考试《翻译》试卷（样题）

    该考试科目代码为：404
　　
　　this test paper consists of two parts， namely， english into chinese translation and chinese into english translation. the total hours of work is 3 hours. 10×15＝150 points
　　
　　part one： english into chinese translation
　　
　　directions： translate the following 2 passages into chinese； read the whole texts carefully to get a general impression of the contents and give your translations in the sheets locally provided. to facilitate grading， the texts have been broken into groups of sentences， each group being given a serial number， therefore， when you write your versions， you must quote the serial number also， put the number before each version. please write neatly and intelligibly.
　　
　　passage 1：
　　
　　⑴american forces recently completed the largest joint war-fighting exercise they have ever held， a three-week， $250 million operation that involved 13，500 military and civilian personnel battling in nine live exercise ranges across the united states and in double that many computer simulations. results from the mock combat planned for two years， are expected to shape planning against future adversaries.
　　
　　⑵as they compiled lessons from the exercise， called millennium challenge 2002， officers praised new air-borne communications that allowed commanders to stay in touch with far-flung fighting forces as never before， even while in transcontinental flight to the battlefield. they also emphasized the importance of combining their destructive power with attacks on computer networks as well as with diplomacy.
　　
　　⑶gen. william f. kernan， head of the united states joint forces command that organized and operated the war game， said the exercise showed the importance of a standing joint force headquarters to coordinate the efforts of all the armed services during wartime. the idea， he said， is to avoid“the ad hoc nature”of past wartime command headquarters， thrown together in time of emergence. the standing headquarters would“provide future commanders with a skill set of people with military specialties and a solid appreciation for the complexities of the region，”he said.
　　
　　⑷enemy planes and ships conducted innocent-looking maneuvers for several days in a row， establishing a pattern that did not appear threatening. but the maneuvers left the forces well positioned for a surprise attack， which was initiated using code words during the morning call to prayer from the nation‘s minarets.
　　
　　passage 2：
　　
　　⑸six years ago i saw the eminent historian arthur schlesinger jr. speak of his theories on 30-year cycles of history. after the lecture he fielded some questions from the audience， the last one being，“why should we study history？”i sank in my chair， for this question invariably leads to a response filled with sanctimonious platitudes， or pithy quotations by george bancroft， george santayana or woodrow wilson. instead schlesinger looked down and replied matter-of-factly，“first of all， its a lot of fun.”
　　
　　⑹i was taken aback； in academic circles fun is not supposed to be part of the equation. rewarding， important， essential but certainly not fun. fun trivializes the subject matter， stunts one‘s intellectual growth and flies in the face of our puritan tradition of grim self-determination. after all， the purpose of teaching history and social studies in secondary schools is to build a responsible citizenry for the republic—quite serious business.
　　
　　⑺i also felt exposed， for schlesinger had found me out. i didn‘t become a history teacher because i thought it important； i became a history teacher because there’s nothing more fun than history. i was preventing a confrontation with my great fear in life—boredom—by casting my lot with the story of humankind. and having a hell of a time， i might add⑻of course i tried to conceal my enjoyment from those in the profession who saw teaching as a mission， since exuberance in the workplace implies a lack of seriousness， making one suspect by the morally inclined. also i did not want to make friends and relatives， who put their noses to the grindstone in more commercial pursuits， feel bad. schlesinger confirmed my inclinations， and since then， i have never doubted what history should be.
　　
　　part two： chinese into english translation
　　
　　directions： translate the following 3 passages into english； read the whole texts carefully to get a general impression of the contents and give your translations in the sheets locally provided. to facilitate grading， the texts have been broken into groups of sentences， each group being given a serial number， therefore， when you write your versions， you must quote the serial number also， put the number before each version. please write neatly and intelligibly.
　　
　　passage 3：
　　
　　⑼内心深处，我对给别人的书写序有点犯嘀咕。不久前刚听一位大师说，一个人落到为别人写序的地步，就表明自己的想象力不行了，观察力不够了，表达力下降了。
　　
　　这次为丁孝文《在美国看热闹》写序，倒是自觉自愿，而且自信能写出几句话。原因是我和他有共同点：我也爱看热闹，而且和他一起在美国看过一些热闹。
　　
　　⑽丁孝文毕业于中国外交部所属的外交学院，是一位年轻、内向、刻苦、好学的外交官。他家乡江苏海安和我家乡都有个说法：“外行看热闹，内行看门道儿”。粗粗翻一翻这本书我发现，我只是看热闹的时候居多，而他在看热闹的同时也常在观察门道儿。这是我和他的不同点。他能从人们熟视无睹的许许多多事情中选出和记下这么多有意思、能给人以启迪的东西，便可以证明这一点。
　　
　　⑾就说“名片”吧，谁没见过名片？听说某省有个乡镇企业厂长的名片就写得“别致”，它从中共中央、国务院、写到省、县、乡、最后才落实到他的尊姓大名；有一位同志的名片在“副处长”职衔后加括号，注明“正处长长期不在”；一位“副局长”的名片在括号内注明“享受正局级待遇”。……丁孝文在美国呆的时间不算长，见到美国的名片不会太多，却发现并勾勒出美国人名片简单、明了，突出所在机构或企业形象等特点，值得玩味。
　　
　　passage 4：
　　
　　⑿
　　
　　中埃是亚非两洲的大国，不但在地区中发挥着独特的作用，在国际事务中也发挥着重要作用。人类进入21世纪后，虽然人民要和平，国家要发展是时代的主旋律，但也是面临着不少问题：
　　
　　关于世界格局问题，广大发展中国家要求有一个多极的世界，而不是单极世界，以实现国际关系的民主化，使它们能有效地参与国际决策进程。
　　
　　⒀
　　
　　经济全球化使多数发展中国家处于不利地位，其经济安全甚至主权正面临严重挑战。
　　
　　布什政府上台后，在中东对以色列支持依旧，但对和平进程采超脱立场；在亚洲，美售台湾武器，公然声称要保卫台湾，美侦察机在中国近海撞落中国飞机，这些作法将给国际形势带来什么影响。
　　
　　⒁
　　
　　联合国须进行改革并发挥应有作用。
　　
　　中埃这两个文明古国，对当前的国际问题有着广泛的共识，在这种复杂的国际形势面前，中埃作为友好的、负责任的国家，有必要保持密切联系，进行磋商，协调对一些问题的看法和立场，是符合两国共同利益的。
　　
　　passage 5：
　　
　　⒂处今时势，外须和戎，内须变法。……自秦政变法而败之，后世人君遂以守法取容悦。今各国一变再变而蒸蒸日上，独中土以守法为兢兢，即败之灭绝而不诲。天耶？人耶？恶得而知其故耶？
　　

考试科目代码：313

　　

　　This examination paper consists of 3 sections：

　　

　　Section A tests your mastery of English vocabulary， usage and grammar；

　　

　　Section B tests your ability to understand English in context； and

　　

　　Section C tests your reading comprehension.

　　

　　You MUST use the ANSWER SHEET attached to this testbook. Direct answers on the testbook shall be regarded as INVALID answers.

　　

　　TIME allowed： 180 minutes.

　　

　　Do not spend too much time on any one particular item.

　　

　　SECTION A： VOCABULARY， USAGE， & GRAMMAR

　　

　　Subsection 1

　　

　　Directions： Choose one of the 4 answers given in each group which best matches the underlined part， and blacken the corresponding letter of the choice you have made in the Answer Sheet：

　　

　　Example

　　

　　Only individual benefactors and ad hoc grants have made possible the ecological surveys already undertaken.

　　

　　[A] special [B] additional

　　

　　[C] governmental [D] organizational

　　

　　Sample Answer

　　

　　[●] [B] [C] [D]

　　

　　1.Moreover， numerous examples will be found to illustrate the perils of nepotism in business.

　　

　　[A] preferential treatment

　　

　　[B] despotism in business practice

　　

　　[C]prejudice in business practice

　　

　　[D] excessive favor given to relatives

　　

　　2.But ground zero for American nepotism will be the November election， when voters will get to decide how they feel about the proliferation of family ties in our governing class.

　　

　　[A] exact point where a bomb strikes the ground

　　

　　[B] starting point

　　

　　[C]social foundation

　　

　　[D] origination of a tradition

　　

　　…………

　　

　　10.Among the more troubling elements of this tale， obviously， is how it highlights an enduring fact of Russian business life. At bottom， the scene remains ad hoc， changeable， prey to happenstance or even whimsy.

　　

　　[A] victim of disasters [B] easy to make happen

　　

　　[C] happen unexpectedly [D] subject to chance occurrence

　　

　　Subsection 2

　　

　　Directions： Complete each of the following blanks by choosing one of the 4 given sets of prepositions/adverbs and blacken the corresponding letter of the choice you have made in the Answer Sheet：

　　

　　Example

　　

　　The assemblage _____ so much talent and enlightened goodwill _____ a single proposal must give pause _____ anyone who supports the other side.

　　

　　[A] with， for， to [B] of， behind， to

　　

　　[C] of， to， to [D] of， within， to

　　

　　Sample Answer

　　

　　[A][●] [C] [D]

　　

　　1.Saddam Hussein was apparently convinced that US forces would never invade Iraq and oust him _____ power， say US officials familiar _____ the accounts _____ capture members of the former dictator‘s regime.

　　

　　[A] off， with， for [B] from， with， of

　　

　　[C] from， to， of [D] from， with， to

　　

　　2.US officials say that this account of Saddam‘s misunderstanding _____ American intentions could well explain the haphazard way _____ which the regime defended itself and fell _____ early in the American onslaught.

　　

　　[A] by， against， off [B] of， against， off

　　

　　[C]of， in， apart [D] with， against， apart

　　

　　……

　　

　　10.Americans think of sports as rigorously meritocratic. After all， if you can‘t hit a home run _____ sink a basket you won’t last long _____ this arena. Yet family ties abound _____ major sports， as we will be reminded when baseball starts in April and athletes like Barry Bonds， Roberto Alomar and Moises Alou take the field.

　　

　　[A] or， in， for [B] or， in， in

　　

　　[C]and， in， in [D] or， into， in

　　

　　Subsection 3

　　

　　Directions： Decide which of the following 2 sentences in each group is correct， or whether they are both correct， or neither is correct. Then blacken the corresponding letter of the choice you have made in the Answer Sheet.

　　

　　Example

　　

　　（1）There is a nice little house over there.

　　

　　（2）The house over there is little.

　　

　　[A] （1） [B] （2） [C] Both [D] Neither

　　

　　Sample Answer

　　

　　[●] [B] [C] [D]

　　

　　1.（1） The man was bare to the waist， sweating all over.

　　

　　（2） The giggling girls walked in bare feet across the soft meadow.

　　

　　[A] （1） [B] （2） [C] Both [D] Neither

　　

　　2.（1） Some teachers suggested to call another mass-meeting.

　　

　　（2） The brick-layer at the top of the scaffold is calling more mortar.

　　

　　[A] （1） [B] （2） [C] Both [D] Neither

　　

　　10.（1） At first blush， he thought they would be a perfect couple.

　　

　　（2） He blustered his way passed the man guarding the entrance.

　　

　　[A] （1） [B] （2） [C] Both [D] Neither

　　

　　Subsection 4

　　

　　Directions： Choose an article （or zero article） that best fits into each blank in the following passage and blacken the letter of the choice you have made in the Answer Sheet：

　　

　　Beijing respects ___1___ "desire of ___2___ Taiwan people to develop and pursue ___3___democracy，" but opposes efforts by ___4___Taiwan's leaders to "cut off Taiwan from ___5___sacred territory of the Chinese motherland，" ___6___Premier Wen Jiabao told CNN.

