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简介
本《教程》自1988年出版以来，受到广大教师和学生的广泛欢迎，赢得了广泛的赞誉，为我国语言学事业做出了巨大的贡献。但是，近10多年来，语言学的发展又取得了长足的进展，新的成果急需补充。有鉴于此，主编胡壮麟先生及一批中青年语言学家对教材做了修订。修订版听取了在第一线使用本书的老师们的意见，对有些意义不大的内容作了删除或删节，对十余年来语言学领域中的新进展作了充分反映。在注重理论的深透性的同时，也增加了语言的浅近性和趣味性。修订版对问题和练习做了调整和补充。并附了答案。另外，为了适应不同程序的读者的需要，本《教程》的编者将出版一本语言学高级教程，将语言学中难度较大、理论性较强的内容作专门的讨论，以供研究生教学使用。高级教程将在近期内推出，敬请广大读者关注。
编写本书的指导原则是：①以英语专业高年级学生为主要对象，也可供英语专业的研究生使用。②用英语编写，尽可能选用英语例句。③在内容上，既要传授基本知识，也要反映语言学中的最新发展。④在观点上，不拘泥于一派之说。⑤讲授本书内容时可详可简，授课教师可根据自己学校的教学方案和学生程度进行调整。
目录
chapter 1 invitations to linguistics
1.1 why study language?
1.2 what is language?
1.3 design features of language
1.3.1 arbitrariness
1.3.2 duality
1.3.3 creativity
1.3.4 displacement
1.4 origin of language
1.5 functions of language
1.5.1 informative
1.5.2 interpersonal function
1.5.3 performative
1.5.4 emotive function
1.5.5 phatic communion
1.5.6 recreational function
1.5.7 metalingual function
1.6 what is linguistics ?
1.7 main branches of linguistics
1.7.1 phonetics
. 1.7.2 phonology
1.7.3 morphology
1.7.4 syntax
1.7.5 semantics
1.7.6 pragmatics
1.8 macrolinguistics
1.8.1 psycholinguistics
1.8.2 sociolinguistics
1.8.3 anthropological linguistics
1.8.4 computational linguistics
1.9 important distinctions in linguistics
1.9.1 descriptive vs. prescriptive
1.9.2 synchronic vs. diachronic
1.9.3 langue & parole
1.9.4 competence and performance
1.9.5 etic vs. emic
further reading
questions and exercises
chapter 2 speech sounds
2.1 speech production and perception
2.2 speech organs
2.3 segments, divergences, and phonetic transcription
2.3.1 segments and divergences
2.3.2 phonetic transcription
2.4 consonants
2.4.1 consonants and vowels
2.4.2 consonants
2.4.3 manners of articulation
2.4.4 places of articulation
2.4.5 the consonants of english
2.5 vowels
2.5.1 the criteria of vowel description
2.5.2 the theory of cardinal vowels
2.5.3 vowel glides
2.5.4 the vowels of rp
2.6 coarticulation and phonetic transcription
2.6.1 coarticulation
2.6.2 broad and narrow transcriptions
2.7 phonological analysis
2.8 phonemes and allophones
2.8.1 minimal pairs
2.8.2 the phoneme theory
2.8.3 allophones
2.9 phonological processes
2.9.1 assimilation
2.9.2 phonological processes and phonological rules
2.9.3 rule ordering
2.10 distinctive features
2.11 syllables
2.11.1 the syllable structure
2.11.2 sonority scale
2.11.3 syllabification and the maximal onset principle
2.12 stress
further reading
questions and exercises
chapter 3 lexicon
3.1 what is word?
3.1.1 three senses of "word"
3.1.2 identification of words
3.1.3 classification of words
3.2 the formation of word
3.2.1 morpheme and morphology
3.2.2 types of morphemes
3.2.3 inflection and word formation
3.2.4 the counterpoint of phonology and morphology
3.3 lexical change
3.3.1 lexical change proper
3.3.2 phonological change
3.3.3 morpho-syntactical change
3.3.4 semantic change
3.3.5 orthographic change
further reading
questions and exercises
chapter 4 syntax
4.1 the traditional approach
4.1.1 number, gender and case
4.1.2 tense and aspect
4.1.3 concord and government
4.2 the structural approach
4.2.1 syntagmatic and paradigmatic relations
4.2.2 immediate constituent analysis
4.2.3 endocentric and exocentrie constructions
4.3 the generative approach
4.3.1 deep and surface structures
4.3.2 the standard theory and after
4.3.3 government, binding, etc.
