課程名稱：英語語言學 英文名稱： English Linguistics 課程性質：英語專業(yè)本科生必修課 學分課時：2學分，36學時 主講教師：朱躍教授、詹全旺教授、張明教授、胡健博士、張紅霞博士、楊玲博士等考核方式： 本課程為考試課程，實行平時成績和期末成績相結合的考核辦法。 作業(yè)按教師要求每學期4次；期末考試閉卷考試，筆試。 試題形式：具體內容的判定；術語的界定與區(qū)分；運用基本知識分析語言事實。 參考題型：1、詞語解釋；2、填空題；3、多項選擇題；4、正誤判斷；5、簡答題；6、簡述題 成績評定：平時成績（包括出勤、作業(yè)、課堂表現(xiàn)）占40%，期末成績（卷面、讀書筆記）60% 課程簡介： 《英語語言學》是一門由理論引導實踐的課程，旨在介紹語言起源及內部各層次；講授語言在時空中的變異及其與思維、文化、社會、語境、文學等外部因素的關系，并討論語言學與教學的關系和當代語言學中的重要流派。課程內容涉及語音學、音位學、形態(tài)學、句法學、語用學、語義學、以及一些交叉學科如：心理語言學、社會語言學、應用語言學、文體學等。本課程通過系統(tǒng)介紹語言學的基本理論，在語言實踐中培養(yǎng)學生用科學的方法分析語言事實和語言現(xiàn)象。 教學目的： 主要以英語為例，全面地向學生介紹語言學的基礎知識，從而使學生系統(tǒng)地了解語言（特別是英語）的語音、文字、詞匯、語法、語義等主要方面，把握語言與語境、語言與文化、語言與文學、語言與教學等各種關系，并提高對語言的重要性的認識。教學手段： 課堂講授，幻燈輔助教學。教學中采用教師為主導，學生為主體的教學模式，注重培養(yǎng)學生的系統(tǒng)思維能力和實際解決問題的能力。采用啟發(fā)式，討論式，發(fā)現(xiàn)式和研究式的教學方法，充分調動學生的積極性，發(fā)揮學生的能動性和創(chuàng)造性。教學要求： 通過本課程的教學，要求學生基本掌握語言學及其分支學科的基本觀點、理論和方法，不僅了解語音學、音系學、詞法學、句法學、語義學、語用學等核心分支的內容，而且還要熟悉社會語言學、心理語言學及語言與文化、文字、計算機及外語教學的關系，形成對語言和語言學的系統(tǒng)認識。教學進程安排表： | 周次 | 學時數 | 教 學 主 要 內 容 | 教學環(huán)節(jié) | 備注 | | 1 | 2 | Chapter I Introduction (I) | 講授 | | | 2 | 2 | Chapter I Introduction (II) | 講授 | | | 3 | 2 | Chapter II Speech Sounds (I) | 講授 | | | 4 | 2 | Chapter II Speech Sounds(II) | 講授 | | | 5 | 2 | Chapter III Morphology | 講授 | | | 6 | 2 | Chapter III Syntax (I) | 講授 | | | 7 | 2 | Chapter IV Syntax (II) | 講授 | | | 8 | 2 | Chapter V Semantics (I) | 講授 | | | 9 | 2 | Chapter V Semantics (II) | 講授 | | | 10 | 2 | Chapter V Semantics (III) | 講授 | | | 11 | 2 | Chapter VI Pragmatics (I) | 講授 | | | 12 | 2 | Chapter VI Pragmatics (II) | 講授 | | | 13 | 2 | Chapter VI Pragmatics (III) | 講授 | | | 14 | 2 | Chapter VII Language Change | 講授 | | | 15 | 2 | Chapter VIII Language and Society (I) | 講授 | | | 16 | 2 | Chapter VIII Language and Society (II) | 講授 | | | 17 | 2 | Chapter IX Language Acquisition(I) | 講授 | | | 18 | 2 | Chapter IX Language Acquisition(II) | 講授 | |
教學內容： Chapter 1 Introduction to LinguisticsTeaching aims: let the students have the general idea about language and linguistics. Teaching difficulties: design features of language ; some important distinctions in linguistics Teaching procedures: 1. Language 1.1 What is language1.2 Design features of language 1.3 Functions of language2. Linguistics 2.1 What is linguistics 2.2 Main branches (scope) of linguistics2.2.1 phonetics 2.2.2 phonology2.2.3 morphology 2.2.4 syntax 2.2.5 semantics 2.2.6 pragmatics3. Important distinctions in linguistics 3.1 Descriptive vs. prescriptive 3.2 Synchronic vs. diachronic 3.3 Langue & parole 3.4 Competence and performance 3.5 Traditional grammar and modern linguistics Further reading [1]Read“A New Concise Course On Linguistics For Students Of English” Chapter 2 Speech Sounds Teaching aims: Let the students have the general idea about phonetics and phonology.Focal points: description of consonants and vowels; basic knowledge about phonology Teaching difficulties: phoneme; allophone; minimal pair; complementary distribution Teaching procedure: 1. Phonetics 1.1 Speech production and perception 1.2 Speech organs (vocal organs) 1.2.1 The pharyngeal cavity 1.2.2 The oral cavity 1.2.3 The nasal