胡壮麟《语言学教程》笔记第12章.docx

精品文档

Chapter 12 Theories and Schools of Modern Linguistics 常考点：各学派的代表人物、理论基础、特点、主要观点、重要概念；语言普遍性和人类行为的关系。

1.索绪尔和现代语言学

1.1.观点

语言是用声音表达交流思想的符号系统；符号是形式和意义的结合；符号是语言事实的核心。

1.2.概念

能指 &所指

语言 &言语

共时研究 &历时研究

2.布拉格学派

2.1.代表人物

V.Mathesius---Firbas

2.2. 主要观点和贡献

① 强调共时研究的合理性，因为它可以提供完整且易掌控的研究材料。

② 强调语言的系统性，语言单位处于功能对比、对立之中。

③ 它将语言看作是在所属语言群体中发挥一系列功能的工具。

2.3.功能句子观（FSP）

功能句子观是一套语言学分析理论，它是指用信息论的原理来分析话语或文本。其基本原则就是一句话中各部分起的作用取决于它对全句意义的贡献。

2.4.主位&述位

主位：话语的出发点，它是说话人和听话人都知道的信息。

述位：话语的目的，是说话人要向听话人传递的信息。

。

1欢迎下载

2.5.交际能力（communicative dynamism）

费尔巴斯用交际能力表示句子成分对交际发展所起的作用。他把功能句子观解释为不同程度的交际力的分布。

3.伦敦学派

3.1.代表人物

B. Malinovski---Firth---M. A. K. Halliday

3.2. B. Malinovski的理论

① 语言是一种行为模式。

② 话语意义来源于话语发生的上下义之间的关系。

3.3. Firth的理论

弗斯认为语言是种社会过程。语言是参与社会生活的工具，是自己做事和使他人做事的手段，是一种

行为和生活手段。

3.4. M. A. K. Halliday与系统-功能语法

韩礼德的系统 - 功能语法是一种具有社会学倾向的功能语言学方法。

①系统语法

系统就是存在于语法中的一系列选择。

系统语法的目的是要说明语言作为系统的内部底层关系，它是与相关联的可供人们不断选择的若干子系统组成的系统网络。

②功能语法

功能语法的目的是要说明语言是社会交往的手段，其基础是：语言系统及其成分不可避免的有它们所

提供的作用和功能所决定。

韩礼德提出儿童语言的七大功能:工具、控制、交互、自指性、探索、想象和信息功能。

。

2欢迎下载

韩礼德提出的儿童语言功能，即元功能：概念、人际、语篇。

3.5.语言的元功能

①概念功能 (Ideational function)

概念功能是用来传达新的信息，或是给听话者传递一定的未知内容。它主要包括及物性和语态两部分。

②人际功能 (Interpersonal function)

人际功能是充分运用语言来表达社会和个人的关系，包括讲话者进入语言情境及言语行为的形成。人

际关系可以通过语气和情态来实现。

③语篇功能 (Textual function)

