西南大学18秋[0181]语言学导论作业
01811、_________,exceptthosewithmentalorphysicalimpairments,arebetterorworsefirstlanguageacquirers.
本内容由无忧答案网整理提供
F.Fewmen
Somemen
Nomen
Manymen
参考答案：Nomen；
2、_________dealswiththerelationshipbetweenthelinguisticelementandthenon-linguisticworldofexperience.
Concept
Reference
Semantics
Sense
参考答案：Reference；
3、Ahistoricalstudyoflanguageisa____studyoflanguage.
prescriptive
comparative
diachronic
synchronic
参考答案：diachronic；
4、Whatessentiallydistinguishessemanticsandpragmaticsiswhetherinthestudyofmeaning_________isconsidered.
speechact
grammar
reference
context
5、Whichofthefollowingisnotadesignfeatureofhumanlanguage?
Duality
Meaningfulness
Arbitrariness
Displacement
6、Thesoundsproducedwithoutthevocalcordsvibratingare____sounds.
A.voiceless
voiced
vowel
consonantal
7、__________isadvancedbyPaulGrice.
SpeechActTheory
CooperativePrinciple
PolitenessPrinciple
TheGeneralPrincipleofUniversalGrammar
8、___________referstothephenomenonthatwordshavingdifferentmeaningshavethesameform.
Hyponymy
Polysemy
Homonymy
Synonymy
9、_________doesnotstudymeaninginisolation,butincontext.
D.Senserelation
Semantics
Pragmatics
Concept
10、Thedifferentphoneswhichcanrepresentaphonemeindifferentphoneticenvironmentsarecalledthe____ofthatphoneme.
phones
allophones
sounds
phonemes
11、AccordingtoF.deSaussure,____referstotheabstractlinguisticsystemsharedbyallthemembersofaspeechcommunity.
E.langue
competence
performance
parole
12、“-s”intheword“books”is_______.
B.astem
aninflectionalaffix
aroot
aderivativeaffix
13、_________isabranchofgrammarwhichstudiestheinternalstructureofwordsandtherulesbywhichwordsareformed.
C.Grammar
Morpheme
Syntax
Morphology
14、Thedevelopmentoflinguisticskillsinvolvestheacquisitionof____rulesratherthanthemerememorizationofwordsandsentences.
pragmatic
cultural
behaviour
grammatical
15、“Tom'sbikeisred”_______Tomhasabike.
entails
presupposes
issynonymouswith
isinconsistentwith
16、Infirstlanguageacquisition,explicitteachingofcorrectformstoyoungchildrenplays___atbest.
aminorrole
asignificantrole
abasicrole
norole
17、_____areoftenthoughttobethesmallestmeaningfulunitsoflanguagebythelinguists.
Words
Morphemes
Phonemes
Sentences
18、Boundmorphemesarethosethat____.
havetobeusedindependently
cannotbecombinedwithothermorphemes
canstandaswordsontheirown
havetobecombinedwithothermorphemes
19、Themeaningcarriedbytheinflectionalmorphemeis_____.
lexical
morphemic
grammatical
semantic
20、A____vowelisonethatisproducedwiththefrontpartofthetonguemaintainingthehighestposition.
back
central
front
middle
21、Thesound/f/is____.
voicedpalatalaffricate
voicedalveolarstop
voicelessvelarfricative
voicelesslabiodentalfricative
22、Since/p/and/b/arephoneticallysimilar,occurinthesameenvironmentsandtheycandistinguishmeaning,theyaresaidtobe_____.
inphonemiccontrast
incomplementarydistribution
theallophones
minimalpair
23、Theassimilationruleassimilatesonesoundtoanotherby“copying”afeatureofasequentialphoneme,thusmakingthetwophones______.
identical
same
exactlyalike
similar
24、____isavoicedalveolarstop.