4.4 the functional approach
4.4.1 functional sentence perspective
4.4.2 systemic-functional grammar
further reading
questions and exercises
chapter 5 meaning
5.1 meanings of "meaning"
5.2 the referential theory
5.3 sense relations
5.3.1 synonymy
5.3.2 antonymy
5.3.3 hyponymy
5.4 componential analysis
5.5 sentence meaning
5.5.1 an integrated theory
5.5.2 logical semantics
further reading
questions and exercises
chapter 6 language processing in mind
6.1 introduction
6.1.1 evidence
6.1.2 current issues
6.2 language comprehension
6.2.1 word recognition
6.2.2 lexieal ambiguity
6.2.3 syntactic processing
6.2.4 semantics and sentence memory
6.2.5 basic processes in reading
6.3 discourse/text interpretations
6.3.1 schemata and inference drawing
6.3.2 story structure
6.4 language production
6.4.1 speech production
6.4.2 written language
further reading
questions and exercises
chapter 7 language, culture, and society
7.1 language and culture
7.1.1 how does language relate to culture?
7.1.2 more about the sapir-whorf hypothesis
7.1.3 case studies
7.1.4 to which extent do we need culture in our linguistic
study?
7.1.5 culture in language teaching classroom
7.2 language and society
7.2.1 how does language relate to society?
7.2.2 a situationally and socially variationist perspective
7.2.3 what should we know more about sociolinguistics?
7.2.4 what implications can we get from sociolinguistics?
7.3 summary
further reading
questions and exercises
chapter 8 language in use
8.1 speech act theory
8.1.1 performatives and constatives
8.1.2 a theory of the illocutionary act
8.2 the theory of conversational implicature
8.2.1 the cooperative principle
8.2.2 violation of the maxims
8.2.3 characteristics of implicature
8.3 post-gricean developments
8.3.1 relevance theory
8.3.2 the q-and r-principles
8.3.3 the q-, i-and m-principles
further reading
questions and exercises
chapter 9 language and literature
9.1 theoretical background
9.2 some general features of the literary language
9.2.1 foregrounding and grammatical form
9.2.2 literal language and figurative language
9.2.3 the analysis of literary language
9.3 the language in poetry
9.3.1 sound patterning
9.3.2 different forms of sound patterning
9.3.3 stress and metrical patterning
9.3.4 conventional forms of metre and sound
9.3.5 the poetic functions of sound and metre
9.3.6 how to analyse poetry?
9.4 the language in fiction
9.4.1 fictional prose and point of view
9.4.2 speech and thought presentation
9.4.3 prose style
9.4.4 how to analyse the language of fiction?
9.5 the language in drama
9.5.1 how should we analyse drama?
9.5.2 analysing dramatic language
9.5.3 how to analyse dramatic texts?
further reading
questions and exercises
chapter 10 language and computer
10.1 computer-assisted language learning (call)
10.1.1 cal/cai vs call
10.1.2 phases of call development
10.1.3 technology
10.2 machine translation
10.2.1 history of development
10.2.2 research methods
10.2.3 mt quality
10.2.4 mt and the internet
10.2.5 spoken language translation
10.2.6 mt and human translation
10.3 corpus linguistics
10.3.1 definition
10.3.2 criticisms and the revival of corpus linguistics
10.3.3 concordance
10.3.4 text encoding and annotation
10.3.5 the roles of corpus data
10.4 information retrieval
10.4.1 scope defined
10.4.2 an information retrieval system
10.4.3 three main areas of research
10.5 mail and news
further reading
questions and exercises
chapter 11 linguistics and foreign language teaching
11.1 the relation of linguistics to foreign language teaching
11.2 various linguistic views and their significance in language
learning and teaching
11.2.1 traditional grammar
11.2.2 structuralist linguistics
11.2.3 transformational-generative linguistics
11.2.4 functional linguistics
11.2.5 the theory of communicative competence
11.3 syllabus design
11.3.1 what is syllabus?
11.3.2 major factors in syllabus design
11.3.3 types of syllabus
11.4 language learning
11.4.1 grammar and language learning
11.4.2 input and language learning
11.4.3 interlanguage in language learning
11.5 error analysis
11.5.1 errors, mistakes, and error analysis
11.5.2 attitudes to errors
11.5.3 procedure of error analysis
11.5.4 contrastive analysis and non-contrastive analysis
11.6 testing
11.6.1 two different approaches to testing
11.6.2 types of test
11.6.3 requirements of a good test
11.6.4 test content and test form
11.6.5 marking and interpretation of scores
11.7 summary
further reading
questions and exercises
chapter 12 theories and schools of modern linguistics
12.0 introduction
12.1 the prague school
12.1.1 introduction
12.1.2 phonology and phonological oppositions
12.1.3 functional sentence perspective (fsp)
12.2 the london school
12.2.1 malinowski's theories
12.2.2 firth's theories
12.2.3 halliday and systemic-functional grammar
12.3 american structuralism
12.3.1 early period: boas and sapir
12.3.2 bloomfield's theory
12.3.3 post-bloomfieldian linguistics
12.4 transformational-generative grammar
12.4.1 the innateness hypothesis
12.4.2 what is a generative grammar?
