《新编简明英语语言学教程》第二版 练习题 参考答案 Chapter 1 Introduction
1. How do you interpret the following definition of linguistics: Linguistics is the scientific study of language.
答： Linguistics is based on the systematic investigation of linguistic data, conducted with reference to some general theory of language structure. In order to discover the nature and rules of the underlying language system, the linguists has to collect and observe language facts first, which are found to display some similarities, and generalizations are made about them; then he formulates some hypotheses about the language structure. The hypotheses thus formed have to be checked repeatedly against the observed facts to fully prove their validity. In linguistics, as in any other discipline, data and theory stand in a dialectical complementation, that is, a theory without the support of data can hardly claim validity, and data without being explained by some theory remain a muddled mass of things.
2. What are the major branches of linguistics? What does each of them study?
答： The major branches of linguistics are:
(1) phonetics: it studies the sounds used in linguistic communication;
(2) phonology: it studies how sounds are put together and used to convey meaning in communication;
(3) morphology: it studies the way in which linguistic symbols representing sounds are arranged and combined to form words;
(4) syntax: it studies the rules which govern how words are combined to form grammatically permissible sentences in languages;
(5) semantics: it studies meaning conveyed by language;
(6) pragmatics: it studies the meaning in the context of language use.
3. In what basic ways does modern linguistics differ from traditional grammar?
答： The general approach thus traditionally formed to the study of language over the years is roughly referred to as “traditional grammar.” Modern linguistics differs from traditional grammar in several basic ways.
Firstly, linguistics is descriptive while traditional grammar is prescriptive.
Second, modem linguistics regards the spoken language as primary, not the written. Traditional grammarians, on the other hand, tended to emphasize, maybe over-emphasize, the importance of the written word, partly because of its permanence.
Then, modem linguistics differs from traditional grammar also in that it does not force languages into a Latin-based framework.
4. Is modern linguistics mainly synchronic or diachronic? Why?
答： In modem linguistics, a synchronic approach seems to enjoy priority over a diachronic one. Because people believed that unless the various states of a language in different historical periods are successfully studied, it would be difficult to describe the changes that have taken place in its historical development.
5. For what reasons does modern linguistics give priority to speech rather than to writing?
答： Speech and writing are the two major media of linguistic communication. Modem linguistics regards the spoken language as the natural or the primary medium of human language for some obvious reasons. From the point of view of linguistic evolution, speech is prior to writing. The writing system of any language is always “invented” by its users to record speech when the
need arises. Even in today's world there are still many languages that can only be spoken but not written. Then in everyday communication, speech plays a greater role than writing in terms of the amount of information conveyed. And also, speech is always the way in which every native speaker acquires his mother tongue, and writing is learned and taught later when he goes to school. For modern linguists, spoken language reveals many true features of human speech while written language is only the “revised” record of speech. Thus their data for investigation and analysis are mostly drawn from everyday speech, which they regard as authentic.
6. How is Saussure's distinction between langue and parole similar to Chomsky's distinction between competence and performance?
答： Saussure's distinction and Chomsky's are very similar, they differ at least in that Saussure took a sociological view of language and his notion of langue is a matter of social conventions, and Chomsky looks at language from a psychological point of view and to him competence is a property of the mind of each individual.
7. What characteristics of language do you think should be included in a good, comprehensive definition of language?
答： First of all, language is a system, i.e., elements of language are combined according to rules. Second, language is arbitrary in the sense that there is no intrinsic connection between a linguistic symbol and what the symbol stands for.
Third, language is vocal because the primary medium for all languages is sound.
Fourth, language is human-specific, i. e., it is very different from the communication systems other forms of life possess.
8. What are the main features of human language that have been specified by C. Hockett to show that it is essentially different from animal communication system?
答：The main features of human language are termed design features. They include: 1) Arbitrariness
Language is arbitrary. This means that there is no logical connection between meanings and sounds. A good example is the fact that different sounds are used to refer to the same object in different languages. 2) Productivity
Language is productive or creative in that it makes possible the construction and interpretation of new signals by its users. This is why they can produce and understand an infinitely large number of sentences, including sentences they have never heard before. 3) Duality
Language consists of two sets of structures, or two levels. At the lower or the basic level there is a structure of sounds, which are meaningless by themselves. But the sounds of language can be grouped and regrouped into a large number of units of meaning, which are found at the higher level of the system. 4) Displacement
Language can be used to refer to things which are present or not present, real or imagined matters in the past, present, or future, or in far-away places. In other words, language can be used to refer to contexts removed from the immediate situations of the speaker. This is what “displacement” means.
5) Cultural transmission
While human capacity for language has a genetic basis, i.e., we were all born with the
ability to acquire language, the details of any language system are not genetically transmitted, but instead have to be taught and learned.
9. What are the major functions of language? Think of your own examples for illustration.
答： Three main functions are often recognized of language: the descriptive function, the expressive function, and the social function.
The descriptive function is the function to convey factual information, which can be asserted or denied, and in some cases even verified. For example: “China is a large country with a long history.”
The expressive function supplies information about the user’s feelings, preferences, prejudices, and values. For example: “I will never go window-shopping with her.”
The social function serves to establish and maintain social relations between people. . For example: “We are your firm supporters.”
Chapter 2 Speech Sounds
1. What are the two major media of linguistic communication? Of the two, which one is primary and why?
答： Speech and writing are the two major media of linguistic communication.
Of the two media of language, speech is more primary than writing, for reasons, please refer to the answer to the fifth problem in the last chapter. 2. What is voicing and how is it caused?
答： Voicing is a quality of speech sounds and a feature of all vowels and some consonants in English. It is caused by the vibration of the vocal cords.
3. Explain with examples how broad transcription and narrow transcription differ?
答： The transcription with letter-symbols only is called broad transcription. This is the transcription normally used in dictionaries and teaching textbooks for general purposes. The latter, i.e. the transcription with letter-symbols together with the diacritics is called narrow transcription. This is the transcription needed and used by the phoneticians in their study of speech sounds. With the help of the diacritics they can faithfully represent as much of the fine details as it is necessary for their purpose.
In broad transcription, the symbol [l] is used for the sounds [l] in the four words leaf [li:f], feel [fi:l], build [bild], and health [helθ]. As a matter of fact, the sound [l] in all these four sound combinations differs slightly. The [l] in [li:f], occurring before a vowel, is called a dear [l], and no diacritic is needed to indicate it; the [1] in [fi:l] and [bild], occurring at the end of a word or before another consonant, is pronounced differently from the clear [1] as in “leaf”. It is called dark [?] and in narrow transcription the diacritic [?] is used to indicate it. Then in the sound combination [helθ], the sound [l] is followed by the English dental sound [θ], its pronunciation is somewhat affected by the dental sound that follows it. It is thus called a dental [l], and in narrow transcription the diacritic [、] is used to indicate it. It is transcribed as [helθ].
