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0181 语言学导论
1.[单选题] _________, except those with mental or physical impairments, are better or worse first language acquirers.
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A.F.Few men
B.Some men
C.No men
D.Many men
2.[单选题] _________ deals with the relationship between the linguistic element and the non-linguistic world of experience.
A.Concept
B.Reference
C.Semantics
D.Sense
3.[单选题] Which of the following is not a design feature of human language?
A.Duality
B.Meaningfulness
C.Arbitrariness
D.Displacement
4.[单选题] __________ is advanced by Paul Grice.
A.Speech Act Theory
B.Cooperative Principle
C.Politeness Principle
D.The General Principle of Universal Grammar
5.[单选题] _________ does not study meaning in isolation, but in context.
A.D.Sense relation
B.Semantics
C.Pragmatics
D.Concept
6.[单选题] According to F. de Saussure, ____ refers to the abstract linguistic system shared by all the members of a speech community.
A.E.langue
B.competence
C.performance
D.parole
7.[单选题] “-s” in the word “books” is _______.
A.B.a stem
B.an inflectional affix
C.a root
D.a derivative affix
8.[单选题] _____ are often thought to be the smallest meaningful units of language by the linguists.
A.Words
B.Morphemes
C.Phonemes
D.Sentences
9.[单选题] The meaning carried by the inflectional morpheme is _____.
A.lexical
B.morphemic
C.grammatical
D.semantic
10.[单选题] The sound /f/ is ____.
A.voiced palatal affricate
B.voiced alveolar stop
C.voiceless velar fricative
D.voiceless labiodental fricative
11.[单选题] Since /p/ and /b/ are phonetically similar, occur in the same environments and they can distinguish meaning, they are said to be _____.
A.in phonemic contrast
B.in complementary distribution
C.the allophones
D.minimal pair
12.[单选题] Which of the following is not a design feature of human language?
A.Arbitrariness
B.Displacement
C.Duality
D.Meaningfulness
13.[单选题] If a linguistic study describes and analyzes the language people actually use, it is said to be ______.
A.prescriptive
B.analytic
C.descriptive
D.linguistic
14.[单选题] In first language acquisition, imitation plays _________.
A.a minor role
B.a significant role
C.no role
D.a basic role
15.[单选题] _______ are those that cannot be used independently but have to be combined with other morphemes, either free or bound, to form a word.
A.Bound morphemes
B.Bound words
C.Free morphemes
D.Words
16.[单选题] __________ is a voiced bilabial stop.
A./d/
B./k/
C./b/
D./z/
17.[判断题] Vibration of the vocal cords results in a quality of speech sounds called voicing.
A.正确
B.错误
18.[判断题] Linguistics studies a particular language, not language in general.
A.正确
B.错误
19.[判断题] The smallest meaningful units that can be used freely all by themselves are free morphemes.
A.正确
B.错误
20.[判断题] The capacity to acquire one’s first language is a fundamental human trait that all human beings, generally speaking, are equally well possessed with.
A.正确
B.错误
21.[判断题] The standard language is a better language than nonstandard languages.
A.正确
B.错误
22.[判断题] What is actually internalized in the mind of a native speaker is a complete list of words and phrases rather than grammatical knowledge.
A.正确
B.错误
23.[判断题] The linguistic markers that characterize individual social groups may serve as social markers of group membership.
A.正确
B.错误
24.[判断题] Speech act theory was originated with the British philosopher John Searle.
A.正确
B.错误
25.[判断题] Utterances always take the form of complete sentences.
A.正确
B.错误
26.[判断题] “alive” and “dead” are complementary antonyms.
A.正确 重庆大学答案
B.错误
27.[判断题] Componential analysis is a way in which the meaning of a word can be dissected into meaning components, called semantic features.
A.正确
B.错误
28.[判断题] The distinction between competence and performance is proposed by Halliday.
A.正确
B.错误
29.[判断题] Derivation refers to the process by which new words are formed by the addition of affixes to the roots, stems, or words.
A.正确
B.错误
30.[判断题] Pidgins are linguistically inferior to standard languages.
A.正确
B.错误
31.[判断题] The standard language is a better language than nonstandard languages.
A.正确
B.错误
32.[判断题] Observations of children in different language areas of the world reveal that the developmental stages are similar, possibly universal, whatever the nature of the input.
A.正确
B.错误
33.[判断题] For the vast majority of children, language development occurs spontaneously and requires little conscious instruction on the part of adults.