　　

　　Wrapping up ___7___ three-day trip to ___8___ United States， ___9___ Chinese premier said Beijing opposes ___10___ Taiwan referendum that may lead ___11___ island to ___12___ independence.

　　

　　Playing down any prospect of ___13___war over the issue， he said， "___14___ people of Taiwan are our blood brothers and sisters. So as long as even the slightest hope for ___15___ peace exists， we will work to our utmost to strive for ___16___ peaceful process."

　　

　　"However， we firmly oppose ___17___ attempts by certain security forces in Taiwan to pursue Taiwan independence under ___18___disguise of promoting democracy in ___19___ attempt to cut off Taiwan from ___20___ mainland."

　　

　　1. [A] a [B] an [C] the [D] nil

　　

　　2. [A] a [B] an [C] the [D] nil

　　

　　3. [A] a [B] an [C] the [D] nil

　　

　　4. [A] a [B] an [C] the [D] nil

　　

　　5. [A] a [B] an [C] the [D] nil

　　

　　6. [A] a [B] an [C] the [D] nil

　　

　　7. [A] a [B] an [C] the [D] nil

　　

　　8. [A] a [B] an [C] the [D] nil

　　

　　9. [A] a [B] an [C] the [D] nil

　　

　　10. [A] a [B] an [C] the [D] nil

　　

　　11. [A] a [B] an [C] the [D] nil

　　

　　12. [A] a [B] an [C] the [D] nil

　　

　　13. [A] a [B] an [C] the [D] nil

　　

　　14. [A] A [B] An [C] The [D] Nil

　　

　　15. [A] a [B] an [C] the [D] nil

　　

　　16. [A] a [B] an [C] the [D] nil

　　

　　17. [A] a [B] an [C] the [D] nil

　　

　　18. [A] a [B] an [C] the [D] nil

　　

　　19. [A] a [B] an [C] the [D] nil

　　

　　20. [A] a [B] an [C] the [D] nil

　　

　　END OF SECTION A

　　

　　SECTION B： UNDERSTANDING IN CONTEXT： CLOZE TEST

　　

　　Direction： Choose one of the four choices given in each group which best fits into each of the blanks in the following passage， and blacken the corresponding letter of the choice you have made in the Answer Sheet：

　　

　　It was worth the wait. On Oct. 15， after decades of fitful starts ___1___ spectacular failures for China‘s space ___2___， Lieut. Colonel Yang Liwei， a ___3___ ex-fighter pilot， roared into the heavens to become China’s first man in space. During his 21-hour journey in the heavens， the 38-year-old Yang maneuvered ___4___ in the tight compartment of the Shenzhou V ___5___， taking photographs， naps， and at one point ___6___ a tiny Chinese flag—an iconic image that would soon be broadcast to 1.3 billion fellow citizens back home. The ___7___ -control room outside Beijing burst into cheers， already ___8___ by a message from President Hu Jintao who announced that the ___9___ was“the glory of our great motherland.”Then， Yang fished around and produced another flag， this time a ___10___ blue one bearing the emblem of the United Nations， and held it up beside the red Chinese ensign.

　　

　　In a（n） ___11___ more important for its symbolism than its science， Yang‘s flag-waving exercise sent an unexpected ___12___ to Planet Earth： not only had China joined the U.S. and Russia in the ___13___ club of spacefaring nations， it wanted to celebrate the achievement with the whole world. For the first time in centuries， China， ___14___ sensitive of its past as the isolated“sick man of Asia，”seemed confident of its own economic and political power， as comfortable strutting its stuff on the international ___15___ as any member of the G-8.

　　

　　Nowhere has this ___16___ confidence been on display more than in China‘s rapidly improving international relations. In the past few months， under Hu’s leadership， Beijing has emerged as an increasingly sophisticated and mature ___17___ on the global stage， a power more intent on diplomatic ___18___ that preserves the country‘s robust economic growth than on replaying the Maoist rhetoric of confrontation.“Hu puts more emphasis on ___19___ in foreign policy rather than on symbols，”says Chu Shulong， director of the Institute of Strategic Studies at Beijing’s ___20___ University， who advises the Chinese leadership on foreign affairs.

　　

　　1. [A] or [B] and [C] but [D] yet

　　

　　2. [A] project [B] program [C] dream [D] launch

　　

　　3. [A] young [B] small [C] little [D]iminutive

　　

　　4. [A] weightlessly [B] weightless

　　

　　[C] no-weight [D] feather-weight

　　

　　5. [A] capsule [B] module [C] cabin [D]container

　　

　　6. [A] taking [B] clasping [C]handing [D] producing

　　

　　7. [A] task [B] launch [C] central [D] mission

　　

　　8. [A] gladdened[B]supported [C]encouraged [D] buoyed

　　

　　9. [A] launch [B]takeoff [C] liftoff [D]soft landing

　　

　　10. [A] light [B] shallow [C] pale [D] navy

　　

　　11. [A] march [B] flight [C] launch [D]expedition

　　

　　12. [A] news [B] headline [C]information[D] message

　　

　　13. [A] exclusive[B] inclusive[C] special [D] reclusive

　　

　　14. [A] ever [B] never [C] always [D] for ever

　　

　　15. [A] platfor [B] venue [C] stage [D] place

　　

　　16. [A] newlyfound [B] newfound

　　

　　[C] newly found [D] new found

　　

　　17. [A] player [B] actor [C] actress [D]performer

　　

　　18. [A] practicality [B] pragmatism

　　

　　[C] realism [D] practice

　　

　　19. [A] content [B] substance [C] ideas [D] logic

　　

　　20. [A]Ch‘inghua [B] Tsing Hua [C] Tsinghua [D] Qing Hua

　　

　　END OF SECTION B

　　

　　SECTION C： READING COMPREHENSION

　　

　　Subsection 1

　　

　　Directions： Read the following statements carefully and complete each by blackening the corresponding letter of the choice you have made in the Answer Sheet.

　　

　　1.America needs to change its attitude toward energy production and transmission. Unless we want to live with increasing fossil-fuel-based pollution and indefinite policing of the Middle East， we need to get away from the centralized-power-grid concept and start using alternative energy sources such as solar or emerging fuel-cell technologies. If the government and consumers are to spend billions of dollars upgrading the system， cleaning up air pollution and providing military and economic support in the Middle East， it seems clear that _____.

　　

　　[A] we should be happy with what we have been trying to do.

　　

　　[B] we should forget about the present electricity-grid system.

　　

　　[C] we should not police the Middle East with the view of getting energy.

　　

　　[D] we should be discussing alternative energy.

　　

　　2.Finally， someone has the courage to address the seemingly taboo subject of regarding suicide bombers not merely as evil， but as a phenomenon based on cause and effect. Suicide bombers haven‘t risen out of a vacuum—they have been victims of oppression. In no way do I condone their tactics， _____.

　　

　　[A] but I have sympathy for their prolonged plight， and absence of more effective means to win their case.

　　

　　[B] yet， I give full support to their efforts， though futile， for attracting attention from the international community.

　　

　　[C] but to go after them in the way， for example， that Israel does treats the symptom， not the cause.

　　

　　[D] yet， in retrospection， their foolhardy action is a manifestation of their determination to win freedom.

　　

　　……

　　

　　10.Malaysian Prime Minister Mahathir Mohamad‘s anti-Semitic comments deserve scrutiny. He said，“Today the Jews rule the world by proxy. They get others to fight and die for them.”If his comments weren’t so pathetic， we should thank Mahathir for revealing precisely the mentality of the Islamic leaders he was addressing. Even if the Prime Minister‘s assertions were true， they largely missed the point. If so many Jews were in influential positions， it would show the ability of Jewish communities to adapt to their environment and grasp what modernity is about. Constrained by a difficult history， Jews have had little choice but to find ways to integrate into host societies. Just as anti-Semites in Europe did in the past， Mahathir is mistaking a consequence for a cause. He misses the real target， the modern and globalized world in which Muslim society has been marginalized. Modernity wasn’t created by the Jews， and they don‘t control progress. As Mahathir said， the Muslim world will wield far more global influence _____.

　　

　　[A] if it opens up its economies.

　　

　　[B] if it fights terrorism.

　　

　　[C] if it fights terrorism and opens up its economies.

　　

　　[D] if it goes along with the rest of the world.

　　

　　Subsection 2

　　

　　Directions： Read the following passages carefully and blacken the corresponding letter of the choice you have made in the Answer Sheet.

　　

　　Passage 1

　　

　　Questions 1-5 are based on the following passage：

　　

　　[1] In the eighteenth century， Japan‘s feudal overlords， from the shogun to the humblest samurai， found themselves under financial stress. In part， this stress can be attributed to the overlords’failure to adjust to a rapidly expanding economy， but the stress was also due to factors beyond the overlords‘control. Concentration of the samurai in castle-towns had acted as a stimulus to trade. Commercial efficiency， in turn， had put temptations in the way of buyers. Since most samurai had been reduced to idleness by years of peace， encouraged to engage in scholarship and martial exercises or to perform administrative tasks that took little time， it is not surprising that their tastes and habits grew expensive. Overlords’income， despite the increase in rice production among their tenant farmers， failed to keep pace with their expenses. Although shortfalls in overlords‘income resulted almost as much from laxity among their tax collectors （the nearly inevitable outcome of hereditary officeholding） as from their higher standards of living， a misfortune like a fire or flood， bringing an increase in expenses or a drop in revenue， could put a domain in debt to the city rice-brokers who handled its finances. Once in debt， neither the individual samurai nor the shogun himself found it easy to recover.

　　

　　[2] It was difficult for individual samurai overlords to increase their income because the amount of rice that farmers could be made to pay in taxes was not unlimited， and since the income of Japan‘s central government consisted in part of taxes collected by the shogun form his huge domain， the government too was constrained. Therefore， the Tokugawa shoguns began to look to other sources for revenue. Cash profits from government-owned mines were already on the decline because the most easily worked deposits of silver and gold had been exhausted， although debasement of the coinage had compensated for the loss. Opening up new farmland was a possibility， but most of what was suitable had already been exploited and further reclamation was technically unfeasible. Direct taxation of the samurai themselves would be politically dangerous. This lift the shoguns only commerce as a potential source of government income.

　　

　　[3] Most of the country‘s wealth， or so it seemed， was finding its way into the hands of city merchants. It appeared reasonable that they should contribute part of that revenue to ease the shogun’s burden of financing the state. A means of obtaining such revenue was soon found by levying forced loans， known as goyo-kin； although these were not taxes in the strict sense， since they were irregular in timing and arbitrary in amount， they were high in yield. Unfortunately， they pushed up prices. Thus， regrettably， the Tokugawa shoguns‘search for solvency for the government made it increasingly difficult for individual Japanese who lived on fixed stipends to make ends meet.

　　

　　1.Which of the following financial situations is most analogous to the financial situation in which Japan‘s Tokugawa shoguns found themselves in the eighteenth century？

　　

　　[A]A small business borrows heavily to invest in new equipment， but is able to pay off its debt early when it is awarded a lucrative government contract.

　　

　　[B]Fire destroys a small business， but insurance covers the cost of rebuilding.

　　

　　[C]A small business is able to cut back sharply on spending through greater commercial efficiency and thereby compensate for a loss of revenue.

　　

　　[D]A small business has to struggle to meet operating expenses when its profits decrease.