Another example is the consonant [p]. We all know that [p] is pronounced differently in the two words pit and spit. In the word pit, the sound [p] is pronounced with a strong puff of air, but in spit the puff of air is withheld to some extent. In the case of pit, the [p] sound is said to be aspirated and in the case of spit, the [p] sound is unaspirated. This difference is not shown in broad transcription, but in narrow transcription, a small raised “h” is used to show aspiration, thus pit is transcribed as [ph?t] and spit is transcribed as [sp?t].
4. How are the English consonants classified?
答： English consonants can be classified in two ways: one is in terms of manner of articulation and the other is in terms of place of articulation. In terms of manner of articulation the English consonants can be classified into the following types: stops, fricatives, affricates, liquids, nasals and glides. In terms of place of articulation, it can be classified into following types: bilabial, labiodental, dental, alveolar, palatal, velar and glottal. 5. What criteria are used to classify the English vowels?
答： Vowels may be distinguished as front, central, and back according to which part of the tongue is held highest. To further distinguish members of each group, we need to apply another criterion, i.e. the openness of the mouth. Accordingly, we classify the vowels into four groups: close vowels, semi-close vowels, semi-open vowels, and open vowels. A third criterion that is often used in the classification of vowels is the shape of the lips. In English, all the front vowels and the central vowels are unfounded vowels, i. e., without rounding the lips, and all the back vowels, with the exception of [a:], are rounded. It should be noted that some front vowels can be pronounced with rounded lips.
6. A. Give the phonetic symbol for each of the following sound descriptions: 1) voiced palatal affricate
2) voiceless labiodental fricative 3) voiced alveolar stop 4) front, close, short 5) back, semi-open, long 6) voiceless bilabial stop
B. Give the phonetic features of each of the following sounds: 1) [ t ] 2) [ l ] 3) [?] 4) [w] 5) [?] 6) [?]
答：A. (1) [?] (2) [ f ] (3) [d ] (4) [ ? ] (5) [ ?:] (6) [p]
B. (1) voiceless alveolar stop (2) voiced alveolar liquid (3) voiceless palatal affricate (4) voiced bilabial glide (5) back, close, short (6) front, open
7. How do phonetics and phonology differ in their focus of study? Who do you think will be more interested in the difference between, say, [l] and [?], [ph] and [p], a phonetician or a phonologist? Why?
答： (1) Both phonology and phonetics are concerned with the same aspect of language –– the speech sounds. But while both are related to the study of sounds,, they differ in their approach and focus. Phonetics is of a general nature; it is interested in all the speech sounds used in all human languages: how they are produced, how they differ from each other, what phonetic features they possess, how they can be classified, etc. Phonology, on the other hand, aims to discover how speech sounds in a language form patterns and how these sounds are used to convey meaning in linguistic communication.
(2) A phonologist will be more interested in it. Because one of the tasks of the phonologists is to find out rule that governs the distribution of [l] and [?], [ph] and [p].
8. What is a phone? How is it different from a phoneme? How are allophones related to a phoneme?
答： A phone is a phonetic unit or segment. The speech sounds we hear and produce during linguistic communication are all phones. A phoneme is not any particular sound, but rather it is
represented or realized by a certain phone in a certain phonetic context. The different phones which can represent a phoneme in different phonetic environments are called the allophones of that phoneme. For example, the phoneme /l/ in English can be realized as dark [?], clear [l], etc. which are allophones of the phoneme /l/.
9. Explain with examples the sequential rule, the assimilation rule, and the deletion rule. 答： Rules that govern the combination of sounds in a particular language are called sequential rules.
There are many such sequential rules in English. For example, if a word begins with a [l] or a [r], then the next sound must be a vowel. That is why [lbik] [lkbi] are impossible combinations in English. They have violated the restrictions on the sequencing of phonemes.
The assimilation rule assimilates one sound to another by “copying” a feature of a sequential phoneme, thus making the two phones similar. Assimilation of neighbouring sounds is, for the most part, caused by articulatory or physiological processes. When we speak, we tend to increase the ease of articulation. This “sloppy” tendency may become regularized as rules of language.
We all know that nasalization is not a phonological feature in English, i.e., it does not distinguish meaning. But this does not mean that vowels in English are never nasalized in actual pronunciation; in fact they are nasalized in certain phonetic contexts. For example, the [i:] sound is nasalized in words like bean, green, team, and scream. This is because in all these sound combinations the [i:] sound is followed by a nasal [n] or [m].
The assimilation rule also accounts for the varying pronunciation of the alveolar nasal [n] in some sound combinations. The rule is that within a word, the nasal [n] assumes the same place of articulation as the consonant that follows it. We know that in English the prefix in- can be added to ma adjective to make the meaning of the word negative, e.g. discreet – indiscreet, correct – incorrect. But the [n] sound in the prefix in- is not always pronounced as an alveolar nasal. It is so in the word indiscreet because the consonant that follows it, i.e. [d], is an alveolar stop, but the [n] sound in the word incorrect is actually pronounced as a velar nasal, i.e. [?]; this is because the consonant that follows it is [k], which is a velar stop. So we can see that while pronouncing the sound [n], we are “copying” a feature of the consonant that follows it.
Deletion rule tells us when a sound is to be deleted although it is orthographically represented. We have noticed that in the pronunciation of such words as sign, design, and paradigm, there is no [g] sound although it is represented in spelling by the letter g. But in their corresponding forms signature, designation, and paradigmatic, the [g] represented by the letter g is pronounced. The rule can be stated as: Delete a [g] when it occurs before a final nasal consonant. Given the rule, the phonemic representation of the stems in sign – signature, resign – resignation, phlegm – phlegmatic, paradigm – paradigmatic will include the phoneme /g/, which will be deleted according to the regular rule if no suffix is added.
10. What are suprasegmental features? How do the major suprasegmental features of English function in conveying meaning?
答： The phonemic features that occur above the level of the segments are called suprasegmental features. The main suprasegmental features include stress, intonation, and tone. The location of stress in English distinguishes meaning. There are two kinds of stress: word stress and sentence stress. For example, a shift of stress may change the part of speech of a word from a noun, to a verb although its spelling remains unchanged. Tones are pitch variations which can
distinguish meaning just like phonemes.
Intonation plays an important role in the conveyance of meaning in almost every language, especially in a language like English. When spoken in different tones, the same sequence of words may have different meanings.
