-
1.
①“哎，几点了”
②“不好意思，打搅一下，请问您戴表了吗”
1
）
the
first is a direct speech act; in a casual way;
/a
little
impolite
or
even
rude
by
using
the
word
“
哎
”
to
attract
my
attention.
2
）
the
second
is
an
indirect
speech
act;
inquires
time
by
using
the
question
“请问您戴
表了吗”
,denoting the implicature that what
he wants
to know is not whether I wear
a watch but time.
/uses
an
appropriate
pragmatic
strategy
and
presents
strong
communicative competence.
eg:
不好意思，打搅一下
The
crucial distinction in the use of these two types
of speech acts is
based
on
the
fact
that
indirect
commands
or
requests
are
simply
considered
more
gentle
or
more
polite
in
our
society
than
direct
commands.
2. Statement: In studying other
cultures, we do so from the perspective of
our own culture.
考点：
language and culture.
Sapir-Whorf Hypothesis
1) What this hypothesis suggests is
like this: our language helps mould
our
way of thinking and, consequently, different
language may probably
express our
unique ways of understanding the world.
2)
Two
important
points
could
be
captured
in
this
theory.
On
the
one
hand, language may determine our
thinking patterns; on the other hand,
similarity
between
languages
is
relative,
the
greater
their
structural
differentiation
is,
the
more
diverse
their
conceptualization
of
the
world
will
be.
Therefore,
the
hypothesis
has
alternatively
been
referred
to
as
linguistic determinism
and linguistic relativity.
3) The
notion that language determines thought may be
partially correct,
in some extremely
limited way, but it fails to take into account the
fact
that users of a language do not
inherit a fixed set of patterns to use. They
inherit the ability to manipulate and
create with a language, in order to
express their perceptions.
4) Therefore, we can say that in
studying other cultures, we do so to some
extent from the perspective of our own
culture.
例子：
cousin in
English
对应中文的“表兄弟”
“堂兄弟”
“姐妹”
“表姐妹”
wife in English
对应
“妻子，老婆，内人”
3. Drills of the following sentences:
Do you know
where my book is?
Do you know what time it is?
But
the
students
still
came
up
to
the
teacher
and
asked,
Do
you
know
where is
Mrs. Smith?
What do you think is the
reason for the misuse? Was the lesson a waste of
time? Why or why not?
考点：
Error Analysis
1)The
reason
for
this
misuse
can
be
explained
with
structuralist
view
toward
learning
and
error.
The
structuralist
linguists
follow
the
bahavioristic
view
that
to
learn
is
to
change
old
habits
and
build
new
habits.
In
their
opinion,
errors
occur
when
the
learners
fails
to
respond
correctly
to
a
particular
stimulus
in
the
second
language
because
the
features of the second
language differ from those of the native language
and the learner tends to carry over
features of the native language into the
second language. In other words, the
learner fails to change his old habits
so as to acquire new habits of the
second language. Since an error may
serve as a negative stimulus which
reinforces bad habits, so it should not
be allowed to occur.
2)
Therefore, the student does not form the English
habits to use indirect
questions under
the influence of his native language habits.
3) The disadvantages of the drill
practice
Viewed as a kind of input and
it plays an important role in the process of
forming a new habit, so not a waste of
time;
but
it
is
performed
out
of
real
situation
and
fails
to
develop
student
’
s
communicative competence;
other
approaches:
communicative
approach,
grammar-translation;
direct
approach; etc
4.
What
do
you
think
the
differences
between
a
good
language
learner
and a poor language learner? If we know
what strategies good language
learners
use, does it follow that teaching so-called poor
language learners
to
use
those
strategies
will
result
in
their
successful
language
learning?
Why or why not?
(Other than
learning strategies, other factors that make a
good language
learner)
考点：
learning
strategies of a good
learner:
小红书
P171
一共
14
条
Other factors:
1
）
affective
factors
(empathy,
anxiety,
inhibition,
risk-taking,
motivation, attitude and personality)
2
）
cognitive
factors
(the
mechanics
of
how
an
individual
learns
something)
3
）
social factors(instruction,
environmental and feedback)
4
）
age
differences
5
）
the role of the first
language(inference)
5.
The
differences
between
linguistic
competence
and
communicative
competence
1) Linguistic competence originally
comes from Noam Chomsky. It refers
to
the grammatical knowledge of the ideal language
user and has nothing
to do with the
actual use of language in concrete situations.