　　

　　2.According to the passage， the major reason for the financial problems experienced by Japan‘s feudal overlords in the eighteenth century was that

　　

　　[A] profits from mining had declined

　　

　　[B] spending had outdistanced income

　　

　　[C] the samurai had concentrated in castle-towns

　　

　　[D] the coinage had been sharply debased

　　

　　3.The passage implies that individual samurai did not find it easy to recover from debt for which of the following reasons？

　　

　　[A]Taxes were irregular in timing and arbitrary in amount.

　　

　　[B]The Japanese government had failed to adjust to the needs of a changing economy.

　　

　　[C]There was a limit to the amount in taxes that farmers could be made to pay.

　　

　　[D]The domains of samurai overlords were becoming smaller and poorer as government revenues increased.

　　

　　4.The passage suggests that， in eighteenth-century Japan， the office of the tax collector

　　

　　[A] remained within families

　　

　　[B] was regarded with derision by many Japanese

　　

　　[C] was a source of personal profit to the officeholder

　　

　　[D] took up most of the officeholder‘s time

　　

　　5.According to the passage， the actions or the Tokugawa shoguns in their search for solvency for the government were regrettable because those actions

　　

　　[A]resulted in the exhaustion of the most easily worked deposits of silver and gold

　　

　　[B]raised the cost of living by pushing up prices

　　

　　[C]were far lower in yield than had originally been anticipated

　　

　　[D]acted as deterrent to trade

　　

　　Passage 2

　　

　　Questions 6-10 are based on the following passage：

　　

　　Passage 3

　　

Questions 11-15 are based on the following passage：

050201英语语言文学:     

《新编日语》（1-3册）周平、陈小芳编，上海外语教育出版社，1993年；

《新编实用英语语法》方文礼主编，苏州大学出版社，2001年；

《高级英语》（修订版）（1-2册）张汉熙主编，外语教学与研究出版社，1995年。

《简明英语语言学教程》（修订版）戴炜栋编，上海外语教育出版社，1989年；

《英语语言学导论》文秋芳著，江苏教育出版社，1999年；

《美国文学简史》常耀信编，南开大学出版社；

《英国文学简史》（新修订本）刘炳善编，河南大学出版社；

《英国文学作品选读》（1-2册）陈嘉编，商务印书馆。           

 

英语考研 语言学重难点提示

1.        What is language?
“Language is system of arbitrary vocal symbols used for human communication. It is a system, since linguistic elements are arranged systematically, rather than randomly. Arbitrary, in the sense that there is usually no intrinsic connection between a work (like “book”) and the object it refers to. This explains and is explained by the fact that different languages have different “books”: “book” in English, “livre” in French, “shu” in Chinese. It is symbolic, because words are associated with objects, actions, ideas etc. by nothing but convention. Namely, people use the sounds or vocal forms to symbolize what they wish to refer to. It is vocal, because sound or speech is the primary medium for all human languages. Writing systems came much later than the spoken forms. The fact that small children learn and can only learn to speak (and listen) before they write (and read) also indicates that language is primarily vocal, rather than written. The term “human” in the definition is meant to specify that language is human specific.

2.        What are design features of language?
“Design features” here refer to the defining properties of human language that tell the difference between human language and any system of animal communication. They are arbitrariness, duality, productivity, displacement, cultural transmission and interchangeability

3.        What is arbitrariness?
By “arbitrariness”, we mean there is no logical connection between meanings and sounds. A dog might be a pig if only the first person or group of persons had used it for a pig. Language is therefore largely arbitrary. But language is not absolutely seem to be some sound-meaning association, if we think of echo words, like “bang”, “crash”, “roar”, which are motivated in a certain sense. Secondly, some compounds (words compounded to be one word) are not entirely arbitrary either. “Type” and “write” are opaque or unmotivated words, while “type-writer” is less so, or more transparent or motivated than the words that make it. So we can say “arbitrariness” is a matter of degree.

4.         What is duality?
Linguists refer “duality” (of structure) to the fact that in all languages so far investigated, one finds two levels of structure or patterning. At the first, higher level, language is analyzed in terms of combinations of meaningful units (such as morphemes, words etc.); at the second, lower level, it is seen as a sequence of segments which lack any meaning in themselves, but which combine to form units of meaning. According to Hu Zhanglin et al., language is a system of two sets of structures, one of sounds and the other of meaning. This is important for the workings of language. A small number of semantic units (words), and these units of meaning can be arranged and rearranged into an infinite number of sentences (note that we have dictionaries of words, but no dictionary of sentences!). Duality makes it possible for a person to talk about anything within his knowledge. No animal communication system enjoys this duality.

5.         What is productivity?
Productivity refers to the ability to the ability to construct and understand an indefinitely large number of sentences in one’s native language, including those that has never heard before, but that are appropriate to the speaking situation. No one has ever said or heard “A red-eyed elephant is dancing on the small hotel bed with an African gibbon”, but he can say it when necessary, and he can understand it in right register. Different from artistic creativity, though, productivity never goes outside the language, thus also called “rule-bound creativity” (by N.Chomsky).

6.         What is displacement?
“Displacement”, as one of the design features of the human language, refers to the fact that one can talk about things that are not present, as easily as he does things present. In other words, one can refer to real and unreal things, things of the past, of the present, of the future. Language itself can be talked about too. When a man, for example, is crying to a woman, about something, it might be something that had occurred, or something that is occurring, or something that is to occur. When a dog is barking, however, you can decide it is barking for something or at someone that exists now and there. It couldn’t be bow-wowing sorrowfully for a bone to be lost. The bee’s system, nonetheless, has a small share of “displacement”, but it is an unspeakable tiny share.

7.         What is cultural transmission?
This means that language is not biologically transmitted from generation to generation, but that the details of the linguistic system must be learned anew by each speaker. It is true that the capacity for language in human beings (N. Chomsky called it “language acquisition device”, or LAD) has a genetic basis, but the particular language a person learns to speak is a cultural one other than a genetic one like the dog’s barking system. If a human being is brought up in isolation he cannot acquire language. The Wolf Child reared by the pack of wolves turned out to speak the wolf’s roaring “tongue” when he was saved. He learned thereafter, with no small difficulty, the ABC of a certain human language.

8.        What is interchangeability?
Interchangeability means that any human being can be both a producer and a receiver of messages. Though some people suggest that there is sex differentiation in the actual language use, in other words, men and women may say different things, yet in principle there is no sound, or word or sentence that a man can utter and a woman cannot, or vice versa. On the other hand, a person can be the speaker while the other person is the listener and as the turn moves on to the listener, he can be the speaker and the first speaker is to listen. It is turn-taking that makes social communication possible and acceptable. Some male birds, however, utter some calls which females do not (or cannot). When a dog barks, all the neighboring dogs bark. Then people around can hardly tell which dog (dogs) is (are) “speaking” and which listening.

9.        Why do linguists say language is human specific?
First of all, human language has six “design features” which animal communication systems do not have, at least not in the true sense of them. Secondly, linguists have done a lot trying to teach animals such as chimpanzees to speak a human language but have achieved nothing inspiring. Washoe, a female chimpanzee, was brought up like a human child by Beatnice and Alan Gardner. She was taught “American sign Language”, and learned a little that made the teachers happy but did mot make the linguistics circle happy, for few believed in teaching chimpanzees. Thirdly, a human child reared among animals cannot speak a human language, not even when he is taken back and taught to do so.

10.        What functions does language have?
Language has at least seven functions: phatic, directive, Informative, interrogative, expressive, evocative and performative. According to Wang Gang (1988,p.11), language has three main functions: a tool of communication, a tool whereby people learn about the world, and a tool by which people learn about the world, and a tool by which people create art . M .A. K. Halliday, representative of the London school, recognizes three “Macro-Functions”: ideational, interpersonal and textual.
11.        What is the phatic function?
The “phatic function” refers to language being used for setting up a certain atmosphere or maintaining social contacts(rather than for exchanging information or ideas). Greetings, farewells, and comments on the weather in English and on clothing in Chinese all serve this function. Much of the phatic language (e.g. “How are you?” “Fine, thanks.”) is insincere if taken literally, but it is important. If you don't say “Hello” to a friend you meet, or if you don’t answer his “Hi”, you ruin your friendship.

12.        What is the directive function?
The “directive function” means that language may be used to get the hearer to do something. Most imperative sentences perform this function, e. g., “Tell me the result when you finish.” Other syntactic structures or sentences of other sorts can, according to J. Austin and J. Searle’s “Indirect speech act theory” at least, serve the purpose of direction too, e.g., “If I were you, I would have blushed to the bottom of my ears!”

13.        What is the informative function?
Language serves an “informational function” when used to tell something, characterized by the use of declarative sentences. Informative statements are often labelled as true (truth) or false (falsehood). According to P. Grice’s “Cooperative Principle”, one ought not to violate the “Maxim of Quality”, when he is informing at all.

14.        What is the interrogative function?
When language is used to obtain information, it serves an “interrogative function”. This includes all questions that expect replies, statements, imperatives etc., according to the “indirect speech act theory”, may have this function as well, e.g., “I’d like to know you better.” This may bring forth a lot of personal information. Note that rhetorical questions make an exception, since they demand no answer, at least not the reader’s/listener’s answer.

15.        What is the expressive function?
The “expressive function” is the use of language to reveal something about the feelings or attitudes of the speaker. Subconscious emotional ejaculations are good examples, like “Good heavens!” “My God!” Sentences like “I’m sorry about the delay” can serve as good examples too, though in a subtle way. While language is used for the informative function to pass judgment on the truth or falsehood of statements, language used for the expressive function evaluates, appraises or asserts the speaker’s own attitudes.

16.        What is the evocative function?
The “evocative function” is the use of language to create certain feelings in the hearer. Its aim is , for example, to amuse, startle, antagonize, soothe, worry or please. Jokes(not practical jokes, though) are supposed to amuse or entertain the listener; advertising to urge customers to purchase certain commodities; propaganda to influence public opinion. Obviously, the expressive and the evocative functions often go together, i.e., you may express, for example, your personal feelings about a political issue but end up by evoking the same feeling in, or imposing it on, your listener. That’s also the case with the other way round.

17.        What is the performative function?
This means people speak to “do things” or perform actions. On certain occasions the utterance itself as an action is more important than what words or sounds constitute the uttered sentence. The judge’s imprisonment sentence, the president’s war or independence declaration, etc., are performatives.

18.        What is linguistics?
“Linguistics” is the scientific study of language. It studies not just one language of any one society, but the language of all human beings. A linguist, though, does not have to know and use a large number of languages, but to investigate how each language is constructed. He is also concerned with how a language varies from dialect to dialect, from class to class, how it changes from century to century, how children acquire their mother tongue, and perhaps how a person learns or should learn a foreign language. In short, linguistics studies the general principles whereupon all human languages are constructed and operate as systems of communication in their societies or communities.

19.        What makes linguistics a science?
Since linguistics is the scientific study of language, it ought to base itself upon the systematic, investigation of language data which aims at discovering the true nature of language and its underlying system. To make sense of the data, a linguist usually has conceived some hypotheses about the language structure, to be checked against the observed or observable facts. In order to make his analysis scientific, a linguist is usually guided by four principles: exhaustiveness, consistency, and objectivity. Exhaustiveness means he should gather all the materials relevant to the study and give them an adequate explanation, in spite of the complicatedness. He is to leave no linguistic “stone” unturned. Consistency means there should be no contradiction between different parts of the total statement. Economy means a linguist should pursue brevity in the analysis when it is possible. Objectivity implies that since some people may be subjective in the study, a linguist should be (or sound at least) objective, matter-of-face, faithful to reality, so that his work constitutes part of the linguistics research.