A.正确
B.错误
34.[判断题] Some languages are inferior, or superior, to other languages.
A.正确
B.错误
35.[判断题] A basic way to determine the phonemes of a language is to see if substituting one sound for another results in a change of meaning.
A.正确
B.错误
36.[判断题] A synchronic study of language is the description of language at some point in time.
A.正确
B.错误
37.[判断题] The meaning of a sentence is the sum total of the meanings of all its components.
A.正确
B.错误
38.[判断题] Words are the smallest meaningful units of language.
A.正确
B.错误
39.[判断题] Morphology studies the internal structure of words and the rules by which words are formed.
A.正确
B.错误
40.[判断题] English is a tone language while Chinese is not.
A.正确
B.错误
41.[判断题] Generally speaking, left hemisphere is responsible for language and speech, analytic reasoning, associative thought, etc., while the right hemisphere is responsible for perception of nonlinguistic sounds, holistic reasoning, recognition of musical melodies, etc.
A.正确
B.错误
42.[判断题] Imitation plays at best a very minor role in the child’s mastery of language.
A.正确
B.错误
43.[判断题] The distinction between competence and performance was proposed by F. de Saussure.
A.正确
B.错误
44.[判断题] The syntactic rules of any language are finite in number, but there is no limit to the number of sentences native speakers of that language are able to produce and comprehend.
A.正确
B.错误
45.[判断题] Most languages have sets of lexical items similar in meaning but ranked differently according to their degree of formality.
A.正确
B.错误
46.[单选题] Psychologists and educators have known for a long time that "active learning" is by far superior to "passive learning" and in the discussion in section 3.1.1 we have rejected the notion of teaching language through some automatic conditioning process. Both of these considerations point to the crucial role of "learner factors" in language acquisition and to the importance of knowing just what the learner contributes to the learning process so that it can be taken into account in the teaching process.
Intelligence is usually conceived of as the ability to learn and thus it is to be expected that I.Q. will be related to second-language learning as well, and indeed the evidence we have corroborated this expectation. This relationship, under conditions of school learning, appears to be in the order of 15 to 20 percent of the contributing variance. The importance of intelligence in second-language learning can be interpreted as stemming from the fact that the teaching process is incapable of making it completely clear just what the learner is to acquire. Thus the variance contribution of intelligence can be expected to increase under conditions where instructional procedures are weak and amorphous and decrease under conditions where they are effective and well integrated. In this sense, the correlation between intelligence and achievement can be viewed as an indication of the quality of instruction. The 20 percent variance contribution just referred to thus indicates that within the present conditions of language teaching in schools, given the criterion definitions and goals, and distribution of aptitude and perseverance factors that now prevail, the quality of instruction is quite high and the amount of possible improvement fairly limited. This conclusion, if valid, is quite significant, since it suggests that in order to increase the success of the FL curriculum in schools the major changes and improvements will have to come in the area of criterion definition and implementation, i.e., a change in what is being taught under particular conditions. Note that quality of instruction can be high - that is, it is being made quite clear to the student just what he is supposed to learn - while the success of the over-all program can remain inadequate owing to lack of perseverance on the part of the student or to the choice of a criterion goal for the course that turns out to be not what was wanted. It should be realized that a change in criterion goal may affect the quality of instruction, since 'corresponding to a change in what is being taught there may have to be a change in how it is being taught. With these new goals, quality of instruction will have to be reevaluated, since there is no guarantee that our present knowledge will be equally effective in teaching these newer skills.
A.?are much involved in the learning process
B.?play the same part in the learning process as the teacher
C.know the teachers' crucial role in the teaching process?
D.learn through some automatic conditioning process?
47.[单选题] How men first learned to invent words is unknown; in other words, the origin of language is a mystery. All we really know is that men, unlike animals, somehow invented certain sounds to express thought and feelings, actions and things, so that they could communicate with each other; and after that they agreed upon certain signs, called letters, which could be combined to represent those sounds, and which could be written down. Those sounds, whether spoken, or written in letters we call words.
The power of words lies in the things they bring up before our minds. Words became filled with meaning for us by experience; and the longer we live, the more certain words recall to us the glad and sad events of our past; and the more we read and learn, the more meaningful a word may become to us.
A.a legend handed down from the past
B.?a question of little importance
C.a matter that is hard to approach
D.a problem not yet solved
48.[单选题] How men first learned to invent words is unknown; in other words, the origin of language is a mystery. All we really know is that men, unlike animals, somehow invented certain sounds to express thought and feelings, actions and things, so that they could communicate with each other; and after that they agreed upon certain signs, called letters, which could be combined to represent those sounds, and which could be written down. Those sounds, whether spoken, or written in letters we call words.