/z/
/d/
/k/
/b/
25、Thesoundsproducedwithoutthevocalcordsvibratingare____sounds.
voiceless
voiced
vowel
consonantal
26、Languageissaidtobearbitrarybecausethereisnologicalconnectionbetween_____andmeanings.
sense
sounds
objects
ideas
27、Modernlinguisticsregardsthewrittenlanguageas_____.
primary
better
secondary
unchangeable
28、Whichofthefollowingisnotadesignfeatureofhumanlanguage?
Arbitrariness
Displacement
Duality
Meaningfulness
29、Ifalinguisticstudydescribesandanalyzesthelanguagepeopleactuallyuse,itissaidtobe______.
prescriptive
analytic
descriptive
linguistic
30、Infirstlanguageacquisition,imitationplays_________.
aminorrole
asignificantrole
norole
abasicrole
31、Alinguistic____referstoawordorexpressionthatisprohibit-edbythepolitesocietyfromgeneraluse.
jargon
taboo
euphemism
slang
32、_______arethosethatcannotbeusedindependentlybuthavetobecombinedwithothermorphemes,eitherfreeorbound,toformaword.
Boundmorphemes 西南大学作业答案
Boundwords
Freemorphemes
Words
33、__________isavoicedbilabialstop.
/d/
/k/
/b/
/z/
34、Vibrationofthevocalcordsresultsinaqualityofspeechsoundscalledvoicing.
A.√
B.×
35、Languagebynomeansdeterminesthewaysweperceivetheobjectiveworld,butbyitsconvenience,availability,andhabitualuse,doesinfluencetheperceptionsofhumanbeing.
A.√
B.×
36、Linguisticsstudiesaparticularlanguage,notlanguageingeneral.
A.√
B.×
37、Thesmallestmeaningfulunitsthatcanbeusedfreelyallbythemselvesarefreemorphemes.
A.√
B.×
38、L1developmentandL2developmentseemtoinvolvethesameprocesses.
A.√
B.×
39、Everyspeakerofalanguageis,inastrictersense,aspeakerofadistinctidiolect.
A.√
B.×
40、Thecapacitytoacquireone’sfirstlanguageisafundamentalhumantraitthatallhumanbeings,generallyspeaking,areequallywellpossessedwith.
A.√
B.×
41、Thestandardlanguageisabetterlanguagethannonstandardlanguages.
A.√
B.×
42、Whatisactuallyinternalizedinthemindofanativespeakerisacompletelistofwordsandphrasesratherthangrammaticalknowledge.
A.√
B.×
43、Thelinguisticmarkersthatcharacterizeindividualsocialgroupsmayserveassocialmarkersofgroupmembership.
A.√
B.×
44、SpeechacttheorywasoriginatedwiththeBritishphilosopherJohnSearle.
A.√
B.×
45、Utterancesalwaystaketheformofcompletesentences.
A.√
B.×
46、“alive”and“dead”arecomplementaryantonyms.
A.√
B.×
47、Componentialanalysisisawayinwhichthemeaningofawordcanbedissectedintomeaningcomponents,calledsemanticfeatures.
A.√
B.×
48、ThedistinctionbetweencompetenceandperformanceisproposedbyHalliday.
A.√
B.×
49、Whatessentiallydistinguishessemanticsandpragmaticsiswhetherinthestudyofmeaningthecontextofuseisconsidered.
A.√
B.×
50、“Smog”isawordformedbytheword-formingprocesscalledacronymy.
A.√
B.×
51、Hyponymyreferstothephenomenonthatwordshavingdifferentmeaningshavethesameform.
A.√
B.×
52、Derivationreferstotheprocessbywhichnewwordsareformedbytheadditionofaffixestotheroots,stems,orwords.
A.√
B.×
53、Bilingualismanddiglossiameanthesamething.
A.√
B.×
54、Pidginsarelinguisticallyinferiortostandardlanguages.
A.√
B.×
55、Thestandardlanguageisabetterlanguagethannonstandardlanguages.