语篇功能是指语言中存在着一种机制将口头或书面的话语组织成连贯统一的语篇，这种机制使实际的

言语区别于一系列的随意的句子。

4.美国结构主义

4.1. 代表人物

F. Boas---Sapir---L. Bloomfield---Pike

4.2.简介

语法范畴应由意义而非分布来定义；同时一语言的结构不应该根据时态、语态及词性等所谓的通用标

准来描述。

4.3.布龙菲尔德（L. Bloomfield）

①行为主义（ Behaviorism ）

行为主义是一种科学研究方法，其理论依据：人们无法认识他们未经历的事情。

行为主义认为儿童对语言的学习是通过一连串的“刺激- 反应 - 强化”来达到的；而成人对语言的使用也是“刺激 - 反应”的过程。

②在语言学史上的地位

。

3欢迎下载

精品文档

布菲德是美国描述言学的代表。他在美国言学史上是个里程碑式的人物。1933-1950 个

期被称“布菲德期”。

③公式

S→r ?? s→R

S:外部刺激

r:言的代替反

s:言的代替性刺激

R:外部的反

5.生成法

5.1.天假& LAD

姆斯基言是天生的，儿童与生俱来的有一种言学能力，叫做“ 言得机制”。是一

种他适合言学的独特知。

指出儿童天生被予一种能力，不包括学言的和潜能，包括关于言性的知。从

种点可以看出，儿童天生有法关系及法范畴的知，并且种知是普遍的。

5.2.生成法

姆斯基用“生成法” 一概念来指“一套用来句子行构描写，定明确格的系”。他任何一种言的使用者都掌握并内化了一种具有生成能力的法，种法可以表达他的言知

。

生成法不限于描述个法，他旨在揭示个法与普遍法的一性。他并不止步于描述某一

言，而是作一种手段用以探索言的普遍律，以期最揭示人的知系及人本。

姆斯基提出了三个不同的面来价法：即察的充分性，描写的充分性，解的充分性。

5.3.- 生成法的展段（ 5 个）

。

4欢迎下载

①古典理论：旨在把语言学变成一门科学；

② 标准理论：研究如何将语义成分加入语法模型；

③ 扩展的标准理论：讨论语言的普遍性和普遍语法；

④ 修正的扩展的标准理论：讨论管辖和约束的问题；

⑤ 最简方案：是对前面理论的进一步修正。

5.4.转换-生成语法的特征

⑴ 乔姆斯基把语言定义为一套规则或原理；

⑵乔姆斯基认为语言学家的目标应该是创造一种有生成能力的语法，这个语法能够抓住本族语人所默

认的知识。这就与语言习得理论及普遍语法有关；

⑶ 乔姆斯基及他的拥护者都对能够揭示本族语人的语言知识的语言材料感兴趣。他们很少使用那些本

族语人所说的材料；

⑷乔姆斯基的研究方法是“假设- 演绎”，他把这种方法运用于两个方面：

①语言学家阐明关于语言结构的假设--- 语言的普遍理论，此理论被个别语言的语法所验证；

② 每一个个别语法又是关于普遍语言的普遍语法的假设。

⑸ 乔姆斯基追随了哲学上的理性主义和心理学上的心灵主义。

6. Explain the following terms

①Transformational- Generative grammar

②Language Acquisition Device

LAD refers to an innate faculty of language in general with which children are born. It is

proposed by Chomsky, who argues that LAD probably consists of three elements:the hypothesis-maker, linguistic universal, and an evaluation procedure.

③Innateness hypothesis

。

5欢迎下载

The “ Innateness hypothesis” of child language acquisition was proposed by Noam Chomsky, who states that language are somewhat innate and that children are born with what he calls a language acquisition device, which is a unique kind of knowledge that fits them for language learning.

7. Short answer questions

⑴What are the major concerns of the Prague School?

⑵What ’s your understanding of Systemic Functional Grammar?

⑶What ’s the relationship between linguistics and behaviorism according to

Bloomfield? 8. Essay questions (p190)

⑴ What are the unique features of Halliday’s systemic linguistics?

⑵How does Halliday relate the functions performed by language to its structures?

⑶Can you make a brief introduction to Systemic-Functional Grammar?

⑷The roles of Transformational-Generative grammar and Functional linguistics in

language teaching and learning.

。

6欢迎下载

胡壮麟《语言学教程》第四版笔记

Chapter 1 Invitations to Linguistics 1.3 Design features of language The features that define our human languages can be called design features which can distinguish human language from any animal system of communication. 1.3.1 Arbitrariness Arbitrariness refers to the fact that the forms of linguistic signs bear no natural relationship to their meanings. 1.3.2 Duality Duality refers to the property of having two levels of structures, such that units of the primary level are composed of elements of the secondary level and each of the two levels has its own principles of organization. 1.3.3 Creativity Creativity means that language is resourceful because of its duality and its recursiveness. Recursiveness refers to the rule which can be applied repeatedly without any definite limit. The recursive nature of language provides a theoretical basis for the possibility of creating endless sentences. 1.3.4 Displacement Displacement means that human languages enable their users to symbolize objects, events and concepts which are not present (in time and space) at the moment of conversation. 加1 Each sound in the language is treated as discrete. 加2 the direct/non-arbitrary/non-symbolic relation between meaning and form. There are resemblances between the language form and what they refer to. That relationship is called icon. Iconicity exists in sounds, lexicons and syntax. It is the motivation between language forms and meanings. It is a relation of resemblance between language form and what they refer to. 1.5 Functions of language As is proposed by Jacobson, language has six functions: 1. Referential: to convey message and information; 2. Poetic: to indulge in language for its own sake; 3. Emotive: to express attitudes, feelings and emotions; 4. Conative: to persuade and influence others through commands and entreaties; 5. Phatic: to establish communion with others; 6. Metalingual: to clear up intentions, words and meanings. three metafunctions: 1. function: to convey new information, to communicate a content that is