Chapter 3 Morphology
1. Divide the following words into their separate morphemes by placing a “+” between each morpheme and the next:
a. microfile e. telecommunication b. bedraggled f. forefather c. announcement g. psychophysics d. predigestion h. mechanist
答：a. micro + file b. be + draggle + ed c. announce + ment d. pre + digest + ion e. tele + communicate + ion f. fore + father g. psycho + physics h. mechan + ist
2. Think of three morpheme suffixes, give their meaning, and specify the types of stem they may be suffixed to. Give at least two examples of each. Model: -or suffix: -or
meaning: the person or thing performing the action stem type: added to verbs
examples: actor, “one who acts in stage plays, motion pictures, etc.” translator, “one who translates”
答：(1) suffix: -able
meaning: something can be done or is possible stem type: added to verbs
examples: acceptable, “can be accepted” respectable, “can be respected” (2) suffix: -ly
meaning: functional
stem type: added to adjectives
examples: freely. “adverbial form of ‘free’ ” quickly, “adverbial form of 'quick' ”. (3) suffix: -ee
meaning: the person receiving the action stem type: added to verbs
examples: employee, “one who works in a company” interviewee, “one who is interviewed”
3. Think of three morpheme prefixes, give their meaning, and specify the types of stem they may be prefixed to. Give at least two examples of each. Model: a- prefix: a-
meaning: “without; not”
stem type: added to adjectives
examples: asymmetric, “lacking symmetry” asexual, “without sex or sex organs” 答：(1) prefix: dis-
meaning: showing an opposite stem type: added to verbs or nouns examples : disapprove, “do not approve” dishonesty, “lack of honesty”. (2) prefix: anti-
meaning: against, opposed to
stem type: added to nouns or adjectives
examples : antinuclear, “opposing the use of atomic weapons and power”
antisocial, “opposed or harmful to the laws and customs of an organized community. ”
(3) prefix: counter-
meaning: the opposite of
stem type: added to nouns or adjectives.
examples: counterproductive, “producing results opposite to those intended” counteract, “act against and reduce the force or effect of (sth.) ”
4. The italicized part in each of the following sentences is an inflectional morpheme. Study each inflectional morpheme carefully and point out its grammatical meaning. Sue moves in high-society circles in London. A traffic warden asked John to move his car. The club has moved to Friday, February 22nd.
The branches of the trees are moving back and forth.
答：(1) the third person singular (2) the past tense
(3) the present perfect (4) the present progressive
5. Determine whether the words in each of the following groups are related to one another by processes of inflection or derivation. a) go, goes, going, gone
b) discover, discovery, discoverer, discoverable, discoverability c) inventor, inventor’s, inventors, inventors’
d) democracy, democrat, democratic, democratize
答：(略)
6. The following sentences contain both derivational and inflectional affixes. Underline all of the derivational affixes and circle the inflectional affixes. a) The farmer’s cows escaped. b) It was raining.
c) Those socks are inexpensive. d) Jim needs the newer copy. e) The strongest rower continued.
f) She quickly closed the book. g) The alphabetization went well. 答：(略)
Chapter 4 Syntax 1. What is syntax?
Syntax is a branch of linguistics that studies how words are combined to form sentences and the rules that govern the formation of sentences. 2. What is phrase structure rule?
The grammatical mechanism that regulates the arrangement of elements (i.e. specifiers, heads, and complements) that make up a phrase is called a phrase structure rule. The phrase structural rule for NP, VP, AP, and PP can be written as follows: NP → (Det) N (PP) ... VP → (Qual) V (NP) ... AP → (Deg) A (PP) ... PP → (Deg) P (NP) ...
The general phrasal structural rule ( X stands for the head N, V, A or P):
The XP rule: XP → (specifier) X (complement)
3. What is category? How to determine a word's category?
Category refers to a group of linguistic items which fulfill the same or similar functions in a particular language such as a sentence, a noun phrase or a verb.
To determine a word's category, three criteria are usually employed, namely meaning, inflection and distribution. A word's distributional facts together with information about its meaning and inflectional capabilities help identify its syntactic category. 4. What is coordinate structure and what properties does it have?
The structure formed by joining two or more elements of the same type with the help of a conjunction is called coordinate structures. Conjunction exhibits four important properties:
1) There is no limit on the number of coordinated categories that can appear prior to the conjunction.
2) A category at any level (a head or an entire XP) can be coordinated. 3) Coordinated categories must be of the same type.
4) The category type of the coordinate phrase is identical to the category type of the elements being conjoined.
5. What elements does a phrase contain and what role does each element play?
A phrase usually contains the following elements: head, specifier and complement. Sometimes it also contains another kind of element termed modifier. The role of each element Head:
Head is the word around which a phrase is formed. Specifier:
Specifier has both special semantic and syntactic roles. Semantically, it helps to make more precise the meaning of the head. Syntactically, it typically marks a phrase boundary. Complement:
Complements are themselves phrases and provide information about entities and locations whose existence is implied by the meaning of the head. Modifier:
Modifiers specify optionally expressible properties of the heads. 6. What is deep structure and what is surface structure?
There are two levels of syntactic structure. The first, formed by the XP rule in accordance with the head's subcategorization properties, is called deep structure (or D-structure). The second, corresponding to the final syntactic form of the sentence which results from appropriate transformations, is called surface structure (or S-structure).
7. Indicate the category of each word in the following sentences. a) The old lady got off the bus carefully.
Det A N V P Det N Adv b) The car suddenly crashed onto the river bank. Det N Adv V P Det N
c) The blinding snowstorm might delay the opening of the schools. Det A N Aux V Det N P Det N d) This cloth feels quite soft. Det N V Deg A
（以下8-12题只作初步的的成分划分，未画树形图, 仅供参考）
8. The following phrases include a head, a complement, and a specifier. Draw the appropriate tree structure for each. a) rich in minerals
XP(AP) → head (rich) A + complement (in minerals) PP b) often read detective stories
XP(VP) → specifier (often) Qual + head (read) V + complement (detective stories) NP c) the argument against the proposals
XP(NP) → specifier (the) Det + head (argument) N + complement (against the proposals) PP d) already above the window
XP(VP) → specifier (already) Deg + head (above) P + complement (the window) NP
9. The following sentences contain modifiers of various types. For each sentence, first identify the modifier(s), then draw the tree structures.（划底线的为动词的修饰语，斜体的为名词的修饰语）
a) A crippled passenger landed the airplane with extreme caution. b) A huge moon hung in the black sky.
c) The man examined his car carefully yesterday. d) A wooden hut near the lake collapsed in the storm.
10. The following sentences all contain conjoined categories. Draw a tree structure for each of the sentences. （划底线的为并列的范畴）
a) Jim has washed the dirty shirts and pants. b) Helen put on her clothes and went out.
c) Mary is fond of literature but tired of statistics.
11. The following sentences all contain embedded clauses that function as complements of a verb, an adjective, a preposition or a noun. Draw a tree structure for each sentence. （划底线的为补语从句）
a) You know that I hate war.
b) Gerry believes the fact that Anna flunked the English exam. c) Chris was happy that his father bought him a Rolls-Royce. d) The children argued over whether bats had wings.