A.√
B.×
56、Twospeakersofthesamelanguageordialectusetheirlanguageordialectinthesameway.
A.√
B.×
57、Aperson’ssocialbackgroundsdonotexertashapinginfluenceonhischoiceoflinguisticfeatures.
A.√
B.×
58、Languageusevariesfromonespeechcommunitytoanother,fromoneregionalgrouptoanother,fromonesocialgrouptoanother,andevenfromoneindividualtoanother.
A.√
B.×
59、Observationsofchildrenindifferentlanguageareasoftheworldrevealthatthedevelopmentalstagesaresimilar,possiblyuniversal,whateverthenatureoftheinput.
A.√
B.×
60、Forthevastmajorityofchildren,languagedevelopmentoccursspontaneouslyandrequireslittleconsciousinstructiononthepartofadults.
A.√
B.×
61、Somelanguagesareinferior,orsuperior,tootherlanguages.
A.√
B.×
62、ThedistinctionbetweencompetenceandperformancewasproposedbyF.deSaussure.
A.√
B.×
63、Abasicwaytodeterminethephonemesofalanguageistoseeifsubstitutingonesoundforanotherresultsinachangeofmeaning.
A.√
B.×
64、Asynchronicstudyoflanguageisthedescriptionoflanguageatsomepointintime.
A.√
B.×
65、Forthevastmajorityofchildren,languagedevelopmentoccursspontaneouslyandrequireslittleconsciousinstructiononthepartofadults.
A.√
B.×
66、Themeaningofasentenceisthesumtotalofthemeaningsofallitscomponents.
A.√
B.×
67、Wordsarethesmallestmeaningfulunitsoflanguage.
A.√
B.×
68、Morphologystudiestheinternalstructureofwordsandtherulesbywhichwordsareformed.
A.√
B.×
69、EnglishisatonelanguagewhileChineseisnot.
A.√
B.×
70、Generallyspeaking,lefthemisphereisresponsibleforlanguageandspeech,analyticreasoning,associativethought,etc.,whiletherighthemisphereisresponsibleforperceptionofnonlinguisticsounds,holisticreasoning,recognitionofmusicalmelodies,etc.
A.√
B.×
71、Imitationplaysatbestaveryminorroleinthechild’smasteryoflanguage.
A.√
B.×
72、ThedistinctionbetweencompetenceandperformancewasproposedbyF.deSaussure.
A.√
B.×
73、Thesyntacticrulesofanylanguagearefiniteinnumber,butthereisnolimittothenumberofsentencesnativespeakersofthatlanguageareabletoproduceandcomprehend.
A.√
B.×
74、Mostlanguageshavesetsoflexicalitemssimilarinmeaningbutrankeddifferentlyaccordingtotheirdegreeofformality.
A.√
B.×
75、Languagefunctionsarebelievedtobelateralizedprimarilyinthelefthemisphereofthebrain.