语言学教程第四版第二章 胡壮麟 主编

Chapter 2 Speech sounds Contents ?How sounds are made? ?Consonants and vowels ?Phonological processes, phonological rules and distinctive features ?Suprasegmentals 超音段 ?Two major areas for studying speech sounds: phonetics and phonology ?Phonetics: it studies how speech sounds are made, transmitted and perceived. ?Three branches of phonetics: ?Articulatory phonetics发声语音学 is the study of the production of speech sounds. ?Acoustic phonetics声学语音学 is the study of the physical properties of the sounds produced in speech. Auditory phonetics听觉语音学 is concerned with the perception of speech sounds ?Phonology：it deals with the sound system of a language by treating phoneme 音素 as the point of departure. ?It studies the sound patterns and sound systems of languages. ?Ultimately it aims to discover the rules that underlie the sound patterns of all languages. How speech sounds are made? ? speech organs 言语器官 ?Speech organs are also known as vocal organs（发音器官）. ?Parts of human body involved in the production of speech sounds: lungs, trachea (windpipe) 气管, throat, nose, mouth ? organs of speech (Figure 2.2, p.26 on our books)

(完整版)胡壮麟《语言学教程》测试题及答案

胡壮麟《语言学教程》（修订版）测试题 第一章：语言学导论 I. Choose the best answer. (20%) 1. Language is a system of arbitrary vocal symbols used for human A. contact C. relation B. communication D. community 2. Which of the following words is entirely arbitrary? A. tree C. crash B. typewriter D. bang 3. The function of the sentence “ Waterboils at 100 degrees Centigrade. i”s A. interrogative C. informative B. directive D. performative 4. In Chinese when someone breaks a bowl or a plate the host or the people present are likely to say “碎碎(岁岁)平安”asa means of controlling the forces which they believes feel might affect their lives. Which functions does it perform? A. Interpersonal C. Performative B. Emotive D. Recreational 5. Which of the following property of language enables language users to overcome the barriers caused by time and place, due to this feature of language, speakers of a language are free to talk about anything in any situation? A. Transferability C. Displacement B. Duality D. Arbitrariness 6. Study the following dialogue. What function does it play according to the functions of language? —A nice day, isn 't it? Right! I really enjoy the sunlight. A. Emotive C. Performative B. Phatic D. Interpersonal 7. __________ refers to the actual realization of the ideal language usesr knowledge of the rules of his language in utterances. A. Performance C. Langue B. Competence D. Parole 8. When a dog is barking, you assume it is barking for something or at someone that exists hear and now.

胡壮麟语言学教程(修订版)一至三单元课后名词解释中英对照

语言学教程chapter1-3 1.design feature: are features that define our human languages,such as arbitrariness,duality,creativity,displacement,cultural transmission,etc. 本质特征：决定了我们语言性质的特征。如任意性、二重性、创造性、移位性等等。 2.function: the use of language to communicate,to think ,https://www.sodocs.net/doc/d99418315.html,nguage functions inclucle imformative function,interpersonal function,performative function, emotive function,phatic communion,recreational function and metalingual function. 功能：运用语言进行交流、思考等等。语言的功能包括信息功能、人际功能、施为功能、感情功能。3.etic: a term in contrast with emi c which originates from American linguist Pike’s distinction of phonetics and phonemics.Being etic means making far too many, as well as behaviously inconsequential,differentiations,just as was ofter the case with phonetic vx.phonemic analysis in linguistics proper. 非位的：相对于“位学的”源于美国语言学家派克对于语音学和音位学的区分。 4.emic: a term in contrast with etic which originates from American linguist Pike’s distinction of phonetics and phonemics.An emic set of speech acts and events must be one that is validated as meaningful via final resource to the native members of a speech communith rather than via a ppeal to the investigator’s ingenuith or intuition alone. 位学的：相对于“非位的”源于美国语言学家派克对于语音学和音位学的区分。言语行为和事件中的位学系统必须是有效而有意义的，是通过言语社会中的本族语者而不仅仅是调查者的聪明和直觉获得的。5.synchronic: a kind of description which takes a fixed instant(usually,but not necessarily,the present),as its point of observation.Most grammars are of this kind. 共时：以一个固定的时间（通常，但非必须，是现在）为它的观察角度的描写。大多数的语法书属于此类型。 6.diachronic:study of a language is carried through the course of its history. 历时：在语言的历史过程中研究语言。 7.prescriptive: a kind of linguistic study in which things are prescribed how ought to be,https://www.sodocs.net/doc/d99418315.html,ying down rules for language use. 规定式：规定事情应该是怎样的。如制定语言运用规则。 8.descriptive: a kind of linguistic study in which things are just described. 描写式：描述事情是怎样的。 9.arbitrariness: one design feature of human language,which refers to the face that the forms of linguistic signs bear no natural relationship to their meaning. 任意性：人类语言的本质特征之一。它指语言符号的形式与意义之间没有自然的联系。 10.duality: one design feature of human language,which refers to the property of having two levels of are composed of elements of the secondary.level and each of the two levels has its own principles of organization. 二重性：人类语言的本质特征之一。拥有两层结构的这种特性，底层结构是上层结构的组成成分，每层都有自身的组合规则。 11.displacement: one design feature of human language,which means human language enable their users to symbolize objects,events and concepts which are not present (in time and space),at the moment of communication.