12. Each of the following sentences contains a relative clause. Draw the deep structure and the surface structure trees for each of these sentences. （划底线的为关系从句） a) The essay that he wrote was excellent. b) Herbert bought a house that she loved c) The girl whom he adores majors in linguistics.
13. The derivations of the following sentences involve the inversion transformation. Give the deep structure and the surface structure of each of these sentences. a) Would you come tomorrow? (surface structure) you would come tomorrow (deep structure)
b) What did Helen bring to the party? (surface structure) Helen brought what to the party (deep structure) c) Who broke the window? (surface structure) who broke the window (deep structure)
Chapter 5 Semantics
1. What are the major views concerning the study of meaning?
答：(1) The naming theory proposed by the ancient Greek scholar Plato. According to this theory, the linguistic forms or symbols, in other words, the words used in a language are simply labels of the objects they stand for. So words are just names or labels for things.
(2) The conceptualist view has been held by some philosophers and linguists from ancient times. This view holds that there is no direct link between a linguistic form and what it refers to (i. e., between language and the real world); rather, in the interpretation of meaning they are linked through the mediation of concepts in the mind.
(3) The contextualist view held that meaning should be studied in terms of situation, use, context –– elements closely linked with language behaviour. The representative of this approach was J.R. Firth, famous British linguist.
(4) Behaviorists attempted to define the meaning of a language form as the “situation in which the speaker utters it and the response it calls forth in the hearer.” This theory, somewhat close to contextualism, is linked with psychological interest. 2. What are the major types of synonyms in English?
答： The major types of synonyms are dialectal synonyms, stylistic synonyms, emotive or evaluative synonyms, collocational synonyms, and semantically different synonyms. Examples（略）
3. Explain with examples “homonymy”, “polysemy”, and “hyponymy”.
答：(1) Homonymy refers to the phenomenon that words having different meanings have the same form, i.e., different words are identical in sound or spelling, or in both. When two words are identical in sound, they are homophones. When two words are identical in spelling, they are homographs.
When two words are identical in both sound and spelling, they are complete homonyms
(2) While different words may have the same or similar meaning, the same one word may have
more than one meaning. This is what we call polysemy, and such a word is called a polysemic word. There are many polysemic words in English, The fact is the more commonly used a word is, the more likely it has acquired more than one meaning.
(3) Hyponymy refers to the sense relation between a more general, more inclusive word and a more specific word. The word which is more general in meaning is called the superordinate, and the more specific words are called its hyponyms. Hyponyms of the same superordinate are co-hyponyms to each other. Hyponymy is a relation of inclusion; in terms of meaning, the superordinate includes all its hyponyms.
Examples（略）
4. How can words opposite in meaning be classified? To which category does each of the following pairs of antonyms belong?
north/south vacant/occupied literate/illiterate above/below doctor/patient wide/narrow poor/rich father/daughter
答：They can be gradable antonyms, complementary antonyms and relational opposite Gradable antonyms: literate/illiterate wide /narrow poor/rich Complementary antonyms: vacant/occupied
Relational opposite: north/south, doctor/patient, father/daughter, above/below 5. Identify the relations between the following pairs of sentences: Tom's wife is pregnant. My sister will soon be divorced' Tom has a wife. My sister is a married woman.
He likes seafood, They are going to have another baby. He likes crabs. They have a child.
答： “Tom's wife is pregnant” presupposes “Tom has a wife.”
“My sister will soon be divorced” presupposes “My sister is a married woman.” “He likes seafood” is entailed by “He likes crabs.”
“They are going to have another baby” presupposes “They have a child.”
6. In what way is componential analysis similar to the analysis of phonemes into distinctive features?
答： They both base on the belief that the meaning of a word can be dissected into meaning components.
7. What is grammaticality? What might make a grammatically meaningful sentence semantically meaningless?
答： Grammaticality refers to the grammatical well-formedness of a sentence. The violation of the selectional restrictions, i.e., constrains on what lexical items can go with what others, might make a grammatically meaningless.
8. Try to analyze the following sentences in terms of predication analysis: The man sells ice-cream. Is the baby sleeping? It is snowing. The tree grows well. 答：The man sells ice-cream. MAN, ICE-CREAM (SELL) Is the baby sleeping? BABY (SLEEP) It is snowing. (SNOW)
The tree grows well. TREE (GROW)
Chapter 6 PRAGMATICS
1. What does pragmatics study? How does it differ from traditional semantics?
答： Generally speaking, pragmatics is the study of meaning in the context. It studies meaning in a dynamic way and as a process. In order to have a successful communication, the speaker and hearer must take the context into their consideration so as to effect the right meaning and intention. The development and establishment pragmatics in 1960s and 1970s resulted mainly from the expansion of the study semantics. However, it is different from the traditional semantics. The major difference between them lies in that pragmatics studies meaning in a dynamic way, while semantics studies meaning in a static way. Pragmatics takes context into consideration while semantics does not. Pragmatics takes care of the aspect of meaning that is not accounted for by semantics.
2. Why is the notion of context essential in the pragmatic study of linguistic communication?
答： The notion of context is essential to the pragmatic study of language. It is generally considered as constituted by the knowledge shared by the speaker and the hearer. Various continents of shared knowledge have been identified, e.g. knowledge of the language they use, knowledge of what has been said before, knowledge about the world in general, knowledge about the specific situation in which linguistic communication is taking place, and knowledge about each other. Context determines the speaker's use of language and also the heater's interpretation of what is said to him. Without such knowledge, linguistic communication would not be possible, and without considering such knowledge, linguistic communication cannot be satisfactorily accounted for in a pragmatic sense. Look at the following sentences: (1) How did it go? (2) It is cold in hem.
(3) It was a hot Christmas day so we went down to the beach in the afternoon and had a good time swimming and surfing.
Sentence (1) might be used in a conversation between two students talking about an examination, or two surgeons talking about an operation, or in some other contexts; (2) might be said by the speaker to ask the hearer to turn on the heater, or leave the place, or to put on more clothes, or to apologize for the poor condition of the room, depending on the situation of context; (3) makes sense only ii the hearer has the knowledge that Christmas falls in summer in the southern hemisphere.
3. How are sentence meaning and utterance meaning related, and how do they differ?
答： A sentence is a grammatical concept, and the meaning of a sentence is often studied as the abstract, intrinsic property of the sentence itself in terms of predication. But if we think of a sentence as what people actually utter in the course of communication, it becomes an utterance, and it should be considered in the situation in which it is actually uttered (or used). So it is impossible to tell if “The dog is barking” is a sentence or an utterance. It can be either. It all depends on how we look at it and how we are going to analyze it. If we take it as a grammatical unit and consider it as a self-contained unit in isolation from context, then we are treating it as a sentence. If we take it as something a speaker utters in a certain situation with a certain purpose, then we are treating it as an utterance.
