英文简介Linguistics, as a social science, is one of the subjects that have been developing rapidly and changing greatly since the 1950s of last century. In the past 50 years new schools, new academic contributions have emerged in the western linguistics, which has been widely spread having marked influence on psychology, sociology, pedagogy, anthropology, literature and arts, archaeology, communications, machine translation, etc. With the tremendous development of English linguistics and its relevant subjects, there have appeared new fruitful researches both at home and abroad. As an educational institution of higher learning where English is the specialized subject, we design this course of Linguistics as an objective one for senior students of English, with an aim to have them understand the basic concepts and obtain the basic knowledge of linguistics, to train them to be capable of applying and analyzing linguistic theory, get familiar with the present status of the subject and follow its latest trend of development. By way of this the students will lay a solid foundation for further research in this and the relevant fields.

三、课程性质与教学目的

本课程是为英语专业三年级学生开设的专业理论必修课。课程的目的是帮助学生了解人类语言研究的丰富成果，提高其对语言的社会、人文、经济、科技以及个人修养等方面重要性的认识，培养语言意识，发展理性思维。语言学课程主要讲述语言是什么，语言的起源和产生，语言使用涉及那些方面的因素等，对英语专业学生了解语言的本质特征，了解语言学习过程的主要特点，提高语言学习和语言使用的效率有十分重要的指导意义。语言学课程的开设有助于拓宽学生的思路和视野，全面提高学生的素质。

四、教学内容及要求

第一章 Introduction (4 periods)

(一)目的与要求（Objectives and Requirements）

let the students have the general idea about language and linguistics

（二）教学内容(Contents of teaching)

1.1 Language

1.2 What is language? & The design features of language

2.Linguistics

2.1 What is linguistics?

2.2 Main branches (scope) of linguistics

phonetics 语音学----the study of sounds used in linguistic communication.

phonology 音系学（音位学）

morphology 词法学

syntax 句法学

semantics 语义学

pragmatics 语用学

Important distinctions in linguistics:

(1) Descriptive vs. prescriptive “描写式”和 “规定式”

They represent two different types of linguistic study. If a linguistic study aims to describe and analyze the language people actually use, it is said to be descriptive; if the linguistic study aims to lay down rules for “correct and standard” behavior in using language, i. e. to tell people what they should say and what they should not say, it is said to be prescriptive.

(2) Synchronic vs. diachronic “共时”和 “历时”

The description of a language at some point of time in history is a synchronic study; the description of language as it changes through time is a diachronic study. A diachronic study is a historical study; it studies the historical development of language over a period of time.

(3) langue & parole “语言” 和 “言语”

The distinction was made by the Swiss linguist Saussure in the early 20th century. Langue refers to the abstract linguistic system shared by all members of a speech community, and parole refers to the realization of language in actual use.

What linguists should do is to abstract langue from parole, i. e. to discover the regularities governing the actual use of language and make them the subjects of study of linguistics.

(4) Competence and performance 语言能力和语言运用

The distinction is discussed by the American linguist N. Chomsky in the late 1950’s.

Competence----the ideal user’s knowledge of the rules of his language.

Performance----the actual realization of this knowledge in linguistic communication.

(5) Traditional grammar and modern linguistics

Modern linguistics started with the publication of F. de Saussure’ s book “Course in General Linguistics” in the early 20th century. So Saussure is often described as “father of modern linguistics”. The general approach traditionally formed to the study of language before that is roughly referred to as “traditional grammar.” They differ in several basic ways:

Firstly, linguistics is descriptive while traditional grammar is prescriptive. A linguist is interested in what is said, not in what he thinks ought to be said. He describes language in all its aspects, but does not prescribe rules of “correctness”.

Secondly, modern linguistics regards the spoken language as primary, not the written. Traditional grammarians, on the other hand, tend to emphasize, may be over-emphasize, the importance of the written word, partly because of its permanence.