胡壮麟《语言学教程》笔记和考研真题及典型题详解(第二语言和外语教学)【圣才出品】

第11章第二语言和外语教学 11.1 复习笔记 本章要点： 1. The relation between linguistics and language teaching 语言学与语言教学之间的关系 2. Grammar, input and language learning 语法、输入与语言学习 3. Interlanguage in language teaching 语言教学中的中介语 4. Linguistics and syllabus design 语言学与教学大纲设计 5. Contrastive analysis and error analysis 对比分析与错误分析 6. Corpus linguistics and language teaching 语料库语言学与语言教学 常考考点： 语言学与语言教学的关系；语言学与语言学习；语言学与教学大纲设计；二语学习者的主要障碍；对比分析与错误分析；中介语；语料库语言学与语言教学等。

本章内容索引： I. Definition of Applied Linguistics II. The Relation between Linguistics and Language Teaching III. Linguistics and Language Learning 1. Grammar and Language Learning 2. Input and Language Learning 3. Interlanguage in Language Learning IV. Linguistics and Language T eaching 1. The discourse-based view of language teaching 2. The universal grammar (UG) and language teaching V. Syllabus Design 1. Syllabus and curriculum 2. Theoretical views behind syllabus design 3. Types of syllabus (1) The structural syllabus (2) The situational syllabus (3) The communicative syllabus (4) The task-based syllabus 4. Current trends in syllabus design (1) The co-existence of the old and the new (2) The emphasis on the learning process

胡壮麟语言学教程课件Part12

Literary linguistics studies the language of literature. It focuses on the study of linguistic features related to literary style. 9.1 Theoretical background

9.2.1 Foregrounding and grammatical form 9.2.2 Literal language and figurative language Simile Metaphor Metonymy Synecdoche 9.2.3 The analysis of literary language

9.3.1 Sound patterning 9.3.2 Different forms of sound patterning Rhyme Alliteration Assonance Consonance Reverse rhyme Pararhyme Repitition

-Metre(Dimetre, Trimetre, Tetrametre, Hexametre, Heptametre, Octametre) -Foot (Iamb, Trochee, Anapest, Dactyl,Spondee, Pyrrhic) 9.3.4 Conventional forms of metre and sound Couplets Quatrains Blank verse Sonnet 9.3.5 The poetic functions of sound and metre 9.3.6 How to analyse poetry?

胡壮麟《语言学教程》笔记1_3章

胡壮麟语言学重难点 Chapter 1 Invitations to Linguistics 常考考点：1. 语言: 语言的定义；语言的基本特征；语言的功能；语言的起源 2. 语言学：语言学的定义；现代语言学与传统语法学研究的三个显著区别；语言学研究的四个原则及简要说明；语言学中的几组重要区别；每组两个概念的含义、区分及其意义；普通语言学的主要分支学科及各自的研究范畴；宏观语言学及应用语言学的主要分支及各自的研究范畴。 1. 语言的定义特征 1.1. 任意性 1.2. 二重性 1.3. 创造性 1.4. 移位性 1.5. 文化传递性 1.6. 互换性 2. 语言的功能 1.1. 信息功能 1.2. 人际功能 1.3. 施为功能 1.4. 感情功能 1.5. 寒暄功能 1.6. 娱乐功能 1.7. 元语言功能