Therefore, while the meaning of a sentence is abstract, and decontextualized, that of an utterance is concrete, and context-dependent. The meaning of an utterance is based on sentence meaning; it is the realization of the abstract meaning of a sentence in a real situation of communication, or simply in a context. Now, take the sentence \Semantic analysis of the meaning of the sentence results in the one-place predication BAG (BEING HEAVY). Then a pragmatic analysis of the utterance meaning of the .sentence varies with the context in which it is uttered. For example, it could be uttered by a speaker as a straightforward statement, telling the hearer that his bag is heavy. It could also be intended by the speaker as an indirect, polite request, asking the hearer to help him carry the bag. Another possibility is that the speaker is declining someone's request for help. All these are possible interpretations of the same utterance “My bag is heavy”. How it is to be understood depends on the context in which it is uttered and the purpose for which the speaker utters it.
While most utterances take the form of grammatically complete sentences, some utterances do not, and some cannot even be restored to complete sentences.
4. Try to think of contexts in which the following sentences can be used for other purposes than just stating facts:
a) The room is messy. b) Oh, it is raining!
c) The music of the movie is good.
d) You have been keeping my notes for a whole week now.
答：a) A father entered his son’s room and found it is very messy. Then when he said, “The room is messy,” he was blaming his son for not tidying it up.
b) A son asked his father to play with him outside. So when the father said, “Oh, it’s raining”, he meant they couldn’t play outside.
c) Two persons just watched a movie and had a discussion of it. One person said, “The story of the movie is very moving”, so when the other person said, “The music of the movie is good”, he meant he didn't think the story of the movie was good.
d) A person wanted his notes back, so when he said, “you have been keeping my notes for a whole week now”, he was demanding the return of his notes.
5. According to Austin, what are the three acts a person is possibly performing while making an utterance. Give an example.
答： According to Austin's new model, a speaker might be performing three acts simultaneously when speaking: locutionary act, illocutionary act, and perlocutionary act.
A locutionary act is the act of uttering words, phrases, clauses. It is the act of conveying literal meaning by means of syntax, lexicon and phonology. An illocutionary act is the act of expressing the speaker’s intention; it is the act performed in saying something. A perlocutionary act is the act performed by or resulting from saying something; it is the consequence of, or the change brought about by the utterance; it is the act performed by saying something. Let's look at an example:
You have left the door wide open.
The locutionary act performed by the speaker is his utterance of the words “you”, “have”, “door”, “open”, etc. thus expressing what the words literally mean.
The illocutionary act performed by the speaker is that by making such an utterance he has expressed his intention of speaking, i.e. asking someone to close the door, or making a complaint,
depending on the context.
The perlocutionary act refers to the effect of the utterance. If the hearer gets the speaker's message and sees that the speaker means to tell him to close the door, the speaker has successfully brought about the change in the real world he has intended to; then the perlocutionary act is successfully performed.
6. What are the five types of illocutionary speech acts Searle has specified? What is the illocutionary point of each type?
答：(1) representatives: stating or describing, saying what the speaker believes to be true (2) directives: trying to get the hearer to do something
(3) commissives: committing the speaker himself to some future course of action (4) expressives: expressing feelings or attitude towards an existing
(5) declarations: bringing about immediate changes by saying something
The illocutionary point of the representatives is to commit the speaker to something's being the case, to the truth of what has been said, in other words, when performing an illocutionary act of representative, the speaker is making a statement or giving a description which he himself believes to be true. Stating, believing, sweating, hypothesizing are among the most typical of the representatives.
Directives ate attempts by the speaker to get the hearer to do some- thing. Inviting, suggesting, requesting, advising, wanting, threatening and ordering are all specific instances of this class.
Commissives are those illocutionary acts whose point is to commit the speaker to some future course of action, i.e. when speaking the speaker puts himself under a certain obligation. Promising, undertaking, vowing are the most typical ones.
The illocutionary point of expressives is to express the psychological state specified in the utterance. The speaker is expressing his feelings or attitudes towards an existing state of affairs, e.g. apologizing, thanking, congratulating.
The last class “declarations” has the characteristic that the successful performance of an act of this type brings about the correspondence between what is said and reality. 7. What is indirect language use? How is it explained in the light of speech act theory?
答： When someone is not saying I an explicit and straightforward manner what he means to say, rather he is trying to put across his message in an implicit, roundabout way, we can say he is using indirect language.
Explanation (略) (见教材p.84-85)
8. What are the four maxims of the CP? Try to give your own examples to show how flouting these maxims gives rise to conversational implicature?
答： Cooperative Principle, abbreviated as CP. It goes as follows:
Make your conversational contribution such as required at the stage at which it occurs by the accepted purpose or direction of the talk exchange in which you are engaged. To be more specific, there are four maxims under this general principle: (1) The maxim of quantity
① Make your contribution as informative as required (for the current purpose of the exchange).
② Do not make your contribution more informative than is required. (2) The maxim of quality
① Do not say what you believe to be false.
② Do not say that for which you lack adequate evidence. (3) The maxim of relation Be relevant.
(4) The maxim of manner
① Avoid obscurity of expression. ② Avoid ambiguity.
③ Be brief (avoid unnecessary prolixity). ④ Be orderly.
9. What is pragmatic failure? Try to find instances of pragmatic failure in the English used by Chinese learners of English.
