專升本函授現(xiàn)代語言學(xué)復(fù)習(xí)試題 參考答案

復(fù)習(xí)試題參考答案一、單選題（本大題共10小題，每小題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、判斷題正確正確錯(cuò)誤正確正確正確正確錯(cuò)誤錯(cuò)誤正確錯(cuò)誤錯(cuò)誤錯(cuò)誤正確錯(cuò)誤正確錯(cuò)誤錯(cuò)誤正確錯(cuò)誤錯(cuò)誤正確正確錯(cuò)誤正確正確錯(cuò)誤錯(cuò)誤正確正確正確正確錯(cuò)誤錯(cuò)誤錯(cuò)誤正確三、名詞解釋Suprasegmental:SuprasegmentalalsocalledProsodicFeature,inphonetics,aspeechfeaturesuchasstress,tone,orwordjuncturethataccompaniesorisaddedoverconsonantsandvowels;thesefeaturesarenotlimitedtosinglesoundsbutoftenextendoversyllables,words,orphrases.AccordingtoKrashen,weacquirelanguageonlywhenwereceivecomprehensibleinput.Thishypothesisclaimsthatwemovefromitoi+1byunderstandinginputthatcontainsi+1.Inthisequation,irepresentspreviouslyacquiredlinguisticcompetenceandextra-linguistic knowledge.Extra-linguisticknowledgeincludesourknowledgeoftheworldandofthesituation-thatis,thecontext.The+1representsnewknowledgeorlanguagestructuresthatweshouldbereadytoacquire.Aphasiaisanacquiredlanguagedisorderinwhichthereisanimpairmentofanylanguagemodality.Thismayincludedifficultyinproducingorcomprehendingspokenorwrittenlanguage..IndirectspeechactisanotionintroducedbySearles.Accordingtohim,inindirectspeechactsthespeakercommunicatestothehearermorethanheactuallysaysbywayofrelyingontheirmutuallysharedbackgroundinformation,bothlinguisticandnonlinguistic,togetherwiththegeneralpowersofrationalityandinferenceonthepartofthehearer.Linguafranca:Alinguafranca(orworkinglanguage,bridgelanguage,vehicularlanguage)isalanguagesystematicallyusedtomakecommunicationpossiblebetweenpeoplenotsharingamothertongue,inparticularwhenitisathirdlanguage,distinctfrombothmothertongues..Anobstruentisaconsonantsoundformedbyobstructingairflow,causingincreasedairpressureinthevocaltract,suchask],[d ],and[f].Inphonetics,articulationmaybedividedintotwolargeclasses:obstruentsandsonorants.Obstruentsarethosearticulationsinwhichthereisclosureofthevocaltract,stoppingorinterferingwithairflow.Theyaresubdividedintostops,fricatives,affricates.Componentialanalysisisanalyzinglexicalitemsintoasetofsemanticfeaturesorsemanticcomponentswhichmaybeuniversal.CAisawayproposedbythestructuralsemanticiststoanalyzewordmeaning.Itbelievesthatthemeaningofawordcanbedissectedintomeaningcomponentscalledsemanticfeatures.Creole:Acreolelanguage,orsimplycreole,isastablenaturallanguagethathasdevelopedfromapidgin(i.e.asimplifiedlanguageorsimplifiedmixtureoflanguagesusedbynon-nativespeakers)becomingnativizedbychildrenastheirfirstlanguage,withtheaccompanyingeffectofafullydevelopedvocabularyandsystemofgrammar.Aphasia:Aphasiaisanimpairmentoflanguage,affectingtheproductionorcomprehensionofspeechandtheabilitytoreadorwrite.Locutionaryact:Inlinguisticsandthephilosophyofmind,alocutionaryactistheperformanceofanutterance,andhenceofaspeechact.Thetermequallyreferstothesurfacemeaningofanutterance.Minimalpair：Itreferstotwowordsinalanguagewhichdifferfromeachotherbyonlyonedistinctivesoundandwhichalsodifferinmeaning,e.g./pit/and/bit/.Contentword:Contentwordsarewordswhichrefertoathing,quality,state,oractionandwhichhave meaningwhenthewordsareused