20.        What are the major branches of linguistics?
The study of language as a whole is often called general linguistics. But a linguist sometimes is able to deal with only one aspect of language at a time, thus the arise of various branches: phonetics, phonology, morphology, syntax, semantics, pragmatics, sociolinguistics, applied linguistics, psycholinguistics etc.

21.        What are synchronic and diachronic studies?
The description of a language at some point of time (as if it stopped developing) is a synchrony study (synchrony). The description of a language as it changes through time is a diachronic study (diachronic). An essay entitled “On the Use of THE”, for example, may be synchronic, if the author does not recall the past of THE, and it may also be diachronic if he claims to cover a large range or period of time wherein THE has undergone tremendous alteration.

22.        What is speech and what is writing?
No one needs the repetition of the general principle of linguistic analysis, namely, the primacy of speech over writing. Speech is primary, because it existed long long before writing systems came into being. Genetically children learn to speak before learning to write. Secondly, written forms just represent in this way or that the speech sounds: individual sounds, as in English and French as in Japanese. In contrast to speech, spoken form of language, writing as written codes, gives language new scope and use that speech does not have. Firstly, messages can be carried through space so that people can write to each other. Secondly, messages can be carried through time thereby, so that people of our time can be carried through time thereby, so that people of our time can read Beowulf, Samuel Johnson, and Edgar A. Poe. Thirdly, oral messages are readily subject to distortion, either intentional or unintentional, while written messages allow and encourage repeated unalterable reading. Most modern linguistic analysis is focused on speech, different from grammarians of the last century and theretofore.

23.        What are the differences between the descriptive and the prescriptive approaches?
A linguistic study is “descriptive” if it only describes and analyses the facts of language, and “prescriptive” if it tries to lay down rules for “correct” language behavior. Linguistic studies before this century were largely prescriptive because many early grammars were largely prescriptive because many early grammars were based on “high” (literary or religious) written records. Modern linguistics is mostly descriptive, however. It (the latter) believes that whatever occurs in natural speech (hesitation, incomplete utterance, misunderstanding, etc.) should be described in the analysis, and not be marked as incorrect, abnormal, corrupt, or lousy. These, with changes in vocabulary and structures, need to be explained also.

24.        What is the difference between langue and parole?
F. de Saussure refers “langue” to the abstract linguistic system shared by all the members of a speech community and refers “parole” to the actual or actualized language, or the realization of langue. Langue is abstract, parole specific to the speaking situation; langue not actually spoken by an individual, parole always a naturally occurring event; langue relatively stable and systematic, parole is a mass of confused facts, thus not suitable for systematic investigation. What a linguist ought to do, according to Saussure, is to abstract langue from instances of parole, i.e. to discover the regularities governing all instances of parole and make than the subject of linguistics. The langue-parole distinction is of great importance, which casts great influence on later linguists.

25.        What is the difference between competence and performance?
According to N. Chomsky, “competence” is the ideal language user’s knowledge of the rules of his language, and “performance” is the actual realization of this knowledge in utterances. The former enables a speaker to produce and understand an indefinite number of sentences and to recognize grammatical mistakes and ambiguities. A speaker’s competence is stable while his performance is often influenced by psychological and social factors. So a speaker’s performance does not always match or equal his supposed competence. Chomsky believes that linguists ought to study competence, rather than performance. In other words, they should discover what an ideal speaker knows of his native language. Chomsky’s competence-performance distinction is not exactly the same as, though similar to, F. de Saussure’s langue-parole distinction. Langue is a social product, and a set of conventions for a community, while competence is deemed as a property of the mind of each individual. Sussure looks at language more from a sociological or sociolinguistic point of view than N. Chomsky since the latter deals with his issues psychologically or psycholinguistically.

26.        What is linguistic potential? What is actual linguistic behaviour?
These two terms, or the potential-behavior distinction, were made by M. A. K. Halliday in the 1960s, from a functional point of view. There is a wide range of things a speaker can do in his culture, and similarly there are many things he can say, for example, to many people, on many topics. What he actually says (i.e. his “actual linguistic behavior”) on a certain occasion to a certain person is what he has chosen from many possible injustice items, each of which he could have said (linguistic potential).

27.        In what way do language, competence and linguistic potential agree? In what way do they differ? And their counterparts?
Langue, competence and linguistic potential have some similar features, but they are innately different. Langue is a social product, and a set of speaking conventions; competence is a property or attribute of each ideal speaker’s mind; linguistic potential is all the linguistic corpus or repertoire available from which the speaker chooses items for the actual utterance situation. In other words, langue is invisible but reliable abstract system. Competence means “knowing”, and linguistic potential a set of possibilities for “doing” or “performing actions”. They are similar in that they all refer to the constant underlying the utterances that constitute what Saussure, Chomsky and Halliday respectively called parole, performance and actual linguistic behavior. Parole, performance and actual linguistic behavior enjoy more similarities than differences.

28.        What is phonetics?
“Phonetics” is the science which studies the characteristics of human sound-making, especially those sounds used in speech, and provides methods for their description, classification and transcription, speech sounds may be studied in different ways, thus by three different branches of phonetics. (1) Articulatory phonetics; the branch of phonetics that examines the way in which a speech sound is produced to discover which vocal organs are involved and how they coordinate in the process. (2) Auditory phonetics, the branch of phonetic research from the hearer’s point of view, looking into the impression which a speech sound makes on the hearer as mediated by the ear, the auditory nerve and the brain. (3) Acoustic phonetics: the study of the physical properties of speech sounds, as transmitted between mouth and ear. Most phoneticians, however, are interested in articulatory phonetics.

29.        How are the vocal organs formed?
The vocal organs or speech organs, are organs of the human body whose secondary use is in the production of speech sounds. The vocal organs can be considered as consisting of three parts; the initiator of the air-stream, the producer of voice and the resonating cavities.

30.        What is place of articulation?
It refers to the place in the mouth where, for example, the obstruction occurs, resulting in the utterance of a consonant. Whatever sound is pronounced, at least some vocal organs will get involved, e.g. lips, hard palate etc., so a consonant may be one of the following (1) bilabial: [p, b, m]; (2)  ]; (4) alveolar:[t, d, l, n, s, z]; (5), labiodental: [f, v]; (3) dental:[ retroflex; (6) palato-alveolar:[  ]; (7) palatal:[j]; (8) velar[ k, g]; (9) uvular; (10) glottal:[h]. Some sounds involve the simultaneous use of two places of articulation. For example, the English [w] has both an approximation of the two lips and that two lips and that of the tongue and the soft palate, and may be termed “labial-velar”.
31.        What is the manner of articulation?
The “manner of articulation” literally means the way a sound is articulated. At a given place of articulation, the airstream may be obstructed in various ways, resulting in various manners of articulation, are the following: (1) plosive:[p, b, t, d, k, g]; (2) nasal:[m, n,]; (3) trill; (4) tap or flap; (5) lateral:[l]; (6) fricative:[f, v, s, z]; (7) approximant:[w, j]; (8) affricate:[  ].

32.        What is IPA? When did it come into being ?
The IPA, abbreviation of “International Phonetic Alphabet”, is a compromise system making use of symbols of all sources, including diacritics indicating length, stress and intonation, indicating phonetic variation. Ever since it was developed in 1888, IPA has undergone a number of revisions.

33.        What is narrow transcription and what is broad transcription?
In handbook of phonetics, Henry Sweet made a distinction between “narrow” and “broad” transcriptions, which he called “Narrow Romic”. The former was meant to symbolize all the possible speech sounds, including even the most minute shades of pronunciation while Broad Romic or transcription was intended to indicate only those sounds capable of distinguishing one word from another in a given language.

34.        What is phonology? What is difference between phonetics and phonology?
“Phonology” is the study of sound systems- the invention of distinctive speech sounds that occur in a language and the patterns wherein they fall. Minimal pair, phonemes, allophones, free variation, complementary distribution, etc., are all to be investigated by a phonologist. Phonetics is the branch of linguistics studying the characteristics of speech sounds and provides methods for their description, classification and transcription. A phonetist is mainly interested in the physical properties of the speech sounds, whereas a phonologist studies what he believes are meaningful sounds related with their semantic features, morphological features, and the way they are conceived and printed in the depth of the mind phonological knowledge permits a speaker to produce sounds which from meaningful utterances, to recognize a foreign “accent”, to make up new words, to add the appropriate phonetic segments to from plurals and past tenses, to know what is and what is not a sound in one’s language.

35.        What is a phone? What is a phoneme? What is an allophone?
A “phone” is a phonetic unit or segment. The speech sounds we hear and produce during linguistic communication are all phones. When we hear the following words pronounced: [pit], [tip], [spit], etc., the similar phones we have heard are [p] for one thing, and three different [p]s, readily making possible the “narrow transcription or diacritics”. Phones may and may not distinguish meaning. A “phoneme” is a phonological unit; it is a unit that is of distinctive value. As an abstract unit, a phoneme is not any particular sound, but rather it is represented or realized by a certain phone in a certain phonetic context. For example, the phoneme[p] is represented differently in [pit], [tip] and [spit]. The phones representing a phoneme are called its “allophones”, i.e., the different (i.e., phones) but do not make one word so phonetically different as to create a new word or a new meaning thereof. So the different [p] s in the above words are the allophones of the same phoneme [p]. How a phoneme is represented by a phone, or which allophone is to be used, is determined by the phonetic context in which it occurs. But the choice of an allophone is not random. In most cases it is rule-governed; these rules are to be found out by a phonologist.

36.        What are minimal pairs?
When two different phonetic forms are identical in every way except for one sound segment which occurs in the same place in the string, the two forms (i. e., word) are supposed to form a “minimal pair”, e.g., “pill” and “bill”, “pill” and “till”, “till” and “dill”, “till” and “kill”, etc. All these words together constitute a minimal set. They are identical in form except for the initial consonants. There are many minimal pairs in English, which makes it relatively easy to know what are English phonemes. It is of great importance to find the minimal pairs when a phonologist is dealing with the sound system of an unknown language.

37.        What is free variation?
If two sounds occurring in the same environment do not contrast; namely, if the substitution of one for the other does not generate a new word form but merely a different pronunciation of the same word, the two sounds then are said to be in “free variation”. The plosives, for example, may not be exploded when they occur before another plosive or a nasal (e. g., act, apt, good morning). The minute distinctions may, if necessary, be transcribed in diacritics. These unexploded and exploded plosives are in free variation. Sounds in free variation should be assigned to the same phoneme.

38.        What is complementary distribution?
When two sounds never occur in the same environment, they are in “complementary distribution”. For example, the aspirated English plosives never occur after [s], and the unsaturated ones never occur initially. Sounds in complementary distribution may be assigned to the same phoneme. The allophones of [l], for example, are also in complementary distribution. The clear [l] occurs only before a vowel, the voiceless equivalent of [l] occurs only after a voiceless consonant, such as in the words “please”, “butler”, “clear”, etc., and the dark [l] occurs only after a vowel or as a syllabic sound after a consonant, such as in the words “feel”, “help”, “middle”, etc.

39.        What is the assimilation rule? What is the deletion rule?
The “assimilation rule” assimilates one segment to another by “copying” a feature of a sequential phoneme, thus making the two phones more similar. This rule accounts for the raring pronunciation of the nasal [n] that occurs within a word. The rule is that within a word the nasal consonant[n] assumes the same place of articulation as the following consonant. The negative prefix “in-“ serves as a good example. It may be pronounced as [in], [i] or [im] when occurring in different phonetic contexts: e. g., indiscrete-[    ] (alveolar) inconceivable-[    ](velar) input-[‘imput] (bilabial)
The “deletion rule” tells us when a sound is to be deleted although is orthographically represented. While the letter “g” is mute in “sign”, “design” and “paradigm”, it is pronounced in their corresponding derivatives: “signature”, “designation” and “paradigmatic”. The rule then can be stated as: delete a [g] when it occurs before a final nasal consonant. This accounts for some of the seeming irregularities of the English spelling.