However, it
did
not,
according
to
Hymes,
account
sufficiently
for
the
social
and
functional rules of language.
2)
①
H
ymes
’
communicative
competence, then, is the aspect of competence
that
enables
the
speakers
to
convey
and
interpret
messages
and
to
negotiate
meanings interpersonally within specific contexts.
②
Communicative
competence is
relative,
not
absolute, and depends on
the cooperation of all the participants
involved.
③
Communicative
competence
includes
not
only
the
ability
to
form
correct sentences but to use them at
appropriate times.
④
The
basic
idea
of
communicative
competence
is
the
ability
to
use
language
appropriately,
both
receptively
and
productively,
in
real
situations.
eg. The two forms of
“
you
”
in Chinese, he may draw special attention to
different contexts in which they are
used.
3)
Communicative
competence
can
be
defined,
in
terms
of
three
components.
The
first
is
grammatical
competence,
which
involves
the
accurate
use
of
words
and
structures.
The
second
is
sociolinguistic
competence,
which
enables
the
learner
to
know
to
speak
properly
according to the social context. The
third is called strategic competence,
the ability to overcome potential
communication problems in interaction.
6. Sense, Denotation and Reference
考点：①小红书
P71 Sense
& Reference
②
Sense
has
conceptual
meaning.
The
distinction
between
sense
and
reference can be comparable to that
between connotation and denotation.
The
former refers to the abstract properties of an
entity, which the latter
refers to the
concrete entities having these properties.
③
To some extent,
we can say every word has a sense; otherwise we
will
not be able to use it or
understand it; but nor every word has a reference.
Words like ghost or dragon refer to
imaginary things, which do not exist
in
reality.
7.
给出六个句
子，
分成两组形成对比，
即间接表达与直接表达的区别。
Please
explain
what
your
understanding
of
politeness
is
in
the
Chinese
culture.
1)
According
to
Brown
and
Levinson
and
later
Leech,
indirect
speech
acts
were
more
polite
and
direct
ones
because
they
minimize
the
degree of face threatening acts and
thus save the hearer
’
s face.
Grice
noticed
that
in
daily
conversations
people
do
not
usually
say
things
directly but tend to imply them.
（接下来就是具体分析每个实例）
2)
In the Chinese
culture, politeness can be expressed by many
means.
1.
different terms of address may be used
to express politeness.(eg)
2.
presented by
using indirect speech acts (eg)
8.
Differences
between
human
language
and
other
animal
’
s
ways
of
communicating
考点：
1) language
is different from animal
communication(
阐述观点
)
2)
design
features:
the
defining
properties
of
human
language
that
distinguish
it
from
any
animal
system
of
communication.
The
following are the frequently discussed
ones:
3) arbitrariness, creativity,
duality, displacement, cultural transmission
(
每个详述
)
9. Cohesion
考点：语
篇衔接问题，衔接是个语义概念，它指的是语篇中语言成分
之间的语义联系，
或者说是语篇中一个成分与另一个可以与之相互结
识的成分之间的关系。<
/p>
当语篇中一个成分的含义依赖于另一个成分的
解释时，便产生衔接
关系。
Cohesion is a concept to
do with discourse or text rather than with syntax.
Ddiscoursal cohesiveness can be
realized by employing various cohesive
devices:
Conjunction,
ellipsis,
lexical
collocation,
lexical
repetition,
reference,
logical connection, substitution and so
on.
10. Chunks
考
点：举例；给
chunk
下定义；为什么中国学生用“
in the campus
”
而不是用“
on
campus
”
;
the
advantage
of
using
chunks;
pedagogical
implications
drawing from the mistake
1)
eg.
“
for
instance
”
“
in terms of
”
“
in
fact
”
“
carry
out
”
2)
Chunks, also
known as routines, refer to a segment of language
made
up of several morphemes
or words which are used and learned as
if
they are a single item.
3)
Reason:
negative
transfer
of
Chinese.
In
Chinese,
they
say
“
在校园
里
”
rather than
“
在校园
上
”
. They usually translate
“
里
”
into English
“
in
”
rather than
“
on
”
4)
It will help
you form a new pure speaking habit. The more
chunks you
can use correctly, the more
ability you have to speak a language.
5)
This
mistake
is
caused
by
negative
transfer
of
mother
tongue.
Consequently,
a
contrastive
analysis
of
the
learner
’
s
native
language
and
the
target
language
has
and
this
in
turn
determines
what
the
learner has to learn and
what the teacher has to teach. Since language
learners
have
different
mother
tongues,
the
teaching
has
to
vary
accordingly.
