新編語(yǔ)言學(xué)導(dǎo)論

內(nèi)容概要

　　《普通高等教育十一五國(guó)家級(jí)規(guī)劃教材·新編語(yǔ)言學(xué)導(dǎo)論》分為三部分。第一部分語(yǔ)言體系（Languagesystem），第二部分語(yǔ)言運(yùn)用（Languageuse），第三部分語(yǔ)言學(xué)習(xí)（Languagelearning）。全書(shū)用英文撰寫(xiě)，行文流暢?！　『?jiǎn)明易懂，概念明確，例證豐富。每個(gè)章節(jié)后面附有總結(jié)（Summary）、學(xué)習(xí)建議（Suggestionsforstudy）、練習(xí)（Questionsandexercises）與小型研究課題（Mini—researchproject），便于教師組織教學(xué)，也方便讀者自學(xué)?！镀胀ǜ叩冉逃晃鍑?guó)家級(jí)規(guī)劃教材·新編語(yǔ)言學(xué)導(dǎo)論》可作為英語(yǔ)專業(yè)本科學(xué)生的教材，也可作為碩士研究生的輔助讀本。

作者簡(jiǎn)介

　　文秋芳：北京外國(guó)語(yǔ)大學(xué)中國(guó)外語(yǔ)教育研究中心主任，教授，博士生導(dǎo)師，中國(guó)英語(yǔ)教學(xué)研究會(huì)會(huì)長(zhǎng)。1985年獲印度孟買(mǎi)大學(xué)碩士學(xué)位，1993年獲香港大學(xué)博士學(xué)位；曾在南京師范大學(xué)和南京大學(xué)任教。研究領(lǐng)域?yàn)閼?yīng)用語(yǔ)言學(xué)，研究興趣包括二語(yǔ)習(xí)得、學(xué)習(xí)策略、口語(yǔ)測(cè)試、語(yǔ)料庫(kù)研究等。衡仁權(quán)，蘇州大學(xué)副教授、碩士生導(dǎo)師、博士。近年來(lái)在《外語(yǔ)教學(xué)與研究》、《外語(yǔ)界》等刊物發(fā)表論文多篇；出版專著《英語(yǔ)專業(yè)學(xué)生口語(yǔ)中動(dòng)詞語(yǔ)法型式使用研究》；參編《英語(yǔ)語(yǔ)法實(shí)用教程》，《讀寫(xiě)教程》等教材。