40.        What is suprasegmental phonology? What are suprasegmental features?
“Suprasegmental phonology” refers to the study of phonological properties of linguistic units larger than the segment called phoneme, such as syllable, length and pitch, stress, intonation.


41.        What is morphology?
“Morphology” is the branch of grammar that studies the internal structure of words, and the rules by which words are formed. It is generally divided into two fields: inflectional morphology and lexical/derivational morphology.

42.        What is inflection/inflexion?
“Inflection” is the manifestation of grammatical relationships through the addition of inflectional affixes, such as number, person, finiteness, aspect, and case, which does not change the grammatical class of the items to which they are attached.

43.        What is a morpheme? What is an allomorph?
The “morpheme” is the smallest unit in terms of relationship between expression and content, a unit which cannot be divided without destroying or drastically altering the meaning, whether it is lexical or grammatical. The word “boxes”, for example, has two morphemes: “box” and “-es”, neither of which permits further division or analysis if we don’t wish to sacrifice meaning. Therefore a morpheme is considered the minimal unit of meaning. Allomorphs, like allophones vs. phones, are the alternate shapes (and thus phonetic forms) of the same morphemes. Some morphemes, though, have no more than one invariable form in all contexts, such as “dog”, “cat”, etc. The variants of the plurality “-s” make the allomorphs thereof in the following examples: map-maps, mouse-mice, sheep-sheep etc.

44.        What is a free morpheme? What is a bound morpheme?
A “free morpheme” is a morpheme that constitutes a word by itself, such as ‘bed”, “tree”, etc. A “bound morpheme” is one that appears with at least another morpheme, such as “-s” in “beds”, “-al” in “national” and so on. All monomorphemic words are free morphemes. Those polymorphemic words are either compounds (combination of two or more free morphemes) or derivatives (word derived from free morphemes).

45.        What is a root ? What is a stem? What is an affix?
A “root” is the base form of a word that cannot be further analyzed without total loss of identity. In other words, a “root” is that part of the word left when all the affixes are removed. “Internationalism” is a four-morpheme derivative which keeps its free morpheme “nation” as its root when “ inter-”, “-al” and “-ism” are taken away.
A “stem” is any morpheme or combination of morphemes to which an affix can be added. It may be the same as, and in other cases, different from, a root. For example, in the word “friends”, “friend” is both the root and the stem, but in the word “friendships”, “friendships” is its stem, “friend” is its root. Some words (i. e., compounds ) have more than one root ,e. g., “mailman” , “girlfriend” ,ect. An “affix” is the collective term for the type of formative that can be used, only when added to another morpheme(the root or stem). Affixes are limited in number in a language, and are generally classified into three subtypes: prefix, suffix and infix, e. g. , “mini-”, “un-”, ect.(prefix); “-ise”, “-tion”, ect.(suffix).

46.        What are open classes? What are closed classes?
In English, nouns, verbs, adjectives, and adverbs make up the largest part of the vocabulary. They are “open-class words”, since we can regularly add new lexical entries to these classes. The other syntactic categories are, for the most part, closed classes, or closed-class words. The number of them is hardly alterable, if they are changeable at all.

47.        What is lexicon? What is word? What is lexeme? What is vocabulary? Lexicon? Word? Lexeme? Vocabulary?
“Lexicon”, in its most general sense, is synonymous with vocabulary. In its technical sense, however, lexicon deals with the analysis and creation of words, idioms and collocations. “Word” is a unit of expression which has universal intuitive recognition by native-speakers, whether it is expressed in spoken or written form. This definition is perhaps a little vague as there are different criteria with regard to its identification and definition. It seems that it is hard, even impossible, to define “word” linguistically. Nonetheless it is universally agreed that the following three senses are involved in the definition of “word”, none of which, though, is expected to cope with all the situations: (1) a physically definable unit, e.g. [it iz ‘w   ] (phonological), “It is wonder” (orthographic); (2) the common factor underlying a set of forms (see what is the common factor of “checks”, “checked”, “checking ”, etc.); (3) a grammatical unit (look at (1) again; every word plays a grammatical part in the sentence). According to Leonard Bloomfield, a word is a minimum free form (compare: a sentence is a maximum free form, according to Bloomfield). There are other factors that may help us identify words: (1) stability (no great change of orthographic features); (2) relative uninterruptibility (we can hardly insert anything between two parts of a word or between the letters). To make the category clearer we can subclassify words into a few types: (1) variable and invariable words; (2) grammatical and lexical words (e. g. to, in, etc., and table, chair, etc. By “lexical words” we mean the words that carry a semantic content, e.g., nouns, verbs, adjectives and many adverbs; (3) closed-class and open-class words. In order to reduce the ambiguity of the term “word”, the term “lexeme” is postulated as the abstract unit which refers to the smallest unit in the meaning system of a language that can be distinguished from other smaller units. A lexeme can occur in many different forms in actual spoken or written texts. For example, “write” is the lexeme of the following words: “write”, “write”, “wrote”, “writing”, and “written.” “Vocabulary” usually refers to all words or lexical items a person has acquired about technical or/and untechnical things. So we encourage our students to enlarge their vocabulary. “vocabulary” is also used to mean word list or glossary.

48.        What is collocation?
“Collocation” is a term used in lexicology by some linguists to refer to the habitual co-occurrences of individual lexical items. For example, we can “read” a “book”; “correct” can narrowly occur with “book” which is supposed to have faults, but no one can “read” a “mistake” because with regard to co-occurrence these two words are not collocates.

49.        What is syntax?
“Syntax” is the study of the rules governing the ways in which words, word groups and phrases are combined to form sentences in a language, or the study of the interrelationships between sentential elements.

50.        What is a sentence?
L. Bloomfield defines “sentence” as an independent linguistic form not included by some grammatical marks in any other linguistic from, i. e., it is not subordinated to a larger linguistic form, it is a structurally independent linguistic form. It is also called a maximum free form.

51.        What are syntactic relations?
“Syntactic relations” refer to the ways in which words, word groups or phrases form sentences; hence three kinds of syntactic relations: positional relations, relations of substitutability and relations of co-occurrence. “Positional relation”, or “word order”, refers to the sequential arrangement to words in a language. It is a manifestation of a certain aspect of what F. de Saussure called “syntagmatic relations”, or of what other linguists call “horizontal relations” or “chain relations”. “Relations of substitutability” refer to classes or sets of words substitutable for each other grammatically in same sentence structures. Saussure called them “associative relations”. Other people call them “paradigmatic/vertical/choice relations”. By “relations of co-occurrence”, one means that words of different sets of clauses may permit or require the occurrence of a word of another set or class to form a sentence or a particular part of a sentence. Thus relations of co-occurrence partly belong to syntagmatic relations and partly to paradigmatic relations.

52.        What is IC analysis? What are immediate constituents (and ultimate constituents)?
“IC analysis” is a new approach of sentence study that cuts a sentence into two (or more) segments. This kind of pure segmentation is simply dividing a sentence into its constituent elements without even knowing what they really are. What remain of the first cut are called “immediate constituents”, and what are left at the final cut are called “ultimate constituents”. For example, “John left yesterday” can be thus segmented: “John| left | | yesterday”. We get two immediate constituents for the first cut (|), and they are “John” and “left yesterday”. Further split(||) this sentence generates three “ultimate constituents”: “John”, “left ” and “yesterday”.

53.        What are endocentric and exocentric constructions?
“Endocentric construction” is one whose distribution is functionally equivalent to that of one or more of its constituents, i.e., a word or a group of words, which serves as a definable “centre” or “head”. Usually noun phrases, verb phrases and adjective phrases belong to endocentric types because the constituent items are subordinate to the head. “Exocentric construction”, opposite of endocentric construction, refers to a group of syntactically related words where none of the words is functionally equivalent to the group as whole; that is to say, there is no definable centre or head inside the group. Exocentric construction usually includes basic sentence, prepositional phrase, predicate (verb + object) construction, and connective (be + complement) construction.

54.        What is a subject? A predicate? An object?
In some language, an “subject” refers to one of the nouns in the nominative case, such as “pater” in the following example: “pater filium amat” (put literally in English: the father the son loves). In English, a “grammatical subject” refers to a noun which can establish correspondence with the verb and which can be checked by a tag-question test, e.g., “He is a good cook, (isn’t he?).” A “predicate” refers to a major constituent of sentence structure in a binary analysis in which all obligatory constituents other than the subject are considered together. e.g., in the sentence “The monkey is jumping ”, “is jumping ” is the predicate. Traditionally “object” refers to the receiver or goal of an action, and it is further classified into two kinds: direct object and indirect object. In some inflecting languages, an object is marked by case labels: the “accusative case” for direct object, and the “dative case ” for direct object, and the “dative case” for indirect to word order (after the verb and preposition) and by inflections (of pronouns). e.g., in the sentence “John kissed me”, “me” is the object. Modern linguists suggest that an object refers to such an item that it can become a subject in passive transformation.

55.        What is category?
The term “category” in some approaches refers to classes and functions in its narrow sense, e.g., noun, verb, subject, predicate, noun phrase, verb phrase, etc. More specifically it refers to the defining properties of these general units: the categories of the noun, for example, include number, gender, case and countability; and of the verb, for example, tense, aspect, voice, etc.

56.        What is number? What is gender? What is case?
“Number” is a grammatical category used for the analysis of word classes displaying such contrasts as singular, dual, plural, etc. In English, number is mainly observed in nouns, and there are only two forms: singular and plural. Number is also reflected in the inflections of pronouns and verbs.
“Gender” displays such contrasts as “masculine”, “feminine”, “neuter”, or “animate” and “inanimate”, etc., for the analysis of word classes. When word items refer to the sex of the real-world entities, we natural gender (the opposite is grammatical gender).
“Case” identifies the syntactic relationship between words in a sentence. In Latin grammar, cases are based on variations in the morphological forms of the word, and are given the terms “accusative”, “nominative”, “dative”, etc. In English, the case category is realized in three ways: by following a preposition and by word order.

57.        What is concord? What is government?
“Concord ” may be defined as requirement that the forms of two or more words of specific word classes that stand in specific syntactic relationship with one another shall be characterized by the same paradigmatically marked category or categories, e.g., “man runs”, “men run”. “Government” requires that one word of a particular class in a given syntactic class shall exhibit the form of a specific category. In English, government applies only to pronouns among the variable words, that is, prepositions and verbs govern particular forms of the paradigms of pronouns according to their syntactic relation with them, e.g., “I helped him; he helped me.”

58.        What is a phrase? What is a clause?
A “phrase” is a single element of structure containing more than one word, and lacking the subject-predicate structure typical of “clauses”. Traditionally, it is seen as part of a structural hierarchy, falling between a clause and word, e.g., “the three tallest girls” (nominal phrase). There is now a tendency to make a distinction between word groups and phrases. A “word group” is an extension of a word of a particular class by way of modification with its main features of the class unchanged. Thus we have nominal group, verbal group, adverbial group, conjunction group and preposition group.
A “clause” is group of words with its own subject and predicate included in a larger subject-verb construction, namely, in a sentence. Clauses can also be classified into two kinds: finite and non-finite clauses, the latter referring to what are traditionally called infinitive phrase, participle phrase and gerundial phrase.

