上海外国语大学英语语言文学语言学全真模拟题

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上海外国语大学英语语言文学

语言学全真模拟题

I. Define each of the following concepts and theories: (36 points)

1. IPA 2. Duality 3. Vowel glide

4. Complementary distribution 5. Illustrate root and stem

6. Illustrate the NUMBER issue with both English and Chinese lexical items. 7. Computational linguistics 8. Laurence Horn’s Q-and R-principles.

9. List at least four components of a communicative syllabus.

II. Fill in the blanks with the words that are most appropriate in the given context.

(16 points)

1. In Austin’s How to Do Things with word, he first distinguishes ________ and ______. Later on Austin made a fresh start to distinguish ______, _______ and ________.

2. _______ is a branch of linguistics which is the study of psychological aspects of language. As an ______ academic field, it investigates the following major subjects:________, _______ and _______.

3. Words can be classified as _______ and ______words; _____ words and ______words, ______-class words and _____-class words.

III. Answer the following questions. (24 points)

1. Describe with tree diagrams the transformations involved in forming the question “Does John like the book?”

2. State and interpret the sense relations with examples.

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IV. Answer the following questions and try to elaborate the points indicated in

questions with the knowledge you have acquired. (24 points)

Explain the differences between the Chinese and English cultures by illustrating one aspect of life, which is rich in Chinese but limited in English, and vice versa.

Ⅴ. Discuss the following question with examples (50 points)

1. What are the methods for the addition of new words in the English language? 2. When a teacher says “it’s hot in here” during a class, what does she probably

mean? Refer to the theory of pragmatics when you analyze the situation.

References

ⅠDefine each of the following concepts and theories: (36 points)

1. IPA refers to the acronym of the International Phonetic Association (1897) whose first title was Phonetic Teachers Association established by a small group of language teachers in France in order to popularize their teaching practice or methods.(2分) It also stands for the International Phonetic Alphabet (the IPA chart) first proposed by the Danish grammarian and phonetician Otto Jesperson in1886, whose first version was published in 1888.(2分)

(本题主要考查语音学中国际音标的起源)

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2.Duality: the structural organization of language into two abstract levels: meaningful units (e.g. words) and meaningless segments (e.g. sounds, letters).(3分) It is one of human language’s design features. (1分)

(本题考查人类语言设计特征的二重性)

3.Vowel glide: vowel that involve a change of quality,(2分) including diphthones, when a single movement of the tongue is made, and triphthones, where a double movement is perceived. (2分)

(本题主要考查滑元音，包括双元音滑元音和三元音滑元音)

4. Complementary distribution: when two sounds never occur to the same environment, they are in complementary distribution.(3分) For example, the aspirated English plosives never occur after [s], and unaspirated ones never occur initially. (1分)

（本题考查音位学的互补分布特征的本质）

5.Root refers to the base form of a word that cannot be further analyzed without loss of identity. For example, it is that part of the word which is left when all the affixes are removed.(1分) In the word internationalism, after the removal of inter-, -al, -ism, the part left is the root nation. Apparently, all words contain a root morpheme. And roots can be further classified into free root morpheme and bound root morpheme. (1分)

Stem is any morpheme or combinations of morphemes to which an inflectional affix can be added.(1分) For instance, friend- in friends, and friendship in friendships are both stems. The former shows that a stem may be the same as a root, whereas the latter shows that a stem may contains a root and one, or more than one,

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derivational affix. In another word, friendship is a stem, but not a root.(1分)

（本题考查词根和词干的定义及其异同）

6. In English the NUMBER lexical items are regular and popular suffix which can be added to the verbs and nouns that distinguish the singular number (one or one group or part), plural form (more than one). In English nouns, we have book/books, pen/pens, hero/heroes, each of the former indicating the singular form (with no suffix or zero suffix), while the latter refers to the plural form, with the suffix (e)s. There are irregular forms in English pronouns, such a I/we, me/us, my/us, so on, indicating the distinction between the singular form and plural form. English verb has present tense the third person singular, for instance, Mary works, Mary teaches French. English verbs also has the irregular, for instance, have/has, am/is/are, which are not large in amount but fixed in usage.(2分)

In Contrast, Chinese has few lexical items to indicate the grammatical category NUMBER, such as students (学生们)，children(孩子们)，workers (工人们), indicating human beings’ plural forms, or professions. This seldom occurs to the nouns referring to non-human things, such as 桌子们，椅子们 with the exception that they are used in scientific fiction or children’s fairies. Chinese has singular and plural distinction in pronouns for example, 我/我们, 他/他们,你/你们.In Chinese, we have a few expressions DUAL in terms of units, such as 一双， 一副，一对，一套. In contrast, English has only “a pair of”, “a couple” .

There is no distinction in the number of Chinese verbs.（2分）

（本题考查句法学中的汉语和英语在语法范畴“数”的异同及其各自的特点）

7. Horn’s Q-principle: The Q-principle (Hearer-based): MAKE YOUR CONTRIBUTION (cf. Quantity1) SAY AS MUCH AS YOU CAN ( given R) (2分) R-principle: The R-principle (Speaker-based):

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MAKE YOUR CONTRIBUTION NECESSARY (cf. Relation, Quantity2 Manner)

SAY NO MORE THAN YOU MUST (given Q) (2分)

（本题主要考查语用学理论的新发展——后格赖斯时期理论）

8. Computational linguistics is a branch of applied linguistics, dealing with computer processing of human language. (2分) It includes programmed instruction, speech synthesis and recognition, automatic translation, and computer mediated communication. (2分)

（本题考查应用语言学中计算语言学的定义）

9.Communicative syllabus aims at the learners’ communicative competence. (1分) This syllabus was summarized by Yalden (1983) with ten components as follows: (1分)

(1). as detailed a consideration as possible of the purposes for which the learners

wish to acquire the target language.

(2). some idea of the setting in which they will want to use the target language

(physical aspects need to be considered, as well as social setting); (1分) (3). the socially defined role the learners will assume in the target language, as

well as the roles of their interlocuters.

(4). the communicative events in which the learners will participate: everyday

situations, vocational or professional situations, academic situations, and so on. (1分)

(5). the language functions involved in these events, or what the learner will

need to be able to do with or through the language;

(6). the notions involved, or that the learner will need to be able to talk about; (7). the skills involved in the “knitting together” of discourse: discourse and rhetorical skills.

(8). the variety or varieties of the target language that will be needed, and the

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