普通语言学基础

出版时间：2010-8  出版社：北京大学出版社  作者：马壮寰 编  页数：236  
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前言

　　北京大学出版社自2005年以来已出版《语言学与应用语言学知识系列读本》多种，为了配合第十一个五年计划，现又策划陆续出版《21世纪英语专业系列教材》。这个重大举措势必受到英语专业广大教师和学生的欢迎。　　作为英语教师，最让人揪心的莫过于听人说英语不是一个专业，只是一个工具。说这些话的领导和教师的用心是好的，为英语专业的毕业生将来找工作着想，因此要为英语专业的学生多多开设诸如新闻、法律、国际商务、经济、旅游等其他专业的课程。但事与愿违，英语专业的教师们很快发现，学生投入英语学习的时间少了，掌握英语专业课程知识甚微，即使对四个技能的掌握也并不比大学英语学生高明多少，而那个所谓的第二专业在有关专家的眼中只是学到些皮毛而已。　　英语专业的路在何方？有没有其他路可走？这是需要我们英语专业教师思索的问题。中央领导关于创新是一个民族的灵魂和要培养创新人才等的指示精神，让我们在层层迷雾中找到了航向。显然，培养学生具有自主学习能力和能进行创造性思维是我们更为重要的战略目标，使英语专业的人才更能适应21世纪的需要，迎接21世纪的挑战。　　如今，北京大学出版社外语部的领导和编辑同志们，也从教材出版的视角探索英语专业的教材问题，从而为贯彻英语专业教学大纲做些有益的工作，为教师们开设大纲中所规定的必修、选修课程提供各种教材。《21世纪英语专业系列教材》是普通高等教育“十一五”国家级规划教材和国家“十一五”重点出版规划项目《面向新世纪的立体化网络化英语学科建设丛书》的重要组成部分。这套系列教材要体现新世纪英语教学的自主化、协作化、模块化和超文本化，结合外语教材的具体情况，既要解决语言、教学内容、教学方法和教育技术的时代化，也要坚持弘扬以爱国主义为核心的民族精神。

内容概要

　　《普通语言学基础》主要是为英语专业本科高年级“普通语言学导论”课程编写的。为了更适合该课程教学中的特点和学生的实际水平，《普通语言学基础》要点突出，文字简洁，在内容、篇幅、举例等方面都具有鲜明的特点。《普通语言学基础》为本科生普通语言学课程提供了新的可选择的教材，同时由于其较强的可读性，也完全可以作为一本普通语言学的普及读物，为那些喜欢语言学知识或初学语言学的一般读者使用。

作者简介

　　马壮寰，北京第二外国语学院英语学院教授，硕士生导师，英语学术带头人，长期担任普通语言学等课程的教学工作，并从事或涉猎普通语言学、语言符号学、应用语言学及英语演讲等研究。曾于《当代语言学》等学术刊物发表过若干学术论文，著有《索绪尔语言理论要点评析》、《语言研究论稿》、《演讲英语》、《功能英语》等。多次获得学院科研一等奖，并荣获北京第二外国语学院优秀导师、教学名师等称号。2004年被评为北京市优秀教师。现担任“普通语言学导论”北京市级精品课程建设项目。