Then, modern linguistics differs from traditional grammar also in that it does not force languages into a Latin-based framework. To modern linguists ,it is unthinkable to judge one language by standards of another. They are trying to set up a universal framework, but that would be based on the features shared by most of the languages used by mankind.

（三）课后练习(Assignments)

Questions and Exercises 1,4,6,12

（四）教学方法与手段(Teaching aids and methods)

课堂讲授和网上课后学习相结合。课堂讲授以教师讲解为主，采用灵活多样的教学方式，如发现式、启发式、和研究式等。

第二章 Phonology(4 periods)

（一）目的与要求（Objectives and Requirements）

let the students have the general idea about phonetics and phonology.

（二）教学内容(Contents of teaching)

1. Phonetics

1.1 Speech production and perception

3 sub-branches of phonetics:

Articulator phonetics----the study of the production of speech sounds

Acoustic phonetics----the study of the physical properties of the sounds produced in speech

Auditory phonetics----the study of the perception of speech sounds

1.2 Speech organs (vocal organs)

refers to the parts of the human body involved in the production of speech.

The articulator apparatus of a human being contains 3 important areas: the pharynx (the throat), the oral cavity (the mouth), and the nasal cavity (the nose). The air- stream coming from the lungs is modified in various ways in these cavities, resulting in the production of various sounds.

·The pharyngeal cavity

·The oral cavity

1.3 phonetic transcription

a method of writing down speech sounds in a systematic and consistent way.

● IPA (International phonetic Alphabet)

The idea was first proposed by the Danish grammarian Jespersen in 1886.

The first version of IPA was published in August 1888.

The latest version was devised in 1993 and corrected in 1996.

With minor modifications, phoneticians and linguists now still use IPA.

The basic principle of IPA is using a different letter for each distinguishable speech sound

●Two ways to transcribe speech sounds

Broad transcription: transcription with letter-symbols only.

It’s normally used in dictionaries and teaching textbooks.

Narrow transcription: transcription with letter-symbols together with the diacrtics. This is the transcription required and used by the phoneticians in their study of speech sounds.

Diacritics: A set of symbols added to the letter-symbols to show that it has a sound value different from that of the same letter without the mark.

1.4 English speech sounds

● Classification

The English speech sounds can first of all be classified into vowels and consonants. The basic difference between them is that in the production of the former, the airstreams meets with no obstruction of any kind in the throat, the nose or the mouth, while in that of the latter it’s somehow obstructed.

Semi-vowels ( semi-consonants) : the sounds produced with little obstruction.(also called glides or transition sounds) e.g. yet wet hot

●Consonants (P44)

. 3 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 (P45)

the quality of vowels depend on position of tongue and the shape of lips.

4.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. short

pure vowels (monophthong)—vowels where the quality remains constant throughout the articulation

vowel glides----vowels where there is an audible change of quality

diphthongs—a single movement of the tongue is involved

triphthongs—a double movement

2.phonology

2.1 phonology and phonetics

Phonetics and phonology are the two disciplines dealing with speech sounds. While both are related to the study of sounds, they differ in their approach and focus. Phonetic studies how speech sounds are made, transmitted and received. Phonology, on the other hand, is the study of sound systems of language. It’s concerned with the linguistic patterning of sounds, it aims to discover how speech sounds in a language form patterns and how these sounds are used to convey meaning in linguistic communication.

Phonological knowledge permits a speaker to produce sounds which form meaningful utterance, to recognize a foreign accent, to make up new words.

2.2 phonemes, allophones

• phone: 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).

If we pronounce the words feel, leaf, top, stop, the speech sounds involved are [f][i:] [f][l][t][p][s][t], All these sounds are phones.

Conventionally, phones are placed within square brackets “[ ]” (phonetic transcription)

Phones do not necessarily distinguish meaning. Usually phones of different phonemes distinguish meaning.

• phoneme: 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.

Phonemes are placed in slashes “/ / ” (phonemic transcription)

A phoneme is the smallest meaning-distinguishing unit.