3. 微观语言学 3.1. 语音学 3.2. 音系学 3.3. 形态学 3.4. 句法学 3.5. 语义学 3.6. 语用学 4. 宏观语言学 4.1. 心理语言学 4.2. 社会语言学 4.3. 应用语言学 4.4. 计算语言学 4.5. 神经语言学 5. 重要概念及其区分 5.1. 描写式&规定式 5.2. 共时&历时 5.3. 语言&言语 5.4. 语言能力&语言应用 5.5. 唯素的&唯位的 5.6. 传统语法&现代语法 5.7. 语言潜势&实际语言行为 Chapter 2 Speech Sounds

常考考点：1. 语音学语音学的定义；发音器官的英文名称；英语辅音的定义；发音部位、发音方法和分类；英语元音的定义和分类；基本元音；发音语音学；听觉语音学；声学语音学；语音标记，国际音标；严式与宽式标音法 2. 音系学音系学的定义；音系学与语音学的联系与区别；音素、音位、音位变体、最小对立体、自由变体的定义；音位理论；自由变异；音位的对立分布于互补分布；语音的相似性；区别性特征；超语段音位学；音节；重音；音高和语调。 1. 语音学及其三大领域 1.1. 语音学定义 1.2. 语音学三大领域 ①发音语音学 ②声学语音学 ③听觉语音学 2. 辅音 2.1. 辅音定义 发音时，声道的某些部位受到压缩或阻碍后，使得气流在口腔里转向、受阻或完全被阻塞，由此产生的音叫做辅音。 2.2. 发音方式 发音方式是指发音器官之间的关系，以及气流经过声道的某些部位的方式 2.3. 发音部位 发音部位是指声道的哪些部位发生气流摩擦、狭窄化或阻碍。 3. 元音

语言学教程胡壮麟(第四版) 第3章

Chapter 3 From Morpheme to Phrase 第一部分The formation of word——Morpheme词的构成 1. Morpheme 词素的定义 Morpheme is the smallest meaningful unit of language in regard to the relationship between sounding and meaning, a unit that cannot be divided into further smaller units without destroying or drastically altering the meaning, such as boy and –s in boys, check and –ing in checking. And the systematic study of morpheme is a branch of linguistics called morphology 2. Types of morphemes 词素的种类 ①Free morpheme and bound morpheme 自由词素和黏着词素 Free morphemes: Those that may occur alone, that is, those which may make up words by themselves, are free morphemes, such as Dog, nation. Bound morphemes: Those that cannot occur alone. They must appear with at least one different morpheme, are called bound morphemes, for example, the word distempered has three morphemes, namely, dis-, temper, and –ed, of which temper is a free morpheme, dis- and –ed are two bound morphemes. ②Root, affix and stem 词根、词缀和词干 A root is the base form of a word that cannot be further analyzed without destroying its meaning. That is to say, it is that part of the word that remains when all the affixes are removed. For example, in the word internationalism, after the removal of inter-, -al and -ism, what is left is the root nation. Therefore, all words contain a root morpheme. A root may be free or bound. First, free root morphemes are those that can stand by themselves and are the base forms of words, such as black in black, blackbird, blackboard, blacksmith. A language may contain many morphemes of this type. Second, there are relatively a few bound root morphemes in English, such as -ceive in receive, perceive and conceive: -mit in remit, permit, commit and submit: -tain in retain, contain and maintain, among many others A few English roots may have both free and bound variants. E.g. the word sleep is a free root morpheme, whereas slep- in the past tense form slept cannot exist by itself, and therefore bound. An affix is the collective term for the type of morpheme that can be used only when added to another morpheme. They are classified into three subtypes, namely, prefix, infix, and suffix. Prefix such as para-, mini- in paragraph and miniskirt; Infix such as –ize, -tion in colonize and revolution; Suffix such as –ee- in feet (vs. foot). A stem is any morpheme or combination of morphemes to which an inflectional affix can be added, so both friend- in friends and friendship- in friendships are stems. The former shows that a stem may be the same as a root, whereas the latter shows that a stem may contain a root and one, or more than one, derivational affix. ③Inflectional affix and derivational affix 屈折词缀和派生词缀 Inflection is the manifestation of grammatical relationships through the addition of inflectional affixes, such as number, person, finiteness, aspect, and case, which don’t change the grammatical class of the stems to which they are attached. The distinction between inflectional affixes and derivational affixes is sometimes known as a distinction between inflectional morphemes and derivational morphemes. We can tell the difference between them with the following ways: 1)First, inflectional affixes are generally less productive than derivational affixes. They often add a minute or delicate grammatical function to the stem, such as toys, walks, John’s. Therefore, they serve to produce different forms of a single lexical item. However, derivational affixes are very productive in making new words. For example, cite, citation, cital. So derivational affixes often change the lexical meaning. 2)Second, inflectional affixes don’t change the word class of the word they attach to, such as flower, flowers, whereas derivational affixes might or might not, such as the relation between small and smallness for the former, and that between brother and brotherhood for the latter. 3)Third, that whether one should add inflectional affixes or not depends very often on other factors within the phrase or sentence at stake. For example, the choice of likes in “The boy likes to navigate on the Internet.” is determined by the subject the boy in the sentence. However, derivational affixes are more often based on