alone.Contentwordsaremainlynouns,verbs,adjectives,andadverbs.Denotation:Thatpartofthemeaningofawordorphrasethatrelatesittophenomenaintherealworldorinafictionalorpossibleword.Register:Aspeechvarietyusedbyaparticulargroupofpeople,usuallysharingthesameoccupationorthesameinterests.Aparticularregisteroftendistinguishesitselffromotherregistersbyhavinganumberofdistinctivewords,byusingwordsorphrasesinaparticularway,andsometimesbyspecialgrammaticalconstructions.Linguisticcompetence:Theidealuser’sknowledgeofhisorherlanguage,thatis,ofitssoundstructure,itswords,anditsgrammaticalrules.Theknowledgeinvolvedinlinguisticcompetenceisgenerallyunconscious.Psycholinguistics:thestudyoflanguageinrelationtothemind,withfocusontheprocessoflanguageproduction,comprehensionandacquisition.Polysemy:Polysemyreferstothelinguisticphenomenonthatawordmaybeusedinanumberofdifferentsensesorissaidtohavearangeofdifferentmeanings.Pragmatics:thestudyoftheuseoflanguageincommunication,particularlytherelationshipbetweensentencesandthecontextsandsituationsinwhichtheyareused.四、問答題InEnglish,theutterance“canyouanswerthephone?”canbeusedtoasksomeonetoanswerthephone.Whycannottheutterance“canyoueattheapple?”beusedtoasksomeonetoeattheapple?InEnglish,theconstruction“canyoudosomething”sometimescouldbeusedasarequestforsomeonetodosomething.Forexample,“Canyoupassthesalt?”couldbeusedasarequestforthelistenertopassthesalt.However,thisconstructioncouldonlybeusedinthesituationwhentheactioniscostlytothelistener,becauseusingtheconstructionfortheinquiryoftheabilityasarequestforactionispoliterinthesituation.Inquiry,givingthelistenersthechoicetorejecttotherequest,therefore,islessimposingthanthedirectrequest.However,whentherequestactionisbeneficialtothelisteners,usingthisconstructionwouldbeimpolitebecauseitgiveslistenersthechoicetorejecttheaction.Therefore,“canyoudosomething?”israrelyusedasarequestforthelistenertodosomethingthatisbeneficialforthem.Giveabriefaccountofsignificantevents,influences,andlanguagecontactinthehistoryoftheEnglishlanguage.ThehistoryofEnglishcouldbebroadlydividedintothethreebroadperiods:theoldEnglishperiod,themiddleEnglishperiodandthemodernEnglishperiod.TheoldEnglishperiodbeganwiththeAnglo-Saxoninvasionaround5thcenturyandendedaround1066.ThemajoreventsinthisperiodincludesVikinginvasionandChristianizationofBritain.VikinginvasionintroducedalotofScandinavianvocabulary,includingpronounthey,intooldEnglishandChristianizationintroducedalotofvocabularyrelatedtoreligionandchurchintoEnglish.ThemiddleEnglishperiodbeganwiththeNormanconquestaround1066andendedaround1500.AfterNormanconquest,thestatusofEnglishdeclinedsharplybecauseroyalcourtspokeFrenchandvirtuallynowritingsweredoneinEnglish.However,duetothewarsbetweenBritainandFrance,FrenchwasviewedasthelanguageofenemycountryandgraduallylostitsprestigeandEnglishwithasubstantialborrowingfromFrenchvocabularybecamethedominantlanguageforallclassesagain.ThemodernEnglishperiodbeganwiththeintroductionofprintingintoBritainbyCaxtonaround1500.ThemajoreventsinthisperiodincludesthestandardizationofEnglish,renaissancemovement,industrialrevolutionandcolonization.Becauseoftheintroductionofprinting,EnglishspellingwasstandardizedandEnglishdictionarieswerecompiledandpublished.RenaissancemovementintroducedalotofLatinandGreekvocabulariesintoEnglish.IndustrialrevolutionandcolonizationwitnessedEnglishtransformingfromalocallanguagespokeninBritainintoagloballanguagespokenineverycontinent.Explainwithexamplesthethreenotionsofmorph,morphemeandallomorph?Amorphisaphonologicalstring(ofphonemes)thatcannotbebrokendownintosmallerconstituentsthathavealexicogrammaticalfunction.Insomesenseitcorrespondstoaword-form.Anallomorphisamorphthathasauniquesetofgrammaticalorlexicalfeatures.Allallomorphswiththesamesetoffeaturesformsamorpheme.Amorpheme,then,isasetofallomorphsthathavethesamesetoffeatures.Forexample,[s],[z]and[iz]areallmorphs.Whenaddedtonoun,theysignalthenounisinpluralform,ortheyhavethefeatureof[-plural],whichisamorpheme.Becausetheyallsharethefeatureof[-plural],theyaresaidtobeallomorphs.Otherthanplural,[s]couldalsorepresentmorphemeofthirdpersonsingularpresentandpossessive.Discusstheindividualfactorswhichaffecttheacquisitionofasecondlanguage.Theindividualfactorsthatmayaffecttheacquisitionofasecondlanguageareasfollows:Age:Secondlanguageacquisitionisinfluencedbytheageofthelearner.Children,whoalreadyhavesolidliteracyskillsintheirownlanguage,seemtobeinthebestpositiontoacquireanewlanguageefficiently.Motivated,olderlearnerscanbeverysuccessfultoo,butusuallystruggletoachievenative-speaker-equivalentpronunciationandintonation.Personality:Introvertedoranxiouslearnersusuallymakeslowerprogress,particularlyinthedevelopmentoforalskills.Theyarelesslikelytotakeadvantageofopportunitiestospeak,ortoseekoutsuchopportunities.Moreoutgoingstudentswillnotworryabouttheinevitabilityofmakingmistakes.Theywilltakerisks,andthuswillgivethemselvesmuchmorepractice.Motivation(intrinsic):Intrinsicmotivationhasbeenfoundtocorrelatestronglywitheducationalachievement.Clearly,studentswhoenjoylanguagelearningandtakeprideintheirprogresswilldobetterthanthosewhodon't.Extrinsicmotivationisalsoasignificantfactor.ESLstudents,forexample,whoneedtolearnEnglishinordertotakeaplaceatanAmericanuniversityortocommunicatewithanewEnglishboy/girlfriendarelikelytomakegreatereffortsandthusgreaterprogress.Experiences:Learnerswhohaveacquiredgeneralknowledgeandexperienceareinastrongerpositiontodevelopanewlanguagethanthosewhohaven't.Thestudent,forexample,whohasalreadylivedin3different countriesandbeenexposedtovariouslanguagesandcultureshasastrongerbaseforlearningafurtherlanguagethanthestudentwhohasn'thadsuchexperiences.Cognition:Ingeneral,itseemsthatstudentswithgreatercognitiveabilities(intelligence)willmakethefasterprogress.Somelinguistsbelievethatthereisaspecific,innatelanguagelearningabilitythatisstrongerinsomestudentsthaninothers.Nativelanguage:Studentswhoarelearningasecondlanguagewhichisfromthesamelanguagefamilyastheirfirstlanguagehave,ingeneral,amucheasiertaskthanthosewhoaren't.So,forexample,aDutchchildwilllearnEnglishmorequicklythanaJapanesechild.Whatarethedifferencesbetweencomplementaryantonymsandgradableantonyms?Agradableantonymisoneofapairofwordswithoppositemeaningswherethetwomeaningslieonacontinuousspectrum.Temperatureissuchacontinuousspectrumsohotandcold,twomeaningsonoppositeendsofthespectrum,aregradableantonyms.Acomplementaryantonymisoneofapairofwordswithoppositemeanings,wherethetwomeaningsdonotlieonacontinuousspectrum.Thereisnocontinuousspectrumbetweenpushandpullbuttheyareoppositeinmeaningand