cavity 1.3 phonetic transcription 1.3.1 Broad transcription 1.3.2 Narrow transcription 1.4 English speech sounds Consonants: Parameters to identify a consonant: ①place of articulation: place in the mouth where obstruction occurs ②manners of articulation: ways in which articulation can be accomplished ③state of vocal cords: voiced VS. voiceless Vowels: Criteria (parameters) of vowel description ①the position of highest part of the tinge :front, central, back ②the height of tongue raising: high, middle, low ③the shape of the lips (the degree of lip-rounding ) : rounded, unrounded ④the length or tenseness of the vowel : tense vs. lax or long vs. short2. phonology 2.1 phonology and phonetics 2.2 Phones, phonemes, allophones phones: They are the speech sounds we use when speaking a language. It’s a phonetic unit or segment (any linguistic unit which can be isolated from the rest). Phones do not necessarily distinguish meaning. Usually phones of different phonemes distinguish meaning. phoneme: It is an abstract unit that is of distinctive value. It’s a basic unit in phonological analysis. It is not any particular sound, but rather it’s represented or realized by a certain phone in a certain phonetic context. allophones: The different phones which can represent a phoneme in different phonetic environments are called the allophones of that phoneme distinctive features: The features that a phoneme possesses, making it different from other phonemes, are its distinctive features. 2.3 The phoneme theory 2.3.1 Minimal pairs 2.3.2 Complementary distribution 2.3.3 Free variationFurther reading [1]Read “Modern Linguistics” by He Zhao-xiong Chapter 3 Morphology Teaching aims: Let the students have a brief knowledge about morphemes and the basic word-formation methodsFocal points: definition and classification of morphemes; major word-formation methods Teaching procedure:1. Word 1.1 lexicon1.2 vocabulary 1.3 Definition of “word” 1.4 Classification of word 2. Morpheme2.1 Free morpheme: 2.2 Bound morpheme: 3. Word formation 3.1 Compounding 3.2 Derivation 3.3 Blending 3.4 Clipping 3.5 Shortening or abbreviation 3.6 Initialism 3.7 Acronym 3.8 Back-formation 3.9 BorrowingFurther reading [1]Adams，V. 1973， An Introduction to Modern English Word-Formation[2]Hu Zhuanglin，2001A Course On Linguistics Chapter 4 Syntax Teaching aims: enable the students to understand and describe the internal structures of sentencesFocal points: different treatment of sentence structure by different linguistic schools Teaching difficulties: IC analysis, deep structure, surface structure, tree diagramTeaching procedure: 1. The traditional approach 2. The structural approach 2.1 Syntagmatic and paradigmatic relations 2.2 Immediate constituent analysis (IC analysis) 3. The generative approach 3.1 Deep and surface structures 3.2 PS-rules and T-rulesFurther reading [１]Chomsky, N. ，1957，Syntactic Structures [２]He Zhao-xiong ，1999 ，Modern LinguisticsChapter 5 Meaning Teaching aims: enable the students to have a better understanding of semantics and wording meaning.Focal points: Leech’s seven classifications of meaning, semantic triangle, sense relations between words and sentences Teaching difficulties: sense relations between sentences, different types of antonymy Teaching procedure: 1. What’s semantics1.1 Definition 1.2 A short history2. What’s meaning (Meanings of “meaning”) P158 2.1 Denotation 2.2 Connotation: some additional, esp. emotive meaning. 