Chunks
teaching
can
also
help
learners
to
remove
negative
transfer,
and
form
a
good
habit
of
speaking
a
second
language.
11.
Reading strategies
考点：
Rereading; predicting;
verifying;
retelling; clarifying; motivating;
eliciting
12.
分析句
子——为什么可以省略主语
a. Hope you
like everything here.
b. Just imagine
what has just happened here.
考点：
1)
syntactic
point of view, many subjects are possible, eg, he,
we, people.
2)
according to pragmatics, context plays
a key role in communication.
（把两个句子具体结合语境分析，
from speaker
and hearer
）
13.
Entailment and
Presupposition (
并分析句子
)
1
）
In
pragmatics,
entailment
is
the
relationship
between
two
sentences
where the truth of one (A) requires the
truth of the other. Notice also that
if
(B) is false, then (A) must necessarily be false.
2) A presupposition is an
implicit assumption about the world whose truth
is taken for granted in discourse.
3)
Entailment
differs
from
presupposition
in
that
in
presupposition,
the
truth of what one is presupposing is
taken for granted. A simple test to
differentiate
presupposition
from
entailment
is
negation.
For
example,
both
The
king
of
France
is
ill
and
The
king
of
France
is
not
ill
presupposes that there is a king in
France. However,
The president was
not assassinated
no longer
entails
The president is
dead.
Presupposition
remains under negation, but
entailment does not.
4)
具体分析实例，分析真假值
14.
分析一段简短话语，考点：礼貌原则的相关准则
1)According
to
Leech,
the
PP
consists
of
six
maxims,
namely,
Tact
Maxim,
Generosity
Maxim,
Approbation
Maxim,
Modesty
Maxim,
Agreement Maxim, and Sympathy Maxim. In
this note, Tom has applied
the PP and
clearly shows his politeness.
2)
具体分析语句，对应好一条条准则
15.
故事为题：几个中国女孩想要问路求助，
they said
“
Hello
”
，当地
人无视她们
考点：
社会语言学中语言和文化的关系问题。
答题时可以先就语言和
文化各自的定义说明，再阐述两者之间的关系，然后具体分析例子
1)
Language
is
a
system
of
arbitrary
symbols
used
for
human
communication. While
culture is defined as a system of shared beliefs,
values,
customs,
behaviors,
and
artifacts
that
the
members
of
a
society
use
to
cope
with
their
world
and
with
one
another,
and
are
transmitted from generation to
generation through learning.
2)
Language is an
indispensable carrier of culture. Culture finds a
better
representation
through
language
use.
In
other
words,
there
exists
a
close
relationship
between
language
and
culture.
According
to
the
Sapir-Whorf
Hypothesis, language helps mould our
way of thinking
and,
consequently,
different
languages
may
probably
express
speaker
s’
unique
ways of understanding the world.
3)
具体分析例子。
Hello is an informal
way. should say
“
Excuse
me.
”
16.
Contrast between
language learning and language acquisition
1) Language learning is sometimes
contrasted with language acquisition
on
the
assumption
that
these
are
different
processes.
The
term
“
acquisition
”
is used to
refer to picking up a language through exposure,
whereas the term
“
learning
”
is used to refer
to the conscious study of a
language.
In
other
words,
“
language
acquisition
”
refers
to
the
subconscious processes by which a
language is learnt in a natural setting
while
“
language
learning
”
refers to the
conscious processes by which a
language
is learnt in a tutored setting.
2)
In
the
field
of
second
language
study,
however,
the
term
“second
language
acquisition
”
is a cover term
to refer to both the subconscious or
conscious processes by which a language
other than the mother tongue is
learnt
in a natural or a tutored setting.
17.
Contrastive analysis and
error analysis
1)
contrastive
analysis
is
a
way
of
comparing
languages
in
order
to
determine potential errors for the
ultimate purpose of isolating what needs
to be learned
and what does not need to be learned in a second
language
situation. The goal of
contrastive analysis is to predict what areas will
be
easy to learn and what areas will be
difficult to learn.
2)
The
fact
that
not
all
errors
are
explicable
by
contrastive
analysis
resulted
in
a
disillusionment
with
contrastive
analysis.