59.        What is conjoining? What is embedding? What is recursiveness?
“Conjoining” refers to a construction where one clause is co-ordinated or conjoined with another, e. g., “John bought a cat and his wife killed her.” “Embedding” refers to the process of construction where one clause is included in the sentence (or main clause) in syntactic subordination, e.g., “I saw the man who had killed a chimpanzee.” By “recursiveness” we mean that there is theoretically no limit to the number of the embedded clauses in a complex sentence. This is true also with nominal and adverbial clauses, e.g., “I saw the man who killed a cat who…a rat which…that…”

60.        What is hypotactic relation? What is paratactic relation?
“Hypotactic relation” refers to a construction where constituents are linked by means of conjunction, e.g. “He bought eggs and milk.” “Paratactic relation” refers to constructions which are connected by juxtaposition, punctuation or intonation, e. g., “He bought tea, coffee, eggs and milk” (pay attention to the first three nouns connected without “and”).
 

 61.        What is semantics?
“Semantics” refers to the study of the communication of meaning through language. Or simply, it is the study of meaning.

62.        What is meaning?
Though it is difficult to define, “meaning” has the following meaning: (1) an intrinsic property; (2) the connotation of a word; (3) the words put after a dictionary entry; (4) the position an object occupies in a system; (5) what the symbol user actually refers to; (6) what the symbol user should refer to; (7) what the symbol user believes he is referring to; (8) what the symbol interpreter refers to; (9) what the symbol interpreter believes it refers to; (10) what the symbol interpreter believes the user refers to…linguists argued about “meaning of meaning” fiercely in the result of “realism”, “conceptualism/mentalism”, “mechanism”, “contextualism”, “behaviorism”, “functionalism”, etc. Mention ought to be made of the “Semantic Triangle Theory” of Ogden & Richards. We use a word and the listener knows what it refers to because, according to the theory, they have acquired the same concept/reference of the word used and of the object/referent.

63.        What is the difference¬¬¬¬¬¬¬ between meaning, concept, connotation, sense, implication, denotation, notation, reference, implicature and signification?
“Meaning” refers to the association of language symbols with the real word. “Concept” or “notion” is the impression of objects in people’s mind. “connotation” is the implied meaning, similar to “implication” and “implicature”. “Sense” is the lexical position in which a word finds itself. “Denotation”, like “sense”, is not directly related with objects, but makes the abstract assumption of the real world. “Reference” is the word-object relationship. “Implicature”, in its narrow sense, refers to conversational implicature achieved by intentionally violating one of the four CP maxims. “Signification”, in contrast with “value”, mean the meaning of situation may not have any communicative value, like “What’s this?”

64.        What is the Semantic/Semiotic Triangle?
Ogden and Richards presented the classic “Semantic Triangle” as manifested in the following diagram, in which the “symbol” or “form” refers to the linguistic elements (word, sentence, etc.), the “referent” refers to the object in the world of experience, and “thought” or “reference” refers to concept or notion. Thus, the symbol a word signifies “things” by virtue of the “concept”, associated with the form of the word in the mind of the speaker of the language. The “concept” thus considered is meaning of the word.

65.        What is contextualism?
“Contextualism” is based on the presumption that one can derive meaning from, or reduce it to, observable context: the “situational context” and the “linguistic context”. Every utterance occurs in a particular spatial-temporal situation, as the following factors are related to the situational context: (1) the speaker and the hearer; (2) the actions they are performing at the time; (3) various external objects and events; (4) deictic features. The “linguistic context” is another aspect of contextualism. It considers the probability of one word’s co-occurrence or collocation with another, which forms part of the meaning, and an important factor in communication.

66.        How many kinds of meaning did linguists find and study?
C. C. Fries (1952) makes a traditional distinction between lexical meaning and structural meaning. The former is expressed by those “meaningful” parts of speech, such as nouns, verbs, adjectives, and adverbs, and is given in the dictionary associated with grammar. The latter expresses the distinction between the subject and the object of a sentence, oppositions of definiteness, tense the number, and the difference between statements, questions and requests. In a word, “the total linguistic meaning of any utterance consists of the lexical meaning of the separate words plus such structural meaning…”
G. Leech (1981) categorizes seven kinds of meaning, five of which are brought under the “associative meaning”. Different from the traditional and the functional approach, F. R. Palmer (1981) and J. Lyons (1977) suggest we draw a distinction between sentence meaning and utterance meaning, the former being directly predictable from the grammatical and lexical features of the sentence, while the latter includes all the various types of meaning not necessarily associated thereto.

67.        What is synonymy?
“Synonymy” is used to mean sameness or close similarity of meaning. Dictionary makers (lexicographers) rely on the existence of synonymy for their definitions. Some semanticians maintain, however, that there are no real synonyms, because two or more words named synonyms are expected without exception to differ from one another in one of the following aspects: In shades of meaning (e.g., finish, complete, close, conclude, terminate, finalize, end, etc.); In stylistic meaning; In emotive meaning (or affective meaning); In range of use (or collocative meaning); In British and American English usages [e.g., autumn (BrE), fall (AmE)]. Simeon Potter said,“ Language is like dress. We vary our dress to suit the occasion. We do not appear at a friend’s silver-wedding anniversary in gardening clothes, nor do we go punting on the river in a dinner-jacket.” This means the learning of synonyms is important to anyone that wishes to use his language freely and well.

68.        What is Antonymy? How many kinds of antonyms are there?
The term “antonymy” is used for oppositions of meaning; words that stand opposite in meaning are called “antonyms”, or opposites, which fall in there categories1) gradable antonyms (e.g, good-bad); (2) complementary antonyms (e.g., single-married); (3) relational antonyms (e.g., buy-sell).

69.        What is hyponymy? What is a hyponym? What is superordinate?
“Hyponymy” involves us in the notion of meaning inclusion. It is a matter of class membership. That is to say, when X id a kind of Y, the lower term X is the “hyponym”, and the upper term Y is the “superordinate”. Two or more hyponyms sharing the same one superordinate are called “co-hyponyms”. For example, “flower” is the superordinate of “tulip”, “violet” and “rose”, which are the co-hyponyms of “flower”.

70.        What is polysemy? What is homonymy?
“Polysemy” refers to the semantic phenomenon that a word may have than one meaning. For example, “negative”, means (1) a statement saying or meaning “no”, (2) a refusal or denial, (3) one of the following words and expressions: no, not, nothing, never, not at all, etc., (4) a negative photograph or film. But we can sometimes hardly tell if a form has several meanings or it is a different word taking this form; hence the difference between polysemy and homonymy.

71.        What is entailment?
“Entailment” can be illustrated by the following two sentences, with Sentence A entailing Sentence B:
A: He married a blonde heiress.
B: He married a blonde.
In terms of truth value, the following relationships exist between these two sentences1) When A is true, B is necessarily true;(2) When B is false, too;(3) when A is false, B may be true or false; (4) When B is true, A may be true or false. Entailment is basically a semantic relation or logical implication, but we have to assume co-reference of “He” in sentence A and sentence B, before we have A entail B.

72.        What is presupposition?
Similar to entailment, “presupposition” is a semantic relationship or logical connection. The above-mentioned “When phrase No.1”is also true with presupposition. For example:
A: The girl he married was an heiress.
B: He married a girl.
But there is an important difference: Presupposition is not subject to negation, i.e., when A is false, B is still true. Other statements about the truth value in presupposition are1) When B is true, A can either be true or false;(2) When B is false, A has no truth value at all. Presupposition does not have to be found between two propositions. An example in point is: “ When did you stop beating your wife?” This presupposes that he has been beating his wife.

73.        What is componential analysis?
“Componential analysis” defines the meaning of a lexical element in terms of semantic components. For example, we may “clip” the following words “Man”, “Woman”, “Boy” and “Girl” so that we have only separate parts of them.
Man: + Human + Adult + Male
Woman: + Human + Adult -Male
Boy: +Human –Adult +Male
Girl: +Human –Adult –Male

74.        What is predication analysis? What is a one-place predicate? What is a two-place predicate? What is a no-place predicate? What are down-graded predications?
“Predication analysis” is a new approach for sentential meaning analysis. “Predication” is usually considered an important common category shared by propositions, questions, commands, etc. Predication is to break down the sentence into their smaller constituents: argument (logical participant) and predicate (relation element). The “predicate” is the major or pivotal element governing the argument. We may now distinguish a “two-place predicate” (which governs two arguments, e.g., subject and object), a “one-place predicate” (which governs one argument, i.e., subject) and a “no-place predicate” that has simply no argument (no real subject or object).

75.        What is a logical operator?
“Logical operator ” make only one kind of the “logical factors” or “logical means”, others being “definiteness”, “coreference”, “tense” and “time”, since predication is not the whole of a sentence or proposition. All these factors play a part in prepositional actualization of the predication ---the pining of a predication down a claim about reality. Example of logical operators are “not”, “and”, “or”, “some”, “if”, “false”, etc. The term “logical operation” reflects the fact that these meaning elements are often thought of as performing operations, controlling elements of the semantic system, so to speak.

76.        Why is writing important? Why is speech considered prior to writing?
Language can take the form of speech or writing, the former using sound as medium and the latter employing visual symbols. No one could tell when mankind first spoke; nor could people tell when mankind developed the first writing. A writing system consists of a graphemes plus characteristic features of their use, resulting in the diversion of the writing forms; word writing, syllabic writing and sound writing. It is widely considered that speech is the primary medium, and writing the secondary medium. But this comparative diminution does not mean that writing is unimportant. With the shot-lived memory and the finite capacity of information storing, writing is used, partly for compensation and partly for better communication. We cannot trust the negotiation counterpart so we turn to the writing and signing of an agreement. Writing leads people to the acme of science, study and research, and to the ultimate joy of literature

77.        What is a pictogram? What is an ideogram?
A “pictogram” refers to an inscription representing the features of a physical object. The Hebrew and the Chinese orthography still reflects traces of their pictorial origin. For instance, the letter “a” (aleph) imitates the head of an ox and the letter “b” (beth) imitates a horse. And “niú”, “mǎ”, “hǔ”and hundreds more of Chinese words derived from, and still keep the pictorial resemblance to, the shapes of the things or objects. The advantage of pictograms is that they can be easily understood by anyone. That explains why international road signs and public-toilet signs make a wide use of them.
An “ideogram” means an idea picture or idea writing. In order to express the attribute of an object or concepts associated with it, the pictogram’s meaning had to be extended. For instance, a picture of the sun does not necessarily represent the object itself, but connotes “warmth”, “heat”, “light”, “daytime”, etc. In spite of its disadvantages, the later form of ideograms turned out to be linguistic symbols, symbols for the sounds of these objects. The process is called the “Rebus Principle” indicating that writing is like a riddle composed of words or syllables depicted by symbols or pictures that suggest the sound of the words or syllables they represent.

78.        What is word writing? What is sound writing? What is syllabic writing?
Word writing refers to the writing system based on ideograms and/or pictograms, like Chinese. “Sound writing ” or “alphabetic writing”, which dominates the world, derived form the Latin alphabet with mild adjustments. Most of the European alphabets belong to the sound writing system, e.g., Spanish, German, French, English, etc. “Syllabic writing” is a word-syllabus writing, developed by the Egyptians. Japanese is a typical syllabic-writing language, though derived from Chinese, a Sino-Tibetan language. The Japanese modified the Chinese characters they had borrowed from ancient China so that the Japanese syllables (to the number of fifty) were each represented, either by what is called “hiragana” or by what is name “katakana”.