The power of words lies in the things they bring up before our minds. Words became filled with meaning for us by experience; and the longer we live, the more certain words recall to us the glad and sad events of our past; and the more we read and learn, the more meaningful a word may become to us.
A.The more we read and learn, the sadder we are.
B.The more we read and learn, the more we will know about the world.
C.The more we read and learn, the more certain we will be about the world.
D.The more we read and learn the happier we become.
49.[单选题] Psychologists and educators have known for a long time that "active learning" is by far superior to "passive learning" and in the discussion in section 3.1.1 we have rejected the notion of teaching language through some automatic conditioning process. Both of these considerations point to the crucial role of "learner factors" in language acquisition and to the importance of knowing just what the learner contributes to the learning process so that it can be taken into account in the teaching process.
Intelligence is usually conceived of as the ability to learn and thus it is to be expected that I.Q. will be related to second-language learning as well, and indeed the evidence we have corroborated this expectation. This relationship, under conditions of school learning, appears to be in the order of 15 to 20 percent of the contributing variance. The importance of intelligence in second-language learning can be interpreted as stemming from the fact that the teaching process is incapable of making it completely clear just what the learner is to acquire. Thus the variance contribution of intelligence can be expected to increase under conditions where instructional procedures are weak and amorphous and decrease under conditions where they are effective and well integrated. In this sense, the correlation between intelligence and achievement can be viewed as an indication of the quality of instruction. The 20 percent variance contribution just referred to thus indicates that within the present conditions of language teaching in schools, given the criterion definitions and goals, and distribution of aptitude and perseverance factors that now prevail, the quality of instruction is quite high and the amount of possible improvement fairly limited. This conclusion, if valid, is quite significant, since it suggests that in order to increase the success of the FL curriculum in schools the major changes and improvements will have to come in the area of criterion definition and implementation, i.e., a change in what is being taught under particular conditions. Note that quality of instruction can be high - that is, it is being made quite clear to the student just what he is supposed to learn - while the success of the over-all program can remain inadequate owing to lack of perseverance on the part of the student or to the choice of a criterion goal for the course that turns out to be not what was wanted. It should be realized that a change in criterion goal may affect the quality of instruction, since 'corresponding to a change in what is being taught there may have to be a change in how it is being taught. With these new goals, quality of instruction will have to be reevaluated, since there is no guarantee that our present knowledge will be equally effective in teaching these newer skills.
A.??some automatic conditioning process
B.?easy to control
C.?superior to "active learning" in practice
D.?a process in which the teacher plays a passive role
50.[单选题] How men first learned to invent words is unknown; in other words, the origin of language is a mystery. All we really know is that men, unlike animals, somehow invented certain sounds to express thought and feelings, actions and things, so that they could communicate with each other; and after that they agreed upon certain signs, called letters, which could be combined to represent those sounds, and which could be written down. Those sounds, whether spoken, or written in letters we call words.
The power of words lies in the things they bring up before our minds. Words became filled with meaning for us by experience; and the longer we live, the more certain words recall to us the glad and sad events of our past; and the more we read and learn, the more meaningful a word may become to us.
A.?they could agree or disagree with each other
B.they could spell or combine them
C.?they could communicate with each other in one way or another
D.they could write to one another
51.[单选题] Psychologists and educators have known for a long time that "active learning" is by far superior to "passive learning" and in the discussion in section 3.1.1 we have rejected the notion of teaching language through some automatic conditioning process. Both of these considerations point to the crucial role of "learner factors" in language acquisition and to the importance of knowing just what the learner contributes to the learning process so that it can be taken into account in the teaching process.