Gradually
contrastive
analysis
was
replaced
by
the
error
analysis
movement,
a
major
claim
of
which
is
that
many
errors
made
by
L2
learners
were
caused by factors other than L1
interference. Corder claimed that errors
are
not
just
to
be
seen
as
something
to
be
eradiated,
but
rather
can
be
important in and of themselves. Errors
often arise from the
learner
’
s lack
of
knowledge,
it
represents
a
lack
of
competence.
For
example,
the
learner utilizes some
L1
features rather
than
that
of
the
target
language
itself, such
as overgeneralization, which arises when the
learner applies a
rule in a situation
where the rule does not apply.
18.
we should
“
teach the
language
”
, not
“
teach about the
language
”
考点：传统的语言教学—以教师为中心的语法翻译法为主
1)
Teaching the
language, means teaching the language as it is. In
other
words, learners should only be
taught how language is used, such as
its meaning, pronunciation and context.
That is , learners just need to
do as
what native speakers do with their language.
2)
Teaching
about
the
language,
means
that
learners
should
know
the
grammatical
rules,
word
formation
methods,
how
sentences
are
formed, etc. Namely, it refers to the
traditional approach to language
teaching which involves the
presentation of numerous definition, rules
and
explanations.
Usually
a
teacher-centered
grammar-
translation
method
is
adopted.
In
the
view
of
many
modern
linguists,
such
an
approach
is
damaging
to
language
learning.
They
argue
that
one
should
teach
the
language,
not
teach
about
the
language.
In
communication, one should learn first
to
“
speak
”
the language, not to
“
read
”
the language.
19.
Distinguish between
phonetics and phonology
1)
Phonetics is defined as the study of the phonetic
medium of languages;
it
is
concerned
with
all
the
sounds
that
occur
in
the
world
’
s
languages.
Phonetics looks
at speech sounds from three distinct but related
points of
view.
*speaker,
i.e.
how
a
speaker
uses
his
speech
organs
to
articulate
the
sounds.
*hearer, how the
sounds are perceived by the hearer
*it
studies
the
way
sounds
travel
by
looking
at
the
sound
waves,
the
physical means by which sounds are
transmitted through the air from one
person
to
another.
They
are
labeled
as
articulatory
phonetics,
auditory
phonetics, and
acoustic phonetics respectively.
2)
Phonology,
however,
is
interested
in
the
system
of
sounds
of
a
particular
language; it aims to discover how speech sounds in
a language
form
patterns
and
how
these
sound
are
used
to
convey
meaning
in
linguistic communication.
Phone, phoneme, allophone, phonemic contrast,
complementary
distribution,
minimal
pair,
phonological
rules,
suprasegmental features, etc. are all
to be investigated by phonoligists.
20.
Distinction
between
inflectional
morphemes
and
derivational
morphemes
1)
is
also
known
as
the
distinction
between
inflectional
affix
and
derivational affix. The
two types of affix have the following differences:
a)
inflectional
affixes
are
generally
less
productive
than
derivational
affixes:
they
very
often
only
add
a
minute
or
delicate
grammatical
function
to
the
stem.
They
serve
to
produce
different
forms
of
a
single
lexeme. However, derivational affixes
are very productive in making new
words.
b)Inflectional
affixes
do
not
change
the
word
class
of
the
word
they
attach
to,
whereas
derivational
affixes
might
or
might
not.
Derivational
affixes often change the lexical
meaning.
c) Whether one should add
inflectional affixes or not depends very often
on the other factors within the phrase
or sentence. However, derivational
affixes are more often based on simple
meaning distinctions.
d) In English, inflectional affixes are
mostly suffixes, which are always
word
final. But derivational affixes can both be
prefixes and suffixes.
21.
Explain:
Innateness Hypothesis
1) Chomsky believes that language is
somewhat innate, and that children
are
born with what he calls a language acquisition
device (LAD), which
is
a
unique
kind
of
knowledge
that
fits
them
for
language
learning.
He
argues
that
children
are
born
with
knowledge
of
the
basic
grammatical
relations
and
categories,
and
this
knowledge
of
the
basic
grammatical
relations and categories, and this
knowledge is universal. And the study
of language can throw some light on the
nature of the human mind. This
approach
to language is a reaction against behaviorism in
psychology and
empiricism
in
philosophy,
making
linguistics
a
branch
of
psychology.
This is
Chomsky
’
s
“
Innateness
Hypothesis
”
.
2)
Chomsky
’
s
Innateness
Hypothesis
is
based
on
his
observations
that
some important facts
can never be otherwise explained adequately.
a)First, children learn
their native language very fast and with little
effort.
b)Second,
children
learn
their
mother
tongue
in
very
different
environments.