书籍目录

Chapter 1 An Overview of Language and Linguistics1.1 What Is General Linguistics？1.1.1 Defining Linguistics1.1.2 Principles of Linguistic Science1.1.3 A Natural Science or a Social Science？1.1.4 What Is Meant by "General"？1.1.5 Some Basic Distinctions in Linguistics1.1.6 What Is the Use of Linguistics？1.2 What Is Language？1.2.1 Defining Language1.2.2 Design Features of Language1.2.3 Functions of LanguageChapter 2 Phonetics2.1 Aim of Phonetics2.2 Different Types of Phonetics2.3 Vocal Organs2.4 Two Major Types of Speech Sounds2.4.1 Consonants2.4.2 Vowels2.4.3 Cardinal Vowel SystemChapter 3 Phonology3.1 Aim of Phonology3.2 Phonemes and Allophones3.3 Minimal Pair3.4 Three Criteria for Grouping Phones into Phonemes3.4.1 Free Variation3.4.2 Complementary Distribution3.4.3 Phonetic Similarity3.5 Distinctive Features and Natural Classes3.6 Phonological Processes3.6.1 Co-articulation Effects3.6.2 Elision3.6.3 Assimilation3.7 Phonological Rules of English3.7.1 Nasalization3.7.2 Nasal Assimilation3.7.3 Aspiration Rule3.7.4 Rule Ordering3.8 Syllable and StressChapter 4 Morphology4. 1 Aim of Morphology4.2 Word and Morpheme4.2.1 What Is a Word？4.2.2 Classifications of Words4.2.3 What Is a Morpheme？4.3 Morpheme and Allomorph4.3.1 Phonetically Conditioned Allomorphs4.3.2 Lexically or Grammatically Conditioned Allomorphs4.4 Relation between Morpheme and Phoneme4.5 Word Formation4.5.1 Compound4.5.2 DerivationChapter 5 Syntax5.1 What Is Syntax？5.2 The Traditional Grammar5.2.1 The History of the Traditional Grammar5.2.2 Syntactic Elements and Their Defining Properties5.2.3 Syntactic Relations Between Words5.2.4 The Ways Words are Organized Into Sentences5.3 The Structural Grammar5.3.1 Saussure and His Linguistic Theory5.3; 2 American Structuralist Linguistics5.4 The Generative Linguistics5.4.1 Chomsky and Generative Linguistics：What "Generative" Means5.4.2 Five Stages of Generative Linguistics5.4.3 The Classical Theory （1957——1965）5.4.4 The Standard Theory （1965——1972）5.4.5 The Extended Standard Theory Model（1972——1981）5.4. 6 The Government and Binding Theory Model（i981——1993）5.4.7 The Minimalist Program Model（1993——）Chapter 6 Semantics6.1 An Overview of Semantics6.1.1 Aim of Semantics6.1.2 Semantics at Different Levels6.1.3 Difficulty of Semantics6.2 Some Semantic Theories6.2.1 Referential Theory6.2.2 Mentalist Theory6.2.3 "Use" Theory6.3 Classification of Meaning6.3.1 Seven Types of Meaning Proposed by Leech6.3.2 Sense， Reference， and Denotation6.4 Sense Relations6.4.1 Synonymy6.4.2 Antonymy6.4.3 Hyponymy6.5 Simple Logic and Semantics6.5.1 Simplified Form of Predicate Calculi6.5.2 Simple Propositional Logic6.6 AmbiguityChapter 7 Pragmaties7.1 Defining Pragmatics7.2 Pragmatics. Past and Present7.2.1 Focus on Change： Three Stages of Development7.2.2 Tasks in Hand： Two Components of Pragmatics7.3 Critical Concepts and Theories in Pragmatics7.3.1 Between Semantics and Pragmatics7.3.2 Beyond Semantics7.4 Pragmatics in Development7.4.1 Relevance Theory7.4.2 Horns Bipartite System and Levinsons Tripartite SystemChapter 8 Language and Society8. 1 The Relatedness between Language and Society8.1.1 Possible Relations between Language and Society8.1.2 Socioliuguistics8.2 Variable， Variant and Variation8.3 Regional Dialect and Its Semantic Extension8.4 Language Use and Social Factors8.4.1 Sociolect8.4.2 Genderleet8.4.3 Agelect8.4.4 Ethnic Dialect8.5 Language Change8.5.1 Language Change in Progress8.5.2 Forms of Language ChangeChapter 9 Language， Culture and Thought9.1 The Relations between Language， Culture and Thought ~9.1.1 Language and Culture9.1.2 Language and Thought9.1.3 Sapir-Whorf Hypothesis9.2 Some Cultural Items9.2.1 Politeness and Cross-cultural Communication9.2.2 Greetings9.2.3 Taboo and Euphemism9.2.4 Address TermsChapter 10 Language Acquisition10. 1 First Language Acquisition10. 1.1 Three Views on First Language Acquisition10.1.2 Characteristics of First Language Acquisition10.1.3 Stages of First Language Acquisition10.2 Second Language Learning10.2.1 First Language Acquisition versus Second Language Learning10.2.2 Contrasts between First Language Acquisition and Second Language Learning10.2.3 Stages of Second Language LearningAppendixIndex

章节摘录

　　The distinction isthe one that holds between describing howthings are and prescribing how things ought to be Lyons 1981：47　Being respectful to a language as it is， descriptive linguistics tries to discover and record the rules to which the members of alanguage-c0mmunity actually　conform On　thecontrary， prescriptive linguistics pays more attention to classicallitexary works and regards them as standards for the correctness.They tend to tell people what is right and what is wrong whenusing language， and impose upon people certain norms of usage.Towards language change or variation， descriptive linguistics andprescriptive linguistics also show different attitudes： the formerbeing tolerant and the latter intolerant.　Modern linguistics ischaracterized by descriptive orientation，　but in the history of linguistic studies there were certain schools， e.g.　　traditionalgrammar in 18th and 19th century， characterized by prescriptiveorientation.