Neither the sound [p] in pit or the sound [b] in bit is a phoneme. They are phones; they are the phonetic realization of the phoneme /p/ and /b/. In actual speech, a phoneme is realized phonetically as a certain phone.

•allophone: the different phones which can represent a phoneme in different phonetic environments are called the allophones of that phoneme

One phoneme may have several allophones, but the choice of an allophone is rule-governed.

•distinctive features: the features that a phoneme possesses, making it different from other phonemes, are its distinctive features.

Distinctive features are language-specific. What doesn’t distinguish meaning in one language may probably do in another language. e.g. aspiration does not distinguish meaning in English, but it does in Chinese.e.g.

“ba” (爸) “pa”(怕)

In Chinese, these two sounds are distinguished by aspiration ,while in English they are distinguished by “voicing”

2.3 The phoneme theory

The phoneme is the basic unit in phonological analysis.

•Complementary distribution and Minimal pairs.

Phonetically similar sounds might be related in two ways. If they are two distinctive phoneme, they might form a contrast; e.g. /p/and /b/ in [pit] and [bit]; If they are allophones of the same phoneme, then they don’t distinguish meaning, but complement each other in distribution, i.e. they occur in different phonetic context.

Strictly speaking, every sound is different from every other sounds. But in phonology some of the difference may be ignored

A basic way to determine the phonemes of a language is to see if substituting one sound for another result in a change of meaning.

Minimal pairs (最小对立体)

When two different forms are identical in every way except for one sound segment which occurs in the same place in the strings, the two sound combinations are said to form a minimal pair.

2. Complementary distribution

Not all speech sounds occur in the same environment, when the two sounds never occur in the same environment they are said to be in complementary distribution. For example, in English, [p=,ph] are two different sounds. They never occur in the same context, [p=] always occur after /s/ while [ph] always occur in other places.

Not all phones in complementary distribution are considered to be allophones of the same phoneme. They must be phonetically similar and in complementary distribution.

free variation

A phone may sometimes has free variants. If two sounds occurring in the same environment do not contrast, that is, the substitution of one for the other does not produce a different word form, but merely a different pronunciation of the same word, then the two sounds are in free variation.

（三）课后练习(Assignments)

Questions and Exercises 1,3,5

（四）教学方法与手段(Teaching aids and methods)

课堂讲授和网上课后学习相结合。课堂讲授以教师讲解为主，采用灵活多样的教学方式，如发现式、启发式、和研究式等。

第三章 Morpheme(4 periods)

（一）目的与要求（Objectives and Requirements）

Let the students have a brief knowledge about morphemes and the basic word-formation methods

（二）教学内容(Contents of teaching)

1．Morpheme

1．1 Morphology and morpheme

1．2 Types of morphemes

• Free morpheme: those which may constitute words by themselves

• Bound morpheme: those which can not be used by themselves, but must be combined with other morphemes to form words

• Inflectional morpheme: manifest various grammatical relations or grammatical categories such as number, tense, degree and case. E.g.

walks, walking, walked ; John’s; children; biggest

• Derivational morpheme: prefix: change meaning dis-; un-; mis-

suffix: change part of speech -ly; -ness; -tion

1．3 Word formation

Compounding: F+F

blackboard godfather baby-sit

（三）课后练习(Assignments)

Questions and Exercises 1,2,3,5

（四）教学手段与方法(Teaching aids and methods)

课堂讲授和网上课后学习相结合。课堂讲授以教师讲解为主，采用灵活多样的教学方式，如发现式、启发式、和研究式等。

第四章 Syntax(6 periods)

（一）教学目的（Objectives and Requirements）

Enable the students to understand and describe the internal structures of sentences

（二）教学内容(Contents of teaching)

Syntax is the study of how words combine to form sentences and the rules which govern the formation of sentences. Since sentence is usually regarded as the largest grammatical unit of a language, syntax has long been the center of grammatical study. In this chapter, we introduce some of the representative approaches to syntax.