Intelligence is usually conceived of as the ability to learn and thus it is to be expected that I.Q. will be related to second-language learning as well, and indeed the evidence we have corroborated this expectation. This relationship, under conditions of school learning, appears to be in the order of 15 to 20 percent of the contributing variance. The importance of intelligence in second-language learning can be interpreted as stemming from the fact that the teaching process is incapable of making it completely clear just what the learner is to acquire. Thus the variance contribution of intelligence can be expected to increase under conditions where instructional procedures are weak and amorphous and decrease under conditions where they are effective and well integrated. In this sense, the correlation between intelligence and achievement can be viewed as an indication of the quality of instruction. The 20 percent variance contribution just referred to thus indicates that within the present conditions of language teaching in schools, given the criterion definitions and goals, and distribution of aptitude and perseverance factors that now prevail, the quality of instruction is quite high and the amount of possible improvement fairly limited. This conclusion, if valid, is quite significant, since it suggests that in order to increase the success of the FL curriculum in schools the major changes and improvements will have to come in the area of criterion definition and implementation, i.e., a change in what is being taught under particular conditions. Note that quality of instruction can be high - that is, it is being made quite clear to the student just what he is supposed to learn - while the success of the over-all program can remain inadequate owing to lack of perseverance on the part of the student or to the choice of a criterion goal for the course that turns out to be not what was wanted. It should be realized that a change in criterion goal may affect the quality of instruction, since 'corresponding to a change in what is being taught there may have to be a change in how it is being taught. With these new goals, quality of instruction will have to be reevaluated, since there is no guarantee that our present knowledge will be equally effective in teaching these newer skills.
A.?Learning skills
B.?Criterion goal
C.?Achievement
D.?Perseverance
52.[单选题] Psychologists and educators have known for a long time that "active learning" is by far superior to "passive learning" and in the discussion in section 3.1.1 we have rejected the notion of teaching language through some automatic conditioning process. Both of these considerations point to the crucial role of "learner factors" in language acquisition and to the importance of knowing just what the learner contributes to the learning process so that it can be taken into account in the teaching process.
Intelligence is usually conceived of as the ability to learn and thus it is to be expected that I.Q. will be related to second-language learning as well, and indeed the evidence we have corroborated this expectation. This relationship, under conditions of school learning, appears to be in the order of 15 to 20 percent of the contributing variance. The importance of intelligence in second-language learning can be interpreted as stemming from the fact that the teaching process is incapable of making it completely clear just what the learner is to acquire. Thus the variance contribution of intelligence can be expected to increase under conditions where instructional procedures are weak and amorphous and decrease under conditions where they are effective and well integrated. In this sense, the correlation between intelligence and achievement can be viewed as an indication of the quality of instruction. The 20 percent variance contribution just referred to thus indicates that within the present conditions of language teaching in schools, given the criterion definitions and goals, and distribution of aptitude and perseverance factors that now prevail, the quality of instruction is quite high and the amount of possible improvement fairly limited. This conclusion, if valid, is quite significant, since it suggests that in order to increase the success of the FL curriculum in schools the major changes and improvements will have to come in the area of criterion definition and implementation, i.e., a change in what is being taught under particular conditions. Note that quality of instruction can be high - that is, it is being made quite clear to the student just what he is supposed to learn - while the success of the over-all program can remain inadequate owing to lack of perseverance on the part of the student or to the choice of a criterion goal for the course that turns out to be not what was wanted. It should be realized that a change in criterion goal may affect the quality of instruction, since 'corresponding to a change in what is being taught there may have to be a change in how it is being taught. With these new goals, quality of instruction will have to be reevaluated, since there is no guarantee that our present knowledge will be equally effective in teaching these newer skills.
A.?the role of "learner factors" in the learning process
B.?the role of the teacher in the teaching process
C.??the conditions of the teaching process
D.?the conditions of the learning process?
53.[单选题] How men first learned to invent words is unknown; in other words, the origin of language is a mystery. All we really know is that men, unlike animals, somehow invented certain sounds to express thought and feelings, actions and things, so that they could communicate with each other; and after that they agreed upon certain signs, called letters, which could be combined to represent those sounds, and which could be written down. Those sounds, whether spoken, or written in letters we call words.
The power of words lies in the things they bring up before our minds. Words became filled with meaning for us by experience; and the longer we live, the more certain words recall to us the glad and sad events of our past; and the more we read and learn, the more meaningful a word may become to us.
A.?the smallest meaningful units in language
B.a string of letters written
C.a string of sounds spoken or written in letters
D.a string of sounds spoken
54.[问答题] What is a register？
A.
55.[问答题] How should errors on the part of foreign language learners be treated?
A.
56.[问答题] Why can we say language is unique to mankind?
A.
57.[问答题] Why are speech and writing treated differently in linguistics?
A.
58.[问答题] Exemplify what conversational implicatures are and how they arise.
A.
59.[问答题] What is IC Analysis? Can you name one of its advantages in analyzing the structure of sentences?
A.
60.[问答题] What is an indirect speech act?
A.
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发表于 2022-9-28 09:12:53