胡壮麟 语言学教程修订版 课堂笔记和讲义精选Chapter (6)

Chapter 6 Language Processing in Mind 6.1 Introduction 1. Language is a mirror of the mind in a deep and significant sense. 2. Language is a product of human intelligence, created a new in each individual by operation that lie far beyond the reach of will or consciousness. 3. Psycholinguistics “proper” can perhaps be glossed as the storage, comprehension, production and acquisition of language in any medium (spoken or written). 4. Psycholinguistics is concerned primarily with investigating the psychological reality of linguistic structures. 5. The differences between psycholinguistics and psychology of language. Psycholinguistics can be defined as the storage, comprehension, production and acquisition of language in any medium (spoken or written). It is concerned primarily with investigating the psychological reality of linguistic structures. On the other hand, the psychology of language deals with more general topics such as the extent to which language shapes thought, and from the psychology of communication, includes non-verbal communication such as gestures and facial expressions. 6. Cognitive psycholinguistics: Cognitive psycholinguistics is concerned above all with making inferences about the content of the human mind. 7. Experimental psycholinguistics: Experimental psycholinguistics is mainly concerned with empirical matters, such as speed of response to a particular word. 6.1.1 Evidence 1. Linguists tend to favor descriptions of spontaneous speech as their main source of evidence, whereas psychologists mostly prefer experimental studies. 2. The subjects of psycholinguistic investigation are normal adults and children on the one hand, and aphasics----people with speech disorders-----on the other. The primary assumption with regard to aphasic patient that a breakdown in some part of language could lead to an understanding of which components might be independent of others. 6.1.2 Current issues 1. Modular theory: Modular theory assumes that the mind is structured into separate modules or components, each governed by its own principles and operating independently of others. 2. Cohort theory: The cohort theory hypothesizes that auditory word recognition begins with the formation of a group of words at the perception of the initial sound and proceeds sound by sound with the cohort of words decreasing as more sounds are perceived. This theory can be expanded to deal with written materials as well. Several experiments have supported this view of word

胡壮麟的语言学术语英汉对照翻译表

胡壮麟的语言学术语英汉对照翻译表 1. 语言的普遍特征： 任意性arbitrariness 双层结构duality 既由声音和意义结构 多产性productivity 移位性displacement:我们能用语言可以表达许多不在场的东西 文化传播性cultural transmission 2。语言的功能： 传达信息功能informative 人济功能：interpersonal 行事功能：Performative 表情功能：Emotive 寒暄功能：Phatic 娱乐功能recreatinal 元语言功能metalingual 3. 语言学linguistics：包括六个分支 语音学Phonetics 音位学phonology 形态学Morphology 句法学syntax 语义学semantics 语用学pragmatics 4. 现代结构主义语言学创始人：Ferdinand de saussure 提出语言学中最重要的概念对之一：语言与言语language and parole ，语言之语言系统的整体，言语则只待某个个体在实际语言使用环境中说出的具体话语 5. 语法创始人：Noam Chomsky 提出概念语言能力与语言运用competence and performance 1. Which of the following statements can be used to describe displacement. one of the unique properties of language: a. we can easily teach our children to learn a certain language b. we can use both 'shu' and 'tree' to describe the same thing. c. we can u se language to refer to something not present d. we can produce sentences that have never been heard befor e. 2.What is the most important function of language? a. interpersonal b. phatic c. informative d.metallingual 3.The function of the sentence "A nice day, isn't it ?"is __ a informative b. phatic c. directive d. performative 4.The distinction between competence and performance is proposed by __