12.4.3 the classical theory
12.4.4 the standard theory
12.4.5 the extended standard theory
12.4.6 later theories
12.4.7 main features of tg grammar
12.5 revisionists? rebels?
12.5.1 case grammar
12.5.2 generative semantics
further reading
questions and exercises
bibliography
key to questions and exercises
glossary and index
1.1 why study language?
1.2 what is language?
1.3 design features of language
1.3.1 arbitrariness
1.3.2 duality
1.3.3 creativity
1.3.4 displacement
1.4 origin of language
1.5 functions of language
1.5.1 informative
1.5.2 interpersonal function
1.5.3 performative
1.5.4 emotive function
1.5.5 phatic communion
1.5.6 recreational function
1.5.7 metalingual function
1.6 what is linguistics ?
1.7 main branches of linguistics
1.7.1 phonetics
. 1.7.2 phonology
1.7.3 morphology
1.7.4 syntax
1.7.5 semantics
1.7.6 pragmatics
1.8 macrolinguistics
1.8.1 psycholinguistics
1.8.2 sociolinguistics
1.8.3 anthropological linguistics
1.8.4 computational linguistics
1.9 important distinctions in linguistics
1.9.1 descriptive vs. prescriptive
1.9.2 synchronic vs. diachronic
1.9.3 langue & parole
1.9.4 competence and performance
1.9.5 etic vs. emic
further reading
questions and exercises
chapter 2 speech sounds
2.1 speech production and perception
2.2 speech organs
2.3 segments, divergences, and phonetic transcription
2.3.1 segments and divergences
2.3.2 phonetic transcription
2.4 consonants
2.4.1 consonants and vowels
2.4.2 consonants
2.4.3 manners of articulation
2.4.4 places of articulation
2.4.5 the consonants of english
2.5 vowels
2.5.1 the criteria of vowel description
2.5.2 the theory of cardinal vowels
2.5.3 vowel glides
2.5.4 the vowels of rp
2.6 coarticulation and phonetic transcription
2.6.1 coarticulation
2.6.2 broad and narrow transcriptions
2.7 phonological analysis
2.8 phonemes and allophones
2.8.1 minimal pairs
2.8.2 the phoneme theory
2.8.3 allophones
2.9 phonological processes
2.9.1 assimilation
2.9.2 phonological processes and phonological rules
2.9.3 rule ordering
2.10 distinctive features
2.11 syllables
2.11.1 the syllable structure
2.11.2 sonority scale
2.11.3 syllabification and the maximal onset principle
2.12 stress
further reading
questions and exercises
chapter 3 lexicon
3.1 what is word?
3.1.1 three senses of "word"
3.1.2 identification of words
3.1.3 classification of words
3.2 the formation of word
3.2.1 morpheme and morphology
3.2.2 types of morphemes
3.2.3 inflection and word formation
3.2.4 the counterpoint of phonology and morphology
3.3 lexical change
3.3.1 lexical change proper
3.3.2 phonological change
3.3.3 morpho-syntactical change
3.3.4 semantic change
3.3.5 orthographic change
further reading
questions and exercises
chapter 4 syntax
4.1 the traditional approach
4.1.1 number, gender and case
4.1.2 tense and aspect
4.1.3 concord and government
4.2 the structural approach
4.2.1 syntagmatic and paradigmatic relations
4.2.2 immediate constituent analysis
4.2.3 endocentric and exocentrie constructions
4.3 the generative approach
4.3.1 deep and surface structures
4.3.2 the standard theory and after
4.3.3 government, binding, etc.
4.4 the functional approach
4.4.1 functional sentence perspective
4.4.2 systemic-functional grammar
further reading
questions and exercises
chapter 5 meaning
5.1 meanings of "meaning"
5.2 the referential theory
5.3 sense relations
5.3.1 synonymy
5.3.2 antonymy
5.3.3 hyponymy
5.4 componential analysis
5.5 sentence meaning
5.5.1 an integrated theory
5.5.2 logical semantics
further reading
questions and exercises
chapter 6 language processing in mind
6.1 introduction
6.1.1 evidence
6.1.2 current issues
6.2 language comprehension
6.2.1 word recognition
6.2.2 lexieal ambiguity
6.2.3 syntactic processing
6.2.4 semantics and sentence memory
6.2.5 basic processes in reading
6.3 discourse/text interpretations
6.3.1 schemata and inference drawing
6.3.2 story structure
6.4 language production
6.4.1 speech production
6.4.2 written language
further reading
questions and exercises
chapter 7 language, culture, and society
7.1 language and culture
7.1.1 how does language relate to culture?
