《语言学概论》考试题歧义有哪些类型

英语语言学考试~

语言获得 1、Language acquisition is concerned with language development in humans. In general, language acquisition refers to children’s development of their first language, that is, the native language of the community in which a child has been brought up. (FLA):The development of a first or native language (L1) is called first language acquisition, and then second language acquisition (SLA). L1 and L2 development do not seem to involve identical processes. 2、研究语言获得的意义The study of language acquisition enables linguists, psychologists and applied linguists to better understand the nature of human language and developmental processes of language acquisition. 3、First language acquisition第一语言获得 No one is more successful than others in acquiring a first language. Children follow a similar acquisition schedule of predictable stages along the route of language development across cultures, though there is an idiosyntactic variation in the amount of time that takes individuals to master different aspects of the grammar. 4、The biological basis of language acquisition语言获得的生理基础 This biological, or nativist 天赋, view of language acquisition means that humans are equipped with the neural prerequisites for language and language use. Our language faculty permits us to acquire any human language to which we are exposed to, including deaf children acquiring a sign language. Different languages have a similar level of complexity and details, and reflect general abstract properties of the common linguistic system called the 5、Universal Grammar 普遍语法. Language acquisition as the acquisition of grammatical rules 为什么说母语习得是语法规则的习得？ In principle, no human brain can store all the words and expressions of a language. What happens is that when processing the language they hear, children construct the grammar and make sense of the expressions according to the grammar. When producing utterances, they follow the internalized grammatical rules. Without the knowledge of the productive rules, it would be impossible for language users to produce and understand an unlimited number of sentences which they have never heard before. 6、The role of input and interaction在母语习得中，语言输入起什么样的作用？ Input refers to the language which a learner hears or receives and from which he or she can learn. For language to be eventually acquired, children must be provided with an appropriate linguistic environment in which they have access to language data and opportunities to interact with the input. Children must be provided with an appropriate linguistic environment. The modified speech typically addressed to young children is called caretaker speech,保姆语 also known as babytalk, mothers-es, or parentese. Exposure to this type of language makes it easier for children to match linguistic forms with their meanings and for that reason, their acquisition of the vocabulary and structure of the language is made easier. 7、The role of formal instruction 刻意的教学对母语习得有什么作用？ For the vast majority of children, language de­velopment occurs spontaneously and requires little conscious instruction on the part of adults. In natural settings, parents rarely correct young children s utterances that violate the rules of the grammar, still less do they go about teaching explicitly the correct forms of the language, al­though some parents believe that they constantly instruct their children to speak grammatical sentences. Even if they do, there is no convincing evi­dence that children need such instruction. In fact, parents often fail in their attempt to teach children grammatical rules. Of course, this is not to say that instruction is altogether useless in child language development from the stage of a babbler to that of a fluent speaker. A certain amount of conscious instruction on the part of parents and peers may have some effect on the language of a child. But the available ev­idence to date indicates that an explicit teaching of correct forms to young children plays a minor role at best. 8、The role of correction and reinforcement在儿童母语习得过程中，纠错起什么样的作用？ Proponents of Behaviorist learning theory suggested that a child’s verbal behavior was conditioned through association between a stimulus and the following response. Children are believed to gradually assume correct forms of the language of their community when their “bad” speech gets corrected and when their good speech gets positively reinforced. Researchers have found that correction and reinforcement are not key factors in child language development. Reinforcement has been found to occur usually in children’s pronunciation or reporting of truthfulness of utterances, rather than in the grammaticality of sentences. 9、The role of imitation模仿在母语习得中的作用是什么？ At one time, it was widely believed that children learned language by simply imitating the speech of those around them. We now know that this cannot be true, since many utterance types produced by children do not closely resemble structures found in adult speech. . If children learn their native tongue by imitating their parents, how can we account for the utter­ances that are typical of children' s language, such as the plural form "my foots," the past tense forms of " I eated," and the negative construction of “No the sun shining”? It is impossible that children imitate these structures from adults because they are never heard in adult conversations. In addition, Children with speech impairment for neurological or physiological reasons learn the language spoken to them and understand what is said. A more rea­sonable explanation is that children are attempting to construct and generalize their own grammatical rules. Some young language learners do seem to make selective use of imitation, but they do not blindly mimic adult speech in a parrot fashion, but rather exploit it in very restricted ways to improve their linguistic skills. The point is that imitation plays at best a very minor role in the child' s mastery of lan­guage. 10、Stages of first language acquisition 第一语言习得经过哪些主要阶段？ (1) The prelinguistic stage前语言阶段: at this babbling stage, the sounds and syllables that children utter are as yet meaningless. (2) The one-word stage: at this stage, children learn that sounds related to meanings. They use one-word utterances, or holophrastic sentences to express a concept or predication that would be associated with an entire sentence in adult speech. () The two-word stage: at this stage, children are heard uttering two-word expressions in a variety of combinations. (4) The multiword stage多词句阶段: at this stage, the salient feature of the utterances is the variation in strings of lexical morphemes. It is normally assumed that, by the age of five, with an operating vocabulary of more than 2,000 words, children have completed the greater part of the language acquisition process. There is substantial variation among children in terms of the age at which particular features of linguistic development occur. Some stages last short, some longer, some overlap for a short period, and the transition between stages may be sudden. 11、The development of the grammatical system语法体系的发展 1 The development of phonology语言 The emergence of articulatory skills begins around the age when children start to produce babbling sounds. Children first acquire the sounds that are found in all language of the world, no matter what language they are exposed to, and in later stages acquire the “more difficult” sounds. 2 The development of syntax句法 Children’s early language is not only semantically based, but also makes reference to syntactic categories, such as NP and VP, and grammatical relations, such as subject and object. 3 The development of morphology词形 Children’s early words are simply a bunch of bare stems without affixes. By the time they are going beyond the telegraphic stage, children begin to incorporate some of the inflectional morphemes which indicate the grammatical function of the nouns and verbs used. The first to appear is usually the “-ing” form. Then comes the marking of regular plurals with the “-s” form. This acquisition is often accompanied by a process of overgeneralization. 4 The development of vocabulary and semantics词汇和语义 Overgeneralization also occurs in this development. Children virtually acquired the basic fabric of their native language at the age of five or six. 12、Second language acquisition第二语言的获得 SLA is primarily the study of how learners acquire or learn an additional language (target language) after they have acquired their first language (L1). Some problems in L2 development do not exist in children’s L1. Very few adults seem to reach native-like proficiency in L2. 1 Acquisition vs. Learning习得与学习 A primary difficulty for most L2 learners can be captured in terms of a distinction between acquisition and learning, which was proposed by the American Stephen Krashen.

