高级语言学课程教学大纲

《高级语言学》课程教学大纲课程编号：021一、课程说明1. 课程代码ZZ04010012. 课程类别专业专长课3. 适应专业及课程性质英语（师范）本科选修4. 课程目的《高级语言学》是高年级的一门专业选修课，该课程以语言学习理论为指导，以英语语言为研究对象，其课程目的如下:（1）使学生具备英语语言学的基础知识，并能运用语言学的理论指导英语教学与研究。

（2）使学生掌握英语语言学的基本理论和概念；能运用理论知识分析语言现象，解决语言学习和教学中的实际问题；能进行英汉对比，研究实际运用的语言，了解语言与心理、语言与文化、语言与社会、语言与文学的关系，揭示语言的共同规律。

（3）使学生了解语言学各流派的理论与研究成果，加深对语言的理解，促进语言学习，为今后从事语言教学和研究工作或与语言相关的其它工作奠定语言学理论基础。

5. 学时与学分本课程第六学期开设，48学时，2.5学分。

6. 建议先修课程语言学导论、英语词汇学、英国文学选读、外国文学作品赏析、翻译理论与实践。

二、课程教学基本内容及要求第一章逻辑语义学计划学时：4学时基本要求：（1）掌握命题、命题逻辑、谓词逻辑、逻辑连词的概念，主目、谓词的含义。

（2）理解逻辑语义学；了解命题的特性；五个常用的逻辑连词；复合命题的真值；理解表达命题的逻辑公式。

（3）运用逻辑语义学理论分析句子。

教学重点与难点：重点：（1）命题、命题逻辑、谓词逻辑、逻辑连词的概念（2）表达命题的逻辑公式难点:（1）复合命题真值（2）命题逻辑公式基本内容：(1) Proposition and Propositional Logic(2) Logical Connectives(3) The Truth Value of Composite Proposition(4) Concept of Predicate Logic(5) The Truth Value of a Proposition(6) Logical Formulas思考题：(1) Circle the two-place predicates in the list below: attack (verb), die (verb), between, put,love (verb), in, cat, elephant, forget(2) Translate the following logical forms into English, where a = Ann, b = Bill, c = Carol, L= like, M = mother, and x and y are variables which may be translated as “someone”, “anyone” or “everyone” depending on the quantifier:(a) M (a, b)(b) L (b, c) & L (c, b)(c) L (a, b) & ～L (a, c)(d) ∃x (L (x, b))(e) ～∀x (L (x, c))(f) ～∃x (∀y L (y, x))第二章语言与认知计划学时：7学时基本要求：（1）掌握心理语言学、认知语言学的定义；认知、识解、识解操作、认知隐喻、认知转喻的含义。

（2）了解母语习得的四个阶段；语言理解和产生的过程；理解认知语言学的基本理论；意象图式；认知隐喻；认知转喻；整合理论。

（3）运用心理语言学理论解释语言生成及理解的过程；运用认知语言学理论解释一些语言现象。

教学重点与难点：重点：（1）掌握心理语言学、认知语言学的定义；认知、识解、识解操作、认知隐喻、认知转喻的含义。

（2）语言生成、理解过程，儿童母语习得过程，认知语言学基本理论。

难点:（1）语言理解模式、认知隐喻、认知转喻（2）意象图式、整合理论基本内容：1. Definition of Psycholinguistics2. Acquisition, Comprehension and Production of Language3. Cognition and Cognitive Linguistics4. Construal and Construal Operation5. Categorization6. Image Schemas7. Metaphor and Metonymy8. Blending Theory思考题：(1) Explain the various aspects of process of language production.(2) Describe the three categories of conceptual metaphors.(3) Illustrate the model of blending theory.第三章语言、文化、社会计划学时：8学时基本要求：（1）掌握文化、跨文化交际、话语群体、语言变体、语域、方言、洋泾浜语、克里奥语、通用语的含义。

（2）了解语言与文化，语言与社会，语言与跨文化交际的关系；理解萨丕尔-沃尔夫假说；弄清语言变体产生的因素；了解黑人英语变体的特征；理解决定语域的三个因素；了解洋泾浜语的特征；双语与双言现象。