A.√
B.×
76、Psychologistsandeducatorshaveknownforalongtimethatactivelearningisbyfarsuperiortopassivelearningandinthediscussioninsection3.1.1wehaverejectedthenotionofteachinglanguagethroughsomeautomaticconditioningprocess.Bothoftheseconsiderationspointtothecrucialroleoflearnerfactorsinlanguageacquisitionandtotheimportanceofknowingjustwhatthelearnercontributestothelearningprocesssothatitcanbetakenintoaccountintheteachingprocess.IntelligenceisusuallyconceivedofastheabilitytolearnandthusitistobeexpectedthatI.Q.willberelatedtosecond-languagelearningaswell,andindeedtheevidencewehavecorroboratedthisexpectation.Thisrelationship,underconditionsofschoollearning,appearstobeintheorderof15to20percentofthecontributingvariance.Theimportanceofintelligenceinsecond-languagelearningcanbeinterpretedasstemmingfromthefactthattheteachingprocessisincapableofmakingitcompletelyclearjustwhatthelearneristoacquire.Thusthevariancecontributionofintelligencecanbeexpectedtoincreaseunderconditionswhereinstructionalproceduresareweakandamorphousanddecreaseunderconditionswheretheyareeffectiveandwellintegrated.Inthissense,thecorrelationbetweenintelligenceandachievementcanbeviewedasanindicationofthequalityofinstruction.The20percentvariancecontributionjustreferredtothusindicatesthatwithinthepresentconditionsoflanguageteachinginschools,giventhecriteriondefinitionsandgoals,anddistributionofaptitudeandperseverancefactorsthatnowprevail,thequalityofinstructionisquitehighandtheamountofpossibleimprovementfairlylimited.Thisconclusion,ifvalid,isquitesignificant,sinceitsuggeststhatinordertoincreasethesuccessoftheFLcurriculuminschoolsthemajorchangesandimprovementswillhavetocomeintheareaofcriteriondefinitionandimplementation,i.e.,achangeinwhatisbeingtaughtunderparticularconditions.Notethatqualityofinstructioncanbehigh-thatis,itisbeingmadequitecleartothestudentjustwhatheissupposedtolearn-whilethesuccessoftheover-allprogramcanremaininadequateowingtolackofperseveranceonthepartofthestudentortothechoiceofacriteriongoalforthecoursethatturnsouttobenotwhatwaswanted.Itshouldberealizedthatachangeincriteriongoalmayaffectthequalityofinstruction,since'correspondingtoachangeinwhatisbeingtaughttheremayhavetobeachangeinhowitisbeingtaught.Withthesenewgoals,qualityofinstructionwillhavetobereevaluated,sincethereisnoguaranteethatourpresentknowledgewillbeequallyeffectiveinteachingthesenewerskills.aremuchinvolvedinthelearningprocessplaythesamepartinthelearningprocessastheteacherknowtheteachers'crucialroleintheteachingprocess?learnthroughsomeautomaticconditioningprocess
?aremuchinvolvedinthelearningprocess
?playthesamepartinthelearningprocessastheteacher
knowtheteachers'crucialroleintheteachingprocess?
learnthroughsomeautomaticconditioningprocess?
77、Howmenfirstlearnedtoinventwordsisunknown;inotherwords,theoriginoflanguageisamystery.Allwereallyknowisthatmen,unlikeanimals,somehowinventedcertainsoundstoexpressthoughtandfeelings,actionsandthings,sothattheycouldcommunicatewitheachother;andafterthattheyagreeduponcertainsigns,calledletters,whichcouldbecombinedtorepresentthosesounds,andwhichcouldbewrittendown.Thosesounds,whetherspoken,orwritteninletterswecallwords.Thepowerofwordsliesinthethingstheybringupbeforeourminds.Wordsbecamefilledwithmeaningforusbyexperience;andthelongerwelive,themorecertainwordsrecalltousthegladandsadeventsofourpast;andthemorewereadandlearn,themoremeaningfulawordmaybecometous.
alegendhandeddownfromthepast
?aquestionoflittleimportance
amatterthatishardtoapproach
aproblemnotyetsolved
78、Howmenfirstlearnedtoinventwordsisunknown;inotherwords,theoriginoflanguageisamystery.Allwereallyknowisthatmen,unlikeanimals,somehowinventedcertainsoundstoexpressthoughtandfeelings,actionsandthings,sothattheycouldcommunicatewitheachother;andafterthattheyagreeduponcertainsigns,calledletters,whichcouldbecombinedtorepresentthosesounds,andwhichcouldbewrittendown.Thosesounds,whetherspoken,orwritteninletterswecallwords.Thepowerofwordsliesinthethingstheybringupbeforeourminds.Wordsbecamefilledwithmeaningforusbyexperience;andthelongerwelive,themorecertainwordsrecalltousthegladandsadeventsofourpast;andthemorewereadandlearn,themoremeaningfulawordmaybecometous.