北京语言大学，中国传媒大学这两个学校的计算语言学是很好的。其他比较好的院校还有有，中科院计算机所，清华大学，东北大学，大连理工大学，山西大学等。 考试方式为全国统考，首先要先考取语言学，然后才能选择计算语言学方向，所以，考试是要考语言学，而不是直接考计算语言学。考试科目有：1.政治理论（100分）2.第二外国语（100分）3.基础英语（150分）4.语言学及应用语言学基础（150分） 参考书目各个学校不同，不过还是有很多一样的。以下列举几本：北京大学中文系现代汉语教研室《现代汉语》
朱德熙《语法讲义》《语法答问》《现代汉语语法研究》
陆俭明《现代汉语语法研究教程》
陆俭明、沈阳《汉语和汉语研究十五讲》
林焘、王理嘉《语音学教程》
王理嘉《音系学基础》
北京大学中文系现代汉语教研室《现代汉语专题教程》
符淮青《现代汉语词汇》
李小凡、项梦冰《汉语方言学基础教程》
郭锡良《古代汉语》
叶蜚声、徐通锵《语言学纲要》
陈保亚《20世纪中国语言学方法论》 通过语言学考试，选择计算语言学导师，然后才转入计算语言学研究。并不是直接考计算语言学，因为计算语言学只是语言学里的一个方向。因此，考试的准备还是以语言学为准。

　　1、多音、多义词语造成歧义。如：
　　①这座楼的房间都没有锁。（“锁”既可以理解为名词，也可以理解为动词。）
　　②这个人好说话。 （“好”即可读作hào，“爱好”、“喜欢”的意思；也可读作hǎo。“易于”、“便于”的意思。）
　　2、停顿不同造成歧义。如：
　　县里的通知说，让赵乡长本月15日前去汇报。（如果在“15日”后停顿，意思是应该在15日那天去汇报；如果在“15日前”后停顿，意思是应该在15日以前去汇报。）
　　3、指代不明造成歧义。如：
　　搜集史料不容易，鉴定和运用史料更不容易，中国过去的大部分史学家主要力量就用在这方面。（前面提到“搜集史料”、“鉴定和运用史料”两个方面，代词“这”指代什么不明确。）
　　4、主语不明造成歧义。如：
　　我看见张原扶着一位老人走下车来，手里提着一个黑色皮包。（后半句主语不明确，“提着黑皮包”的是张原，还是老人？）
　　5、动词的施受对象不明造成歧义。如：
　　李老师是前几天才调到我们学校的，许多同学还不认识。（是李老师还不认识许多同学，还是许多同学还不认识李老师？）
　　6、动词的支配范围不明造成歧义。如：
　　记者否认外星人莅临N城是有根据的。（动词“否认”的宾语是“外星人莅临N城”还是“外星人莅临N城是有根据的”？）
　　7、介词的管辖范围不明造成歧义。如：
　　至于对厂长的意见，我说不出什么。（介词“对”的宾语是厂长，还是“厂长的意见”？）
　　8、连词的管辖范围不明造成歧义。如：
　　今年我校夏季运动会的入场式，各队都要站成6人6行的方针队形，每班有比赛项目的男生和女生的一半要保证参加本班的入场式。（是男生的一半加上女生的一半，还是所有男生加上女生的一半？）
　　9、介词或连词词性不明造成歧义。如：
　　是谁创造了历史，这个问题是历史学家和哲学加争论不休的问题。（“和”可做连词理解，也可做介词理解。）
　　10、修饰语层次不明造成歧义。如：
　　刚才打电话来的是前几天才认识的张洪民的哥哥。（“前几天才认识的”是作“张洪民”的修饰语，还是作“张洪民的哥哥”的修饰语？）