答： The technical term for breakdowns in the course of communication is pragmatic failure. Pragmatic failure occurs when the speaker fails to use language effectively to achieve a specific communication purpose, or when the hearer fails to recognize the intention or the illocutionary force of the speaker’s utterance in the context of communication. Instances (略) (见教材p.89)
Chapter 7 Language Change
1. The vocabulary of English consists of native and also thousands of borrowed words. Look up the following words in a dictionary which provides the etymologies (history) of words. In each case speculate as to how the particular word came to be borrowed from a particular language. a. size b. skill c. royal d. ranch e. robot f. potato g. astronaut h. emerald i. pagoda j. khaki k. bulldoze 1. hoodlum
答：a. size (< old French) b. skill (< old Norse)
c. royal (< old French < Latin) d. ranch (< Spanish < French)
e. robot (< Czech < old Church Slavonic) f. potato (< Spanish < Taino) g. astronaut (< French)
h. emerald (< Middle English & old French) i. pagoda (< Persian < Sanskrit) j. khaki (< Hindi k. bulldoze (< bull(Botany Bay Slang) < old English) l. hoodlum (< German) 2. The Encyclopedia Britannica Yearbook has usually published a new word list, which is, in the Britannica’s editor's view, a list of those words that had entered the language during the year. Would you expect a yearbook to publish a “lost-word list” recording the words dropped from the language during the year? Defend your answer. 答：(略) 3. Below is a passage from Shakespeare's Hamlet, King: Where is Pelonius? Hamlet: In heaven, send thither to see. If your messenger find him not there, seek him i' the other place yourself. But indeed, if you find him not within this month, you shall nose him as you go up the stairs into the lobby. Act IV, scene iii Study these lines and identify every difference in expression between Elizabethan and Modern English that is evident. 答：In modern English, these lines are more likely written as: King: Where is Pelonius? Hamlet: In heaven, send to see there. If your messenger cannot find him there, yourself seek him at the other place. But indeed, if you cannot find him within this month, you shall notice him as you go up the stairs into the lobby. 4. Comment with examples on the following statement “Words and expressions will be forced into use in spite of all the exertions of all the writers in the world.” 答： The statement means that when necessary, people will make use of available uses even if there is no writers' efforts. For example, there are more and more new words and expressions which are introduced into language not by writers, e.g., email, hacker, IBM (international big mouth, means a person who acts like a gossip.) 5. Suppose you are outside a government office where doors still bear the notice, “This door must not be left in an open position.” Now try to explain the notice in simple and plain English. 答： “Keep the door dote. ” or “The door must be kept close.” 6. Give at least two examples showing the influence of American English on British English. 答：(略) 7. Find in any books, newspapers, or journals newly coined words in association with social and political needs, internet or computer language. 答： For example: SARS, Golden week, euro, e-mail, bi-media(双媒体的), cybernaut计算机(网络)漫游者, DVD, eyephone(视像耳机), etc． 8. With examples, give some plausible explanations for linguistic change. 答：(略) Chapter 8 Language and Society 1. How is language related to society? 答： There are many indications of the inter-relationship between language and society. One of them is that while language is principally used to communicate meaning, it is also used to establish and maintain social relationships. This social function of language is embodied in the use of such utterances as “Good morning!”, “Hi!”, “How's your family?”, “Nice day today, isn't it?”. Another indication is that users of the same language in a sense all speak differently. The kind of language each of them chooses to use is in part determined by his social background. And language, in its turn, reveals information about its speaker. When we speak, we cannot avoid giving clues to our listeners about ourselves. Then to some extent, language, especially the structure of its lexicon, reflects both the physical and the social environments of a society. For example while there is only one word in English for “snow”, there are several in Eskimo. This is a reflection of the need for the Eskimos to make distinctions between various kinds of snow in their snowy living environment. As a social phenomenon language is closely related to the structure of the society in which it is used, and the evaluation of a linguistic form is entirely social. To a linguist, all language forms and accents are equally good as far as they can fulfill the communicative functions they are expected to fulfill. Therefore, judgments concerning the correctness and purity of linguistic varieties are social rather than linguistic. A case in point is the use of the postvocalic [r]. While in English accents without postvocalic [r] are considered to be more correct than accents with it, in New York city, accents with postvocalic [r] enjoys more prestige and are considered more correct than without it. 2. Explain with an example that the evaluation of language is social rather than linguistic. 答： The evaluation of language is social rather than linguistic. This is because every language or language variety can express all ideas that its native speakers want to express. That is to say, language and language variety are equal in expressing meaning. For example, the much-prejudiced Black English can be used by the black people to communicate with each other without feeling any hindrance. But many other people think Black English is not pure English because it does not conform to their grammar and not adopted by educated people. As a result, many people feel shameful to use Black English. From this example we can know that the evaluation of language is social, not linguistic. 3. What are the main social dialects discussed in this chapter? How do they jointly determine idiolect? 答： The main social dialects discussed in this chapter are regional dialect, sociolect, gender and age. Idiolect is a personal dialect, of an individual speaker that combines elements regarding regional, social, gender, and age variations. These factors jointly determine the way he/she talks. While the language system provides all its users with the same set of potentials, the realization of these potentials is individualized by a number of social factors, resulting in idiolects. 4. In what sense is the standard dialect a special variety of language? 答： First of all, the standard dialect is based on a selected variety of the language, usually it is the local speech of an area which is considered the nation's political and commercial center. For example, standard English developed out of the English dialects used in and around London as they were modified over the centuries by speakers in the court, by scholars from universities and writers. Gradually the English used by the upper classes in the capital city diverged markedly from the English used by other social groups and came to be regarded as the model for all those who wished to speak and write well. Second, the standard dialect is not dialect a child acquires naturally like his regional dialect. It is a superimposed variety; it is a variety imposed from above over the range of regional dialects. Some government agency writes grammar books and dictionaries to ‘fix’ this variety and everyone agrees on what is correct usage of the language. So it has a widely accepted codified grammar and vocabulary. Once codification takes place, it is necessary for an ambitious citizen to learn to use the correct language and to avoid ‘incorrect’ language. Therefore, the standard dialect is the variety which is taught and learnt in schools. Then the standard dialect has some special functions. Also designated as the official or national language of a country, the standard dialect is used for such official purposes as government documents, education, news reporting; it is the language used on any formal occasions. 5. What is register as used by Halliday? Illustrate it with an example of your own. 答： According to Halliday, “Language varies as its function varies; it differs in different situations.” The type of language which is selected as appropriate to the type of situation is a register. Halliday further distinguishes three social variables that determine the register: field of discourse, tenor of discourse, and mode of discourse. For example, a lecture on linguistics could be identified as Field: scientific (linguistic) Tenor: teacher — students (formal, polite) Mode: oral (academic lecturing) 6. What linguistic features of Black English do you know? Do you think Black English is an illogical and inferior variety of English? Why (not)? 