2.3 Some views concerning the study of meaning 2.3.1 Naming theory 2.3.2 Conceptualism 2.3.3 Contextualism 2.3.4 Behaviorism3. Sense & reference 3.1 Sense 3.2 Reference 4. Sense relations between words 4.1 synonymy 4.2 Antonymy 4.2.1 Gradable antonymy (mainly adj.) 4.2.2 Complementary antonymy 4.2.3 Converse antonymy (relational opposites) 4.3 Hyponymy 5. Sense relations between sentences 5.1 A entails B ( A is an entailment of B ) 5.2 Presupposition (A presupposes B) 5.3 A is inconsistent with B 5.4 A is synonymous with B 5.5 A is a contradiction 5.6 A is semantically anomalous 6. Componential analysis 6.1 Basic principles of componetial analysis 6.2 Advantages: 6.3 Disadvantages7. Sentence meaning Further reading [1]Read Chapter 5 Semanticsin “ Modern Linguistics” by He Zhao-xiong Chapter 6 Pragmatics Teaching aims: enable the students to have a better understanding of pragmatics and its two important theories. Focal points: Speech act theory, the theory of conversational implicature Teaching difficulties: Speech act theory, the cooperative principle and its four maximsTeaching procedure: 1. An introduction to pragmatics1.1 Sentence meaning vs. utterance meaning 1.2 Pragmatics 2. Speech act theory 2.1 Performatives and constatives 2.2 A theory of the illocutionary act 2.3 Searle’s classification of speech acts 2.3.1 Representatives 2.3.2 Directives 2.3.3 Commisives 2.3.4 Expressives 2.3.5 Declarations 3. The theory of conversational implicature 3.1 The co-operative principle (CP ) 3.2 The four maxims 3.2.1 Quality maxim 3.2.2 Quantity maxim 3.2.3 Relation maxim 3.2.4 Manner maxim 3.3 Violation of the maxims and implicature 3.4 Characteristics of implicature 4. The politeness principle (PP) Further reading[1]Leech, G. N. ，1983，Principles ofPragmatics.London: Longman [2]Dai Wei-dong ，2002，A New Concise Course on Linguistics for Students of English[3]何自然，1995，語用學與英語學習 Chapter 7 Language Change Teaching aims: enable the students to have a general understanding of changes of language Focal points: nature of language changes, changes of English language, causes of language change Teaching difficulties: Causes of language change, historical development of English, language family Teaching procedure:1. The purpose and significance of the historical study of Language 2. The nature of language change3. The historical development of English 3.1 Major periods in the history of English3.1.1 Old English 3.1.2 Middle English 3.1.3 Modern English 3. 2 Linguistic changes of English 3.2.1 Sound change 3.2.1 1 Vowel sound change 3.2.1.2 Sound loss 3.2.1.3 Sound addition 3.2.1.4 Sound movement 3.2.2 Morphological change 3.2.3 Syntactic change 3.2.3.1 Rule loss 3.2.3.2 Rule addition 3.2.3.3 Rule change 3. 2. 