（3）运用各变体的特征区分和分析语言变体；根据文化差异分析某些语言现象。

教学重点与难点：重点：（1）文化、话语群体、语言变体的含义（2）萨丕尔-沃尔夫假说难点:（1）语言与文化，语言与社会的关系（2）跨文化交际（3）语域三要素基本内容：1. The Relationship between Language and Culture2. Sapir-Whorf Hypothesis3. Linguistic Evidences of Cultural Differences4. Cross-cultural Communication5. Relationships between Language and Society6. Speech Community and Speech Variety7. Language Varieties8. Mixture of Varieties9. Bilingualism and Diglossia10. Case Studies思考题：(1) What features does Women Register have?(2) What will you say to a statement li ke “One culture’s meat is another culture’s poison”?(3) Is American English superior to African English? Why or why not?第四章语言的使用计划学时：8学时基本要求：（1）掌握叙事句与施为句的含义；发话行为，施事行为，取效行为；会话含义。

（2）理解言语行为理论；会话含义理论；合作原则及原则的违反；会话含义的特征；后格赖斯理论的发展；关联理论。

（3）运用语用学理论分析言语行为。

教学重点与难点：重点：（1）言语行为理论（2）会话含义理论难点:（1）会话中遵循的合作原则及原则的违反，会话含义的推导。

（2）后格莱斯理论基本内容：1. Performatives and Constatives2. Locutionary Act, Illocutionary Act and Perlocutionary Act3. The Cooperative Principle4. Violation of the Maxims and Production of Conversational Implicature5. Characteristics of Implicature6. Post-Gricean Developments思考题：(1) Consider the following dialogue between a man and his daughter. Try to explain theillocutionary force in each of the utterances.[The daughter walks into the kitchen and takes some popcorn.]Father: I thought you were practicing your violin.Daughter: I need to get the [violin] stand.Father: Is it under the popcorn?(2) If you ask somebody “Can you open the door?” he answers “Yes” but does not actuallydo it, what would be your reaction? Why? Try to see it in the light of speech act theory.(3) Each of the following conversational fragments is to some degree odd. To what extentcan the oddness be explained by reference to Grice’s CP and maxims?1) A: Have you seen Peter today?B: Well, if I didn’t deny seeing him I wouldn’t be telling a lie.2) A: Can you tell me where Mr. Smith’s office is?B: Yes, not here.3) A: Would you like some coffee?B: Mary’s a beautiful dancer.第五章语言与文学计划学时：8学时基本要求：（1）掌握文体与文体学的定义；文学语言的基本特征；明喻、暗喻、转喻、提喻（2）理解诗歌中不同的语音模式，掌握英诗的传统形式，语音和音韵的诗性功能，及英诗分析方法；理解小说文体中的术语，小说的话语表达方式和思维表达方式，理解小说的作者风格、文本风格及小说的分析方法；了解戏剧语言的特点，及如何分析戏剧语言；理解文学的认知方法。

（3）运用诗歌、小说、戏剧的文体分析方法分析具体的文本。

教学重点与难点：重点：（1）文体与文体学的定义；文学语言的基本特征；明喻、暗喻、转喻、提喻（2）诗歌中不同的语音模式；小说的话语表达方式和思维表达方式（3）分析戏剧语言的方法难点:（1）文学体裁的文体分析（2）认知诗学基本内容：1. General Features of the Literary Language2. The Language in Poetry2.1 Sound Patterning，Stress and Metrical Patterning2.2 Forms and Functions of Sound and Metre2.3 Analysis of Poetry3. The Language in Fiction3.1 Speech and Thought Presentation3.2 Authorial Style and Text Style3.3 Analysis of Fiction Language4. The Language in Drama4.1 Drama as Poetry, Fiction and Conversation4.2 Analyzing Dramatic Language5. The Cognitive Approach to Literature思考题：(1) Identify the type of trope employed in the following examples:1) The boy was as cunning as a fox.2) ...the innocent sleep, … the death of each day’s life, …3) Buckingham Palace has already been told the train may be axed when the rail networkhas been privatized.4) Ted Dexter confessed last night that England is in a right old spin as to how they canbeat India this winter.(2) Choose a scene from a play, one you have seen or read, one you have heard on the radio(published collections of radio plays available).1) Write a paraphrase of it, as described in Stage One in this course;2) Write a commentary on the same scene, as described Stage Two in this course;3) Choose one of the discourse features discussed above, and analyze the same scene tosee how that feature is made use of in the scene, and the effect this has on yourinterpretation of it.第六章语言学与语言教学计划学时：7学时基本要求：（1）掌握输入假设、中介语、交际能力、教学大纲、课程设计、对比分析、错误分析。