答： (1) A prominent phonological feature of Black English is the simplification of consonant clusters at the end of a word. According to this consonant deletion rule, the final-position consonants are often deleted; thus “passed” is pronounced [pa:s], mend [men], desk [des], and told [t??l]. A syntactic feature of Black English that has often been cited to show its illogicality is the deletion of the link verb “be”. In Black English we frequently come across sentences without the copula verb: “They mine”, “You crazy”, “Her hands cold”, and “That house big”. In fact, copula verb deletion is not a unique feature of Black English; it is also found in some other dialects of English and in languages like Russian and Chinese. Another syntactic feature of Black English that has been the target of attack is the use of double negation constructions, e.g. (8 — 2) He don't know nothing. (He doesn't know anything.) (8 — 3) I ain't afraid of no ghosts. (I'm not afraid of ghosts.) Some people consider these sentences illogical because they claim that two negatives make a positive. But in fact such double negative constructions were found in all dialects of English of the earlier periods. (2) (略) 7. What peculiar features docs pidgin have? 答： Pidgins arose from a blending of several languages such as Chinese dialects and English, African dialects and French, African dialects and Portuguese. Usually a European language serves as the basis of the pidgin in the sense that some of its grammar and vocabulary is derived from the European language used by traders and missionaries in order to communicate with peoples whose languages they did not know. Pidgins typically have a limited vocabulary and a very reduced grammatical structure characterized by the loss of inflections, gender end case, The “simplified” variety performs its functions as trading and employment. 8. How do bilingualism and diglossia differ, and what do they have in common? 答： Bilingualism refers to the situation that in some speech communities, two languages are used side by side with each having a different role to play; and language switching occurs when the situation changes. But instead of two different languages, in a diglossic situation two varieties of a language exist side by side throughout the community, with each having a definite role to play. The two languages of bilingualism and the two varieties of diglossia each has different role to play as situation changes. Chapter 9 Language and Culture 1. Try to sum up the relation between language and culture. Can you find similar relationship between local dialect and regional culture? 答： The relation between language and culture is dialectical. Every language is part of a culture. As such, it cannot but serve and reflect cultural needs. Within tile broad limits set by the specific needs of a culture, a language is free to make arbitrary selections of signified. That is to say, language is not a passive reflector of culture. Even assuming that culture is in many cases the first cause in the language-culture relationship, language as the effect in the first link of the causal chain will in turn be the cause in the next link, reinforcing and preserving beliefs and customs and conditioning their future course. We can find similar relationship between local dialect and regional culture. For example, in China, there are many local dialects and many regional operas. Those regional operas can only be performed in the local dialects; meanwhile those regional operas are part of local cultures. 2. What do you think of Sapir-Whorf hypothesis? Give examples or proof to support your point of view. 答： The studies have shed new light on our understanding of the hypothesis: people tend to sort out and distinguish experiences differently according to the semantic categories provided by their different codes. Here is an example. English-speaking culture teaches its people to name what is practical, useful and important. In a general sense, the important things take on specific names while the less important things have general names that must be modified through additional words to become specific. A good illustration of this point is the word snow in Eskimo and English. 3. Can you find some loan words in Chinese from other language? How were they used in the original language and how are they used in Chinese? 答： There are many loan words in Chinese from other languages. For example, “哲学” comes from Japanese, and “雷达” comes from English. These two words have the same meaning in both languages. The former refers to a discipline, and the latter refers to a machine which can detect an object far away by radio. … 4. Based on your own learning experiences, please illustrate how important it is to learn its culture when learning a foreign language. 答： Based on my own learning experiences, I find it is very important to learn its culture when learning a foreign language, A typical example of these is that when greeting acquaintances, we tend to say \ 5. What do you think of linguistic imperialism and cultural imperialism? Is it nonsense or something worth consideration? 答： Linguistic imperialism is closely related to cultural imperialism. Linguistic imperialism is a kind of linguicism which can be defined as the promulgation of global ideologies through the world-wide expansion of one language. With the monopoly of one language over others, its accompanied ideologies, structures and practices will be a potential threat to the individual cultural identity and cultural integrity. From this, we can know that linguistic imperialism is something worth consideration. 6. Work out the meaning of the following underlined expressions. Find its origin and corresponding Chinese expressions. a) The boss offers a high pay, but he wants his pound of flesh back in return and make them working very hard. b) All work and no pay makes Jack a dull boy. c) That's a dear John letter saying that she would never come back again. d) The best fish swim near the bottom. e) By so doing, they have actually opened a Pandora's box. f) Any engineer worth his salt should know how to deal with such problems. g) The little girl is the apple of her father’s eye. 答：a) 无情逼索全部债务；合法但极不合理的要求。 源自莎士比亚戏剧《威尼斯商人》第4幕第1场 b) 只工作不玩耍，聪明孩子也变傻。 源自谚语。 c) 绝交信；要求解除婚约的信。 源自美国口语。 d) 好鱼游水底，良鸟藏深山。 源自谚语。 e) 潘多拉的盒子；一切灾难的根源。 源自希腊神话。 f) 能胜任．值得雇用。 源自古语。 g) 珍爱的人。 源自古语。 Chapter 10 Language Acquisition 1. Try to explain the terms: Language acquisition Language Acquisition Device Critical Period Hypothesis, 答： Language acquisition refers to the child's acquisition of his mother tongue, i.e. how the child comes to understand and speak the language of his community. Language Acquisition Device, (also known as LAD). The LAD was described as an imaginary “black box” existing somewhere in the human brain. The “black box” is said to contain principles that are universal to all human languages. Children need access to the samples of a natural language to activate the LAD, which enables them to discover his language's structure by matching the innate knowledge of basic grammatical system to that particular language. Closely related to the external language environment, age is another factor that is worth mentioning in first language acquisition. Observed that children's ability to develop normal behaviors and knowledge in environments does not continue indefinitely end that children who have never learned language (for various reasons) cannot return to normal if these deprivations go on for too long, Eric Lenneberg, a biologist, argued that the LAD, like other biological functions, works successfully only when it is stimulated at the right time –– a specific and limited time period for language acquisition –– which is referred to as the Critical Period Hypothesis (CPH). There are two versions of the CPH. While the strong one suggests that children must acquire their first language by puberty or they will never be able to learn from subsequent exposure, the weak holds that language learning will be more difficult and incomplete after puberty. 2. Among the language acquisition theories mentioned in this chapter, which one do you think is more reasonable and convincing? Explain why. 答： The language acquisition theories mentioned in this chapter have different emphasis on different aspects. Behaviorists view sounds reasonable in explaining the routine aspects, the innatist accounts most plausible in explaining children's acquiring complex system, and the interactive description convincing in understanding how children learn and use the language appropriately from their environment. In my opinion, behaviorists view is more reasonable and convincing because language acquisition is a process of enforcing and reinforcing. Only through this process can a person learn a language well. 3. Which of the following statements are TRUE and which are FALSE? Why? a) All normal children have equal ability in learning their first language. b) It is easy for parents to teach their children grammar. c) The young child is not taught to speak, or to understand his language. There is no formal learning of grammar or pronunciation practice. d) At first children do not inflect nouns or verbs. e) Children learn their native language well whenever they start and whatever kinds of language samples they receive. f) For a child to acquire his mother tongue the most basic requirement is that he hears people speaking this language. He will then begin to learn the language. g) Phonology and grammar are finite, tightly structured systems, the child must master them before puberty in order to be a native speaker of the language. 