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一、
Antonymy
（反义词）
：
（书本
P70
）
1.
Gradable antonyms
（分程度反义词）
：
a matter of degree.
eg.
Old
—
middle-
aged
—
younghot-warm-cold
2.
complementary
antonyms
（互补关系）
：
a
matter of degree between two extremes.
eg. Alive
—
dead;
male
—
female
3.
relational
opposites
（关系反义词）
：
pairs
of
words
that
exhibit
the
reversal
of
a
relationship between the two items.
eg. father-son; teacher-
pupil; doctor-patient
；
buy-sell
；
above-
below
二、
Paul Gri
ce
（保罗·格莱斯）提出的两个概念（书本
P86
）
1.
conventional
implicature
（规约含意，约定俗成的）
：
is
based
on
the
conventional
meaning of
certain words in the language.
eg. He is rich but he is not greedy.
2.
particularized
conversational implicature
（
特
殊规约隐涵）
：
is inferred by the
hearer with
reference to the context of
communication.
eg.
A
：
Where is the steak?
B
：
The dog looks very happy.
三、
Charles Hocket
t
（霍凯特）提出的人类语言的识别特征之一（书本
P8
）
Arbitrariness
（随意性）
：
There is no
logical connection between meanings and sounds.
eg. Rumble, crash, cackle, bang
四、
Free morpheme<
/p>
（可独立存在的）
：
a
morpheme which can be a word by itself.
eg. boy
（书本
P33
）
五、
新构词（书本
< br>P99
）
1.
blending
（拼缀，
紧缩法）
：
a
blend is a word formed by combining parts of other
words.
eg. Smog --- smoke+fog;
motel---- motor+hotel
2.
acronyms
（首字母缩写，词首字母缩略法）
< br>：
are
words
derived
from
the
initials
of
several words
-----information technology; CPI----
consumer price index
六、
Languageaptitude
（
语言能力
倾向，
语言学能）
：
the
natural ability for learning a second
l
anguage.
（书本
P164
）<
/p>
七、
Semantic Changes
（语意变化）
：
（书本
P102
）
1.
semantic
broadening
（扩展，意思越来越广，语义扩大化）
2.
semantic
narrowing
（意思变小）
3.
semantic
shift
（转换）
八、
indirect
speech
act
（间接言语行动）
：
which
aimed to explain indirect language in the
light of the speech act theory.
< br>（书本
P84-85
）
1.
The primary
speech act is the speaker’s
goal
of communication while
the secondary
speech act is the
means
by which he achieves
goal.
2.
eg.
A
：
Let’s go to the movies
tonight.
B
：
I have to study
for an exam.
(
回答问题或者名词解释
)
九、
Sapir
–
Whorf
Hypotheis
（假说）
：
1.
A
theory
put
forward
by
the
American
anthropological
linguists
Sapir
and
Whorf
which
states that the way people view the world is
determined wholly or partly by the
structure of their native language.
（书本
P128
）
2.
Now
there
are
mainly
two
different
interpretations
about
the
hypothesis:
a
strongversion
and
a
weak
one
.
While
the
strong
version
believes
that
language
patterns
determine
people's
thinking
and
behavior,
the
weak
one
holds
that
former
influences the latter.
(
全背
)
3.
eg. English-
speaking culture tends to teach its people to name
what is practical,useful
and important.
4.
A good
illustration of this point is the
word
snow
in Eskimo and
English.
十、
Strategies for learning a second langua
ge
？（书本
P165
）
1.
Find
their own way,taking charge of their learning.
2.
Organize
information about language.
3.
Are
creative,developing a ―feel‖ for the language by
experimenting with its grammar
and
words.
4.
Make
their own opportunities for practice in using the
language inside and outside the
classroom.
5.
Learn
to
live
with
uncertainly
by
not
getting
fluttered
and
by
continuing
to
talk
or
listen
without understanding every word.
6.
Use mnemonics
and other memory strategies to recall what had
been learned.
7.
Make errors work for them and not
against for them.
8.
Use
linguistic
knowledge,
including
knowledge
of
their
first
language,
in
learning a
second language.
9.
Use contextual
cues to help them in comprehension.
10.
Learn to make
intelligent guesses.
11.
Learn
chunks
of
language
as
wholes
and
formalized
routines
to
help
them
perform
―beyond their
competence‖.
12.
Learn certain tricks that help to keep
conversations going.
13.
Learn certain production strategies to
fill in gaps in their own competence.
14.
Learn
different style of speech and writing and learn to
vary their language according
to the
formality of the situation.
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