1. 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. The most central categories to the syntactic study are the word-level categories (traditionally, parts of speech)

1.1 Word-level categories

1.2 Phrase categories

2. Phrase Structure Rule

2.1 XP rule

The phrase structure rules can be summed up as XP rule shown in the diagram, in which X stands for N, V, A or P.

2.2 X- Theory

2.3 Coordination rule

Coordination structures-----the structures that are formed by joining two or more elements of the same type with the help of a conjunction such as and, or, etc.

3. Phrase elements

3.1 Specifiers

Semantically, specifiers make more precise the meaning of the head; syntactically, they typically mark a phrase boundary. Specifiers can be determiners as in NP, qulifiers as in VP and degree words as in AP.

3.2 Complements

Complements themselves can be a phrase, they provide information abut entities and locations whose existence is implied by the meaning of the head, e.g. a story about a sentimental girl; There can be no complement, one complement, or more than one complement in a phrase, e.g. appear, break, put…; a sentence-like construction may also function as a complement such as in “I believed that she was innocent. I doubt if she will come. They are keen for you to show up.” That/if /for are complementizers, the clauses introduced by complementizers are complement clause.

3.3 modifiers

Modifiers specify optionally expressible properties of heads.

4. Sentences

5. Transformations

5.1 Auxiliary movement

5.2 Do insertion

Insert interrogative do into an empty Infl position.

5.3 Deep structure and surface structure

Deep structure: the underlying level of structural organization displaying all the factors that govern.

Surface structure: the syntactic structure of a sentence we actually articulate or hear. It is the final stage in the syntactic derivation of a sentence.

This distinction is used to explain the alternative interpretations of sentences which have the same surface structure but are related to different deep structures.

5.4 Wh Movement

（三）课后练习(Assignments)

Questions and Exercises 1, 2, 5, 8

（四）教学手段与方法(Teaching aids and methods)

课堂讲授和网上课后学习相结合。课堂讲授以教师讲解为主，采用灵活多样的教学方式，如发现式、启发式、和研究式等。

第五章 Semantics(6 periods)

（一）教学目的（Objectives and Requirements）

Enable the students to have a better understanding of semantics and wording meaning.

（二）教学内容(Contents of teaching)

1. What’s semantics?

1.1 Definition

A study of the meaning of linguistic units, words and sentences in particular.

In linguistics, compared with other branches we have discussed, semantics is very young and new. It has only a history of over 100 years. But dating from Plato, the study of meaning has a long history. Philosophers, psychologists, and sociologists all claim a deep interest in the study of meaning, although they differ in their focus of interest.

Philosophers: the relation between linguistic expression and what they refer to in the real world and evaluation of the truth value of it.

Psychologists: understanding the working of human mind through language.

So you many find several books bearing the title “semantics” but talking about different things. Here we just focus on linguistic semantics.

2. Some views concerning the study of meaning

2.1 Naming theory (Plato)

2.2 The conceptualist view

2.3 Contextualism (Bloomfield)

2.4 Behaviorism

3. Lexical meaning

3.1 Sense and reference

3.2 Major sense relations

3.2.1 Synonymy

3.2.2 Polysemy

3.2.3 Homonymy

3.3.4 Hyponymy

3.3.5 Antonymy

4. Sense relations between sentences

(1) X is synonymous with Y

(2) X is inconsistent with Y

(3) X entails Y

(4) X presupposes Y

(5) X is a contradiction

(6) X is semantically anomalous

5. Analysis of meaning

5.1 Componential analysis

5.2 Predication analysis

（三）课后练习(Assignments)

Question and Exercise 1,5

（四）教学手段与方法(Teaching aids and methods)

课堂讲授和网上课后学习相结合。课堂讲授以教师讲解为主，采用灵活多样的教学方式，如发现式、启发式、和研究式等。

第六章 Pragmatics(4 periods)

（一）教学目的（Objectives and Requirements）

Enable the students to have a better understanding of pragmatics and its two important theories.

（二）教学内容(Contents of teaching)

The study of language in use or language communication; the study of the use of context to make inference about meaning.

The study of how speakers of a language use sentences to effect successful communication.