7.1.2 more about the sapir-whorf hypothesis
7.1.3 case studies
7.1.4 to which extent do we need culture in our linguistic
study?
7.1.5 culture in language teaching classroom
7.2 language and society
7.2.1 how does language relate to society?
7.2.2 a situationally and socially variationist perspective
7.2.3 what should we know more about sociolinguistics?
7.2.4 what implications can we get from sociolinguistics?
7.3 summary
further reading
questions and exercises
chapter 8 language in use
8.1 speech act theory
8.1.1 performatives and constatives
8.1.2 a theory of the illocutionary act
8.2 the theory of conversational implicature
8.2.1 the cooperative principle
8.2.2 violation of the maxims
8.2.3 characteristics of implicature
8.3 post-gricean developments
8.3.1 relevance theory
8.3.2 the q-and r-principles
8.3.3 the q-, i-and m-principles
further reading
questions and exercises
chapter 9 language and literature
9.1 theoretical background
9.2 some general features of the literary language
9.2.1 foregrounding and grammatical form
9.2.2 literal language and figurative language
9.2.3 the analysis of literary language
9.3 the language in poetry
9.3.1 sound patterning
9.3.2 different forms of sound patterning
9.3.3 stress and metrical patterning
9.3.4 conventional forms of metre and sound
9.3.5 the poetic functions of sound and metre
9.3.6 how to analyse poetry?
9.4 the language in fiction
9.4.1 fictional prose and point of view
9.4.2 speech and thought presentation
9.4.3 prose style
9.4.4 how to analyse the language of fiction?
9.5 the language in drama
9.5.1 how should we analyse drama?
9.5.2 analysing dramatic language
9.5.3 how to analyse dramatic texts?
further reading
questions and exercises
chapter 10 language and computer
10.1 computer-assisted language learning (call)
10.1.1 cal/cai vs call
10.1.2 phases of call development
10.1.3 technology
10.2 machine translation
10.2.1 history of development
10.2.2 research methods
10.2.3 mt quality
10.2.4 mt and the internet
10.2.5 spoken language translation
10.2.6 mt and human translation
10.3 corpus linguistics
10.3.1 definition
10.3.2 criticisms and the revival of corpus linguistics
10.3.3 concordance
10.3.4 text encoding and annotation
10.3.5 the roles of corpus data
10.4 information retrieval
10.4.1 scope defined
10.4.2 an information retrieval system
10.4.3 three main areas of research
10.5 mail and news
further reading
questions and exercises
chapter 11 linguistics and foreign language teaching
11.1 the relation of linguistics to foreign language teaching
11.2 various linguistic views and their significance in language
learning and teaching
11.2.1 traditional grammar
11.2.2 structuralist linguistics
11.2.3 transformational-generative linguistics
11.2.4 functional linguistics
11.2.5 the theory of communicative competence
11.3 syllabus design
11.3.1 what is syllabus?
11.3.2 major factors in syllabus design
11.3.3 types of syllabus
11.4 language learning
11.4.1 grammar and language learning
11.4.2 input and language learning
11.4.3 interlanguage in language learning
11.5 error analysis
11.5.1 errors, mistakes, and error analysis
11.5.2 attitudes to errors
11.5.3 procedure of error analysis
11.5.4 contrastive analysis and non-contrastive analysis
11.6 testing
11.6.1 two different approaches to testing
11.6.2 types of test
11.6.3 requirements of a good test
11.6.4 test content and test form
11.6.5 marking and interpretation of scores
11.7 summary
further reading
questions and exercises
chapter 12 theories and schools of modern linguistics
12.0 introduction
12.1 the prague school
12.1.1 introduction
12.1.2 phonology and phonological oppositions
12.1.3 functional sentence perspective (fsp)
12.2 the london school
12.2.1 malinowski's theories
12.2.2 firth's theories
12.2.3 halliday and systemic-functional grammar
12.3 american structuralism
12.3.1 early period: boas and sapir
12.3.2 bloomfield's theory
12.3.3 post-bloomfieldian linguistics
12.4 transformational-generative grammar
12.4.1 the innateness hypothesis
12.4.2 what is a generative grammar?
12.4.3 the classical theory
12.4.4 the standard theory
12.4.5 the extended standard theory
12.4.6 later theories
12.4.7 main features of tg grammar
12.5 revisionists? rebels?
12.5.1 case grammar
12.5.2 generative semantics
further reading
questions and exercises
bibliography
key to questions and exercises
glossary and index
Linguistics:A Course Book
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