79.        What is a grapheme? What is orthography?
A “grapheme” is the minimal constructive unit in the writing system of a language. The English grapheme A is represented by A,α,a etc.
Orthography means correct spelling, spelling rules or attempts to improve spelling.

80.        What is affixation, conversion and compounding?
“Affixation” is the morphological process whereby grammatical of lexical information is added to the base (root or stem). It has been the oldest and the most productive word-formation method in the English language and some other European languages. “Prefixation” means addition of a prefix to make a new word, while “suffixation” means adding a suffix to a word. The word “unfaithful” is result of both prefixation and suffixation.
“Conversion” (called sometimes “full conversion”) is a word-formation process by which a word is altered from one part of speech into another without the addition (or deletion) of any morpheme. “Partial conversion” is also alteration when a word of one word-class appears in a function which is characteristic of another word-class, e.g., “ the wealthy” (=wealthy people).
”Compounding” is so complex a word-formation process as far as English is concerned that there is no formal criterion that can be used for the definition of it, though it may mean simply that two words or more come together used as one lexical item, like “dustbin”.

81.        What is blending, abbreviation and back formation?
“Blending” is a relatively complex form of compounding in which two roots are blended by joining the initial part of the first root and the final part of the second root, or by joining the initial parts of the two roots, e.g., smog→smoke+fog, boatel→boat + hotel, etc.
“Abbreviation”, also called in some cases “clipping”, means that a word that seems unnecessarily long is shortened, usually by clipping either the front or the back part of it, e.g., telephone→phone, professor→prof., etc.
Broadly speaking, abbreviation includes acronyms that are made up from the first letters of the long name of an organization, e.g., World Bank→WB, European Economic Community→EEC, etc. Other examples of acronyms can be found with terminologies, to be read like one word, e.g., radio detecting and ranging→radar. Test of English as a Foreign Language→TOEFL , etc.
“Back-formation” refers to an abnormal type of word-formation where a shorter word is derived by detecting an imagined affix from a longer form already present in the language. It is a special kind of metanalyais, combined with analogical creation, e.g., editor→edit, enthusiasm→enthuse, etc.

82.        What is analogical creation? What is borrowing?
The process of “analogical creation”, as one of the English tendencies in English word-formation, refers to the phenomenon that a new word or a new phrase is coined by analogy between a newly created one and an existing one. For example, “marathon” appeared at the First Olympic Games and by analogy modern English created such words as “telethon”, “talkthon”, etc. Analogy may create single words (e.g., sunrise-moonrise, earthrise, etc.; earthquake-starquake, youthquake, etc.) and phrases (e.g., environmental pollution-sound pollution, air pollution, cultural pollution, etc.).
“Borrowing” means the English language borrowed words from foreign languages, which fall in four categories: aliens, denizens, translation-loans and semantic borrowings.
“Aliens” are foreign loans that still keep their alien shapes, i. e., morphological and phonological features, e.g., “elite”, “coup détat”, “coupé”, etc.(from French). “Deniens” , also foreign words, have transformed their foreign appearance, i.e., they have been Angolcized (or Americanized), e. g., “get” (a Scandinavian borrowing), “theater” (a French loan), etc. “Hybrids” are also denizens, because they are words made up of two parts both from foreign soil, such as “sociology” (“socio-” from French and –logy from Greek).
“Translation-loans” are words imported by way of translation, e. g., “black humor” from French(“humor noir”), “found object” form French ,too (“object trouve”), etc. Finally, semantic borrowings have acquired new meaning under the influence of language or languages other than the source tongue. For example, “gift” mean “the price of a wife ” in Old English (450-1150AD), and after the semantic borrowing of the meaning of “gift or present” of the Scandinavian term “gipt”, it meant and still means “gift” in the modern sense of it.

83.        What is assimilation, dissimilation and metathesis?
“Assimilation” refers to change of a sound as the result of the influence of an adjacent sound, which is called “contact” or “contiguous” assimilation. The assimitative processes at word in language could be explained by the “theory of least effort” ,i.e., in speaking we tend to exert as little effort as possible so that we do not want to vary too often places of articulation in uttering a sequence of sounds. Assimilation takes place in quick speech very often. In expressions such as “immobile”, “illegal”, etc., the negative prefixes should be or have been “in-” etymologically.
“Dissimilation”, opposite of assimilation, is the influence exercised by one sound segment upon the articulation of another sound, so that the sounds become less alike than expected. As there are two[r] sounds in the Latin word “peregrines”, for instance, the first segment had to dissimilate into[l], hence the English word “pilgrim”.
“Metathesis” is a process involving an alteration in the sequence of sounds. Metathesis had originally been a performance error, which was overlooked and accepted by the speech community. For instance, the word “bird” was “bird” in Old English. The word “ask” used to be pronounced [ask] in Old English, as still occurs in some English dialects.

84.        What is pragmatics?
Pragmatics can be simply defined as the study of language in use. It is concerned with the study of meaning as communicated by a speaker (or writer) and interpreted by a listener (or reader). It has, consequently, more to do with the analysis of what people mean by their utterances than what the words or phrases in those utterances might mean by themselves.

85.        What is speech act theory?
Speech act theory was proposed by J. L. Austin and has been developed by J. R. Searle. Basically, they believe that language is not only used to inform or to describe things, it is often used to “do things”, to perform acts.  Austin suggests three basic senses in which in saying something one is doing something and three kinds of acts are performed simultaneously:
    1) Locutionary act: the utterance of a sentence with determinate sense and reference;
    2) Illocutionary act: the making of a statement, offer, promise, etc, in uttering a sentence, by virtue of the conventional force associated with it;
3) Perlocutionary act: the bringing about of effects on the audience by means of uttering the sentence, such effects being special to the circumstances.

86.        What’s Searle’s classification of illocutionary acts?
Searle suggests five basic categories of illocutionary acts:
     Assertives: sentences that commit the speaker to the truth of something. Typical cases are "I think the train is moving" and "I'm sure John has stolen the book". The degree of commitment varies from statement to statement. The commitment is small in "I guess John has stolen the book" but very strong in  "I solemnly swear that John has stolen the book".
     Directives: sentences by which the speaker tries to get the hearer to do something. "I beg you to give me some help" and "I order you to do it right now" are both attempts to get something done by the hearer. Among the verbs that fall into this group are  "ask", "plead", "entreat", "command", or "advise".
     Commissives: sentences that commit the speaker to some future action. Promises and offers are characteristic of these acts. Interestingly, warning is also a commissive, as in "If you do that  again,  I'll  hit  you", because it also commits the speaker to doing something.
     Expressives: sentences that express the speaker's psychological state about something. Verbs typically used for this category are  "thank",  "congratulate", "apologize", "welcome", "deplore".
Declaratives: sentences that bring about immediate change in existing state of affairs. As soon as an employer says to an employee "You are fired", the employee loses his job. Verbs often used for declarations are "name", "christen", "nominate", "point", or "declare".

87. What is the cooperative principle?
H.P. Grice (1975) believes that there must be some mechanisms governing the production and comprehension of these utterances. He suggests that there is a set or assumptions guiding the conduct of conversation. This is what he calls the Cooperative Principle. He formulates the principle and its maxims as follows:
    Make your contribution such as is required, at the stage at which it occurs, by the accepted purpose or direction of the exchange in which you are engaged.
    The Maxim of Quality
    Try to make your contribution one that is true, specifically
     (i) do not say what you believe to be false;
     (ii) do not say that for which you lack adequate evidence.
    The Maxim of Quantity
     (i) Make your contribution as informative as is required for the current purpose of the exchange;
     (ii) do not make your contribution more informative than is required.
    The Maxim of Relevance
     Make your contribution relevant.
    The Maxim of Manner
     Be perspicuous and specific:
     (i) avoid obscurity;
     (ii) avoid ambiguity;
     (iii) be brief;
(iv) be orderly.

88. What is applied linguistics?
In the broadest sense, applied Linguistics refers to the study of language and linguistics in relation to practical problems, such as lexicography, translation, speech pathology, etc. Applied linguistics uses information from sociology, psychology, anthropology, and information theory as well as from linguistics in order to develop its own theoretical models of language and language use, and then uses this information and theory in practical areas such as syllabus design, speech therapy, language planning, machine translation, various facets of communication research, and many others.
In the narrow sense, applied linguistics refers to the study of second /foreign language learning and teaching. It serves as a mediating area which interprets the results of linguistic theories and makes them user-friendly to the language teacher and learner.

89. What is Sapir-Whorf Hypothesis?
The Sapir-Whorf theory, named after the American linguists Edward Sapir and Benjamin Lee Whorf, is a very influential but controversial theory concerning the relationship between language, thought and culture. What this hypothesis suggests is like this: our language helps mould our way of thinking and, consequently, different languages may probably express our unique ways of understanding the world. Following this argument, two important points could be captured in this theory. On the one hand, language may determine our thinking patterns; on the other, similarity between languages is relative, the greater their structural differentiation is, the more diverse their conceptualization of the world will be. For this reason, this hypothesis has alternatively been referred to as Linguistic Determinism and Linguistic Relativity. Nowadays, few people would possibly tend to accept the original form of this theory completely. Consequently, two versions of the Sapir-Whorf Hypothesis have been developed, a strong version and a weak version. The strong version of the theory refers to the claim the original hypothesis suggests, emphasizing the decisive role of language as the shaper of our thinking patterns. The weak version of this hypothesis, however, is a modified type of its original theory, suggesting that there is a correlation between language, culture and thought, but the cross-cultural differences thus produced in our ways of thinking are relative, rather than categorical.

90. What is sociolinguistics?
Sociolinguistics studies relationships between language and various aspects of society. One major focus of sociolinguistics is the study of language variation, that is, the ways language differs across social settings.

91. What are language varieties and dialects?
Language variety is a broad term that can be applied to any language system. For example, entire languages such as English, Japanese, Flemish, and Malaysian can be referred to as language varieties. Language varieties also (and perhaps more commonly) refer to different forms of the same language. Such varieties are often called dialects. Dialects of a language may be associated with different geographical regions, for example, Michigan, Mississippi, or Los Angeles, as well as with various social groups defined by socioeconomic class, culture, and/or ethnicity. Thus, we speak of regional dialects and social dialects.

92. What are pidgins and creoles?
Two sorts of language varieties that do not fit typical language or dialect definitions are pidgins and creoles. These interesting varieties evolve as the result of contact between multiple languages. Pidgins, for example, develop when speakers from different languages need a common language for communication, such as for trade. Circumstances may not allow speakers to select one of their own languages as a lingua franca, or common language, so speakers create a system that blends various parts of their different languages. We often refer to these mixed language systems, or pidgins, as English-based, Portuguese-based, and so forth to indicate what language has supplied the bulk of the vocabulary to the pidgin. Examples of English-based pidgins include Tok Pisin, spoken in Papua New Guinea, and Cameroon Pidgin, spoken in Cameroon, Africa. These and other pidgins differ from "normal" language varieties in that they are simplified in their phonological, lexical, and structural features.
Pidgins are usually auxiliary languages; that is, pidgin speakers tend to have some other language as their "mother tongue" and typically use pidgins for other social functions. Often when the original need for the pidgin disappears, so does the pidgin. In some cases, however, the role of the pidgin greatly expands as a speech community acquires the pidgin as its primary language. When this occurs, the pidgin turns into something else--a creole. Structurally, creoles (e.g. the French-based Haitian Creole, the English-based Jamaican creole, and many others) are distinguished from pidgins by their larger vocabularies and more complex grammatical patterns.

