. Cognition: In general, it seems that students with greater cognitive abilities (intelligence) will make the faster progress. Some linguists believe that there is a specific, innate language learning ability that is stronger in some students than in others.Native language: Students who are learning a second language which is from the same language family as their first language have, in general, a much easier task than those who aren't. So, for example, a Dutch child will learn English more quickly than a Japanese child.5.What are the differences between complementary antonyms and gradable antonyms?A gradable antonym is one of a pair of words with opposite meanings where the two meanings lie on a continuous spectrum. Temperature is such a continuous spectrum so hot and cold, two meanings on opposite ends of the spectrum, are gradable antonyms.A complementary antonym is one of a pair of words with opposite meanings, where the two meanings do not lie on a continuous spectrum. There is no continuous spectrum between push and pull but they are opposite in meaning and are therefore complementary antonyms.The difference between complementary antonym and gradable antonym is that in complementary antonym, the denial of one means the assertion of the other, while in gradable antonym, it is not necessarily so.6.What is sense and what is reference? How are they related?Sense is concerned with the inherent meaning of the linguistic form. It is the collection of all the features of the linguistic form; it is abstract and de-contextualized. For example, the sense of the word "dog” is “a domesticated canine mammal, occurring in many breeds that show a great variety in size and form.” It does not refer to any particular dog that exists in the real world, but applies to any animal that meets the features in the definition.Reference means what a linguistic form refers to in the real, physical world; it deals with the relationship between the linguistic element and the non-linguistic world of experience. If we say “the dog is barking" , we must be talking about a certain dog existent in the situation. The word " dog" refers to a dog known to both the speaker and the hearer. This is the reference of the word "dog" in this particular situation.It is a matter of the relationship between the form and the reality.。