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江城哈尼族彝族自治县13736872881： 《语言学概论》 解释题: 1、 音位 2、词的本义 3、文字 4、语言联盟 5、民族共同语 6、音素 7、词的派生 - ？
叶翠益脉： 1、音位 是语言中能表示语义的单位.根据国际语音学协会的定义,音位是“某个语言里不加分别的一族相关的声音”.它是具体语言或方言中能够区别意义的最小的语音单位.http://baike.baidu.com/view/313877.htm?fr=ala0_1_12、词的本义 ...

江城哈尼族彝族自治县13736872881： 我是自考“汉语言文学”专业,语言学概论怎么学易过,请大家帮帮忙给点学习方法,我考了好几次也没过自考“ - ？
叶翠益脉： 语言学概论很抽象的,学起来很枯燥,主要的还是背诵,你看看你考的那个学校都用了哪些教材,针对一本,从引言到后记都要好好看,有的书后还附有复习提纲,你要把每个问题都弄清楚.然后,结合《现代汉语》相关的章节一起学习,会清楚很多.

江城哈尼族彝族自治县13736872881： 自考汉语言文学专业《语言学概论》如何复习? - ？
叶翠益脉： 自考的复习方法:1、网上下载历年试卷和考试大纲,把答案在教材书上找出来.因为自考试题是从题库中出来的,往往会反复考到,只要把这些题目都背下来,一般及格没有问题.2、根据大纲复习,要求识记和掌握的重点背下来,就可以有好的成绩.3、考试时,要把名词解释当简答题回答,凡是能记住的内容只要卷面允许,都写上去.4、自考的题目范围广,但难度不大,所以要记住的内容比较多.

江城哈尼族彝族自治县13736872881： 《语言学概论》一般词汇的类型有哪些? - ？
叶翠益脉： 一般词汇的类型,有以下7种: (1)新词(如＂创业板＂、＂知识经济＂); (2)古词(如＂若＂、＂之＂、＂吾辈＂、＂抵牾＂); (3)外来词(如＂可口可乐＂、＂伊妹儿＂), (4)行业用词(如出版界用语＂印张＂、＂开本＂、＂插页＂等); (5)科技术语(如数学术语＂函数＂、＂微分＂、＂哥德巴赫猜想＂等); (6)方言俚语词(如＂遛弯儿＂、＂靓仔＂、＂收银台＂等); (7)除以上六种词以外的非常用词.

江城哈尼族彝族自治县13736872881： 求大神解答《语言学概论》的题 - ？
叶翠益脉： 三种:上声、一字、不字1.上声变调上声在四个声调前都会产生变调,读原调的几率很小只有在读单音节字或处在词语末尾或句末时才有可能读原调.上声有两种变调:A.上+非上:变半上---211 如:百般 火车 警钟 B.上上相连:变成阳平调--...

江城哈尼族彝族自治县13736872881： 《语言学概论》,语境对词义的影响表现在可以使多义词( ),使词义( ),使附加色彩( ),还可使词语产生( ). - ？
叶翠益脉： 语境对词义的影响表现在可以使多义词(消除多义和歧义),使词义(得到填补和丰富),使附加色彩(发生临时性的变化),还可使词语产生(获得临时的、特定的含义).

江城哈尼族彝族自治县13736872881： 自考汉语言文学成绩在哪里查询? - 上学吧？
叶翠益脉： 语法范畴有广义和狭义之分.广义语法范畴是各种语法形式表示的语法意义的 概括.从语法形式上看,包括所有显性语法形式和隐性语法形式,从语法意义上看 ,包括所有结构意义、功能意义和表述意义.狭义语法范畴是词的形态变化表示的 ...

江城哈尼族彝族自治县13736872881： 常见的语法范畴有哪些?(语言学概论考试) - ？
叶翠益脉： 常见的语法范畴有性、数、格、时、体、态、人称等. “性”是某些语言里的名词的分类,例如俄语和德语的名词与形容词都有性的语法范畴,分阳性、中性和阴性三种,不同性的词有不同的变格方式.要注意的是,这里的“性”与生物学的“...