1. Some basic notions in Pragmatics

1.1 Context

1.2 Pragmatics vs. semantics

1.3 Sentence meaning vs. utterance meaning

1.4 Correctness vs. appropriateness

2. Speech act theory

Speech acts is a term derived from the work of the philosopher J. L. Austin (1962) and now used to refer to a theory which analyzes the role of utterances in relation to the behavior of the speaker and the hearer in interpersonal communication. It aims to answer the question “What do we do when using language?”

2.1 Austin’s new model of speech acts

2.2 Searle’s classification of speech acts (1969)

2.2.1 Assertives/representatives(陈述)

2.2.2 Directives(指令)

2.2.3 Commissives(承诺)

2.2.4 Expressives(表达)

2.2.5 Declarations(宣布)

3. Principle of conversation (Paul Grice)

3.1 Four maxims of CP

The maxim of quality

----Do not say what you believe to be false.

----Do not say that for which you lack adequate evidence.

The maxim of quantity

----Make your contribution as informative as required for the current purpose of the exchange.

----Do not make your contribution more informative than is required.

The maxim of relation

----Be relevant ( make your contribution relevant).

The maxim of manner

----Avoid obscurity of expression.

----Avoid ambiguity.

----Be brief.

----Be orderly.

3.2 Conversational implicature

（三）课后练习(Assignments)

Question and Exercise 4,7

（四）教学手段与方法(Teaching aids and methods)

课堂讲授和网上课后学习相结合。课堂讲授以教师讲解为主，采用灵活多样的教学方式，如发现式、启发式、和研究式等。

Chapter 7 Language Change (4 periods)

（一）目的与要求（Objectives and Requirements）

Llanguage is in state of constant change. To see how one language has gone through changes over time, they must learn something about the history of English, have knowledge of the causes of language change and the development of lexical, sound and syntactical changes of language

（二）教学内容 (Contents of teaching)

1. Causes of language change

1.1 Historical cause

1.2 Social cause

1.3 Scientific and technological development

1.4 Pragmatic and psychological cause

1.5 Political cause

1.6 The increase of international contact

2. Lexical change

2.1 Borrowing

2.2 Creation of new words

2.3 Shifts in meaning

3. Sound change

4. Syntactical change

（三）课后练习 (Assignments)

1.With the development of the internet, many new words have entered the English/Chinese language. Please give five internet-related words and their meanings.

2.Think of three words that have entered the language in the last ten years and then briefly describe their sources.

3. Think of three words that are getting out of fashion.

（四）教学手段与方法 (Teaching aids and methods)

课堂讲授与浏览网页学习语言变化的。让学生从英特网上收集材料来观察与解释语言变化（Classroom teaching and learning language change by browsing websites. Make the students collect linguistic data from the internet for observing and explaining language change.）

Chapter 8 Language and Society (4 periods)

(一) 目的与要求（Objectives and Requirements）

This chapter deals with a sub-field of linguistics –sociolinguistics. After the study of this chapter, the students will understand the relation between language and society, between the uses of language and the social structures in which the users of language live.

（二）教学内容 (Contents of teaching)

1. The relatedness between language and society

1.1 Speech community and speech variety

1.2 Two approaches to sociolinguistic studies

2 Varieties of language

2.1 Dialectal varieties

2,2 Register

2,3 Three social variables

3. Degree of formality

3.1 Standard dialect

3.2 Pidgin and Creole

3.3 Bilingualism and Diglossia

（三）课后练习 (Assignments)

Questions and Exercises 2,3,4,6,7

（四）教学手段与方法 (Teaching aids and methods)

课堂讲授；要求学生从阅读及英特网中搜集语言材料；并就材料组织课堂讨论，谈论语言和社会的关系（Classroom teaching, collecting; linguistic data from what the students have read and from the internet; have a discussion in class on relation between language and society.)