93. What stages do children go through in acquiring a language?
If you have ever been around babies, you have undoubtedly noticed that they begin "vocalizing" right away. However, it is not until later that their utterances begin to reflect clearer linguistic features. At about six weeks, for example, babies begin cooing vowel sounds. Later, at roughly six months, children sound even more language-like as they begin babbling streams of consonants and vowels with patterned syllable structure (e.g. "babababa") as well as with intonation features of the language being learned. Thus, some of children’s babbles may sound a little like real sentences because of their melodies, or prosody.
Around one year, children reach a major milestone—the first word, or the one word stage. Although children’s early words may not sound exactly like adult words (e.g. "baba" for bottle), they nonetheless have real meaning for children. Early vocabularies tend to consist of concrete words describing things, people, and actions in the child’s immediate environment (e.g. "kitty," "daddy," "juice," "mommy," "go"), as well as social interactive words (e.g. "hi," "bye"). Children’s utterances at this time are often called holophrases because a single word may represent the meaning of an entire adult sentence. For example, "doggie?" with a rising intonation might mean "Is that a dog?"
As one might predict, the next major stage of language development is the two-word stage, beginning roughly around two years old. Here children begin to express relationships through language (e.g. "mommy shoe," "baby sleep," "teddy bed," "kick ball") as well as reflect awareness of basic syntactic structures in their language. For example, a child who says "kick ball" shows understanding, albeit unconscious, that verbs (e.g. "kick") go before direct object nouns (e.g. "ball") in English.
In their next stage of development, children begin to combine three or more words in sentences. This multi-word milestone is often called the telegraphic stage because the utterances children produce during this time sound like telegrams. Consider the following telegraphic sentences: "Katie walk school," "Jeremy need that," "Cathy build two house." What do you notice is missing from these sentences? Children during this stage tend to leave out function words, such as prepositions (e.g. the "to" in the first sentence), determiners, and auxiliary verbs, as well as affixes (e.g. the third person singular -s on "need" and the plural -s on "house"). These omitted function words and affixes are known as grammatical morphemes.
Over the next several years, children gradually add in other pieces of the language, such as grammatical morphemes, and their sentences become longer and more complex. They begin, for example, to produce full questions and negative statements, as well as sentences with multiple clauses. Amazingly, by the time children are four or five years old, they have mastered most of the sounds and structural patterns of their language. If you know any kindergartners, you know that their language is quite developed!

Linguistics Reading list
英语语言学阅读书目

胡壮麟、刘润清、李延福  1988  《语言学教程》( Linguistics: A Course Book)  北京大学出版社
胡壮麟  2001  《语言学教程》（修订版）(Linguistics: A Course Book. Second edition)  北京大学出版社
戴炜栋、何兆熊2002 《新编简明英语语言学教程》（A New Concise Course on Linguistics for Students of English）  上海外语教育出版社
丁言仁、郝克 2001 《英语语言学纲要》（Linguistics for English Learners）上海外语教育出版社
何善芬 1992 《实用英语语音学》 北京师范大学出版社
王钢  1988  《普通语言学基础》  湖南教育出版社
伍谦光 1988 《语义学导论》  湖南教育出版社
何自然 1988 《语用学概论》  湖南教育出版社
何自然 1997 《语用学与英语学习》 上海外语教育出版社
何兆熊 2002 《新编语用学概要》  上海外语教育出版社
黄国文 1988 《语篇分析概要》  湖南教育出版社
桂诗春 1988 《应用语言学》  湖南教育出版社
秦秀白 1986 《文体学概论》  湖南教育出版社
王初明 1990 《应用心理语言学》  湖南教育出版社
祝畹瑾 1992 《社会语言学概论》  湖南教育出版社
胡壮麟、朱永生、张德禄 1989《系统功能语法概论》  湖南教育出版社
赵世开 1989 《美国语言学简史》上海外语教育出版社
侯维瑞 1988 《英语语体》（Varieties of English）上海外语教育出版社
徐烈炯 1988 《生成语法理论》  上海外语教育出版社
胡壮麟 1994 《语篇的衔接与连贯》 上海外语教育出版社
桂诗春 1985 《心理语言学》上海外语教育出版社
王佐良、丁往道 1987《英语文体学引论》  外语教学与研究出版社
贾玉新 1997 《跨文化交际学》  上海外语教育出版社
徐有志 1992 《现代英语文体学》  河南大学出版社
王守元 2000  《英语文体学要略》 山东大学出版社
刘润清 1995 《西方语言学流派》（Schools of Linguistics）外语教学与研究出版社
胡文仲1990《跨文化交际学选读》（Selected Readings in Intercultural Communication）湖南教育出版社
Nida, E. A. 1993  Language, Culture, and Translation   Shanghai Foreign Language Education Press.
Richards, J. C. et. al. 2000《朗文语言教学及应用语言学辞典》（Longman Dictionary of Language Teaching

 

 

一、概述

　　现代社会，人们在实现自我推销时，外语能力成了一项不容忽视的条件。因而，一份简洁，明了、富有说服力的英文简历会帮助你实现自我推销的目的。
　　在英语中，简历一般采用Resume或Curriculum Vitea一词，偶尔也有Data Sheet或Vita，Vitae的用法。
　　简历是就业时不可缺少的材料。它不是对自己的经历以及经验的一一列举，而是列出主要的且密切相关的材料。例如：经验、业绩、能力、性格等等，然后将这些相关信息用简洁有力的文字表达出来。写简历时，应身临其境地设想是推销员，并把自己当作产品推销。简历是人们寻求职业的重要手段，也是争取就业机会的第一关，因此，它必须写得出色，以便吸引雇主。通常一份成功的简历要遵循下列准则：
　　1）展现自己的优势和特长；
　　2）提供能吸引雇主的信息；
　　3）曾经取得过的成绩；
　　4）附上具有说服力的证明材料、证明人和推荐信。
　　5）格式美观，长度适中；
　　6）用词妥贴，语言简洁而不失重点。
　　二、举例
　　例1
　　Directions：You are applying for admission to qraduate law program and in need of a resume please write it to describe
　　1） your education background，qualifications and honors
　　2） experience
　　3） personal information
　　You should write about 100 words
　　RESUME
　　LI MING
　　203 APT 32 ALLEY 1324 NANJING RD （E）
　　SHANGHAI 20020， PRC
　　E-MAIL ADDRESS：Liming@sohu.com
　　OBJECTIVE：Seeking admission to graduate program of law
　　EDUCATION：Fudan University1999-present
　　Major in law
　　Shanghai No.1 High School1996-1999
　　QUALIFICATIONS：University graduation certificate and bachelor
　　degree to be conferred upon graduation（2003）
　　CET6 College English Test level 6 0ct. 2002
　　HONORS：First prize winner of Department speech contest Oct.2002
　　University scholarship for Excellent studeuts （2001，2002）
　　EXPERIENCE：President of Students‘Union
　　2001-present
　　Editor of University Journal2000-2001
　　SPECIAL SKILLS：Good at public speech and debate
　　Proficient in English（fluent speaking and writing）
　　Expertise on commercial law
　　Good command of Word & Excel software
　　PERSONAL DATA：Date of Birth：8/21/1980
　　Sex：male
　　Marital Status：unmarried
　　Health：good
　　REFERENCES：Zhuang zhong
　　Dean of law dept
　　Fudan University
　　Law professor
　　*这份简历是仿照美式的，第一个项目就是“求职意向”（objective），开门见山，一目了然。请注意“学历”（Education）和“工作经历”（Experience），英文必须先写近的，后写远的，与中文恰好相反。西方强调个人特长，所以简历中最好提一下自己的特长（special skills）简历末尾给出推荐人证明你的英文和专业水平。推荐人应有一定的身份。
　　例2
　　Directions：You are applying for a job. please writing a resume to HR to describe：
　　1） your objective
　　2） work experience
　　3） Educational Background
　　4） personal information
　　RESUME
　　204 APT 2 ALLEY 328 YONGJIA RE TEL：64308991
　　SHANGHAI 200020，PRCEMALL：kalunz@163.net
　　Career Objective：A position of management job potential in the banking department specializing in Foreign change
　　Work Experience：
　　July 2001 to×××Inc.
　　Present Secretary to deputy manager of marketing
　　●draft business correspondence
　　●keep and update files
　　●Schedule deputy manager‘s appointments
　　August 1999 to×××Co. ， Ltd.
　　June 2001Receptionist
　　●Telephone communication
　　●greeted clients
　　●manage correspondence
　　March 1998 to×××Industrial Bank
　　May 1998 Intern
　　Educational Background：
　　Sept 1994 toShanghai×××University，Bachelor Degree in International Business Management
　　July 1998Major in International Business Management
　　●key courses including English， Japanese，
　　Computer Operation， Business Management，Investment
　　International Commercial Law
　　Sept 1988 to Shanghai×××High School
　　July 1994
　　Personal Information：male， born in Shanghai， 11/12，1970， unmarried， healthy
　　References available upon request.
　　*这是一份中式求职简历。这种简历重点突出自己的工作经历（Work Experience），同时对自己在每一项工作中的突出成绩进行详细描述，并用●标出，以引起对方注意，此简历较为详细地阐明了求职目标。
　　例3
　　Directions：You are hunting for a job. Please write a resume to describe your
　　1）job objective
　　2）education background
　　3）skills
　　Li Tao
　　P.O. Box 211，××University
　　6824××Road， Shanghai 200431
　　Tel：53688226 Email：Litao@sina.com.cn
　　Job Objective Seeking an office building architectural designer position in a small-to-middle sized architectural firm
　　××University， shanghai
　　EducationB.S. in architecture， June 2002
　　Completed four-year course of architectural design.
　　Counses included Urban Design，
　　Architectural Planning， Structural Engineering，
　　Interior Decoration， Office Facilities Management，
　　Computer-aided
　　Architectural Design
　　Special Skills▲Familiar with MS Words， MS Excel，
　　AutoCAD
　　▲Good command of building codes and standards knowledge
　　▲independent work ability
　　▲Proficient in English，（TOEFL 632， January 2001）
　　Summer Work job construction projects of××
　　Company for the past three summers
　　Other InterestsSketching，painting， photography， developing films in
　　and hobbies references avail able upon request
　　*这是一份毕业生求职简历。它着重突出了自己已学课程（courses）和个人的技能（special skills）文中B.S. in architecture，是建筑学士学位缩写。值得指出的是对在校生来说，平时的实习工作经历能为你的简历增分不少。因此该学生也介绍了与所求职位有着相似工作要求的summer work.
　　例4
　　Directions： You want to apply for a position as a manager of sale department. Write a simple resume to describe your working experience. It should be around 100 words.
　　RESUME
　　Tony Brown
　　123 Center Street
　　Centerville， La.
　　Telephone： （819） 988-6163
　　Working Experience
　　2000 to present Western Regional Sales Manager
　　ABC Electronic Corp.
　　Center， La.
　　Supervised sales force of 35 men selling computer
　　and MP3 components. Responsible for train
　　ing， the establishment and fulfillment of sales
　　goals. During this period， region‘s sales rose
　　an average of 40% anually， compared to
　　previous rise to 28% . Presently employed by
　　the firm， but famile ownership prevents rising
　　any higher in the foreseeable future
　　*个人简历不要太繁琐，一般一张纸就够了，本范例着重介绍了自己的工作经历以及取得的成就。如果是应届毕业生的简历，就会相对简单一些，由于没有什么工作经历，因此强调一下自己的已学课程就可以了。不同的简历侧重点不同，要区别对待。

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