Themorewereadandlearn,thesadderweare.
Themorewereadandlearn,themorewewillknowabouttheworld.
Themorewereadandlearn,themorecertainwewillbeabouttheworld.
Themorewereadandlearnthehappierwebecome.
79、Psychologistsandeducatorshaveknownforalongtimethatactivelearningisbyfarsuperiortopassivelearningandinthediscussioninsection3.1.1wehaverejectedthenotionofteachinglanguagethroughsomeautomaticconditioningprocess.Bothoftheseconsiderationspointtothecrucialroleoflearnerfactorsinlanguageacquisitionandtotheimportanceofknowingjustwhatthelearnercontributestothelearningprocesssothatitcanbetakenintoaccountintheteachingprocess.IntelligenceisusuallyconceivedofastheabilitytolearnandthusitistobeexpectedthatI.Q.willberelatedtosecond-languagelearningaswell,andindeedtheevidencewehavecorroboratedthisexpectation.Thisrelationship,underconditionsofschoollearning,appearstobeintheorderof15to20percentofthecontributingvariance.Theimportanceofintelligenceinsecond-languagelearningcanbeinterpretedasstemmingfromthefactthattheteachingprocessisincapableofmakingitcompletelyclearjustwhatthelearneristoacquire.Thusthevariancecontributionofintelligencecanbeexpectedtoincreaseunderconditionswhereinstructionalproceduresareweakandamorphousanddecreaseunderconditionswheretheyareeffectiveandwellintegrated.Inthissense,thecorrelationbetweenintelligenceandachievementcanbeviewedasanindicationofthequalityofinstruction.The20percentvariancecontributionjustreferredtothusindicatesthatwithinthepresentconditionsoflanguageteachinginschools,giventhecriteriondefinitionsandgoals,anddistributionofaptitudeandperseverancefactorsthatnowprevail,thequalityofinstructionisquitehighandtheamountofpossibleimprovementfairlylimited.Thisconclusion,ifvalid,isquitesignificant,sinceitsuggeststhatinordertoincreasethesuccessoftheFLcurriculuminschoolsthemajorchangesandimprovementswillhavetocomeintheareaofcriteriondefinitionandimplementation,i.e.,achangeinwhatisbeingtaughtunderparticularconditions.Notethatqualityofinstructioncanbehigh-thatis,itisbeingmadequitecleartothestudentjustwhatheissupposedtolearn-whilethesuccessoftheover-allprogramcanremaininadequateowingtolackofperseveranceonthepartofthestudentortothechoiceofacriteriongoalforthecoursethatturnsouttobenotwhatwaswanted.Itshouldberealizedthatachangeincriteriongoalmayaffectthequalityofinstruction,since'correspondingtoachangeinwhatisbeingtaughttheremayhavetobeachangeinhowitisbeingtaught.Withthesenewgoals,qualityofinstructionwillhavetobereevaluated,sincethereisnoguaranteethatourpresentknowledgewillbeequallyeffectiveinteachingthesenewerskills.?someautomaticconditioningprocesseasytocontrolsuperiorto"activelearning"inpracticeaprocessinwhichtheteacherplaysapassiverole
??someautomaticconditioningprocess
?easytocontrol
?superiorto"activelearning"inpractice
?aprocessinwhichtheteacherplaysapassiverole
80、Howmenfirstlearnedtoinventwordsisunknown;inotherwords,theoriginoflanguageisamystery.Allwereallyknowisthatmen,unlikeanimals,somehowinventedcertainsoundstoexpressthoughtandfeelings,actionsandthings,sothattheycouldcommunicatewitheachother;andafterthattheyagreeduponcertainsigns,calledletters,whichcouldbecombinedtorepresentthosesounds,andwhichcouldbewrittendown.Thosesounds,whetherspoken,orwritteninletterswecallwords.Thepowerofwordsliesinthethingstheybringupbeforeourminds.Wordsbecamefilledwithmeaningforusbyexperience;andthelongerwelive,themorecertainwordsrecalltousthegladandsadeventsofourpast;andthemorewereadandlearn,themoremeaningfulawordmaybecometous.