Chapter 9 Language and culture (4 periods)

(一) 目的与要求（Objectives and Requirements）

The students should understand that the language used by a speech community is closely related to the culture of that community. They should, after learning this chapter, be aware of the fact that the community’s culture requires one to speak and behave in a manner acceptable to its members, .

（二）教学内容 (Contents of teaching)

1.What is culture?

2. The relationship between language and culture

2.1 Sapir-Whorf hypothesis

2.2 Strong version & weak version

3.Linguistic evidence of cultural differences

3.1 Some cultural differences in language use

3.2 The significance of cultural teaching and learning

4. Cultural overlap

5. Cultural diffusion

Intercultural communication

（三）课后练习 (Assignments)

Questions and Exercises 1,2,

Discussion: 1.How is language related to culture?

2.Some words may have different associative meanings in different cultures. What are the associative meanings of a word (e.g. dog) to Chinese speakers and English speakers respectively?

（四）教学手段与方法 (Teaching aids and methods)

课堂讲授；要求学生从阅读及英特网中搜集语言材料；并就材料组织课堂讨论，谈论语言和文化的关系（Classroom teaching, collecting; linguistic data from what the students have read and from the internet; have a discussion in class on relation between language and culture.)

Chapter 10 Language acquisition (4 periods)

(一) 目的与要求（Objectives and Requirements）

The students studying this chapter are required to understand that 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.

（二）教学内容 (Contents of teaching)

1.Theories of child language acquisition

1.1. A behaviorist view of language acquisition

1.2 An innatist view of language acquisition

1.3 An interactionist view of language acquisition

2.Cognitive factors in child language development

2.1 .Language environment & the critical period hypothesis

2.2 Critical Period Hypothesis (CPH)

3. Stages in child language development

4.Atypical development

（三）课后练习 (Assignments)

Do the Revision exercises (True and False questions) on this Chapter

（四）教学手段与方法 (Teaching aids and methods)

在讲演讲授理论的基础上让学生了解儿童的语言发展，并组织如何迅速与有效地掌握母语的讨论（On the basis of classroom teaching have the students know something about child language development, and organize a discussion on how to acquire a mother-tongue quickly and effectively）

Chapter 11 Second Language Acquisition (4 periods)

目的与要求（Objectives and Requirements）

The students studying this chapter are required to understand that second language

acquisition refers to the systematic study of how one person acquires a second language subsequent to his native language. The students also required to distinguish second language & foreign language

（二）教学内容 (Contents of teaching)

1. Connections between first language acquisition and second language acquisition

2. Contrastive analysis (CA) and its shortcomings

3. Error analysis (EA)

4. Interlanguage

4.1 Characteristics of interlanguage

4.2 The role of native language in 2nd language learning

4.3 2nd language learning models and input hypothesis

4.4 Krashen’s Input Hypothesis

5. Individual differences

5.1 Language aptitude

5.2 Motivation

5.3 Learning strategies

5.4 Age of acquisition

5.5 Personality

（三）课后练习 (Assignments)

Revision exercises: 1,2,5

Mke a distinction between acquisition and learning, errors and mistakes, intralingual and interlingual errors.

（四）教学手段与方法 (Teaching aids and methods)

课堂讲授：学生讲述自己学习英语的经验，教师在课堂上引导学生讨论该学生的学习，从而引出本章学习的内容（Classroom teaching: one of the students reports to the class his/her own experience in learning English, while the teacher leads the class in the discussion of the reporter’s way of learning a language, thus introducing the contents of this chapter.）

Chapter 12 Language and Brain (4 periods)

（一）目的与要求（Objectives and Requirements）

The students should be aware that human linguistic ability largely depends on the structure and dynamics of the human brain, rather than, the structure of the vocal cords. They ought, after learning this chapter, to have some basic knowledge of neurolinguistics and psycholinguistics – the study of language in relation to the mind.