答：a) True, because of LAD. b) False, because children's grammatical development is gradual and some subtle grammatical distinctions may not be mastered much before the age of ten. c) True, because his language is acquired. d) True, because at the very beginning, children's language is totally about content. e) False, because of CPH. f) True, because when a child acquires his native language he needs language environment. g) True, because of CPH. 4. Each of the following utterances comes from the speech of a child in the two-word state. Identify the semantic relation expressed by each of these utterances Intended meaning Child’s utterance a) Jimmy is swimming? Jimmy swim b) Ken’s book Ken book c) Daddy is at his office. Daddy office d) You push the babies. Push baby e) Mommy is reading. Mommy read 答：(略) Chapter 11 Second Language Acquisition 1. To what extent is second language learning similar to first language learning? Can you list some proof from your own learning experiences? 答：(1) From a theoretical point of view, the new findings and advances in first language acquisition especially in learning theories and learning process are illuminating in understanding second language acquisition. The techniques used to collect and analyze date in first language acquisition also provide insights and perspectives in the study of second language acquisition. For example, we started to learn our native language from listening, and then speaking. (2) (略) 2. Try to observe yourself and pay attention to your own learning experience, what conclusions can you reach about the role of Chinese in your English learning? On what occasions are you more likely to use or depend on Chinese in learning or using English? 答：(略) 3. Identify the errors in the following sentences and trace the possible cause for each error. a) Please do not hinder my work. b) –– Would you mind lending me your tape-recorder? –– Yes, certainly. c) During the meeting we discussed about the research project. d) Alison is in poor health. She is easy to catch cold. e) Tile light can impress the film and in this way to fix the image of the film. f) The scenery is too beautiful to describe it. 答：a) Please do not hinder me in my work. (negative transfer) b) –– Would you mind lending me your tape-recorder? –– No, I don't. (negative transfer) c) During the meeting we discussed the research project. (overgeneralization) d) Alison is in poor health. She catches cold easily. (overgeneralization) e) The light can impress the film and in this way can fix the image of the film. (negative transfer) f) The scenery is too beautiful to describe. (cross-association) 4. Based on your own experience, give at least three examples which are related to overgeneralization and performance errors. 答：Overgeneralization: * I losed the game. * There are ten sheeps. * I was devoted to do this job. 5. What kind of a language learner you are? Have you ever thought of why and how you learn English? 答：(略) 6. List the learning strategies you use frequently, and then compare that with the strategy listed in 11. 8. 答：(略) 7. Identify personality factors that may contribute to the success of learning a second/foreign language. 答： The personality traits such as extroversion, talkativeness, self-esteem, self-confidence may contribute to the success of learning a second/foreign language. Chapter 12 Language and Brain 1. What is neurolinguistics and what does it study? 答：(略) 2. What distinguishes the human brain from a non-human brain? 答： It is the cerebral cortex flint distinguishes the human brain from a non-human brain. The cerebral cortex is the decision-making organ of the body and storehouse of \messages from all the sensory organs and initiates all voluntary actions. It is the cerebral cortex that accounts for the human distinctness in the animal world and it is within the human cortex that the secrets of language representation and processing are to be found. Animals, reptiles and amphibians, for example, have no cortex all. 3. Give names to each component of the human brain. ... 答：(略) 4. Describe the major symptoms of Broca's aphasia, Wernicke's aphasia, and acquired dyslexia. 答： Broca's aphasia displays several characteristics. Phonologically, the speech of Broca's aphasics is very halting and lack of normal sentence intonation. That is to say, patients have great difficulty in accurately producing the needed phonemes to say a word. When they say, they say very slowly and have a lot of hesitations. Syntactically, Broca's aphasics produce telegraphic speech, i.e. they omit the functional words that we would be likely to omit when we write a telegram and besides, they tend to omit inflectional affixes such as -ing, and -ed in words such as reading and worked. They often show difficulty judging the grammaticality of sentences. Unlike Broca's aphasics, Wernicke's aphasics are generally unaware of their deficit. Patients cannot express themselves because they cannot understand what they have just said and use that understanding in the planning of what to say next. Wernicke's aphasics also show reading and writing deficits comparable to their deficits in speaking and listening, The written production of Wernicke's aphasics is formally very good with correct spelling and handwriting, but like their speaking, makes little sense. Reading comprehension is also severely impaired in Wernicke's aphasia. Patients can see the letters and words, but cannot make any sense of them. There are two types of acquired dyslexia: phonological dyslexia and surface dyslexia. Phonological dyslexia is a type of acquired dyslexia in which the patient seems to have lost the ability to use spelling-to-sound rules. Patients suffering from phonological dyslexia can only read words that they have seen before. When asked to read an unknown word, they will either say nothing or produce a known word which is similar to the word they are asked to read. Surface dyslexia is the opposite of phonological dyslexia. Patients suffering from surface dyslexia seem unable to recognize words as wholes but must process all words through a set of spelling-to-sound rules. They do not have any problem in reading the regularly spelled words such as hat. If asked to read irregularly spelled words, they will apply regular rules and produce the incorrect form and assign it a meaning that is appropriate to their incorrect pronunciation. 5. What are the relative advantages and disadvantages of the techniques used to investigate the brain in terms of ethics, cost, intrusiveness and type of information yielded. 答： In SAT the patient is asked to count out aloud while sodium amytal is injected into an artery carrying bleed to one side of the brain. If this is the hemisphere used in speech, the patient loses all tracks of his counting and experiences severe language difficulties for several minutes. If it is not, the patient can resume normal counting almost immediately after the injection. Though effective, the test is of risk. CT scanning uses a narrow beam of X-ray to create brain images that take the form of series of brain slices. That makes it possible for the researchers to look inside a living brain. It is very useful in identifying brain lesions and tumours, though the image that CT scanning provides is static. PET, however, makes it possible to study the brain in action. It has been found that when subjects speak, much blood flows to the left hemisphere of the cortex and to Broca’s area in particular. When subjects read, much blood flows to the occipital lobe, to the angular gyrus, and to other areas of the left hemisphere is primarily responsible for language and that there are specific language areas within the left hemisphere. And the traditional way through autopsy studies generally will cause ethic problem, and the information obtained through this way is of little use in treating the patient since an autopsy can only be carried out after a patient's death. 6. What is psycholinguistics and what does it study? 答：(略) 7. What does each of the following slips of the tongue reveal about the process of language production? a. “You’ve tasted two worms.” b. “It crawls through the fax.” c. “You hissed my mystery lecture.” d. to gap the bridge e. cuss and kiddle 答：(略) 8. What experiments would you devise to address the following questions? a) Are frequently used words easier to process than less frequently used ones? b) Are simple sentences easier to understand than complex ones? c) Are semantically related words stored in the same place in our brain? 答：a) b) Eye movement experiments. c) 9. Read the following garden path sentences twice at a day’s interval and see whether the interpretation of the second reading is the same as that of the first one. a) Fat people eat accumulates. b) The dog that I had really loved .bones. c) The old man the boat. d) We painted the wall with cracks. 答：(略) 10. Do morphological structures play a substantial role in word recognition? 答：(略) 11. Describe Levelt's speech production model in your own words. 答：(略)