書(shū)籍目錄

Introduction　11 Linguistics and English linguistics2 Structure of the book　2Part I　Language SystemOverview　3Chapter One　What Is Language？　51.1 The nature of language　51.1.1 Defininglanguage　51.1.2 The design features of language　61.2 Distinctions between important concept pairs in linguistic study　101.2.1 Synchronic and diachronic　101.2.2 Langue and parole　111.2.3 Competence and performance　111.2.4 Syntagmatic and paradigmatic　11Summary　12Suggestions for study　13Questions and exercises　13Mini-research project　14ChapterTwo　Phonetics　152.1 Speech organs　152.2 Consonants and vowels　162.2.1 The International Phonetic Alphabet　162.2.2 Describing the English consonants　172.2.3 Describing the English vowels　23Summary　25Suggestions for study　26Questions and exercises　26Mini-research project　28Chapter Three　Phonology　293.1 Important concepts in phonology　293.1.1 Phonemes　293.1.2 Minimal pairs and sets　303.1.3 Phonemes, phones and allophones　303.2 Identifying phonemes　323.2.1 Environment and distribution　323.2.2 Three types of distribution　333.3 Sequences of phonemes　353.4 Co-articulation effects　363.4.1 Assimilation　363.4.2 Elision　373.5 Supra-segmental features　373.5.1 Stress　373.5.2 Tone and intonation　383.5.3 Juncture　39Summary　40Suggestions for study　41Questions and exercises　41Mini-research project　43Chapter Four　Morphology　444.1 What is morphology？　444.2 Morphemes　454.3 Classifications of morphemes　464.3.1 Roots and affixes　464.3.2 Free morphemes and bound morphemes　474.3.3 Prefixes, suffixes and infixes　484.3.4 Inflectional and derivational affixes　484.3.5 Root, base, and stem　504.4 Morphemes, morphs and allomorphs　514.5 Empty morph and zero morph　524.6 Morphemic analysis　544.7 The role of morphology in English　574.7.1 Grammatical functions of inflectional morphology　574.7.2 Derivational morphology and word-formation processes　57Summary　62Suggestions for study　63Questions and exercises　64Mini-research project　66Chapter Five　Syntax　675.1 Structural description of sentences　675.1.1 Syntactic relations　675.1.1.1 Sequential （syntagmatic） relations　675.1.1.2 Substitutional （paradigmatic） relations　685.1.1.3 Hierarchical relations　695.1.2 Labeled IC analysis and the hierarchical structuring of English sentences　715.2 Generation of sentences　745.2.1 Surface structure and deep structure　745.2.2 A general description of phrase structure rules （PS rules）　775.2.2.1 Noun phrases and adjective phrases　785.2.2.2 Verb phrases and auxiliary phrases　785.2.3 Transformational rules　825.2.3.1 T-Affix 835.2.3.2 Passivization　84Summary　86Suggestions for study　87Questions and exercises　88Mini-research project　90Chapter Six　Semantics　916.1 What is meaning？　916.2 Lexical semantics　936.2.1 Componential analysis　936.2.1.1 What is componential analysis？　936.2.1.2 General and specific semantic features　946.2.1.3 Redundant semantic features　946.2.1.4 Semantic classes　956.2.2 Semantic field　956.2.2.1 What is a semantic field？　956.2.2.2 Sense relationships　966.2.3 Lexical ambiguity　1006.2.3.1 Polysemy　1006.2.3.2 Homonymy　1006.2.4 Collocations in English　1016.3 Sentence semantics　1026.3.1 What is essential for determining sentence meaning？　1036.3.2 Semantic roles　1046.3.3 Grammatical functions and semantic roles　1066.3.4 Semantic anomaly　107Summary　108Suggestions for study　109Questions and exercises　110Mini-research project　114Part II　Language UseOverview　115Chapter Seven　General Principles of Communication　1177.1 The Cooperative Principle　1177. t.1 The four maxims of the Cooperative Principle　1187.1.2 Violation of the maxims and conversational implicature　1207.2 The Politeness Principle　1237.3 The Principle of Relevance　1257.3.1 The basic principle　1257.3.2 Contextual effects and processing effort　1267.3.3 Optimal relevance　127Summary　128Suggestions for study　129Questions and exercises　130Mini-research project　131Chapter Eight　Intercultural Communication　1328.1 Important concepts　1328.1.1 What is culture？　1328.1.2 What is communication？　1348.1.3 What is intercultural communication？　1348.2 Language and culture　1358.2.1 The impact of language on culture　1368.2.2 The impact of culture on language　1378.2.2.1 Impact at the lexicallevel　1378.2.2.2 Impact at the discourse level　1378.3 Diverse intercultural communication patterns　1388.3.1 Low-context and high-context communication　1388.3.2 Direct and indirect verbal communication　1408.3.3 Person-oriented and status-oriented verbal communication　1418.3.4 Self-enhancement and self-effacement communication　1418.4 Potential problems in intercultural communication　1428.4.1 Seeking similarities　1428.4.2 Stereotyping　1438.4.3 Prejudice　1448.4.4 Ethnocentrism　1448.4.5 Culture shock　145Summary　146Suggestions for study　147Questions and exercises　148Mini-research project　150Chapter Nine　Language Variety　1519.1 Language--dialect--regional dialect--social dialect　1529.1.1 Language and dialect　1529.1.2 Regional dialects　1529.1.3 Social dialects　1539.2 Lingua franca--pidgin--creole　1549.2.1 Lingua franca　1549.2.2 Pidgin　1549.2.3 Creole　1559.3 Style--genre--taboo--euphemism　1559.3.1 Style　1559.3.2 Genre　1579.3.3 Taboo　1589.3.4 Euphemism　1599.4 Gender and language use　160Summary　161Suggestions for study　162Questions and exercises　162Mini-research project　163Part III　Language LearningOverview　165Chapter Ten　Major Issues in SLA　16710.1 Contrastive Analysis Hypothesis　16710.2 Error Analysis　16810.3 The Interlanguage Hypothesis　17010.4 The Monitor Model　17110.5 The Output Hypothesis　17310.6 The Open-Choice Principle and the Idiom Principle　174Summary　176Suggestions for study　177Questions and exercises　177Mini-research project　178Chapter Eleven　Factors Affecting Second Language Learning　17911.1 Factors not easily modified by learners　17911.1.1 Anxiety　17911.1.2 Inhibition and risk-taking　18011.1.3 Extroversion/Introversion　18111.2 Factors easily modified by learners　18311.2.1 Motivation and attitudes　18311.2.2 Self-esteem　18411.2.3 Learner strategies　18511.2.3.1 Language learning strategies　18511.2.3.2 Language use strategies　18611.2.3.3 Differences between effective and ineffective learners　188Summary　197Suggestions for study　198Questions and exercises　198Mini-research project　199Chapter Twelve　Developing an Intercultural Communicative Competence　20012.1 A brief review of current models of second language competence　20012.2 Why are current models inadequate？　20112.3 A model of intercultural communicative competence　20412.4 Intercultural competence in communicative language use　205Summary　207Suggestions for study　208Questions and exercises　208Mini-research project　209References　210

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