（二）教学内容 (Contents of teaching)

1. The study of language in relation to the mind

1.1 The biological foundation of language

1.2 Linguistic literalization

1.3 The language centers

1.4 The critical period for language acquisition

2. Early views on language and thought -- for and against the Sapir-Whorf hypothesis

3. Understanding the relationship between language and thought

（三）课后练习 (Assignments)

1.Design an experiment in developing the faculties of memory for learning a foreign language

2.Discussion: Language and cognition

（四）教学手段与方法 (Teaching aids and methods)

本章教学可使用心理语言学的实验方法来展开，在总结实验结果的同时，给出有关语言与大脑、语言与思维的基本概念。（The teaching of this chapter can be conducted with psycholinguistic experiments. While reporting the results, the teacher presents the basic concepts of language and brain.）

五、各教学环节学时分配

教学环节教学时数　课程内容	讲课	习题课	讨论课	其他教学环节	小计
Chapter 1	3	0	0	1	4
Chapter 2	3	0	0	1	4
Chapter 3	3	1	0	0	4
Chapter 4	4	1	1	0	6
Chapter 5	4	1	1	0	6
Chapter 6	3	1	1	0	4
Chapter 7	3	1	0	0	4
Chapter 8	3	1	0	0	4
Chapter 9	3	0	1	0	4
Chapter 10	3	1	0	0	4
Chapter 11	3	1	0	0	4
Chapter 12	3	1	0	0	4
合计	45	9	4	2	60

六、各章要点、难点提示

第一章导论（4学时）

本章的重点和难点是语言学中的的重要基本概念。语言的定义、起源、特征、功能；语言学：语言学的主要分支学科。语言学中一些重要的基本概念：描写与规定、共时与历时、语言和言语、能力与表现。

理解语言的定义、特征、功能，了解语言学的主要分支学科，掌握语言学重要概念。

第二章语音（4学时）

语音学：语音的发生与感知，发音器官，国际音标，辅音，元音，语音的描写，协同发音。音系学：音位理论和音位变体、音系规则，区别特征，重音，语调，声调。

了解语音的发生与感知、发音器官、协同发音和区别性特征，掌握语音的描写、音位理论和音位变体、音系规则，理解超音段的基本理论。

本章的重点和难点是语音的描写、音位理论和音位变体、音系规则。

第三章形态学（4学时）

形态学：词的构成，语素，屈折，派生，音素和语素的关系。

语素概说：语素的含义、识别和分类。语素是比词小的、能够重复出现的、有意义的最小构词单位, 有些是可以作为独立的词使用的，是形态学研究的主要内容。因此, 形态学是研究词的内部语素组合规律的学科。

了解形态学的概念，掌握语素的形态，理解语素的构词功能。

本章的重点是语素，难点是音素和语素的关系。

第四章句法（6学时）

句法关系：位置关系，替换关系，同现关系。语法结构：语法结构，直接成分，内向结构、外向结构，并列关系，从属关系。句法功能：主语，谓语，宾语，词类和功能的关系。语法范畴：数、性、格，一致关系。语句构成：短语，小句，语句。递归性：连接，嵌入。句法之外：句子的连接，衔接手段。