?theycouldagreeordisagreewitheachother
theycouldspellorcombinethem
?theycouldcommunicatewitheachotherinonewayoranother
theycouldwritetooneanother
81、Psychologistsandeducatorshaveknownforalongtimethatactivelearningisbyfarsuperiortopassivelearningandinthediscussioninsection3.1.1wehaverejectedthenotionofteachinglanguagethroughsomeautomaticconditioningprocess.Bothoftheseconsiderationspointtothecrucialroleoflearnerfactorsinlanguageacquisitionandtotheimportanceofknowingjustwhatthelearnercontributestothelearningprocesssothatitcanbetakenintoaccountintheteachingprocess.IntelligenceisusuallyconceivedofastheabilitytolearnandthusitistobeexpectedthatI.Q.willberelatedtosecond-languagelearningaswell,andindeedtheevidencewehavecorroboratedthisexpectation.Thisrelationship,underconditionsofschoollearning,appearstobeintheorderof15to20percentofthecontributingvariance.Theimportanceofintelligenceinsecond-languagelearningcanbeinterpretedasstemmingfromthefactthattheteachingprocessisincapableofmakingitcompletelyclearjustwhatthelearneristoacquire.Thusthevariancecontributionofintelligencecanbeexpectedtoincreaseunderconditionswhereinstructionalproceduresareweakandamorphousanddecreaseunderconditionswheretheyareeffectiveandwellintegrated.Inthissense,thecorrelationbetweenintelligenceandachievementcanbeviewedasanindicationofthequalityofinstruction.The20percentvariancecontributionjustreferredtothusindicatesthatwithinthepresentconditionsoflanguageteachinginschools,giventhecriteriondefinitionsandgoals,anddistributionofaptitudeandperseverancefactorsthatnowprevail,thequalityofinstructionisquitehighandtheamountofpossibleimprovementfairlylimited.Thisconclusion,ifvalid,isquitesignificant,sinceitsuggeststhatinordertoincreasethesuccessoftheFLcurriculuminschoolsthemajorchangesandimprovementswillhavetocomeintheareaofcriteriondefinitionandimplementation,i.e.,achangeinwhatisbeingtaughtunderparticularconditions.Notethatqualityofinstructioncanbehigh-thatis,itisbeingmadequitecleartothestudentjustwhatheissupposedtolearn-whilethesuccessoftheover-allprogramcanremaininadequateowingtolackofperseveranceonthepartofthestudentortothechoiceofacriteriongoalforthecoursethatturnsouttobenotwhatwaswanted.Itshouldberealizedthatachangeincriteriongoalmayaffectthequalityofinstruction,since'correspondingtoachangeinwhatisbeingtaughttheremayhavetobeachangeinhowitisbeingtaught.Withthesenewgoals,qualityofinstructionwillhavetobereevaluated,sincethereisnoguaranteethatourpresentknowledgewillbeequallyeffectiveinteachingthesenewerskills.LearningskillsCriteriongoal<imgsrc="static/homework/ok.png"></img>AchievementPerseverance
?Learningskills
?Criteriongoal
?Achievement
?Perseverance
82、Psychologistsandeducatorshaveknownforalongtimethatactivelearningisbyfarsuperiortopassivelearningandinthediscussioninsection3.1.1wehaverejectedthenotionofteachinglanguagethroughsomeautomaticconditioningprocess.Bothoftheseconsiderationspointtothecrucialroleoflearnerfactorsinlanguageacquisitionandtotheimportanceofknowingjustwhatthelearnercontributestothelearningprocesssothatitcanbetakenintoaccountintheteachingprocess.IntelligenceisusuallyconceivedofastheabilitytolearnandthusitistobeexpectedthatI.Q.willberelatedtosecond-languagelearningaswell,andindeedtheevidencewehavecorroboratedthisexpectation.Thisrelationship,underconditionsofschoollearning,appearstobeintheorderof15to20percentofthecontributingvariance.Theimportanceofintelligenceinsecond-languagelearningcanbeinterpretedasstemmingfromthefactthattheteachingprocessisincapableofmakingitcompletelyclearjustwhatthelearneristoacquire.Thusthevariancecontributionofintelligencecanbeexpectedtoincreaseunderconditionswhereinstructionalproceduresareweakandamorphousanddecreaseunderconditionswheretheyareeffectiveandwellintegrated.Inthissense,thecorrelationbetweenintelligenceandachievementcanbeviewedasanindicationofthequalityofinstruction.The20percentvariancecontributionjustreferredtothusindicatesthatwithinthepresentconditionsoflanguageteachinginschools,giventhecriteriondefinitionsandgoals,anddistributionofaptitudeandperseverancefactorsthatnowprevail,thequalityofinstructionisquitehighandtheamountofpossibleimprovementfairlylimited.Thisconclusion,ifvalid,isquitesignificant,sinceitsuggeststhatinordertoincreasethesuccessoftheFLcurriculuminschoolsthemajorchangesandimprovementswillhavetocomeintheareaofcriteriondefinitionandimplementation,i.e.,achangeinwhatisbeingtaughtunderparticularconditions.Notethatqualityofinstructioncanbehigh-thatis,itisbeingmadequitecleartothestudentjustwhatheissupposedtolearn-whilethesuccessoftheover-allprogramcanremaininadequateowingtolackofperseveranceonthepartofthestudentortothechoiceofacriteriongoalforthecoursethatturnsouttobenotwhatwaswanted.Itshouldberealizedthatachangeincriteriongoalmayaffectthequalityofinstruction,since'correspondingtoachangeinwhatisbeingtaughttheremayhavetobeachangeinhowitisbeingtaught.Withthesenewgoals,qualityofinstructionwillhavetobereevaluated,sincethereisnoguaranteethatourpresentknowledgewillbeequallyeffectiveinteachingthesenewerskills.theroleof"learnerfactors"inthelearningprocesstheroleoftheteacherintheteachingprocess?theconditionsoftheteachingprocess?theconditionsofthelearningprocess
?theroleof"learnerfactors"inthelearningprocess
?theroleoftheteacherintheteachingprocess
??theconditionsoftheteachingprocess
?theconditionsofthelearningprocess?
83、Howmenfirstlearnedtoinventwordsisunknown;inotherwords,theoriginoflanguageisamystery.Allwereallyknowisthatmen,unlikeanimals,somehowinventedcertainsoundstoexpressthoughtandfeelings,actionsandthings,sothattheycouldcommunicatewitheachother;andafterthattheyagreeduponcertainsigns,calledletters,whichcouldbecombinedtorepresentthosesounds,andwhichcouldbewrittendown.Thosesounds,whetherspoken,orwritteninletterswecallwords.Thepowerofwordsliesinthethingstheybringupbeforeourminds.Wordsbecamefilledwithmeaningforusbyexperience;andthelongerwelive,themorecertainwordsrecalltousthegladandsadeventsofourpast;andthemorewereadandlearn,themoremeaningfulawordmaybecometous.
?thesmallestmeaningfulunitsinlanguage
astringofletterswritten
astringofsoundsspokenorwritteninletters
astringofsoundsspoken
84、Whatisaregister？
85、Howshoulderrorsonthepartofforeignlanguagelearnersbetreated?
86、Whycanwesaylanguageisuniquetomankind?
87、Whyarespeechandwritingtreateddifferentlyinlinguistics?
88、Exemplifywhatconversationalimplicaturesareandhowtheyarise.
89、WhatisICAnalysis?Canyounameoneofitsadvantagesinanalyzingthestructureofsentences?
90、Whatisanindirectspeechact?
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