4 Lexical change 3.2.4.1 Lexical loss 3.2.4.2 Lexical addition 3.2.5 Semantic change 3.2.5.1 Semantic broadening 3.2.5.2 Semantic narrowing 3.2.5.3 Semantic shift 4. The causes of language change 4. 1 Sound assimilation 4. 2 Rule simplification and regularization 4. 3 Internal borrowing 4. 4 Elaboration 4. 5 Sociological triggers 4. 6 Cultural transmission 4. 7 Children’s approximation toward the adult grammar Further reading[1]趙世開，美國語言學簡史 [2]陸國強，現(xiàn)代英語詞匯學Chapter 8 Language and Society Teaching difficulties: Differences between bilingualism and diaglosia, differences between pidgin and creole, social variation Teaching procedure: 1. The relatedness between language and society 2. Speech community 3. Speech varieties 3.1 Regional variation 3.2 Social variation 3.2.1 Social class dialect 3.2.2 Genderlect 3.2.3 Age dialect 3.2.4 Ethnic dialect 3.3 Register 4. Standard and nonstandard languages 4.1 Standard language 4.2 Non-standard languages 4.2.1 Pidgins 4.2.2 Creoles 4.2.3 Lingua francas 5. Diglossia and bilingualism 5.1 Diglossia 5.2 Bilingualism [1]祝畹瑾，1992 ，社會語言學概論 [2]朱躍，1999，英語與社會 Chapter 9 Language AcquisitionTeaching aims: 1) enable the students to understand the basic distinctions between learning and acquisition, language transfer, the influence of linguistic input on second language acquisition, the effect of individual factors on SLA. 2) enable the students to understand language testing assessmentFocal points: Learning vs acquisition；positive transfer vs negative transfer; roles of linguistic input and formal classroom education in SLA; learner factors; assessment criteria Teaching difficulties: Transfer; the influence of individual learner factors on SLA; assessment criteriaTeaching procedure: 1. Second Language Acquisition l.1 Acquisition vs. learning 1.2 Transfer and interference 1.3 The roles of input and formal instruction in SLA 1.4 Individual learner factors2. Language testing assessment 2.1 Grading rubrics 2.2 Common scales of DWA 2.3 Assessment criteria: Basic functions Further reading 主要參考書目 [1]Akmajian，A. Demers， R. A.Farmer，A. K. & Harnish，R. M. An Introduction to Language and Communication[M]， Cambridge， Mass.: MIT Press，1995 [2]Atkinson， M. Kilby, D. & Roca，I. Foundations of General Linguistics[M]，London: Unwin Hyman，1988 [3]Brown，H. D. Principles of Language Learning and Teaching[M]，Prentice Hall Regents，1987 [4]Gee，J. P. An Introduction to Human Language---Fundamental Concepts in Linguistics[M]，New Jersey: Prentice Hall. 1993 [5]Harley，T. The Psychology of Language: From Data to Theory[M]，East Susex，1995 [6]Hartley，A. F. Linguistics for Language Learners[M]， Kent: Multiplex Techniques Ltd，1982 [7]Napoli，D. J. Linguistics[M]，New York: Oxford University，1996 [8]Sampson，G. Schools of Linguistics: Competition and Evolution[M]，London: Hutchinson，1980 [9]戴煒棟，現(xiàn)代英語語言學概論[M]，上海，上海外語教育出版社，1998 [10]何兆熊、梅德明，現(xiàn)代語言學[M]，北京，外語教學與研究出版社，1999 [11]胡壯麟，語言學教程（修訂版）[M]，北京，北京大學出版社，2001 [12]胡壯麟、劉潤清、李延福，語言學教程[M]，北京，北京大學出版社，1989 [13]李宇明等，理論語言學教程[M]，武漢，華中師范大學出版社，1998 [14]劉潤清，西方語言學流派[M]， 北京，外語教學與研究出版社，1995 [15]趙世開，美國語言學簡史[M]，上海，上海外語教育出版社，1989 [16]祝畹瑾，社會語言學概論[M]，長沙，湖南教育出版社，1992 [17]朱躍， 英語與社會[M]，合肥，安徽大學出版社，1999 | 