掌握句法关系、语法结构和语法范畴，理解语句构成，了解句子的衔接手段。

本章的重点是语法的基本概念和基本构成，难点是句子的衔接。

第五章语义学（6学时）

词汇语义学：“意义”的意义，指称论，涵义关系，成分分析。句子语义学：组合理论，逻辑语义学。

理解词汇语义学和句子语义学的基本理论，掌握语义基本概念和语义关系，理解成分分析，了解组合理论和逻辑语义学。

本章的重点是词汇语义学，难点是句子语义学。

第六章语用学（4学时）

语义学和语用学的分工。言语行为理论：施为句，叙事句，言语行为。会话含义理论：合作原则，合作原则的违反，会话含义。关联理论，顺应论。

理解语用学的基本概念和基本理论，掌握言语行为理论和会话含义理论，了解关联理论和顺应论

本章的重点是言语行为理论和合作原则，难点是关联理论和顺应论。

第七章语言变化（4学时）

语言的发展变化（词汇变化、语音书写文字、语法变化、语义变化）；

理解语言的四大发展变化，掌握语言发展变化的原因，了解语言发展变化的新态势

本章的重点是语言的四大发展变化，难点是语言发展变化的原因。

第八章语言与社会（4学时）

社会语言学：语言与社会的关系，语言变异，社会语言学的研究方法；标准语和方言，语码选择。双语现象和多语现象

了解社会语言学基本理论，理解语言与社会的关系，掌握语言的社会变体。

本章的重点是语言的社会变体，难点是社会语言学的有关理论。

第九章语言与文化（4学时）

文化语言学: 语言与文化的关系，萨丕尔－沃尔夫假说，文化差异在语言上的体现，外语教学中的文化问题，跨文化交际。

了解文化语言学基本理论，理解语言与文化的关系，掌握因文化差异导致的语言差异。

本章的重点是文化与语言的关系，难点是文化语言学的有关理论。

第十章儿童语言习得（4学时）

儿童语言研究的简史，行为主义等相关理论，儿童语言发展的三大阶段：一岁之前是语言准备阶段；一岁至学龄前是语言的发展阶段；此后是语言的完善阶段。

理解儿童语言研究的简史，掌握儿童语言发展的三大阶段，了解一语习得相关理论。

本章的重点是儿童语言发展阶段，难点是儿童语言研究的方法和理论。

第十一章第二语言习得（简称二语习得）（4学时）

概念：第二语言习得（简称二语习得），通常指母语习得之后的任何其他语言学习，从社会、心理、语言学等角度了来研究。母语与二语习得的关系；对比分析和错误分析；中介语；母语对二语习言习得的影响；二语习得模式和输入假设

理解二语习得领域的各个术语，掌握对比分析和错误分析等研究方法，了解二语习得相关理论。

本章的重点是二语习得领域的各个术语，难点是相关研究方法和理论的实践运用。

第十二章语言与大脑（4学时）

语言与大脑的关系；神经语言学的概念和研究对象和方法；心理语言学的概念和研究对象和方法。

了解神经、心理语言学的基本概念，理解语言的心理认知过程，掌握相关理论和方法。

本章的重点是神经、心理语言学的基本概念，难点是语言的心理认知过程。

七、教学建议

1、教材每一章节内容都是按照一定的逻辑顺序和由浅入深、循序渐进的原则安排的，教学过程中一定要由前向后逐步推进，努力使学生通过学习全面掌握语言学知识。

2、强调课程理论性和实践性的结合，强调理论教学与实践教学并重，强调突出语言理论的应用价值。通过实践提高学生的语言修养，培养学生的创新能力。

3、在教学过程中要坚持讲授与讨论相结合的原则，整个课程至少安排10次书面作业和2次讨论。在讨论前两周布置题目、推荐参考文献，学生根据题目搜集资料、阅读文献。

4、要引导学生积极主动地自学，每个教程都要有部分章节由学生自学，教师只对自学章节的要点和难点部分进行点拨、指导。

八、推荐教材和教学参考资源

推荐教材：

戴炜栋（2002），新编简明英语语言学教程，上海外语教育出版社

教学参考资源：

（1）胡壮麟、刘润清、李延福（1989），语言学教程，北京大学出版社

（2）戴炜栋（2002），新编简明英语语言学教程，上海外语教育出版社

（3）戴炜栋（1998），现代英语语言学概论，上海外语教育出版社

（4）何兆熊、梅德明（1999），现代语言学，外语教学与研究出版社

（5）侯国金（1998）英语语言学精要问答与考试指南，中国地质大学出版社

（6）刘润清（1995），西方语言学流派，外语教学与研究出版社

（7）熊学亮（2003），语言学新解，复旦大学出版社。

（8）Fromkin,V. & R. Rodman. (1998)。An Introduction to Language the sixth edition, Orlando, Florida: Holt, Ranehart & Winston, Inc.

（9）可访问中国外语网站：http://www.cflo.edu.cn/，获取相关学习信息。

大纲修订人：修订日期：2007年3月16日

大纲审定人：审定日期：

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