They
may
be
good
at
different
things,
but
in
their
first
language acquisition, their difference
is amazingly small.
c)Third,
the
child
learns
the
total
grammar
of
the
language
during
a
limited
period of time, from limited exposure to speech.
He can not only
produce and understand sentences he has
heard, but also sentences he has
never
heard before. What he learns seems to be a set of
rules rather than
individual sentences.
All these suggest that although babies are not
born
knowing
a
language,
they
are
born
with
a
predisposition
to
develop
a
language in much the same way as they
are born with a predisposition to
learn
to walk.
3)
But
this
is
not
the
whole
picture
yet.
Chomsky
argues
that
LAD
probably
consists
of
three
elements:
a
hypothesis-maker,
linguistic
universal, and an evaluation procedure.
22.
Speech
Act
Theory:
“
locutionary
act
”
,
“
illocutionary
act
”
and
“
perlocutionary
act
”
,
实例分析：
It is so
hot in the room
”
.
1)
A
speaker
might
be
performing
three
acts
simultaneously
when
speaking:
locutionary
act,
illocutionary
act,
and
perlocutionary
act.
A
locutionary act is the act of uttering
words, phrases, clauses. It is the act
of conveying literal meaning by means
of syntax, lexicon and phonology.
An
illocutionary act is the act of expressing the
speaker
’
s intention; it is
the
act
performed
in
saying
something.
A
perlocutionary
act
is
the
act
performed by or resulting from saying
something; it is the consequence of,
or
the change brought about by the utterance; it is
the act performed by
saying something.
2) If somebody utters
“
It is so hot in the
room
”
, he might be
performing
three acts simultaneously. The
locutionary act performed by the speaker is
that he has uttered all the words
“
it
”
,
“
is
”
,
“
so
”
,
“
hot
”
,
etc. and expressed
what
the
words
literally
mean.
The
illocutionary
act
performed
by
the
speaker
is
that
by
making
such
an
utterance,
he
has
expressed
his
intention of speaking, i.e., asking
someone, for example , to turn on the
air conditioner. The perlocutionary act
refers to the effect of the utterance.
If the hearer gets
speaker
’
s message and sees
that the speaker means to
ask someone
to turn on the air conditioner, the speaker has
successfully
brought about the change
in the real world he has intended to; then the
perlocutionary act is successfully
performed.
23.
English
is
a
second
language
or
foreign
language
for
Chinese
learners?
考点：第二语言学习和外语学习之间的关系问题；
1)
Second
language
(L2),
in
a
broad
sense,
is
a
language
learned
or
acquired after the native language. The
term has a narrow sense when
it
contrasts
to
the
term
“
foreign
language
”
(FL),
in
which
“
second
language
”
functions as a recognized means of communication
among
members who speak some other
language as their mother tongue, and
the
“
foreign
language
”
plays no major
role in the community
and is
primarily learnt only in the classroom.
2)
However,
in
language
acquisition
studies,
second
language
(SLA)
acquisition
is
not
intended
to
contrast
with
foreign
language
acquisition.
SLA
is
used
as
a
general
term
that
embraces
both
untutored acquisition
and tutored acquisition. It is, however, an open
question
whether
the
way
in
which
acquisition
proceeds
in
these
different situations is the same or
different.
3)
So,
there is some truth in the claim that for most
learners of English in
China, English
is a foreign language, not a second language. But,
in
the field of language acquisition,
the term
“
second
language
”
is used
as
a
general
term
to
refer
to
both
“
second
language
”
and
“
foreign
language; therefore, we can also say
that English is a second language
for
most Chinese learners.
24.
The relationship between linguistics
and language teaching
1)
Linguistics
is
usually
defined
as
the
science
of
language,
or,
alternatively, as the scientific study
of language. While language teaching
is
concerned with how language can be taught more
effectively. Therefore,
the
relationship
between
linguistics
and
language
teaching
is
quite
obvious.
Language
teaching
is
part
of
applied
linguistics
and
applied
linguistics is part or a branch of
linguistics.
2) Some knowledge of
linguistics will not only help language teachers
to
better
understand
the
nature
of
language,
but
also
help
them
better
understand
how
to
teach
language.
Theoretical
views
of
language
-
-
-
-
-
-
-
-
-
上一篇：巧记以f或fe结尾的名词变复数
下一篇：学科教学知识(PCK)讲解学习